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{"page": 5, "printed_page": null, "text": "ciProceedings of the\nRational Education Association\n<•\n\n1935\n\n/\n\n"}
{"page": 6, "printed_page": null, "text": "'\n\n>\n\n"}
{"page": 7, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nPROCEEDING\nOF THE\nSEVENTY-THIRD ANNUAL MEETING\nHELD IN DENVER, COLORADO\nJUNE 30 TO JULY 5\n\n1935\n\nVOLUME\n\n73\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\nWASHINGTON, D. C.\n\n"}
{"page": 8, "printed_page": null, "text": ".\n\n"}
{"page": 9, "printed_page": null, "text": "FOREWORD\ncomprises the seventy-third annual volume of Addresses\nand Proceedings of the National Education Association of the United\nStates. It contains the papers delivered at the Denver convention of\nthe National Education Association and those delivered at the Atlantic\nCity convention of the Department of Superintendence.\nIn the preparation of this volume it has been necessary to abstract\nmany of the papers, particularly those delivered before departmental\nsessions, owing to the abundance of material and the limited space avail¬\nable. Wherever abstracting has been done every effort has been made\nto preserve the essential ideas the speaker conveyed in his complete\naddress.\nWhere the material for a given department exceeded the space avail¬\nable for that department, the officers of the department zvere asked to\nindicate which addresses to include. In a few cases addresses were\nreceived too late for inclusion in the volume.\nA number of the addresses, of which only abstracts could be pub¬\nlished in the Proceedings have been printed in full in other publications.\nIn cases where such information zvas available, it has been indicated by\nfootnotes attached to the addresses concerned.\nThis book\n\n"}
{"page": 10, "printed_page": null, "text": "Contents of previous volumes of Proceedings\nof the National Education Association may\nhe found by consulting the Education Index.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL SESSIONS\nThe Higher Leadership.—McConnell _\nAddress of Welcome.—Stapleton\nAddress of\n\n.\n\nWelcome.—Threlkeld.\n\nThe Place of the Educational Profession in the National\nLife .—Newlon . ..\nForum Discussion—Needs of Adult Education\nA State Program of Adult Education.—Burnett .\nArt in Adult Education.—Bryson .\nThe Place of the Library in Adult Education.—Eastman .\nThe Place of Radio in Adult Education.—Hale .\nThe Place of the National Congress of Parents and\nTeachers in Adult Education.—Pettengill .\nPublic Affairs Forums as Agencies for Adult Education. —Studebaker ...\nLooking Ahead in Education.—Smith.\nAddress\n\nof Welcome.—Johnson.\n\n17\n21\n21\n23\n28\n30\n31\n33\n34\n35\n39\n54\n\nAddress of Welcome...—Lewis.\nThe School and the Present Social Situation.—Kilpatrick ....\n\n56\n\nFunctions of the School in This Democracy.—Stoddard.\n\n66\n\nEducation and the General Welfare.—Costigan .\nCooperation with this Generation.—Voigt .\n\n73\n\n57\n\n83\n\nForum Discussion—Needs of Youth\nYouth Bids for a Needed Opportunity.—Bush .\n89\nProblems of Youth from the Standpoint of Social\nStudies .—Lewis.\n90\nProblems of Youth as Seen among Freshmen in a State\nUniversity .:.—Cowles . 92\nProblems Facing Young Women in the High Schools and\nColleges of Today.—Stratton.\n93\nThe Youth Problem from the Point of View of the\nChildren’s Bureau.—McConnell ....\n96\nProblems of Youth as Seen in the Civilian Conservation\nCorps Camps .—Marsh .\n99\nThe Needs of Youth as Seen by the Office of Education. .—Kelly . 102\nProblems of Youth—What Does Youth Most Need?....—Watson . 104\nPanel Jury Discussion Groups\nI. Academic Freedom.—Preble . 106\nII. The Economic Status of the Teacher.—Buckingham ... 108\nIII. The Teacher as a Citizen.—Hand. 110\nIV. Education’s Oldest Challenge—Character.—Threlkeld. 113\nV. Credit Unions .—Orchard . 115\nVI. The Teacher’s Health.—Wood . 116\nHappiness, The Longer View.—Knight . 118\nEducation’s Most Dangerous Rival.—Hunter . 118\nAddress .—McNutt. 125\nMunitions Investigations by the United States Senate.—Nye . 130\n\n[5]\n\n"}
{"page": 12, "printed_page": null, "text": "6\n\nNational Education Association\n\nLIFE MEMBERSHIP DINNER\nHistorical Note .\nCrabtree Life Membership Dinner.\nEarly Recollections .\nBuilding thru Life Memberships.\nMrs. Crabtree’s Contribution to a Successful Career\nNow It Can Be Told.\nAppreciation for Headquarters Staff.\nPresentation of Volume of Tributes.\nAddress .\n\n.\n\n•—Chase . .\n—Joyner . .\n—Saunders\n—Mears . .\n—Hale ...\n—Morgan\n—Givens .\n—Crabtree\n\n.\n.\n.\n.\n.\n.\n.\n.\n\n132\n133\n135\n137\n139\n141\n146\n147\n147\n\nREPORTS OF COMMITTEES\nIntroduction .\nReport of Committee on Amending Charter.—Shaw.\nReport of American Library Association Committee on Co¬\noperation with the National Education Association.-Kennedy.\nReport of Committee To Cooperate with the National As¬\nsociation of Teachers in Colored Schools.—Newbold.\nReport of Committee on the Economic Status of the Teacher. .—Buckingham ...\nReport of Joint Committee on Health Problems in Education. . —Wood .\nReport of Committee on International Relations.—Woodward ....\nReport of Joint Commission on the Emergency in Education. . —Norton .\nReport of Joint Committee of the National Education As¬\nsociation and the National Congress of Parents and\nTeachers .—Langworthy ...\nReport of Legislative Commission.—Hall.\nReport of National Commission on the Enrichment of Adult\nLife.i.—Moyer .\nReport of Committee of Seven on Reorganization of the Na¬\ntional Education Association.—Oberholtzer ...\nReport of Committee on Retirement Allowances.—Force .\nReport of Committee on Resolutions.—Avery .\nReport of Cooperative Committee on Rural Education.—daggers.\nReport of Committee on Social-Economic Goals of America. .—Kelly .\nReport of Committee on Tenure.—DuShane ......\n\n150\n151\n153\n156\n159\n162\n164\n166\n\n167\n168\n172\n175\n204\n207\n216\n218\n221\n\nNATIONAL COUNCIL OF EDUCATION\nHistorical Note .\nThe Future of the National Education Association as En¬\nvisioned by its President.—Smith ..\nThe Future of the National Education Association.—Doudna\nThe Future of the Association..—Givens\nAcademic Freedom in a Period of Transition.—Childs .\nShould the Profession thru the National Education Associa¬\ntion Provide for the Protection of Teachers and\nAdministrators Who Are Unjustly Treated?.—Kelley .\nConcluding Discussion on the Future of the National Edu¬\ncation Association .—Crabtree\nTeachers Colleges Versus Liberal Arts Colleges in the Edu¬\ncation of Teachers.—Davis .\nSecretary’s Minutes .\n\n226\n227\n229\n230\n233\n\n237\n238\n240\n243\n\nDEPARTMENT OF ADMINISTRATIVE WOMEN IN EDUCATION\nHistorical Note .. 252\nSecretary’s Minutes . 253\n\n"}
{"page": 13, "printed_page": null, "text": "7\n\nContents\n\nDEPARTMENT OF ADULT EDUCATION\nHistorical Note . 256\nPanel Discussion—Education of Leaders for Adult Education\nAn Interpretation of Basic English.—Guyton\n\n. 257\nA New Emphasis in Education for Citizenship.—Guyton . 261\nPanel Discussion—Education of Leaders for Adult Education\n\nWhat of the Future of Democracy?.—Cherrington ... 263\nThe Challenge of Leisure.—Braden . 265\nSecretary’s Minutes . 266\n\nDEPARTMENT OF ART EDUCATION\nHistorical Note . 272\nSocial Aspects of Art.—Cheskin . 273\n\nDEPARTMENT OF BUSINESS EDUCATION\nHistorical Note .276\nTraining beyond High School To Meet Requirements of\nPresent Employment Levels.—Odell . 277\nGuidance in the Selection of Subjects in Junior and Senior\nHigh Schools .—Hughes . 278\nPlacement of Graduates in the Commercial Field.—Maclean . 279\nSenior High School—Curriculum Content.—Washburn .... 280\nJunior High School—Curriculum Content.—McCormick ... 281\nJunior College—Curriculum Content.—Jones . 282\nSecretary’s Minutes . 282\n\nDEPARTMENT OF CLASSROOM TEACHERS\nHistorical Note.\nAround the Year with the President.—Lord, ...\n\n286\n287\n\nPanel Discussion—What Next in Legislation?\n\nDiscussion .—Wyatt .\nDiscussion .—Hayes .\nDiscussion .—Jones ...\nProgress of Public Education in Texas.—Caldwell\nDiscussion .—Couch .\nAddress .—Roche .\nReport of 1935 Committee on Academic Freedom.—Tarbell\nSecretary’s Minutes .\n\n290\n292\n293\n295\n296\n297\n300\n302\n\nDEPARTMENT OF DEANS OF WOMEN\nHistorical Note .\nThe Place of Women in the Community.—Roosevelt .\nThe College Woman in the World Community.—Woolley .\nThe Facts as Employers Find Them...—Shepard .\nThe Expedition of Youth.—Samuelson ....\n\n312\n313\n316\n319\n324\n\nDEPARTMENT OF EDUCATIONAL RESEARCH\nHistorical Note .\nEducation in the Tennessee Valley Authority.\nProblems in the Measurement of Teaching Ability\n\n—Reeves\n—Betts .\n\n328\n329\n336\n\n"}
{"page": 14, "printed_page": null, "text": "8\n\nNational Education Association\n\nThe Measurement of Teaching Ability.—Barr\nReading Interests .—Jordan\nSecretary’s Minutes .\n\n337\n342\n346\n\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nHistorical Note . ....\nGreetings.—Givens .. ....\nThe Principal’s Participation in Politics.—Tivitchell\n....\nReport of the 1935 Yearbook Committee—Socializing Ex¬\nperiences in the Elementary School.—Clement . ....\nCan Character Be Taught?.—Jenkins .. ....\nThe Principal’s Responsibility for Teacher Growth.—Hartman\n.. ..\nWhat’s It All About?.—Michael .. ....\nCount For One.—Adams . .. ....\nA Plea for Sanity.—Coffman . ....\n.. . .\nPanel Discussion—The Principal’s Job Today.—Morrison\n\n350\n351\n352\n353\n354\n355\n357\n358\n359\n362\n\nPanel Discussion—The Environment and Its Relation to the\nSchool.—Shankland\n\nSome Implications of Progressive Education.—Stoddard\nGreetings.—Palmer ..\nSome Aspects of the Program of the Elementary School as\nIt Is Planned To Meet the Challenge in this\nPeriod of Social Change.—Bland ...\nThe Place of the Moving Picture in a Building Activity....—Herrington\nMusic Appreciation—Its Contribution to Leisure-Time In¬\nterests .—Lind.\nReport of Resolutions Committee.—Kline ....\nReport of Professional Relations Committee.—Stratton ..\nSecretary’s Minutes .\n\n.... 363\n. . .. 364\n. ... 365\n\n366\n368\n369\n370\n371\n371\n\nDEPARTMENT OF KINDERGARTEN-PRIMARY EDUCATION\nHistorical Note .\nThe Junior School—Its Plan and Purpose.\nThe Gospel of Beauty.\nThe Purpose of the Junior School.\nSkills and' Drills in the New Junior School\nSecretary’s Minutes .\n\n.\n—Lane .... .\n—Dobbs . . . .\n—Smith . . . . .\n—Smith . . . .\n.\n\n380\n381\n382\n385\n386\n387\n\nDEPARTMENT OF LIP READING\nHistorical Note .\nGreetings.—Cushman\nGreetings.—Palmquist\nMental Hygiene as Related to the Problem of Deficient\nHearing .—Rees ....\nConservation of Hearing.—Carmody\nSecretary’s Minutes .\n\n390\n391\n391\n392\n393\n394\n\nDEPARTMENT OF MUSIC EDUCATION\nHistorical Note .\nPioneering in Music Education\nSecretary’s Minutes .\n\n—Burns\n\n398\n399\n402\n\n"}
{"page": 15, "printed_page": null, "text": "Contents\n\n9\n\nDEPARTMENT OF RURAL EDUCATION\nHistorical Note .\n404\nRedirecting Rural Education thru a Better Understanding\nof and Wider Participation in County and Local\nSchool Programs in Rural Areas by State Depart¬\nments of Education. —Snyder .... 405\nMore Effective County and Local School Organization. —Robinson . . . . .. 406\nChoosing the New Road. —Plenzke .... ... 407\nThe One-Room Rural School in a Redirected Program. —Tye . ... 408\nA Twelve-Grade Program in a County System of Schools. . —Dunn . ... 409\nConsolidated and Village Schools as Avenues for Redirect¬\ning Learning Programs in Rural Areas. —Clark. ... 411\nThe School Plant in a Redirected Program. —Brooker . . . ... 412\nRedirecting the Training Program of Teachers of Rural\nChildren . —Heyl . ... 413\nRedirecting the Training Program for Rural Youth. —Stewart .... ... 415\nRedirecting the Training Program for Teachers of Adults\nin Rural Areas.\n—King . ... 416\nRedirecting the Training Program for Rural School Ad¬\nministrators .\n—Frazier .... ... 417\nHow May the State Staff Aid in Redirecting the Program\nRural Education in Terms of Presentday Needs\nthru Supervision? .\n—King . ... 418\nImprovement of Rural Education thru Coordination.\n—Dakin . ... 419\nLeadership of the Department of Public Instruction for Rural1i\nEducation. — fVieland . . . ... 420\nReport of the Committee on Resolutions. —Powers .... ... 422\nImproved Methods of Financing Rural Education. —Carr. ... 424\nBetterment of Rural Education thru Improved Leadership.. —Anderson . . ... 426\nLarger Units of Organization. —Elder ...... ... 427\nDEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION\nHistorical Note .\nWhat Is a Program of School Health Service Adequate To\nMeet Presentday Needs?.—Bailey .\nHealth and Physical Education for the New Era.—Hinman .\nThe Program of Girls’ Athletics from the 1935 Viewpoint..—Cave .\nAvocational Training for the New Leisure.—Braden .\nSecretary’s Minutes .\n\n430\n431\n432\n433\n435\n436\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nHistorical Note .\nA Coherent Science Teaching Program.—Caldwell\nScience in the Elementary Schools of Cleveland.—Melrose\nThe Preparation of Teachers of Science To Meet the Needs\nof the New Program.—Jean ..\nThe Social Significance of Science Teaching.—Bayles .\nSecretary’s Minutes .\n\n440\n441\n443\n445\n446\n447\n\nDEPARTMENT OF SECONDARY EDUCATION\nHistorical Note . 450\nThe Dean Looks at Youth Problems of Today.—Stratton . 451\nThe High-School Principal Looks at Youth Problems of\nToday.—Chalmers .451\n\n"}
{"page": 16, "printed_page": null, "text": "10\n\nNational Education Association\n\nHow Much Flexibility in Secondary Education Is Needed in\nthe Face of Youth Problems of Today?.—Fleming\nCreating Character Values thru High-School Education....—Loper\nA Commission Plan for Youth.—Marsh\nGermany and Its Youth.—Norlin\nYouth and the Present Crisis.—Small\nSecretary’s Minutes .\n\n453\n453\n454\n455\n457\n458\n\nDEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\nHistorical Note .\nImplications of Present Trends in the High-School Program. .—Stoddard.\nThe Harmful Effects of Propaganda and Their Avoidance. .—Jordan.\nFacing the Future in Secondary Education.—Schwegler ....\n\n462\n463\n464\n467\n\nDEPARTMENT OF SOCIAL STUDIES\nHistorical Note . 472\nA Background of Significant Information.—West . 473\nA Social, Economic, and Political Philosophy.—Graham . 473\nAn Inspiration toward Worthy Character\nand Good\nCitizenship .—Rosenlof . 475\nWhat the Social Studies Have Done for Me.—Eskildson . 476\nRecent Experimentation in Social Studies Teaching.—Michell . 477\nA Practical Program for the Social Studies.—Sexson . 478\nMaking the Program Fit the Needs of Individual Pupils. . . .—Batch. 480\nIdeals for the Future Development of the Social Studies\nProgram.—Rugg . 481\nSecretary’s Minutes . 482\nDEPARTMENT OF SPECIAL EDUCATION\nHistorical Note .\n484\nNeeded Legislation in the Interest of all Types of Exceptional\nChildren.• -Nuttermile .... 485\nThe Psychology of Exceptional Children.■ -Hawk . 485\nMeeting the Needs of Exceptional Children in Rural Schools. . - -Hcffernan.486\nSpeech Curriculums From a Personality Approach. -Murray . 488\nAuditory Deficiency and Delayed Speech.- -Hawk. 489\nThe Stammerer—Whose Responsibility?.■ -Willsea. 490\nThe Deaf Child and Public Responsibility.• -Davis . 491\nMental Hygiene and Education.■ -Nash . 492\nEmotional Training in the Rural School.• -Wait . 493\nThe Gifted Child and His Education.■ -Taylor . 495\nThe Education of Exceptional Children in a Rural.\nState .■ -Sholty . 496\nThe Education of the Retarded Child.■ -Ballenger . 497\nDEPARTMENT OF SUPERINTENDENCE\nHistorical Note . .\nGovernmental Planning in the United States. —Merriam.\nThe Quest for National Security. —Beard .\nThe Double Crisis of the Schools. —Frank ..\nThe Economy of Abundance. —Chase .!\nSocial Change and Education, The 1935 Yearbook—Jurypanel Discussion . —Studebaker ...\n\n500\n501\n510\n515\n526\n534\n\n"}
{"page": 17, "printed_page": null, "text": "11\n\nContents\n\nEducational Leadership in a Troubled World. —Strayer .\nPublic Education as a Force for Social Improvement. — ■Kilpatrick.\nEducation and Public Service. — -Coffman .\nThe Child in Relation to the Twentieth Century. —Woolley .\nWhat Do We Mean by Adapting the Schools to Social and\nPupil Needs? . — Weet .\nLooking Ahead toward Educational Recovery. —Norton.\nThe Need for a Unifying Purpose. —Wallace .\nThe City Room and the School Room. —Broun .\nSo Conceived and So Dedicated. —Russell .\nReport of the Committee on Resolutions.\nMessage from President Roosevelt.\nSecretary’s Minutes .\n\nDEPARTMENT OF\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\n559\n567\n575\n580\n583\n590\n595\n604\n609\n618\n622\n623\n\nOF INSTRUCTION\n\n... 628\nHistorical Note .\nWhat Constitutes Socially Useful Activities for Early Ele¬\nmentary Pupils? . —Power . ... 629\nActivities of the Curriculum Commission of the National\nCouncil of Teachers of English. —Hatfield . . . ... 629\nSymposium—Issues in the Supervision of English\n\nThe Problem of Grade Placement. —Cutright . .. ...\nThe Problem of Vocabulary. —Gosling . .. . ...\nAn English Curriculum Built Cooperatively. —Lincoln . .. . ...\nThe Place of Science in the Elementary-School Program.... —Simpson . . . ...\nThe Question of Science Equipment and Materials. —Carpenter . . ...\nThe Integration of the Curriculum thru the Arts. —Irwin . ...\nCivic Institutions and Interests as Source Material in Art\nEducation.\n—Jacobs . ...\nThe Art Problems of the General Supervisor.\n—Harney . .. . ...\nThe Integration of the Child—The Goal of the Educational\nProgram .\n—Wile . ...\nDirecting the Activities of the Classroom toward the Mental\nHealth Objective.\n—A verill . . .. ...\nPanel—The Distinction between\nand\n\nCurriculum\n\nCourse\n\nof Study\n\n630\n631\n632\n633\n634\n635\n636\n637\n638\n640\n\nWriting\n\nDevelopment.\n\n—Gumlick\n\nSecretary’s Minutes .\n\n. . . ...\n\n641\n... 642\n\nHOME ECONOMICS\n\n—Smith. ...\n\nThe\n\nPlace\n\nof\n\nHome\n\nEconomics\n\nin\n\nDeveloping\n\n647\n\nBetter\n—Broome .. .. ... 647\n—Gosling . . . . ... 648\n—Raitt . ... 651\n—Smith. ...\n\n653\n—Oberholtzer ... 654\n\nPanel Discussion—Integration of Education for Better\n\n. ... 655\n—Smith. ... 657\nSecretary’s Minutes . 658\n—Hill\n\n"}
{"page": 18, "printed_page": null, "text": "12\n\nNational Education Association\n\nDEPARTMENT OF TEACHERS COLLEGES\nHistorical\n\nNote\n\n.1%.\n\n660\n\nOur Next Order of Business.—Donovan ......\nWhat Has Happened to the Finances of the Teachers Col¬\n\n661\n\nleges during the Depression ?.—Frasier\nThe Ways and Means of Arousing Public Interest in the\n\n662\n\n.\n\nFinancial Needs of Teachers Colleges.—Pittenger. 668\nAdventures in Faculty Cooperation and Participation in\nthe\n\nTraining School.—Gregory\n\nCharacteristics of Successful\n\nCollege Teaching.—Scott\n\n. 675\n\n. 681\n\nTeaching Is a Social Grace.—Butterfield\n\n.... 688\n\nPresentday Reasons for Requiring a Longer Period of PreService Preparation for Teachers.—Counts\n\n.\n\n694\n\nInter-Institutional Relationships in Developing a State Pro¬\ngram for the Education of Teachers.—Klonower\n\n.... 702\n\nThe Teachers College in the Service of the State and Nation. . —Donovan. 709\nList of Accredited Institutions—1935-36. 714\n\nDEPARTMENT OF VISUAL INSTRUCTION\nHistorical Note\n\n. 720\n\nThe Noon-Day Movies, Education’s New Tool.—Meola . 721\nVisualized Education in Appreciation of the Arts.—Bishop. 721\nHow To Prepare and Present a Science Night Program....—Collier. 722\nCharacteristics in Still Pictures for Instructional Use in the\nClassroom .—Trolinger. 723\nThe Use of Cartoons and the Chalk Talk in the Classroom. .—Ream . 723\nThe Adaptation of Art to Classroom Work.—Hellstern\n\n. 724\n\nCulminating Activity in Visual Education Using the Opaque\nProjector\n\n.—Larson\n\nA Wide Area of Visual Instruction Service.—Fox\n\n. 725\n\n. 725\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nHistorical Note . 728\nVocational Training in the CCC.—Marsh . 729\nVocational Education and the TVA.—Reeves. 730\nTechnological Changes in Industry and the New Apprentice. .—Adams . 732\nVocational Education and the NRA..—Patterson\n\n. 733\n\nSecretary’s Minutes . 734\n\nWORLD FEDERATION OF EDUCATION ASSOCIATIONS\nHistorical Note .\nBiennial Report .—Crabtree\nAugustus O.\n\nThomas.—Miller ..\n\n736\n737\n740\n\nASSOCIATIONAL RECORDS AND INFORMATION\nIncorporation.\n\n745\n\nBylaws.\nCalendar of Meetings.\n\n750\n\nAct\n\nof\n\nOfficers—1934-35 .\nHeadquarters Staff .\nOfficers—1935-36 .\nCommittees of the National Education Association—1934-35.\n\n762\n764\n766\n770\n777\n\n"}
{"page": 19, "printed_page": null, "text": "Contents\n\nMinutes of the Fifteenth Representative Assembly.\nMinutes of the Meetings of the Board of Directors.\nMinutes of the Meetings of the Executive Committee.\nMinutes of the Meetings of the Board of Trustees.\nReport of the Board of Trustees.\nReport of Auditors.\nReport of Treasurer.\nReport of Budget Committee.\nAnnual Report of the Secretary.\nReport of the Committee on Necrology.\nThe Fifteenth Representative Assembly.\nIndex .\n\n13\n793\n848\n879\n892\n897\n900\n917\n920\n929\n941\n948\n973\n\n"}
{"page": 20, "printed_page": null, "text": "The work on this volume, including the gathering of\nmaterials, planning of the general design, editing, proof¬\nreading, and makeup, has been done by the following\nmembers of the Division of Publications staff: Lyle W.\nAshby, F. Erie Prior, Hazel Arrington Brown, Mildred\nBunch, Louise Murray, and Thelma F. Camp.\nJoy Elmer Morgan, Director\nDivision of Publications\n\n"}
{"page": 21, "printed_page": null, "text": "gENERAL Sessions\n\n"}
{"page": 22, "printed_page": null, "text": ""}
{"page": 23, "printed_page": null, "text": "THE HIGHER LEADERSHIP\nREVEREND FRANCIS J. MCCONNELL, RESIDENT BISHOP, METHODIST\nEPISCOPAL CHURCH, NEW YORK, N. Y.\n\nA\n\nfew years ago A.\n\nD. Lindsay, principal of Balliol College, Oxford,\ndelivered at Swarthmore College a remarkable course of lectures\non the essentials of democracy. Among other conceptions Principal Lindsay\nmade it clear that in democracies as large as England and the United States\ntoday, the old type of leadership which a single leader could win on his\nown account is no longer possible.\n\nA Burke in England or a Webster in America spoke to comparatively\nfew people, and those people for the most part homogeneous and like-minded\ngroups. When a democracy grows in number to one or a hundred million\npersons such a power cannot be wielded by one individual, unless he has back\nof him a fairly well-organized group of persons large enough to give\nnumerical weight to his ideas.\nThere are, of course, elementary passions and desires to which a single\npastor with a radio can appeal, but even such leaders fail unless some social\ncrisis has of itself created the atmosphere which lends power to the speaker’s\nwords. Such crises themselves make for like-mindedness.\nLindsay was presumably speaking of the ordinary process of democracy\nin ordinary times. In such times, if democracy is not to wallow about in\nfutility there must be groups enough like-minded to furnish at least a basis\nfor organization.\nAmong such groups Lindsay intended, for example, workers associations,\nthe aim of which is to see that the rights of workers are kept before the\npublic; churches whose task it is to hold on high normal and human ideals\nto be realized in social contacts; and the more or less general but powerful\nclasses who have been trained to rely on experts, to believe in and further\nscientific methods; those who have in the schools come close enough to\nscientific method to know it when they see it.\nBoth the church and the school have an interest in all the alive social\ncrises, so that it becomes the duty of both types of institution to create and\nfoster an organized public opinion in which the leadership that looks toward\nthe large social aims gets its chance. It is true that in society all advance\ndepends upon the leadership of individuals but that leadership in time de¬\npends upon an atmosphere in which it can breathe. I do not think we have\nyet given enough honor, for example, to scientific clubs which have at\nvarious times supplied an audience and an intellectual climate. Everybody\nwill concede that Sir Isaac Newton could not have given the world any¬\nthing if he had been born into a Central African tribe, but not all of us\nrealize that Newton could not have given the world much, if the England\nof his day had not developed far enough in scientific interest to make scien[ 17 ]\n\n"}
{"page": 24, "printed_page": null, "text": "18\n\nNational Education Association\n\ntific discussions and scientific clubs possible. It is not merely that the\nscientist can have a past created by the efforts of precedence on which he\ncan build. None the less, the scientist needs a presentday interest in his\nthemes to draw out of him the best that is in him.\nThe higher leadership, then, for which we seek, is that created by the\ninterest of groups deliberately set in making social conditions favorable to\nthe individual who can lead on, inspiring the leader to utterance impossible\nto the group itself.\nWe should all agree, I think, that all high leadership demands men who\ncan see things as they are, and needs the creation of conditions in which\nmen may look for facts in any direction. I remember years ago listening\nto a group of persons professionally interested in education who were making\nmerry over a state university professor who was lecturing on mosquitoes.\nThe conservatives of the group ended in an armed protest against the ex¬\npenditure of public funds on insignificant themes. What the scientist was\nreally aiming for was to find the effects of mosquitoes on human life. The\nconversations to which I listened occurred in the late eighties. Within ten\nyears of that time investigation of mosquitoes had paved the way to success¬\nful attack on yellow fever and malaria.\nIt is not the power to see things in the realm of the more strictly physical\nsciences of which I speak, however. The battle for the right to see in this\nfield has been won. I have rather in mind the power to see in the social\nrealms. One of the most outstanding facts in human life is the degree to\nwhich all sorts of hardships are taken for granted. In a Latin-American\ncity, I once came upon a church in what we shall call a “ red-light district.”\nI asked the pastor if the church was doing anything to improve conditions.\nHis astonished reply was that he did not suppose that anyone had even\nthought of such a thing. The extent to which the human race has put up\nwith remediable evils is almost beyond belief. This form of adjustment to\nevil conditions is, I suppose, a tribute to humanity’s inborn genius for\nadjustment. Human beings can makeshift to get along with almost any\nwoe. Those of you who have traveled in China may recall your distress\nat the sight of the heavy wheelbarrow loads pushed by human beings. The\ncreaking of the wheels was at first a torture to you, but the torture did\nnot last more than ten days. Perhaps the wheelbarrow pusher himself did\nnot think of torture. His acceptance of his plight is the worst feature of\nthat plight.\nThe old adage tells us that the worm will turn, but the adage is more\nstriking than true. It is not true that when conditions become unspeakable\nthe sufferers rise against them. The sufferers get too benumbed to rise.\nIt is the enlightened onlooker who has the power to see things as they are\nwho prompts the rising. If we could ask the innumerable hosts of past ages\nwhy they endured the hardships the description of which makes us ill today,\nthey would probably answer with a shrug of the shoulders that they never\nthought about them. Of course we can say as to all such problems that the\nhardships were inevitable, that they were part of the common lot, that\n\n"}
{"page": 25, "printed_page": null, "text": "General Sessions\n\n19\n\npeople were not as sensitive then as now, that there was nothing any indi¬\nvidual could do. All of this would retain enough in a way, but it would\nnot meet the fact of the heavy dullness that was not awakened earlier. The\nmost depressing fact about the present depression has been the cheerfulness\nof the people. The glaring contradiction and absurdity of a crisis in which\nhosts are in danger of starvation because there is too much food is treated\nalmost with amusement. It seems a sort of joke on the social order.\nYet while we say all this we must not allow ourselves to fall into distrust\nof humanity. Men may be dull but they can be sharpened. Professions\nlike those of the physician and the teacher have to do with that miraculous\npower we call human vitality. It is sometimes said with a sneer that the\nstrength of the medical profession is grounded in the fact that 85 percent\nof the patients who go to doctors will get well anyhow. This seems to be\ngood fun, but if the statement is scientifically trustworthy it comes from\ndoctors and does hint at the fact that any sensible physician builds on the\nforces inherent in the human organism. Likewise the discerning teacher\ndiscovers a mental vitality in the successive incoming generations on which\nhe can build. Those of us whose memories have a span of a half-century\nor even considerably less, realize the change toward the greater hopefulness\nin present educational methods. Years ago even preparatory schools boasted\nof the number of students they flunked out in the course of a year.\nExcessive flunking is a peculiarity of inexperienced instructors and of\ninstitutions—aside of course, from technical institutions calling for a special¬\nized talent—which do not realize that too much of an educational wasteheap is a disgrace. When I was a schoolboy I was regarded by my teachers\nas a total loss in mathematics. I had a defect which seemed to the teacher\nfatal—I could not get the answers right. In a rather frantic effort to get\nme ready for college my father sent me for a special course to Phillips\nAndover Academy, where I was placed in the mathematics classes of Pro¬\nfessor Eaton—revered thru fifty-four years of teaching at Andover. One\nday Professor Eaton announced that he expected all students in a course\nin algebra to take a certain number of hours a week extra in working at\noriginal problems. I asked to be excused on the ground that I was “ no\ngood ” in mathematics anyhow. Then the professor pointed out to me that\nmy failure was not in mathematical method at all, but in ability to calculate.\nHe said that in tests where all my answers were wrong all my methods were\nusually right. Now what that interview did for me was to open a great\ndoor. It made possible an interest in mathematical reading which has\nfollowed me thru the years. I never became a mathematician. In after days\nI told Professor Eaton of this experience. He did not remember it, or\nremember me probably, because he had talked in the same hopeful way to\nstudents too numerous to recall. Nevertheless, that need of encouragement\nwas an intellectual life-saver to me. Leave me alone today with a mathe¬\nmatical problem in any field that I have studied, leave me long enough\nand I’ll find a way to solve it—and ninety-nine chances out of a hundred, if\nany actual calculating is involved, the answer will be wrong!\n\n"}
{"page": 26, "printed_page": null, "text": "20\n\nNational Education Association\n\nThe educational system today is abounding in hope. It makes the at¬\nmosphere of experiment a social as well as a scientific one. It goes without\nsaying that such an atmosphere must be one of freedom. The schools of\nthe United States today are doing more for real freedom of the land than\nthe scores of blazing patriots who infest legislative halls calling for oaths\nof devotion to the Constitution—or to whatever the patrioteer thinks sacred.\nIt is said that nationalism is today the deadliest foe to Christianity. It is\nalso the deadliest foe to anything worthwhile, especially intellectual growth.\nThat reported denouncement of the Einstein theory by German university\nprofessors is from one angle a joke, but from another a menace. The cause\nof the denouncement was that Einstein was a Jew. We have an anti-alien\nsentiment in this country which would go to equal lengths, not against\nJews especially but against anything alien.\nThe duty of freedom is however wider than that of fighting against\nstrangulating oaths of allegiance. It is that of creating a social atmosphere\nin which the man whom we call the prophet gets his chance to win a hearing.\nOf course, there is no good reason for making a pet of a prophet. He has\nto take his chances of gaining a hearing with the other seekers for public\nattention. He is not likely to be the best-balanced mind in the community,\nif by balance we mean conventional and sane. But he is the “ feeler ” of\nthe social organism. His sensitiveness is of the antenna type—catching im¬\npulses and messages too fine for ordinary detection. It is the height of\nsocial lunacy to persecute prophets. It is social wisdom to give them their\nchance. To be sure, this freedom does involve some social cost. If the\nchurch is to open the door to free-thinking about divine values, free-thinking\nabout atheism comes thru. If the nation is to allow criticism of anything\nit must allow criticism of itself. All this is inevitable—but it is the path\nto progress. If we are to have free speech we must listen to much that is\ndangerous and some that is foolish but we shall find wisdom after a while.\nDemocracy cannot be established finally by undemocratic means. If the\nschool cannot teach democracy to defend itself in discussion it has failed,\nfor democracy cannot defend itself in any other way and remain democratic.\nAgainst one current phase we should be especially on guard. All sorts of\nvested interests today are telling us that we should not rely on any agencies\nof change except the slow and gradual processes of education. Of course\neducational processes are slow and gradual, but their aim is to train minds\nto act quickly. The educational system should make possible this quick\nthinking and quick acting. The fact that the schools exert their molding power\nover pupils for eight or ten years might not mean that they turn out pupils\nwho will need eight or ten years to make up their minds on social questions.\nThe object of the long training is to beget the power to move by the short\npath to just conclusions. One sound object of the much abused examination\nsystem is to teach pupils to marshal and state their knowledge quickly.\nIn dealing with industrial, national, and international problems the higher\nleadership calls for a social temper and social self-mastery that will enable\nthe forces which stand for the supreme human values to act quickly. The\nonly argument for dictatorship is that dictators are faster than democratic\n\n"}
{"page": 27, "printed_page": null, "text": "General Sessions\n\n21\n\nagencies. It is possible however, to develop an alert public mind—a mind\nwhich can develop only in a society of that clear intellectual air where\nmen are trained to see things as they are, to believe in themselves and their\nfellow men, and to insist upon the largest and finest intellectual and moral\nfreedom.\n\nADDRESS OF WELCOME\nBENJAMIN F. STAPLETON, MAYOR OF DENVER, DENVER, COLO.\n\nI am not here as an individual, so I will have no advice to give. I am\nhere as a representative of the citizens of Denver. We want to express to\nyou our appreciation of the fact that you are honoring us with this conven¬\ntion at this time. We want to assure you that we are at your service. We\nwant you to enjoy yourselves. Travel is education and we have a great\nmany things for you to see. Within the boundaries of Colorado there is\nprobably more scenery than there is in all Europe combined. More than\nhalf of the peaks of the Rockies or of the United States, over 14,000 feet\nin height, are in Colorado. We have spent considerable money trying to\nmake the scenery of Colorado and surrounding Denver territory available\nto ourselves and our guests. We want you to enjoy it.\nNow any trip that you have on your plans no doubt will be worthwhile.\nWe haven’t any trips to sell, but if you want to know something about the\nsurrounding country we will be glad to have somebody give you correct\ninformation so that you can see at the least expense of your time, the things\nthat are worth seeing. As I say, we are your hosts. We want you to realize\nthat and not to be timid, and if we can serve you in any way possible, just\ncall upon us. The city of Denver is yours to enjoy. Let us help you enjoy it.\n\nADDRESS OF WELCOME\nA. L. THRELKELD, SUPERINTENDENT OF SCHOOLS, DENVER, COLO.\n\nI have met several of my friends on the street in the last two days who\nhave said, “ I suppose this convention is giving you a lot of hard work to\ndo.” The only honest answer I could give to that was a negative one. The\nthought came to my mind, of course, that one of the principles of school\nadministration is to call upon others to do the work. When one of us\nsuperintendents is made chairman of a committee to help to make arrange¬\nments for entertaining a convention such as this, that is the first principle\nunder which we operate. But in Denver it is not necessary for a superin¬\ntendent of schools to call upon anybody. The only problem I have had\nhas been that of finding enough to do for those who have called up and have\nwanted to do something.\n\n"}
{"page": 28, "printed_page": null, "text": "22\n\nNational Education Association\n\nThe plans for your entertainment that are being worked out, and which\nwe hope will add to your pleasure, are in the hands of such organizations\nas the Denver Classroom Teachers Association, the Principals and Directors\nAssociation, the Clerks and Secretaries Association, the Custodians Asso¬\nciation, the Parent-Teacher Association, the Board of Education, and vari¬\nous other groups. You will see that we believe in organizations. As the\nsuperintendent of schools I believe in the employees of the school system\nbeing organized as a way of functioning and as a way of expressing them¬\nselves, and when it comes to an occasion of this kind, it is indeed convenient\nfor these organizations immediately to take over the enterprise and go ahead\nwith it, and that is what they are doing this week.\nWe are enjoying your presence with us. While I know it is true that\n, any city would enjoy having the National Education Association with it,\nin Denver perhaps we have a peculiar reason for it. This is a wonderful\ncity, and while I am not venturing adverse comment about it at all because\nI do not feel that I honestly could, it is one of our physical facts that we\nare somewhat isolated. Of course that has both advantages and disad¬\nvantages. We are several hundred miles from another city of comparable\nsize. Notwithstanding all of our modern methods of transportation and\ncommunication, we still feel the effect of that isolation. Perhaps that adds\nsomething to the avidity with which we approach this week, a week in\nwhich the educational world is being brought right to our doors. And\nwe enjoy it. It is a great pleasure to us to do what we can to make your\nweek with us a pleasure to you.\nI shall not go into any of the details of the program of entertainment that\nhas been vcorked out for the week. You will find it generally outlined in\nthe pamphlet in your envelope entitled “ For Your Pleasure.” If you will\nfollow the suggestions in that pamphlet by going to the information booth\nat registration headquarters, people from the various organizations I re¬\nferred to a moment ago will be there to explain in detail. We only hope\nthat you take advantage of the various opportunities that we are trying\nto offer for your pleasure this week.\nWe especially hope you will be with us for the trips on next Friday.\nComprehensive arrangements have been made with reference to these trips.\nWe are prepared to take several thousand people into the hills, up toward\nEstes Park, up around Boulder, west of Denver, on that day and we are\nlooking forward with especial pleasure to these trips. I do not believe any¬\nthing gives a Denver citizen more pleasure, or a Colorado citizen more\npleasure, than to take guests into the mountains and show them our scenery.\nNow on behalf of these school people of Colorado and this region, and\nespecially on behalf of the Denver school people, I want to extend to you\na most cordial welcome to this meeting and we sincerely hope you will enjoy\nevery minute of it.\n\n"}
{"page": 29, "printed_page": null, "text": "General Sessions\n\n23\n\nTHE PLACE OF THE EDUCATIONAL PROFESSION IN THE\nNATIONAL LIFE\nJESSE H. NEWLON, DIRECTOR, LINCOLN SCHOOL OF TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y. ; AND PAST PRESIDENT\nOF THE ASSOCIATION\n\nThis morning I wish to speak of one aspect of the role of the educational\nprofession in the national life, of the responsibilities placed upon teachers\nby the fact that popular education is the cornerstone of democracy.\nThe self-styled patriots, the social and economic reactionaries, who give lip\nservice to democracy while opposing all social change, should remember\nthe important fact that free schools were the product of the eighteenth cen¬\ntury political revolution that brought the principle of democracy into gov¬\nernment. The great statesmen who were the founders of our nation—\nJefferson, Madison, Washington, Franklin, and others—saw that popular\neducation was essential to the successful functioning of a republican govern¬\nment, that, as Madison said, “A people who mean to be their own governors\nmust arm themselves with the power that knowledge gives.” After the\nRevolution the people demanded education as a necessary guarantee of their\nliberties. No one can read the history of the fight for free schools without\nrealizing that it was essentially a fight by the common people for political\nfreedom and equality. In 1830 a group of working-men in Philadelphia ex¬\npressed this conviction in a resolution to the effect that\nthere can be no real liberty without a wide diffusion of real intelligence; that the\nmembers of a republic should all be alike instructed in the nature and character\nof their equal rights and duties, as human beings, and as citizens .... that until\nmeans of equal instruction shall be equally secured to all, liberty is but an unmean¬\ning word, and equality an empty shadow.\n\nIt is true today, as it was in 1830, that the people cannot have liberty\nand equality unless they are informed concerning social conditions and social\nproblems, and the possibilities of life on this continent. The forces that\nwould cripple education by cutting school budgets or by the suppression of\nteaching designed to give youth knowledge of social conditions are the most\ndangerous influences in America today.\nIt is also significant that the industrial revolution was gaining its first\ngreat momentum at the very time that national systems of education were\nbeing established in Western Europe and America. A wide dissemination\nof general and technical knowledge is essential not only to the democratic\nprocess but to the technical and economic processes of the twentieth century.\nIt is not a mere coincidence that in Russia today the building of an industrial\nsystem and the building of an educational system are being carried on\nsimultaneously. Education is the life blood of industrialism, whether in\ncapitalist or socialist countries. The fact that the United States is rapidly\napproaching universal education thru the secondary school, while a million\nyouths attend publicly supported universities and technical schools, is due\n\n"}
{"page": 30, "printed_page": null, "text": "24\n\nNational Education Association\n\nto the necessities of industrialism and to the wealth which modern technology\nhas created, as well as to the faith of the people in education.\nThe industrial revolution has wrought the most profound social changes\nin the recorded history of the race. Far greater changes have come in ways\nof living and thinking in the brief span of our national existence than\noccurred in the eighteen centuries from the beginning of the Christian era\nto the days of George Washington. It is difficult to comprehend how differ¬\nent is the complex industrial civilization of today from the relatively simple\nagrarian and handicraft culture of only a century ago; and the extent to\nwhich political, economic, and social institutions have lagged behind indus¬\ntrial advances in this period. This social lag has brought us to one of the\ngreat crises of civilization. Despite man’s growing mastery over his natural\nenvironment, and despite the almost unlimited natural resources of our\ncountry, ten million workers are today unable to find employment, while\nmore than half of the families of the United States have incomes below the\nminimum required for the maintenance of the bare decencies of life. Poverty\nstalks in a land of potential plenty because we have not the character and\nintelligence to manage our resources in the interests of all. It is this situation\nthat presents the great challenge not only to statesmen but to the educa¬\ntional profession today. As we look about us in the Western world we can see\nclearly what will happen if the people are not placed in possession of the\nfacts that will enable them to find solutions for their economic problems\nconsistent with the ideals of their democratic tradition. Under the guise of\npatriotism, with much flag-waving and fair promises to the people, a reac¬\ntionary, predatory, and ruthless minority will come into complete control\nof government and industry, and will operate both solely in their own\ninterests. All liberty will be trampled underfoot. That will be Fascism,\nhowever it may be disguised by the forms of constitutionalism.\nThe United States, in our day, stands at the parting of the ways. Tre¬\nmendous choices are being made. The age of laissez faire individualism\nis closing, altho the National (so-called) Liberty League and the so-called\n“ grass rooters ” may not know it. Before the age of machinery, laissez faire\nindividualism released the creative abilities of men. In America an abun¬\ndance of free land and of natural resources awaited development and\noffered opportunity to all. But the frontier is now closed, and a century of\nexploitation of resources and of ruthless competition in a market that in the\nbeginning was relatively free has brought us to the age of great industries\nand corporations, of giant industrial combinations and monopoly. The\nstrong crowd out the weak. Whoever talks of equality of economic oppor¬\ntunity, of “ opportunities for every poor boy of ability and industry to suc¬\nceed ” in the America of today, indulges in fantasy or, if informed, de¬\nliberately misrepresents the facts. Youth today is without the opportunities\nthat awaited youth a hundred years ago, or even a generation ago. We live\nin a closely integrated economy, in an age of corporate and collective enter¬\nprise. Labor is displaced by an ever-advancing technology more rapidly than\nit can be absorbed into new occupations, while, according to the most com-\n\n"}
{"page": 31, "printed_page": null, "text": "General Sessions\n\n25\n\npetent authorities, a few hundred men, directors of great corporations,\nactually control nearly half of American industry. Again America faces\nthe age-old question of democracy, but today the problem is primarily eco¬\nnomic. Are the resources and the industries of this country to be controlled\nand operated for the benefit of a few, or in the interests of all ? How can\nour complicated economy and industrial system be managed in the interests\nof the people?\nEconomic security for the individual has been and always will be essential\nto his freedom. Without economic security there can be no equality and no\nliberty. An economic system, subject to paralyzing periodic depressions and\nin which millions are unable to find employment, even in periods of pros¬\nperity, will make of democracy a mockery and a byword. Democracy de¬\nmands that human welfare be put above profits. To this end, economic and\nsocial planning under democratic control is essential. Social control of in¬\ndustry must be carried to the point of an equitable distribution of work and\nincome, if democracy is to endure. A look at the federal income tax returns\nis revealing. In 1933 less than 1,800,000 of the 27,500,000 families of the\ncountry had incomes above $2500, on which federal income taxes were\nrequired to be paid. But of these, some 325,000 reported incomes of more\nthan $5000 while 46 reported incomes of one million or more. Such a mal¬\ndistribution of wealth is undemocratic and un-Christian, and should be\nregarded as utterly intolerable in the twentieth century. But the most\ntragic aspect of this situation is found in the fact that it is so unnecessary.\nEvery study that has been made by competent engineers and economists has\nshown that, beyond peradventure, thru planning and coordination the\nnational income can be very greatly increased, that a generous economic\nsecurity for all is easily within our reach so far as technology and national\nresources are concerned.\nI repeat that America stands at the parting of the ways. Many proposals\nfor economic and social reconstruction are bidding for our allegiance. These\nproposals range all the way from Fascism to Communism, and include, be¬\ntween these extremes, continuation of the old system that has brought us\nto the verge of disaster, reformed capitalism, state capitalism, socialism, and\nmany others. The present situation cannot continue. In the next genera¬\ntion the most fundamental decisions since the American Revolution will be\nmade by our people.\nThe great task of the school, then, is no longer that of preparing the indi¬\nvidual to compete for pecuniary success in a highly competitive society, for\nwe no longer live in a highly competitive society. The primary task of the\nschool is to give the individual a realistic understanding of society and its\nproblems, to examine critically and to test by the democratic ideal the various\nproposals that are being brought forward for economic and social reconstruc¬\ntion. Education should be deliberately employed for the preservation and\nfor the realization of democracy. Lest someone raise the bogey of indoctrina¬\ntion, let me emphasize that this does not mean that a detailed blueprint of a\nnew social order should be taught in the school, or that the school should\n\n"}
{"page": 32, "printed_page": null, "text": "26\n\nNational Education Association\n\nbe employed as an instrument of propaganda. Propaganda involves with¬\nholding vital information, deliberate misrepresentation of facts, appeals to\nstereotypes, and is the very antithesis of education. On the other hand, the\nschool cannot, should not, and will not he neutral in the struggle of social\nforces now going on in this country. Either the school will be employed as\nan instrument of enlightenment and social progress and thus of democracy,\nor as an instrument of reaction. There is no neutral ground.\nThe million teachers of the country are concerned with the most critical\nsocial issues in American life, for education is inextricably interwoven\nwith economic and social processes and cannot be considered apart from\nthem. Furthermore, teachers are citizens, and have individual and col¬\nlective responsibilities as citizens. How can we best discharge our collec¬\ntive responsibilities?\nTo answer this question we must first ask how political and economic\ndecisions are made in our society. Social policies are made by those classes\nand groups that wield the greatest political and economic power. However\nunpleasant it may be to some of the more romantic minds among us, the\nfact is that American society is characterized by sharp economic stratifica¬\ntions, and is at the same time a welter of conflicting interest groups. Power\nis actually wielded by organized groups, and the great struggle for power\ncenters around the vital industrial and economic interests of the country.\nSocial policy eventuates from this struggle and, as we know, the greatest\npower is wielded by entrenched economic interests, by the classes that own\nand control business and industry and receive the lion’s share of the national\nincome. The great mass of the people, those who actually do the productive\nwork of the country on farm, and in mine, factory, and office, are virtually\nunorganized and inarticulate. However, the struggle of the people for power\nis far from hopeless.\nThe achievement of political democracy has given us in the United States\na form of government under which orderly social change is possible. The\nfounding fathers, more statesmanlike than the ranting defenders of privilege\ntoday, in their wisdom provided for adjusting the Constitution itself to\nchanging social conditions. They provided a method of amendment. And\nlet no one tell you it is unpatriotic to advocate amendments to the Consti¬\ntution. The democratic tradition is still a powerful force in this country.\nIn all ranks of society, men and women of deep social sympathies are dis¬\nsatisfied with things as they are and are determined to build a more humane\nsociety. Many times since the American Revolution have the citadels of\nprivilege been successfully assaulted—by labor, by farmers, by liberal polit¬\nical movements. The battle is by no means an unequal one. What is needed\nnow above all else is a wide dissemination of facts concerning economic and\nsocial problems to serve as the foundation of a thoroly informed progressive\npolitical movement. In this process the profession of education has farreaching responsibilities.\nFor the better discharge of their professional responsibilities teachers have\nformed organizations that, in recent years, have begun to participate actively\n\n"}
{"page": 33, "printed_page": null, "text": "General Sessions\n\n27\n\nin the formulation of educational policy. These associations are already\nperforming an important political function. This is inevitable, for every\neducational problem has its political and economic aspects. The curriculum,\nfor example, involves the problem of controversial social issues, while\nfinancial support involves the problem of taxation.\nAt the head of these professional organizations stands the National Edu¬\ncation Association, with nearly 200,000 members, and direct contact with\nanother 500,000 teachers thru affiliated state associations. It is impossible to\nrecount here its history of three-quarters of a century of distinguished ser¬\nvice to education and of support of social measures of far-reaching sig¬\nnificance, such as the Child Labor Amendment. At the close of the World\nWar, the N.E.A., in recognition of the fact that education is a vital national\ninterest and that wealth is increasingly concentrated in the great centers of\npopulation, launched the movement for adequate federal participation in\nthe support of schools and for the creation of a federal Department of\nEducation with a Secretary in the President’s Cabinet.\nWe have met here to consider the social and educational situation and\nour larger social responsibilities as teachers. Teachers organizations also\nstand at the parting of the ways. It is imperative that the National Educa¬\ntion Association and all other associations of teachers should, in this time\nof decision, clarify their own social purposes. Teachers must choose definitely\nwhere their allegiance lies. They must decide whether their influence is to\nbe used for the perpetuation of the economic and social status quo or as a\ngenuinely constructive force for building a more enlightened and humane\nsociety. They must decide whether they will courageously throw the weight\nof their influence on the side of conserving the finest ideals of our democratic\ntradition. I repeat that we cannot be neutral with reference to the ideals of\nfreedom of speech, of equality of opportunity, of social and economic justice,\nthat are the unique contributions of democracy to civilization. Furthermore,\nwe as teachers can discharge our obligations only if the principle of democ¬\nracy is honored in our own profession. Classroom teachers and all members\nof the profession must share fully and freely, each according to his ability,\nin the formulation of educational policy.\nGreat immediate tasks confront us. Our first task is to build a socially\nenlightened curriculum. Adequate educational services, nursery schools and\nkindergartens, good elementary and secondary schools, opportunities for\nadult education, must be made available in every community, with oppor¬\ntunity for higher education free to every youth who has the desire and ability\nto avail himself of it. Instead of a million, we need not less than two million\nteachers in America today. Instead of a budget of less than two billion\ndollars for public schools, a budget of not less than four billion dollars is\nrequired now. The United States is amply able to provide, even in these\ndepression years, four billion dollars annually for schools and can afford\nnothing less. Four billions for education would be wise social policy, and\nat the same time good business. Our system of financial support of educa¬\ntion must be reconstructed, with state and nation sharing in the support of\n\n"}
{"page": 34, "printed_page": null, "text": "28\n\nNational Education Association\n\nschools. The national government should, in the near future, assume onehalf of the total cost of public elementary, secondary, and higher education.\nThe contribution of the federal government should be fixed at not less than\none billion dollars and increased over a period of years to two billions. And\nbear in mind that wars, past and future, are costing this country more than\none billion dollars every year. Surely the federal government can afford as\nmuch for education as for war.\nAbove all, the profession of education must stand as a unit against all the\nsinister forces that seek to repress freedom of teaching and thus to make it\nimpossible for the school to serve its rightful purpose in giving youth and\nadults understanding and appreciation of contemporary society and its prob¬\nlems. To quote the words of Willard E. Givens, the new secretary of the\nNational Education Association, “ the schools must be kept open intel¬\nlectually as well as physically.”\nThe teachers of this country have as much right to be heard and as great\nan obligation to participate in the making of vital political, economic, and\nsocial decisions as have the organized farmers, or organized labor, or the\nUnited States Chamber of Commerce. We should cooperate as a demo¬\ncratically organized profession with those groups and forces in society—with\nlabor, farmer, consumer, and progressive political groups and movements—\nworking to reconstruct, in the American tradition, our social institutions\nso as to realize for all the good life now within our reach. But our reliance\nmust always be on the processes of democracy and education, on the goodwill\nand good sense of the American people. The American people have never\nbeen afraid of change. They will welcome all change that will bring a\nfuller realization of the American dream of liberty and democracy, of social\njustice, economic security, and a rich life for all.\n\nForum—Needs of Adult Education\n\nA STATE PROGRAM OF ADULT EDUCATION\nMARGUERITE H. BURNETT, DIRECTOR OF ADULT EDUCATION, STATE DEPART¬\nMENT OF PUBLIC INSTRUCTION, WILMINGTON, DEL.; AND PRESIDENT,\nN. E. A. DEPARTMENT OF ADULT EDUCATION\n\nA functional state program of adult education is one that is developed in\nrelation to the needs and resources of the state which it is planned to serve\nby those who will participate in such a program as consumers and directing\nagencies. The only thing that will be attempted in this discussion is to\npresent certain guiding principles which have evolved out of the experience\nof those who have faced the problem of program building in other states and\nwhich may have some value for those who are meeting this problem in new\nsituations.\nA state program of adult education is intended to provide direction and\nsupport of such educational activities as are necessary to enable adults to\n\n"}
{"page": 35, "printed_page": null, "text": "General Sessions\n\n29\n\nlive effectively in a modern world. It conceives of effective living as being\ndependent upon education for the all-round development of the individual\nduring a period of rapid social change. It considers that opportunities for\nthis form of educational experience are necessary and desirable for all adults,\nand should not be limited to any single group. It is prepared to take the\nlearner at his own level of interest, and to provide guidance that will enable\nhim to move from there into a consideration of some aspect of wide social\nresponsibility. It conceives of education as a process of growth thru learning\nthat is meaningful to adults in situations in which they live and work. This\nimplies a willingness to know what these situations are and to build a pro¬\ngram that can be carried forward in relation to them. It recognizes that\nthe adult population of any state includes people having a wide range of\nneeds, interests, capacities, and experiences, and that no program is effective\nwhich fails to recognize these differences and to consider them in relation\nto its planning. It requires a flexibility that makes it possible to modify the\nnature and scope of its procedures in response to needs growing out of new\nand emergent problems and consumer-participation in the planning and\ndirecting of its procedures.\nThe nature and the extent of the services which public education renders\nin connection with such a program will depend upon how adequately the\nneed for these services is met by other agencies. This demands a knowledge\nof the educational offerings of such agencies and their contribution to indi¬\nvidual and community living. It implies a willingness to provide facilities for\ngiving whatever direction may be necessary to increase the educational\nsignificance of the offerings of these agencies, and to provide such additional\nofferings as may be necessary to insure an adequate educational program.\nThe cost of leadership and support for such a program is a legitimate\ncharge on the budget of public education. If the services which it offers\ngrow out of the needs of the consumer, and prove functional in community\nliving, the return on the investment in terms of an increased understand¬\ning will warrant whatever reevaluation and modification of the entire system\nof public education may be necessary. The desirability of such reevalua¬\ntion and reorganization is emphasized by a psychology of learning which\nquestions the value of trying to crowd the major portion of directed educa¬\ntion into the lives of children between the ages of six and eighteen years and\na need for absorbing a greater number of people in service occupations.\nExperience over a period of years has demonstrated that the educational\nsystem which has devoted a small percentage of its income to a program that\nis functional in the adult life of the community has found that whatever cur¬\ntailment this may have meant in expenditures for other educational activities\nhas been negligible compared with what has been achieved in terms of the\nmore effective functioning of the whole educational program. This more\neffective functioning is the result of a closer cooperation between the home\nand school thru parent participation in activities, conducted under school\nauspices, and an intelligent and increased support of education by the adult\npublic.\n\n"}
{"page": 36, "printed_page": null, "text": "30\n\nNational Education Association\n\nForum—Needs of Adult Education\n\nART IN ADULT EDUCATION\nLYMAN BRYSON, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nAdult education programs should always be practical. But sometimes\nthe most practical results can be reached by going after something which\nappears to be a mere unnecessary luxury. Many people who do not study\nthe experience of their own children in school think that music and drawing\nand dancing and drama are not really useful in education. Any good teacher\ncan tell them that they are mistaken. All forms of art—or better, all things\nthat encourage the appreciation of beauty in any form—have a proper place\nin adult education just as in the schools for our children. In fact, it is being\nnoticed that many programs of adult education which started out to be\nintellectual only, or vocational only, have gradually become more and more\ncultural in character as in the case of workers’ education which is giving\nmore and more attention to self-expression as a means of education.\nWhy do we spend time and thought and money on educating grown men\nand women? It is generally agreed that adult education is worthy of sup¬\nport because it makes better and happier citizens. We do not believe that\npeople have to be unhappy to be good. The enjoyment of beauty in all its\nforms, whether in nature or in the things that men have made, is a way of\nbeing happy.\nBut there is something more to it than just appreciation. American com¬\nmunities have been trying for years to make the lives of their citizens more\nrich in the satisfactions that come from gardens and parks, from music and\npictures and fine buildings. We take that for granted. From an educational\npoint of view something more can be sought, not only the enjoyment of\nbeauty but also the achievement of excellence for its own sake which is\nfundamentally the artistic impulse—doing things well, better even than\nis necessary, for the fun of trying hard. Some people express this impulse in\ngames, and it is genuine art there just as if they were trying to paint a picture\nor sing a song. Art is a form of play and to get the most out of any form\nof play we sometimes watch those who are great experts and sometimes try\nour best to do something for ourselves.\nArt in community life then—for the happiness of grown men and women\n*—must have in it two things, appreciation and self-expression. To have\na great orchestra play for us, in our sight or over the air, is a great experience.\nBut trying to make worthwhile music for ourselves is also a great experi¬\nence—for some people greater.\nWe are in danger, in a world that is mechanical and reduced to a system,\nof losing what most people want, some sort of expression of themselves.\nThe little theaters, the business men’s sketching clubs, the community\nchoruses—all these are examples of an effort to achieve beauty. It is prac¬\ntical for a community which wants better and happier citizens to provide\nfor these things and encourage them.\n\n"}
{"page": 37, "printed_page": null, "text": "General Sessions\n\n31\n\nForum—Needs of Adult Education\n\nTHE PLACE OF THE LIBRARY IN ADULT EDUCATION\nLINDA A. EASTMAN, LIBRARIAN, CLEVELAND PUBLIC LIBRARY,\nCLEVELAND, OHIO\n\nWe have a local printer with a national reputation for artistic craftsman¬\nship. His work was recently represented in a Graphic Arts selection of the\nfifty best printed books of that year. He has told me that the sum total of\nhis schooling was just five months, and that his education was gained thru\nuse of the Cleveland Public Library, having been started and encouraged in\nhis reading by my predecessor. Another Cleveland man, highly successful\nin two lines of work, has averred that, tho he took his degree from one of\nour higher institutions of learnings, his real education was obtained thru\nthe Library.\nSomeone has said “ learning is a process of individual discovery.” We all\nknow that self-education of adults thru reading has been going on ever since\nthere have been books to read, and that there have been many librarians who\ngave direction and guidance to their readers. During the last dozen years,\nhowever, serious attention has been given to studying the relation of libraries\nto the general field of adult education.\nDr. Learned’s book, The American Public Library and the Diffusion of\nKnowledge, published in 1924, was a clarion call to librarians. That same\nyear a special commission was appointed by the American Library Associa¬\ntion, “ to study the adult education movement, and the work of libraries for\nadults and for older boys and girls out of school, and to report its findings\nto the council.”\nThat report and the series of bulletins issued by it and by its successor,\nthe permanent board on the library and adult education, surveyed the field,\nanalyzed the needs and objectives, outlined the potential services of the\nlibrary and the methods of work.\nThree definite types of service have evolved and have been developed in\nvarying degrees in libraries, according to the means at their command. I\n• must emphasize, however, that in all too many libraries the means have been\nlacking.\nOne of the three types is an information service on opportunities in adult\neducation, including: collecting and indexing of information concerning all\norganizations in the community having adult education activities, and their\nofferings; indexing cultural and vocational subjects and the schools and\nuniversities, local and countrywide, where courses in these subjects are given ;\nposting notices of forums, lectures, discussion groups, concerts, museum and\nother exhibitions, and dramatic productions of note. The public library\nseems to be the logical clearing-house for such information, and in publicizing\nit the library can also make occasion to suggest books which it can supply on\nthe subjects mentioned.\nThe second type of service is that to groups. This includes making con¬\ntacts with organizations and groups of all kinds, conferring with their\n2\n\n"}
{"page": 38, "printed_page": null, "text": "32\n\nNational Education Association\n\nleaders or teachers, understanding their aims and interests, informing them\nof the new literature in their fields, and making books available for their\nuse. The library may also provide meeting places and participate in their\nprograms by offering book talks, and itself offer lecture courses and foster\ndiscussion groups. Thus the library can become an active and essential\ncollaborator in every phase of education. With the public schools this\nrelation should be increasingly close and fruitful.\nThe third type of library activity is a specialized service to individuals,\nto those who come for help in systematic reading, having educational and\ncultural objectives. The term “ reader’s adviser ” is becoming a familiar\none in many libraries, to designate the specially qualified member of the\nstaff whose province it is to counsel with these individuals, learn their back¬\ngrounds, their interests and desires, suggest courses of reading adapted to\ntheir needs, provide the books in proper sequence, and so far as possible\nfollow their reading.\nThe many reading courses published by the American Library Associa¬\ntion, the alumni reading lists of various colleges, and those from numerous\nother sources are assembled as aids, and lists are constantly being prepared\nto fit the peculiar requirements of the persons being served.\nThese persons range all the way from the near-illiterate, conscious of his\nignorance and groping toward knowledge, to the university graduate whose\nvery success in his particular field is tending to narrow his interests and who,\nsensing this danger, comes for advice in mapping his reading to broaden his\nhorizon. It is much easier to meet the needs of the reader in this upper\nrange of education than of the ones on the lower levels, not only because he\nusually has a stronger self-motivation, but also because of the far greater\nwealth of literature suited to his intelligence.\nThe dearth of books interestingly written, with an adult point of view\nbut not too difficult for adults of limited schooling, is one of the greatest\ndrawbacks to more rapid progress in adult education on the lower levels.\nI believe that most teachers of adult-elementary classes are aware of the\nimportance of the experimental studies in vocabularies, reading abilities, and\nreading interests which are being made at Columbia University and the\nUniversity of Chicago. Some of their results are given in Dr. Thorndike’s,\nbook, Adult Interests, and in Dr. Gray’s What Makes a Book Readable,\nboth published this spring.\nLibrarians hope that these studies may pave the way for the writing of\nmany of the kinds of books and pamphlets which are needed for a consider¬\nable portion of our population—Dean Gray puts the proportion at 50 percent.\nI would place this need for more suitable reading material as one of the\nmajor needs in adult education today. It is our common problem to find\nthe authors to write these books.\nOther specific and crying needs of the libraries, if they are to fulfil their\nproper functions in adult education, are the wherewithal to acquire enough\nof the good books which are available, and a larger personnel expertly\ntrained in making our rich heritage of books serve its purpose.\n\n"}
{"page": 39, "printed_page": null, "text": "General Sessions\n\n33\n\nForum—Needs of Adult Education\n\nTHE PLACE OF RADIO IN ADULT EDUCATION\nFLORENCE hale, editor,\n\nThe Grade Teacher, NEW YORK, N. Y. ; AND\n\nFAST PRESIDENT OF THE ASSOCIATION\n\nWho is the greatest educator in the world today? The answer is Radio.\nAs a nationwide system it far exceeds that of our schools and colleges. It\ndoes not give an education organized in courses of study or along systematic\nlines but it covers almost every subject under the sun and is shaping the\nideals of our great mass of citizens more than educators probably realize.\nAs a factor in everyday adult education, it can even undo much of the\nteaching of the schools but, if properly conducted, it may greatly enrich\nand add to those teachings.\nMy particular interest in radio in adult education concerns that great\nnumber of people who were obliged to leave school at the end of the ele¬\nmentary grades or after a year or two in high school. Hundreds of thou¬\nsands of these people are hungry for more education. Many of them have\nbecome successful in business thru native ability but find themselves handi¬\ncapped by their ignorance of history, geography, and other subjects which\nare of common knowledge to the well-educated person.\nFrom a special broadcast which I directed and in which the speaker\nappealed directly to such persons, we received a response of thousands of\nletters; more, in fact, than we have ever received from any other program.\nTo me it was pathetic that we did not have the resources to help these\ninquirers as we might have done.\nIn considering adult education we must not lose sight of the fact that\na large majority of our voters never go beyond the grammar grades, and\nthat another large percentage finish only the high school. These voters,\nas a result of misconceptions due to lack of knowledge, by virtue of their\nnumbers can block the well-laid plans of educators and others, such, for\nexample, as those who are trying to keep cultural subjects in the school\ncurriculum. Such voters form the well-meaning audience of the several\ndemagogs who, nowadays, are filling their minds full of political miscon¬\nceptions over the radio. Never has there been a time when a knowledge of\nhistory would be more helpful in offsetting such propaganda than at present.\nConsider, for example, the place of the Constitution in our government.\nThe opinion of the great mass of voters on this subject would probably\nbe quite different if they were all well informed.\nMy impresson is that too much of our effort in adult education has been\ndevoted to those who are already fairly well educated. I think many of our\nadult education broadcasters have failed to get the picture of this great,\neveryday audience whose needs are so pressing and who are so ready and\neager to take advantage of the right kind of help, and I believe that the\nradio could and should give it to them. Doubtless those who are already\nwell informed can profit by more education but if we really desire to elevate\n\n"}
{"page": 40, "printed_page": null, "text": "34\n\nNational Education Association\n\nthe general character and education of the mass of people in whose hands\nlies the welfare of our country, we must begin where the need is most\napparent and that is with the less well informed.\nThe right kind of a course of study given over the radio for adults with¬\nout high-school or college training I believe would be very popular and\nwould do a great deal of good. Its benefits, however, could be much in¬\ncreased if provision could be made for some sort of follow-up work with\npersons from whom letters come in as a result of the periods on the air.\n\n'\n\nForum—Needs of Adult Education\n\nTHE PLACE OF THE NATIONAL CONGRESS OF PARENTS\nAND TEACHERS IN ADULT EDUCATION\nMRS. J. K. PETTENGILL, FIRST VICEPRESIDENT, NATIONAL CONGRESS OF\nPARENTS AND TEACFIERS, LANSING, MICH.\n\nThe program of service of the parent-teacher movement as interpreted\nby the National Congress of Parents and Teachers is embodied in the de¬\nclared purpose of the organization—the welfare of the child in home, school,\nand community. In this all-inclusive program the child is the focus of inter¬\nest—the whole child in the total environment in which he lives, without\nlimitation as to locality or race or creed, or social, financial, and educational\nbackground. It is a program which endeavors to meet all the needs of all\nthe children of all the people.\nThe scope of activity of the organization in realizing this objective is\nin three fields: parent education, home and school cooperation, and com¬\nmunity development. Within the organization parents, teachers, and other\ninterested adults unite to safeguard and protect the rights of young citizens\nin whatever direction their interests lie, whether it is their health, their\nhomes, their schooling, their safety, their play, their vocations, their char¬\nacter, or their right to the security of an environment in which they may\nmeet the great adventure of living intelligently, courageously, confidently.\nThe progress of a democracy is dependent upon the quality of its citizen¬\nship. In a democracy, all adult citizens are eligible to participate in the\naffairs of government. Hence, universal education of a kind which will\nprepare all citizens to understand the ideals and responsibilities of a selfgoverning democracy and the institutions essential in such a form of govern¬\nment is the first requirement for its successful operation. Participation in\nan educational program which will meet the needs of life, under conditions\nmore difficult than ever have been known before, necessitates some kind of\norganization which will reach all citizens in each community and will enlist\ntheir interest in support of good government and the social and educational\ninstitutions considered essential for successful living.\nThis nationwide organization of parents and teachers to improve the\nenvironment of children and young people and safeguard their interests has\npossibilities for raising the standards of citizenship to an extent not yet\n\n"}
{"page": 41, "printed_page": null, "text": "General Sessions\n\n35\n\ndreamed. Efforts directed toward the conservation of the welfare of chil¬\ndren have ramifications which penetrate to the very foundations of the\nindividual and collective life of adults.\nSuch an organization must be nationwide, and its membership must be\non a basis of complete equality in spirit and practise. Its purposes are of\ncompelling and universal appeal. It provides for participation by any and\nall members and an opportunity for their growth and development as social\nbeings thru such participation. It enlists the interest and active cooperation\nof all adult citizens in the community.\nThus participation in the programs and activities of the parent-teacher\nmovement as developed thru the organization becomes an important phase\nof adult education which reaches hundreds of thousands of individuals.\nThe origin, the purpose, the plan of the parent-teacher movement falls\nwithin the scope of a planned and functioning program of adult education.\nThe National Congress of Parents and Teachers, which presents and in¬\nterprets the parent-teacher movement in American life today, is its own\nunique contribution to adult education.\n\nForum—Needs of Adult Education\n\nPUBLIC AFFAIRS FORUMS AS AGENCIES FOR\nADULT EDUCATION\nJ. W. STUDEBAKER, UNITED STATES COMMISSIONER OF\neducation, Washington, d. c., Leader\n\nI believe, as I am sure you do, that the biggest problem facing America,\nand, therefore, the largest problem facing American education, is to make\ndemocracy work.\nIf we are to make it work, if we are to win in making America what it\nshould be, we must do so thru education. And I think that we must find\nthe way really to develop adult education if we are to make democracy\nwork. We must not be beaten back by forces which thru education we can\nbring under control.\nI like a story that comes out of my own experience and I will tell it here.\nWhen I was a young lad I undertook to learn a trade. I did learn a trade.\nI learned a hard trade. It was the trade of bricklaying. I was apprenticed\nto a bricklayer and finally became a full-fledged member of the Interna¬\ntional Bricklayers Union. I laid brick in many places and I got some of\nmy education in that way. I picked up a bit of philosophy from an old\nIrish bricklayer, Pat Mullin. He was the most expert bricklayer I ever\nsaw. He was always assigned the responsibility of laying up the leads to\nwhich the line is attached. If the leads or the corners are not plumb and\ntrue, the entire wall will be out of plumb. Pat would run a corner up two\nfeet high without using a level or plumb rule. When he tested his work\nwith the plumb rule every brick touched it, both edges of every brick touched\nit. “ He had an eye like an eagle.” I said to him one day admiringly, as\n\n"}
{"page": 42, "printed_page": null, "text": "36\n\nNational Education Association\n\nany young man would who was trying to learn a trade, “ Pat, did you\never see anybody who could beat you laying brick? ”\nHe said, “ Yes, but I never let ’um do it.”\nBecause of destructive forces, we have seen social orders operating de¬\nmocracies lose in the race to win freedom for their citizens. We are not\ngoing to let those forces overcome American democracy. I believe the only\nway in which we can save and improve American democracy is by improving\nvery, very much our whole system of education running into adult life.\nIt sounds trite to repeat the famous statement of H. G. Wells in which\nhe said, “ Civilization is a race between education and catastrophe.” I wish\nto rephrase it and say, “ Democracy is a race between education and the\nchaos of ignorance, which destroys democracy and supplants it with\ndictatorship.”\nIn a few days we shall celebrate our first declaration for democracy. I\nlike in that connection to think of two immortal sentences uttered by George\nWashington in his farewell address. These sentences ought to be burned\ninto the consciousness of every American citizen. Look them up if you do\nnot remember them. The first one is:\nIn proportion as the structure of government gives force to public\nopinion, it is essential that public opinion be enlightened.”\nAnd the second one is: “ Promote, therefore, as an object of primary\nimportance institutions for the general diffusion of knowledge.”\nT hose statements ought to be on the wall of every schoolroom and on\nthe bulletin board of every chamber of commerce in the United States.\nWe have built a great system of public schools, and we boast about it,\nbut nevertheless, we are not well schooled in the United States, not even\nin terms of years of schooling. We have 75,000,000 adults over twenty-one\nyears of age, 64,000,000 of whom have not finished high school; 32,000,000\nof whom have not finished the eighth grade of the common school; and\nonly 2,100,000 of whom graduated from college. We all know how poor\nmany of those years of schooling were, given at the hands of little girls of\npre-marriageable age, in the rural schools particularly of the country, girls\nwho themselves were only two or three years older than the students under\ntheir instruction. In such schools, thus inexpertly managed, millions of our\ncitizens were given the last bit of formal education they ever had.\nI say that in terms of years of schooling we are not well schooled. I am\nalso willing to say that in the race between the growing complexity of our\nmodern society and the extension and adaptation of adult education, I\nsuspect education is lagging.\nSomething has to be done about it on the level of the adult education for\nand in citizenship. For fifteen years I administered a system of public\nschools in one place. I came to feel a real responsibility for the product of\nthat public school system and I recall very vividly the naive attitude I\nhad, with my attention glued, so to speak, upon elementary and secondary\neducation largely, with respect to the power of elementary and secondary\neducation to solve this great problem of citizenship in a democracy. I came\ndefinitely to the conclusion that the lower schools alone cannot do it.\n\n"}
{"page": 43, "printed_page": null, "text": "General Sessions\n\n37\n\nI, therefore, secured some funds with which to experiment, beginning\ntwo and a half years ago, with a system of public forums for adults. Per¬\nhaps the most helpful thing I can do in my few minutes is to bring that\nsubject before this group by describing that scheme which is being worked\nout in Des Moines, Iowa, in which we have employed a number of very\ncompetent forum leaders. Mr. Bryson was one of the first ones. He re¬\nmained two years. We have paid each of these forum leaders approxi¬\nmately $6000 for thirty-six weeks of service. The leaders are a part of\nthe teaching staff of the public school system. It has been their responsi¬\nbility to work with adults in the evenings. Each leader conducts five forums\neach week. The whole plan was as much under the management of the\nboard of education as was any other public school function. In a single\nyear we held in that city of 150,000 people, 578 forums, every one of them\ncompetently managed by scholarly leaders, who were devoting their full\ntime to that particular kind of educational service. Last year 70,000\ncitizens walked into those public forums, largely held in elementary schools\nscattered all over the city. All meetings are open to the public, free of\ncharge.\nAs chairman of the executive committee of the Washington Town Hall,\nI have been very much interested during the past year in helping to organize\nand operate a forum in Washington. We have a splendid town hall there.\nAbout 20,000 people attended it during the season. But we had only twenty\nmeetings in a city of half a million people. Now that isn’t scratching the\nsurface in the civic education of the adults of the city of Washington.\nHaving been there seven months, I believe they need it, too. And if they\nneed it, the entire country certainly does.\nThis scheme of public forums, with adaptations and improvements, must\nbe the contribution of the twentieth century to American education, and,\ntherefore, to American democracy. I just do not believe anybody in this\naudience can successfully defend the thesis that even the most progressive\nmethods of teaching can teach sixteen-, seventeen-, and eighteen-year-olds\nall they ought to know to be competent American citizens in adult life.\nAnd if they could be taught that much, a great deal of it would be out of\ndate by the time they are really in adult life. I have been disillusioned with\nrespect to the academic obsession that we can adequately teach children\nin childhood to be effective adult citizens. We must help adult citizens\nat the point where the motive is strongest for learning about adult problems\nand being good citizens. That we learn most effectively when motives are\nstrongest for learning is the most axiomatic of the simplest philosophies of\neducation. Motives for learning about adult problems of citizenship are\nnot strong in childhood.\nLest I forget it, I want to say out of experience that one of the most\nwholesome reactions upon progressive education in elementary and secon¬\ndary schools has come from an attempt on the part of adults in this forum\nenterprise to learn more about how to create in America a happy place\nin which to live.\n\n"}
{"page": 44, "printed_page": null, "text": "38\n\nNational Education Association\n\nTo get another point before you, let me say here that this thing about\nwhich I am talking will not be created for the millions of American adults\nin the thousands and thousands of American communities without federal\nfinancial stimulation.\nI believe that the first responsibility of the American federal government,\nas George Washington indicated in his farewell address, is to see to it that\nAmerican adults become intelligent participants in politics. I was born\nand reared and lived all my life in the Middlewest, the home of the Agrarian\nRevolt, and I have caught its spirit. I suppose I am as much a rugged indi¬\nvidualist as the average person from my section of the country. I want to\nretain for the individual, the maximum of personal liberty that is compatible\nwith the general welfare. I would be the first one to oppose pestiferous,\nobjectionable federal control of education in our local communities. But\nI know perfectly well that it is possible to write legislation into the national\nstatutes that will make of the federal government a fiscal agent to distribute\nequitably some of its wealth to the American communities for the conduct\nof public affairs forums without carrying along with this responsibility an\nobjectionable federal control.\nWhy isn’t it possible to write into such national legislation specific pro¬\nvisions against objectionable control? Does not all government imply\ngoverning? In a democracy, self-government is exactly the process of\ndetermining how much control we are willing to assent to. Is it not probable\nthat the American people in general are today relatively so ignorant about\nthe way American government operates and about its possibilities that they\nare not in a very good position to determine when the federal government\nis really enacting legislation that will be destructive of human liberties?\nI want to comment upon an editorial in the Denver News apropos of a\ntalk I made at the American Library Association. I want to read it and\nmake a few brief comments. It is headed: “ So They Don’t Think! ” and is\nas follows:\nAmerican voters are not qualified to cast their ballots on complicated issues of\nmodern government. The federal government must assume the task of instructing\nthem, thru trained, paid leaders of public forums.\nThat is the idea laid before the American Library Association in its final session\nin Denver, by John W. Studebaker. He is the United States Commissioner of\nEducation.\nUndoubtedly Commissioner Studebaker is correct in saying that a great number\nof our citizens have not sufficient information nor understanding of complex public\nquestions, to vote intelligently on them. We might go further and suggest that\nquite a few state and national legislators are likewise handicapped. In fact, this\nwriter has suggested that it might be well to submit our candidates for public\noffice to thorough tests, not only as to their information, but as to their intelligence\nquotient. That Studebaker’s proposal for trained forum leaders, paid by the gov¬\nernment, is the solution, we are not ready to concede. In fact, it looks to us as if\nthere are already too many molders of public opinion on the government payroll.\nThey are not hired for that ostensible purpose, it is true. But they seem to spend\nmore time in that activity than in any other.\nThose who would teach the public to think should first of all be impartial, dis¬\ninterested. And unfortunately under our political system appointees of such quali¬\nfications in the public service are considerably rarer than icicles in Death Valley.\n\n"}
{"page": 45, "printed_page": null, "text": "General Sessions\n\n39\n\nNow I agree with all the implications of that editorial. It is because I\nwant American adult civic education kept on the plane of education and\nimpartiality that I want organized public education and not politicians to\nmanage the civic education of adults. I don’t want to see a flock of federal\ngovernment agents wandering around over the country at your expense\nand mine, under the guise of the performance of some duty other than\neducation, but really undertaking to propagandize those of us who are\ngullible enough to be propagandized with regard to certain great concepts\nof American life. I think the only way in which a democracy can operate\nsafely is to keep its education out of politics and face the problem squarely\nof educating American citizens impartially. Out of an exacting experience\nin managing a system of public forums, I can say to you that when a man\nstands before a group of adult citizens as a forum leader, as a public school\nteacher of citizenship, you see democracy at work. Those adults can get\nup and walk out of the meeting any time they want to; they can tell the\nleader anything they have on their minds and wish to express; they are\nnot there to secure promotion, high marks, or jobs. And if it is suggested\nthat we must close up public education which undertakes to conduct that\nkind of discussion because it is likely to become propagandistic, then I say\nthat we ought to close up our secondary schools and all publicly supported\nuniversities and college^ because there the students do acquiesce in the\nopinions of the professors far more than they ever do in anything that re¬\nsembles a public forum.\n\nJLOOKING AHEAD IN EDUCATION\nHENRY LESTER SMITH, DEAN, SCHOOL OF EDUCATION, INDIANA UNIVERSITY,\nBLOOMINGTON, IND.; AND PRESIDENT, NATIONAL\nEDUCATION ASSOCIATION\n\nOur erstwhile era of tranquillity, of confidence, of exuberant hope has\nbeen temporarily veiled. For six years now the curtain has been run up\non a scene of strains, uncertainties, indecisions, reversal of emotions, discreditings, panicky fears. Another change of scenes is now felt to be in\nthe offing. Its promise is obscure but expectantly awaited. For some time\nnow social and civic surgings have beaten against our institutions. The\nsurgings are the cries for freedom and for control. The lashed barriers are\nthe controls that struggle for authority in the exercise of guidance, and the\nurge for individual initiative. This breaking regime, with which we have\nbeen harried, has been the battleground of a reawakened conflict as old as\nthe ages, the conflict between initiative, originality, imagination, invention,\nfreedom on the one hand; and guidance, education, indoctrination, control,\ngovernment on the other.\nIn this struggle there has been revived the false assumption that victory\nfor one or the other of these factors represents the key to success and satis-\n\n"}
{"page": 46, "printed_page": null, "text": "40\n\nNational Education Association\n\nfaction. History teaches and faith reinforces the thought that individual\nand social welfare develop not upon the ascendancy of revolution, not upon\nthe victory of a crushing authority, not upon a hurried compromise between\nthe two, but thru a new creation resulting from an integration of these\nvitally necessary seeming contradictions. Guidance contributes the struc¬\nture of individual and social stability. Initiative contributes the necessary\nvitality of freshness of vision and ingenuity of attack. The proper amalga¬\nmation results in a social order definite enough in structure to insure a\ndegree of stability that holds the social life intact while maintaining that\ndegree of flexibility that invites, harbors, protects, and nurtures promising\ninnovations until they demonstrate their strength or their futility. Un¬\nbridled ideas wreck institutions and pull down the house upon the heads\nof the iconoclasts. Lack of control means individual and social disintegra¬\ntion. Stricture in control chokes the sprouts of necessary change and leads\nto individual and social decay. A proper balance between these two must\nbe sought and maintained. It is not that this balance should be the same\nfor all time and for all peoples. Varying conditions call for reestablishment\nof the fulcrum of balance. In the wake of any realignment must come\nsupporting educational readjustments, and new educational insight must\nbe depended upon also to usher in new alignments of the forces of freedom\nand control. Society today faces the problem of evaluating these forces and\nof establishing the proper balance between them. Education as a vital social\nagency faces the twofold task of ushering in new insights and of supporting\nthe newly-launched venture. Education must bind and education must\nloose. Education should at no time drop the rein of either responsibility.\nFreedom and control are not separate entities. They are a fabric. They\nare a coalition. They are a unity without which neither is possible. Edu¬\ncation must seek to rescue each from the threatening grip of the other.\nEducation must do its share to convert these antagonists to supplemental,\nmutually supporting cooperatives.\nIn order that the problems arising from the independent operation of\nthe forces of control and freedom may be appreciated more fully and in\norder that the blessings arising from an integrating fusion of these two\ninto a new entity may be made clearer in its implications for our future\nsociety and its educational program, reference is next made to historic\nillustrations, in various fields, of the struggle between freedom and control\nfor dominance or for integration into a harmony.\nA masterpiece in painting, sculpture, music, literature, historical episode,\nin the very art of living itself is a masterpiece because these two forces of\ninitiative and guidance operate to support the proper balance in the organ¬\nized whole pattern of the product. The masterpiece, because of this adjust¬\nment, commands universal appeal, the supreme test to which any creation\nmust submit.\nThe artist may exercise freedom without regard for the rules of control—\nthe result, a blurred, monotonous smudge of color or of drabness, without\nappeal to the delicate sensitiveness of man. He may exercise control so that\n\n"}
{"page": 47, "printed_page": null, "text": "General Sessions\n\n41\n\nindividualism is completely lost in the harsh straight lines of form, perfect\nin precision, but nevertheless distasteful to the eye of man. In neither case\ndoes a masterpiece result.\nThe span between the critical points of too much freedom and too much\ncontrol is wide and flexible. The length of this span in any case depends\nupon the amount of coordination and of combining that is feasible and upon\nwhether it is possible to discard undesirable elements in either or both of\nthe contending forces. In the masterpiece which results from the fusing of\ncompeting forces, every essential element is included, every extraneous\nelement is discarded.\nNot all masterpieces are in the field of the arts. A true leader is a master¬\npiece, for is he not a resultant of that perfect conflict between the forces\nof freedom and control? Does he not exercise that freedom which produces\ninitiative, stimulates imagination, invites and attracts followers, and yet\nstops short of disorganizing and disintegrating influences of too much free¬\ndom ? Does he not exercise that control which produces balance, establishes\nconfidence, insures permanence, and yet stops short of the stultifying and\nnarrowing influences of too much control ?\nMen and institutions are leaders. A state, a people, a social institution,\na political party, a race, an organization, an association—all these may be\nleaders, may be masterpieces. Masterpieces have universal appeal; and\nsurvive the age in which they were created, and have both a physical life\nand a spirit life. The physical life, whether it be that of man or of insti¬\ntution, is but the beginning, the leaven which spreads outward in everincreasing bands to touch and change and improve the society of man thru\ntime everlasting. Masterpieces are never lost—they may be stored in attic\nor cellar, like the painting of an old master, or like the teachings of a\nschoolmaster they may be buried in a mass of humanity—they need to touch\nthe soul of but a single man to be created anew.\nBut the regeneration of the spirit of the masterpiece involves change; a\nnew combination of forces is grafted upon an old one. At one time the\nfruits are satisfactory. They are balanced and adjusted to the ideals of\nman. At another time they are bitter with disturbing conflicts of primary\nforces, they are formless with the lack of control and adjustment, or they\nare dwarfed and dried-up for want of nutrition.\nLet us travel again the highway of man. We shall look not for the\ncustomary landmarks, for they too often represent the bitter, formless,\nand dwarfed fruits of conflict. We shall look instead for masterpieces, for\nthey alone truly represent the progress and forward march of civilization.\nFrom the earliest history to the present time man has shown the tendency\nto keep himself free from restraint and from authority. Even the first man\nand woman were willing to risk all in defiance of a command given by\nthe only authority they knew, and soon experienced what it means to break\nthe laws of an authority that has power to punish. Freedom for oneself\nperhaps comes first in man’s thought, but authority over others seems to\nhave been the second desired goal of individuals since society was first\nformed.\n\n"}
{"page": 48, "printed_page": null, "text": "42\n\nNational Education Association\n\nThe authority which some men seek and against which others rebel may\nbe of many kinds: ecclesiastical, political, educational, industrial. It may\nbe merely social custom. Whatever the type of dominant authority, the\nmajority of men sooner or later swing away from it toward an individual\nor group independence.\nOn the other hand, when individualism has had its fling and men begin\nto see the desirability of settled order, mutual helpfulness, and group control\nthey begin another trek toward authority. Then when authority grows\nstrong the cycle begins again. Studied care and persistent endeavor should\nprovide insights and motive power sufficient to check these iconoclastic\nor stultifying extremes and to promote a constantly growing adjustment\nto the necessities of growth and progress.\nIn the field of philosophy ever since man began to portder over the origin\nand composition of the universe, there have been many theories advanced\nin explanation: theories as to man and the cosmos and of the relation be¬\ntween these two; theories of being, of knowledge, of freedom of the will,\nof immortality, of destiny; theories of the supernatural and of man’s rela¬\ntion to it. On all subjects that have interested the mind of men the theories\nhave been widely variant.\nWhen philosophical speculation began among the ancients, such as the\nPersians, the Hebrews, and the Greeks, it was not long until rival groups\nalong all lines of thought began zealously to present the claims of various\ninterpretations of life and matter.\nOne of the most interesting and instructive phases of the history of\nphilosophy has been the swing of the pendulum from one interpretation\nof life to another as the leaders of thought came and went and as the popu¬\nlarity of certain theories waxed and waned. So far as we know, no theory\nin explanation of either mind or matter has consistently held its place either\namong philosophers or in popular acclaim. Practically all interpretations\nof life and matter, of man and his universe have gone thru the many cycles\nof presentation, partial acceptance, full acceptance, doubt, denial, and\nrejection.\nIn order to show how men in different ages have been able to build up\nworthwhile and practical systems of thought and courses of conduct from\nconflicting ideas and practises, and to keep a fair balance between such\nopposites as authority and freedom, realism and idealism, religion and\natheism, classicism and romanticism, a few illustrations may be given.\nSince the time of the early Greek philosophers the question of the source\nand ground of the universe has been of great interest to speculative thinkers.\nTwo theories, materialism and idealism, which are almost mutually exclu¬\nsive, have held the field for many centuries.\nMaterialism is a philosophic system which ignores the distinctions be¬\ntween matter and mind, and refers all the phenomena of the world, whether\nphysical, vital, or mental, to the functions of matter. All qualitative varieties\nand changes in the world of human experiences are reducible to quanti¬\ntative terms. All perceptions, feelings, thoughts—the whole content and\n\n"}
{"page": 49, "printed_page": null, "text": "General Sessions\n\n43\n\nactivity of mind—are reducible to the motions of mass particles in space.\nThere is no purpose or guide for the mass particles in motion; the desires\nand intents of men have no more significance than a breath or a sunbeam.\nOver against the view of materialism in explanation of the universe\nstands the opposite view of idealism. Instead of believing that all existence\nor being is either matter or energy, those who accept idealism state as a\ncounter-thesis that all being, so far as given in experience, is mental. What\nwe know to be present—that is, the data of nature and history—are all\nthe content of the mind. They are things perceived. Philosophers of ideal¬\nism have definitely stated that matter is merely a mental illusion.\nThe mechanistic materialistic theory of life and matter as defined above\nmakes of man a mere automaton. He is at the mercy of matter without any\ncourt of appeal. He is under an authority which is worse than that of\nhuman rulers, for it is blind and cruel and insensate. Defiance and revolt\nare futile, for matter knows no master and recognizes no individual. There\nis no transcendent spirit above and beyond nature or matter to whom man\ncan look for deliverance. Man therefore is bound by the limits of a me¬\nchanical system from which all escape is impossible.\n*\n\nIt is little wonder that men turn from this view of the world to the\nopposite view of idealism where mind reigns supreme. If all is mind then\nthe life of man, the spiritual entity, becomes free from the shackles of\nmatter. Man becomes a free agent, no longer the slave of nature’s un¬\nchanging laws. He becomes responsible for his actions and can work out\nhis own spiritual destiny.\nThese two views of the universe—of mind and matter—can perhaps\nnever entirely be refuted, but may be harmonized. There is a commonsense\nview of the problem which has always appealed to the practical man. The\nview of those philosophers who try to account for everything in terms of\nmind seems as inadequate as that of the scientists and philosophers who try\nto account for all existence in terms of matter. It is therefore practical to\naccept things as they appear to be and as they are found to be workable.\nWe have found it impossible, except in imagination, to resolve mind into\nmatter or matter into mind. We are practically forced, whatever be the\nbasic analysis of mind and matter, to make provision for each of them in\nour framework or scheme of life.\nIn our daily experiences we find that mind and matter are constantly\nin vital relationship—acting, reacting, and interacting. The plain man\ntherefore—the layman as regards philosophy—is neither a materialist nor\nan idealist, but accepts both matter and mind as given realities and deals\nwith them accordingly. By selecting from each of these views the elements\nthat seem to be true, he finds himself in possession of a sensible and satis¬\nfactory viewpoint.\nIn the field of ethics we find an example of a unified course of conduct\nwhich resulted from harmonizing conflicting ideas. On the subject of\nmorality men are usually divided into two groups: One favoring a mo¬\nrality of authority, the other believing in a morality of freedom. Today, as\n\n"}
{"page": 50, "printed_page": null, "text": "44\n\nNational Education Association\n\nhas been the case in nearly every age, the contest between authority and\nfreedom is clear-cut and sometimes acrimonious.\nWe have many illustrations of the point of view of authority in ethics.\nHere again there are two groups who favor authoritative ethics. First,\nthose who may be called moral zealots, who want laws and power to enforce\nthings in which they are selfishly or particularly interested. The second\ngroup is composed of those who seek to make other people good by law.\nIt may be made up of reformers or uplifters; it may be made up of ecclesi¬\nastics, who believe that authority in ethics belongs to. church members.\nThey may burn the witches or burn the heretics under the guise of moral\nindignation, or the plea of “brother’s keeper.” Conduct in all cases is to\nbe determined by what the authorities have decreed, whether the authority\nbe God Himself, or society, or parents, or merely style and fashion. Moral¬\nity consists in compliance with authority; immorality is to defy authority\nand break its commands.\nIn opposition to the idea of authoritative morality stands a group which\nadvocates personal moral freedom. This group is radically iconoclastic with\na flair for the spectacular; it mocks at absolute authority and an absolute\nphilosophy. It affirms constantly that old bottles are not suitable for new\nwine. Freedom must be given a new meaning even tho there are disturbing\nelements in it. Liberty is a better word, even tho it may be more vulgar\nand associated with revolutions. Much emphasis is placed by this group\non the inviolability of personality. All plausible claims to dictate morally,\nthey would say, are subject to a large discount. Youth should be utterly\nfree to choose its own moral paths. No man has the moral right to say that\nthe thing that I choose as of value to me personally has no real value\nbecause it has no meaning to him. Each individual has the right to evaluate\nthings whether in the spiritual or in the physical realm.\nBoth of these views on morality contain elements that are desirable.\nThese can be selected out and worked into a harmony that will be most\nacceptable and beneficial to society.\nIn matters of morality one need not be bound by the choices and judg¬\nments of dead souls or by the customs set by minds still bound by yesterday’s\nideas. Consciousness of self and the dignity of personality should lead one\nto make his own analysis of situations and to make his choice according to\nwisdom and not according to the dictates of the past. Where this is not\npossible and where we are forced to act as other men direct, the essential ele¬\nment of morality is lacking.\nOn the other hand, to choose a course of conduct merely to express our\nindependence and to show disdain and defiance for established ways and\nsocial standards is not a mark of wisdom. Nor is it moral to choose erratically\nwithout a critical analysis of the points involved and an appraisal of the\nprobable results of an action.\nEvery individual and every association of individuals should appreciate the\nfact that tho the hand of the past is heavy at times, it nevertheless is a weight\nthat prohibits a too-rapid gamble with untried fields. The rules and customs\nand laws that society has thoroly tried out and found useful should not be\n\n"}
{"page": 51, "printed_page": null, "text": "45\n\nGeneral Sessions\n\nlightly discarded in order to give freedom to irrational, slavish passions or to\nuntrammeled self-expression. The erratic man might not choose what would\nmeet the demands of a good moral life and therefore needs the restraint of\nauthoritjL\n\nWe must neither dispense with intellectual caution when deal¬\n\ning with new views nor fail in showing moral tolerance and human sym¬\npathy with those who hold these views. The field of thought and action is\ntoo big and man’s nature too complex for any human verdict to be final.\nThe controversy between those who would hold to the authority of the\npast and to conditions as they are, and those who believe in changes and\nbetterment, in experimenting with new plans, and in seeking to reach an\nideal, is found in many fields of human activity.\nIn the industrial field today, the idealist is one who dislikes present in¬\ndustrial conditions and seeks to remodel and better them. The realist, how¬\never, is one who accepts—whether reluctantly or gladly, we cannot tell—\npresent conditions as inevitable.\n\nMany business and professional men line\n\nup with the realist claiming that the present moral tone and present levels\nof conduct are facts and must be recognized as such.\n\nIt is useless, they\n\nargue, to rebel against industrial barons, against capitalistic leaders whom\nProvidence has given both money and power; useless to turn against the\npresent moral order as found in business.\n\nConservatism is the safer path,\n\nfor history shows that what has always been must always be.\nThe idealist replies that no special form of organization, no particular\nform of value or of satisfaction, and no specific condition is final. There is\nalways the possibility of change and betterment.\n\nWe must always be\n\nsuspicious, he says, when men prefer to leave things as they are, that there\nis a selfish or political motive in the background.\nIn matters of education, the realist is the conservative and stands on\nauthority and custom.\n\nHere again, he says, we must face the facts; condi¬\n\ntions are inevitable. We are in the grip of age-long practises. We must not\nexperiment on human personalities. Conditions are bad; politics has a hold\non the schools—but we cannot afford to deny the demands of politicians.\nWe must cater to present authorities and let well enough alone. The ground\nwe have gained in the past must not be lost or put in jeopardy by radical\nsteps or untried sources.\nThe idealist on the other hand is convinced that in education we have\nallowed too much stagnation.\n\nWe have stayed in the ruts and walked in\n\ncircles. We have looked so steadily at the past that our vision has become\nblurred. We must turn our face to the future and set more worthy goals\nand higher ideals; break away from customs and traditions and let faith\nlead us out into something new and better. Let us experiment, that we may\ndiscover and invent.\n\nIf necessary let us revolt from the present authorities\n\nand begin to turn the wheels of progress.\nIn this controversy between realists and idealists it is possible to create\na harmony out of the conflicting views. The staid conservative realist and\nthe idealist each has his place and can contribute much to social plans and\nsocial progress.\n\nThe realist is right in contending that we must face the\n\n"}
{"page": 52, "printed_page": null, "text": "National Education Association\n\n46\n\nfacts and conserve the right and good that society has built up. We cannot\nafford to turn society’s interests over to a group of irresponsible idealists.\nWe must not let a vivid imagination run riot and carry us away from\nour moorings.\n\nThe idealist is right in urging that we need to be awake\n\nto new methods and progressive ideas and put them into use.\n\nWe always\n\nhave the privilege of seeing to it that changes are not fortuitous or aimless,\nbut that they are progressively taking into account the realities of life as\nexperience teaches us to know them better. It should be our intention, then,\nboth to try out hopeful suggestions and ideals, and to hold fast that which\nis good.\n\nBy the careful blending of the real and the ideal we may find a\n\ncourse of conduct which will be universally sound.\nTwo views found in philosophy which are in decided opposition are those\nof fatalism and free will.\n\nFatalism is the belief that man, with all his\n\ninterests, is in the hands of a power outside himself. What man does, what is\ndone to him, and the results of all action by and toward him are all beyond\nman’s control. The Fates may be God, or the gods, or mechanical forces—\nit matters little as far as man is concerned, for he is fettered body and soul.\nWhatever takes place in the world is by decree, and man’s actions have no\nbearing upon results.\nWherever found, the essential point of fatalism is that man has no hand\nin anything—he is merely the tool or instrument of a force which animates\nhim for the purposes of its own, and drops him as soon as those purposes have\nbeen fulfilled. The great events of life—birth, love, and death—are not the\nchoice of man but are imposed upon him.\nIn opposition to this fatalistic philosophy is the belief in free will.\n\nMan\n\nmay be a part of nature and may exist in the same life stream but he is\nable to steer his own life course, and even obstruct nature’s plan. The spirit\nof freedom grows up within us strengthened by exercise and propagated by\nprecept and example. As choices are made each day and battles are fought\nand won the will to strive and achieve takes on new strength.\n\nMan is a\n\nconscious personality. Fie knows the events that are transpiring; is satisfied\nor dissatisfied and conscientiously chooses what he believes to be the best.\nIn the field of education, in which we are especially interested, we need\nthe free will optimist to counteract the fatalistic philosophy that was greatly\nemphasized during the World War. We seemed then and seem now to be\nin the hands of forces utterly beyond our control.\nIt is just as true in the field of education as in any other field that at\ntimes it appears as tho we are the helpless men on the checkerboard of Fate.\nWe live for a time in high hopes of accomplishing a definite good or making\nan advanced step in school affairs but find ourselves thrown back by a relent¬\nless power of old conservatism or mass ignorance, or superstition or of selfish\ninterests. Fate is against us and we come near the borders of despair.\n\nIt is\n\nimpossible, we feel, to break the stranglehold of custom and therefore useless\nto reach out toward ideals.\nBut human nature as found in school leaders is remarkably resilient. Hope\nis easily revived, for teachers love youth and imbibe its optimism and its\n\n"}
{"page": 53, "printed_page": null, "text": "47\n\nGeneral Sessions\n\nability to rebound.\n\nIt is not for long that educational leaders camp in the\n\nvalley of despair. The philosophy of free will soon asserts itself and a posi¬\ntive progressive reaction sets in.\n\nNew goals are proposed, new ideals are\n\nset, and the schools begin again their march of progress.\nFatalism is deadening, stultifying, hope-destroying. A belief in capricious\nchoice and an utterly free will leads to reckless irresponsibility. The rational\nman however takes neither extreme but, acknowledging his limitations,\nasserts his moral freedom and acts according to practical judgment.\nIn the field of religion there are also many illustrations of a harmony that\nhas been worked out between church control and individual freedom. The\ntendency has been for men at times to shift too far toward control and at\ntimes to shift back to too great a demand for individual freedom, or even to\na denial of religion and ecclesiastical rights. But history proves that only by\ncombining certain features of ecclesiasticism and individualism can success¬\nful religious work be carried on.\nA splendid example of working out a satisfactory course of action from\ntwo conflicting religious attitudes is given us in the account of Jesus’ dealing\nwith the views and practises of the Pharisees and Sadducees.\n\nHe was able\n\nas few others have been, to select and conserve the good of competing opinions\nand to discard what was irrelevant and what was unethical.\n\nThe formal\n\nlife of the Pharisees, controlled by authority and tradition, appealed to him\nas little as did the skeptical liberalism of the Sadducees.\nThe Scribes and Pharisees in the days of Jesus formed the conservative\ngroup in the church. They were sticklers for the law, for ceremonies and\nforms.\n\nThey occupied the place of authority in the church.\n\nThey laid\n\nburdens upon the people too grievous to be borne.\nThis authoritarian group in the church oppressed the helpless, devoured\nwidows’ homes, and at the same time, for a pretense, made long prayers in\nthe public streets.\n\nIn the name of religion they posed as legal guides of the\n\npeople—but were blind leaders of the blind who “ strained at a gnat and\nswallowed a camel.”\nJesus did not take the attitude of the Pharisees, who based their teaching\non the authority of tradition.\n\nNeither did he take the attitude of the Sad¬\n\nducees in a liberalism which manifested itself in skepticism and doubt.\n\nHe\n\nsaid, “ Think not that I came to destroy the law or the prophets. I came not\nto destroy, but to fulfil.”\n\nHe accepted fully the law and the prophets but\n\ndiscarded altogether the field of tradition.\nHe believed and taught that there is a resurrection.\n\nBut He concerned\n\nHimself more with the things at hand than with the things beyond.\n\nHe did\n\nnot engage in political or religious controversies but went about healing the\nsick, comforting the sorrowing, feeding the multitudes, and preaching the\nGospel.\n\nHe suggested a common principle of action for all groups and all\n\nindividuals in His incomparable Golden Rule, “ Whatsoever ye would that\nmen should do unto you, do ye even so to them.”\nShakespeare stands out in literature as one who found a way to use the\nbest factors in two opposing views and by the method of integration devel¬\noped his masterpieces in the drama.\n\n"}
{"page": 54, "printed_page": null, "text": "48\n\nNational Education Association\n\nShakespeare refused to be led into casting aside completely the classical\nideals and methods, and taking up with utterly new erratic and untried\nmethods in his writing of tragedies. Nor would he follow the old conserva¬\ntive and traditional lines, blindly and stubbornly.\n\nHe worshipped no fetish\n\nof the past nor did he fear to try out new paths.\nMarlowe allowed himself to go great lengths in the direction of utter\nfreedom.\n\nHe wrote full-bodied plays like the classical tragedies but with a\n\nfreedom that was far from classical.\n\nThis freedom was the result partly\n\nof the general character of the English drama which was created by actors\nthemselves and for mixed audiences, and partly of the genius of Marlowe\nhimself who refused to be bound by rulers.\n\nMarlowe went so far as to\n\nomit the chorus, subordinate the messengers, and allow violent action on the\nstage.\n\nHe paid little heed to the unities of time and place.\n\nHe used meter\n\naccording to his fancy and put his own spirit into his characters.\n\nOn the\n\nother hand he failed to furnish a sustained and complicated action and to\nrelieve high tension with humor.\n\nHis declamations were too bombastic and\n\nhe failed to give to his characters those finer touches of human nature which\nwould have made them less like creatures of our passion and more like\nnatural men and women whose lives we daily share.\nJonson on the other hand set himself strongly against the tendency toward\nunlimited individualism and freedom in art which is called romantic. When\nthe reaction against classicism set in Jonson refused to bend. He battled all\nhis life against what he felt was the ignorant preference of the public for\nthe romantic.\n\nHe stood firm for classical unities and constantly made war\n\non extravagant, fantastic qualities expressed in the imaginative romanti¬\ncisms. But Jonson failed as Marlowe did to see the good in both classicism\nand romanticism and to harmonize the two.\n\nHis fault was chiefly in being\n\nunable to portray real character, naturally and vividly. Instead he set forth\npersonalities possessed merely of “ humours ” rather than of character.\nShakespeare unified these two conflicting forces.\nunities, but he interspersed tragedy with humor.\nportraying character in its true porportions.\n\nHe was lax with the\n\nHe was a master hand in\n\nHe was able, as no others\n\nhave been, to develop a proper balance between freedom and so-called\nclassicism. The products of this balance are his wonderful masterpieces in\nEnglish drama.\nWe have illustrated at some length the manner in which men in times\npast have been able in many different fields to harmonize opposing and con¬\nflicting ideals and to create a new and better program which is a composite\nof these ideals.\n\nIt is our purpose now to point out some of the problems in\n\neducation to which this principle of integration may be applied.\n\nBecause of\n\nrapid disorganization and disintegration of old forces and methods, the\nstage is set for the creation of something better. An unprecedented number\nof problems exist and furnish abundant opportunity to make use of any\nprinciple that gives promise of furnishing solution to these problems. Many\nagencies are today at work locating and isolating these problems. The Office\nof Education, our National Education Association, the American Council\n\n"}
{"page": 55, "printed_page": null, "text": "General Sessions\n\n49\n\non Education, many and varied teachers associations and professional organi¬\nzations thruout our land are busy with one or more phases of this tremendous\ntask of survey to determine the needs of the nation in education and the\nmethods and technics by which those needs can be met. We must not only\ncontinue what has already been begun; we must hasten and expand the scope\nof these investigations so that we may more quickly begin our programs of\nreadjustment to satisfy the new needs demanding immediate attention.\n\nA\n\nsurvey of the secondary schools of the nation, a survey of the land-grant\ncolleges, and a survey of the education for teachers have been undertaken and\nthey serve to throw light upon what materials are available with which to\nbuild a new educational masterpiece. A survey of youth and youth’s prob¬\nlems has been suggested by a number of organizations and leaders and\ndefinite steps to finance and carry out such a survey have been made.\n\nWe\n\nmust not stop with these surveys. They show what the problems are. They\ngive little indication of what might be done about the situation discovered.\nThey are but a part of the complete set of tools and materials from which\nwe can set about to work out a solution.\nSome of the problems of education in 1935 have already been located\nand to a certain extent isolated.\n\nI shall point out only a few of the out¬\n\nstanding ones.\nFirst is the problem of what to do with the products of our schools as they\nare sent out by the hundreds of thousands year by year. Chiefly because of\nthe depression there is a failure of society to absorb the product of the school\nand to give it an opportunity to do what it is prepared to do. Youths are\ngraduated from high schools and colleges with no place to go—trained,\nsparkling with life and energy, eager to express their hopes and ambitions\nthru work, curious to test their strength against the competition of the\nworld, burning with the desire to live up to the ideals and principles garnered\nfrom home, church, and school; flaming youth, flaming not with the red of\nvice but flaming with the desire to be of service, to utilize talents, to be\nmen and women.\n\nFor five years now we have turned out of our secondary\n\nschools and higher institutions of learning thousands of such youths, ar¬\nrested and jailed on commencement day, by a social order inflexible and\ninsensible to the loss of creative power and human ambition.\n\nCharge the\n\nloss where you may, we, the educators of today, the teachers, the superin¬\ntendents, the principals, the schoolboards, the college and university facul¬\nties, cannot escape a fair share of responsibility if we allow the condition\nto continue, for ours is the business of education. We shall be to blame if\nthere is no restitution.\n\nWe must even now accept some of the blame for\n\nthe stifling influences of lethargy and tradition and for the suppression of\nthe freedom of opportunity for our youth.\n\nTruly we have before us the\n\nessential factors necessary for the creation of a masterpiece in education.\nWho among us have the courage to meet the challenge?\nA second problem with which education is faced has been pointed out\nand calls for immediate attention.\n\nWe have gradually passed over to the\n\nschools more and more responsibility for the moral welfare of school chil-\n\n"}
{"page": 56, "printed_page": null, "text": "50\n\nNational Education Association\n\ndren. This responsibility has, because of the changes wrought in the family\nthru changed economic and industrial life, been delegated to the school.\nHowever, there has not been delegated along with this responsibility of\nmoral education the authority to set up proper procedures to bring about a\nsatisfactory efficiency in moral instruction. We have had little control over\nthe environment of the child except for the few hours of the year when the\nchild is in school. And, furthermore, the schools because of certain restraints\nplaced upon them by society have not taken seriously enough their delegated\nresponsibility.\n\nThere exist in our society outside the control of the school\n\na number of agencies which exert a powerful influence on the child either\nfor good or bad. The picture theaters, the radio, the press, the church, the\nsocial organizations of adults, the liquor establishments, the advertising\nagencies, various organizations for youth such as Boy Scouts, high-school\nfraternities, 4-H Clubs—all of these agencies have little direct connection\nwith the constituted educational authorities of a city or state.\n\nSome are\n\ncontributing very creditably to the proper education of youth not only in\nthe matter of moral guidance and instruction but in many other ways. Some\nare tearing down whatever is upright and beneficial in the interest of\ncommercialism, greed, and political favor.\n\nCertainly there is need for a\n\nrevising of our social order so that the agencies which influence the lives of\nthe children of the city or state may cooperate to exercise the proper amount\nof control that will eliminate those factors in any agency which are of\nknown detriment to youth. Yet each agency that has benefits to give to chil¬\ndren should maintain the exercise of freedom and initiative in the program\nby which those benefits are given.\nDuring the last two years there is evidence that semi-educational agencies\nhave brought about thru a well-organized campaign a creditable improve¬\nment in the nature and type of photoplays exhibited thruout the country.\nA profitable use of silent pictures is common in the schools of many sections\nof the country. A start has been made. We must continue our progress in\nthis direction. We must recognize the moving picture as a powerful method\nof instruction and we must work steadfastly to assure that the instruction\ngiven to youth by this agency is worthwhile and beneficial.\n\nWe must no\n\nlonger sit back with indifference to the presentation of pictures of ques¬\ntionable character.\n\nPicture producers claim that they produce that for\n\nwhich there is a market.\n\nWe must crystallize the public opinion of our\n\ncommunities to the point where that public opinion will demand that w’hich\nis creative and refuse to patronize that which is destructive. We must also\nuse our influence to limit the possibilities of degradation to which the lure\nof commercialism in the hands of unscrupulous agencies may lead.\nThe prohibition amendment to our Constitution has been repealed.\n\nBut\n\neven before its repeal we in education were conscious of the need for more\neffective social control of the liquor question. Today we find conditions in\nmany places in a deplorable state for our children and for adults as well.\nCertainly there is need for social control, certainly there is need for the\neducational forces of the nation to throw off the deterring shackles, to\nstand forth for the protection of the children for whom they are responsible.\n\n"}
{"page": 57, "printed_page": null, "text": "General Sessions\n\n51\n\nThe need for coordination of all the agencies in education is a third\nproblem which has increased in importance during the past two years.\nPrevious to the depression, the schools had spent their funds freely to\nprovide training on the kindergarten and nursery school level, to provide\nthru night classes for adult workers in various fields, to provide thru ex¬\ntension classes and lectures in service training, general training, and cul¬\ntural training for adult men and women.\n\nBut, since these additions to the\n\nprogram of the school were the most recent in time and the most variant\nfrom tradition, they were the first to be eliminated when the loss of financial\nsupport demanded severe budget reductions. The loss of jobs by thousands\nof youth and the accompanying loss in opportunity for further vocational\ncourses in evening and night classes turned loose thruout the country great\nnumbers of young people to become a problem of society. Education did not\nsolve the problem.\n\nNot only were funds unavailable for the inclusion of\n\nmany of these people in the secondary schools of the country, but in addi¬\ntion teachers and school officials were unprepared to provide the proper\ntype of training to attract such youth suddenly thrown out of work.\nFortunately for the schools, the federal government and other agencies\nexpanded their program to help out in the emergency. The federal govern¬\nment established young men’s training camps to take care of thousands\nwho were out of employment.\n\nVast programs of city, state, and federal\n\nrecreation projects have been developed.\n\nIt is true that public libraries,\n\nmuseums, art galleries, and other agencies for education have been estab¬\nlished for years, but there has not been a sufficiently close relationship estab¬\nlished between the regular schools and these varied outside educational\nagencies. The result has been a duplication of effort and a loss in effective\nsocial service. An integration of these various forces into a unified organi¬\nzation is highly desirable, and entirely possible under the principle we have\nbeen advocating.\nOne of the difficult problems confronting educational leaders and school\ncommunities just now is that of providing a curriculum broad enough to\ninclude the social and vocational studies necessary to meet presentday needs.\nIt is increasingly evident that modern changes in home and community\nlife call for a new type of studies. Those who advocate the old-style highschool curriculum centering around the classics and the tool subjects fail\nto appreciate the modern student’s dilemma as he tries to apply such a\nconservative course to presentday life.\n\nOn the other hand, those who urge\n\nthrowing out the classics and teaching only vocational subjects fail to see\nthat the spirit cannot develop without the aid of the more spiritual subjects.\nThe principle we have been advocating offers the practical solution of\nthis problem, namely, to select from each of these fields unified courses\nthat will include the best and that will develop the student into a wellrounded character able to meet any exigency of life.\nA problem which is a corollary of the foregoing is that of preparing our\nyouth to meet the onslaught of radical social views that constantly threaten\nessential social stability. The teachings of those who would undermine our\n\n"}
{"page": 58, "printed_page": null, "text": "National Education Association\n\n52\n\nsocial institutions often become both bold and insidious.\n\nBecause of present\n\ndistressing conditions such propagandists get a ready hearing and find it\neasy to enlist the enthusiasm and support of many young people. They pre¬\nsent a plausible and even an attractive utopia where all shall be equal sharers\nin the wealth and the powers of the country and where all shall have an\nopportunity to work and no capitalist shall be their master.\nWhile this radical element is striving to gain the attention and support\nof youth, another group is advocating holding fast to old ideas and old\nmethods. The old days, they claim, were the best; the days when capital had\na free hand and gave everybody employment.\n\nWhat if the wealthy aris¬\n\ntocracy did pay low wages and oppress the employees? Everyone had work\nand there was no depression.\nBut these opposing views go too far from a well-balanced ideal in the\nsolution of this vexing social question.\n\nThe problem and the duty of our\n\nschools today is to teach our youth that it is the part of wisdom to avoid\neither one of the plans that shifts too far to one side of the central span of\nsafety. Thru the social studies in the schools the students should be brought\nto see that ideals which are subversive of our government are false ideals;\nthat such types of political government as are advocated by certain groups\nare utterly destructive of the democracy which has been our source of\nstrength and freedom.\n\nHowever, certain features of these radical view¬\n\npoints may be of great service to our country if they can be made to fit into\na pattern where freedom and authority—where liberty and control—are\nbrought into harmony.\nAs a part of the program of providing adequate social studies, there is\nurgent need for the inculcating of ideals of peace and goodwill. The solu¬\ntion of social problems, whether local, national, or international, awaits\nthe spirit of mutual understanding and goodwill which can come only thru\ndefinite planning and definite teaching.\n\nIt should be our nationwide pur¬\n\npose to make provision in every school curriculum to develop in every child\nthe spirit of goodwill toward himself, his neighbors, other nations, and\nraces.\n\nIn this way a splendid basis will be laid for the integration of the\n\nconflicting forces that are so prevalent in every country today.\nThe successful solution of the problems just discussed will be of great\nassistance in a further problem—that of the proper training of teachers to\nmeet the present needs. Teachers are themselves the product of the schools\nwhich they now attempt to direct.\n\nThe ideally equipped teacher therefore\n\nis, speaking generally, yet to come. He will be the resultant of the methods\nand courses that have been suggested.\n\nHe will not only have the technical\n\ntraining but also the spirit of goodwill which will be demanded of those\nwho are to guide our youth along the pathway already suggested.\nIn order to develop the type of teacher who will be able to meet the\nsituation in school life today there is need for improved teaching conditions.\nIt is true that for seventy-eight years the National Education Association,\nwith the help of thousands of teachers, leaders in education, and auxiliary\nagencies interested in educational improvement, has worked untiringly to\n\n"}
{"page": 59, "printed_page": null, "text": "53\n\nGeneral Sessions\n\nbuild public confidence in education, to improve the effectiveness of school\nadministration, and thus to improve the environment of the teacher. Teach¬\ners today are profiting immeasurably by the efforts of courageous leaders\nof the past who did everything possible that teachers might be happier in\ntheir work.\n\nBut this organization, and every other professional educational\n\norganization, and every teacher, and every auxiliary agency interested in\nthe improvement of education, must work unceasingly for improved teach¬\ning conditions. We must insure to those teachers who follow us a greater\ndegree of comfort in salary, in tenure, and in social and civic leadership,\nthan we ourselves have enjoyed. We must insure them the right of expres¬\nsion and the opportunity to reach independent and courageous conclusions.\nUnwise repression and control along this line invariably result in injury to\nthe teacher and to society as a whole.\nThe whole discussion of this paper up to this point emphasizes two\nessential social demands.\n\nOne is flexibility for progress and the other is a\n\nsufficient stability to encourage and protect the initiative back of progress.\nThese two needs call for indoctrination on the basis of our best present\nknowledge, and for the creation and perpetuation of an open mind toward\npromising change. These objectives call for loyalty to the best we know and\nalso for a courage and an independence of thought in the constant search\nfor something better.\n\nIt is important, therefore, that our schools develop\n\nwithin us a respect for our institutions and a burning desire for their\nimprovement. This latter motive presupposes a sincere, earnest, questioning\nmind.\n\nIt is naturally proper that the schools should somewhere along the\n\nline make clear the answers that have been proposed for these problems\nand aid in a wholesome way the gathering of data that bear on a solution.\nThese problems which concern our educational program especially call\nfor our deepest interest and most careful study. We can never expect that\nall the different groups of school people will see these problems from the\nsame viewpoint or seek to solve them in the same way. But it is possible and\ngreatly to be desired that all shall attain to that breadth of mind and spirit\nand reach that altruistic attitude, in which it will be possible to bring\ntogether the facts and present the different viewpoints with their various\nimplications.\n\nThen from all these facts and viewpoints, by a process of\n\nselecting and discarding, and by combining and unifying opposing ideas,\nthere should evolve a practical solution that will meet the needs of the\nsituation.\n\nProgress in every line of endeavor always awaits the elimination\n\nof violent conflict and discarding of notes that are too discordant.\n\nThe\n\nonly possible way by which opposing forces may be harmonized is thru\nconference.\n\nIn a conference where goodwill is the prevailing note, those\n\nideas which are dominantly egoistic, or which favor too decidedly either a\nrepressive control or an erratic freedom, will be submerged; and those\nideas which fall within the limits of sound common sense and meet the\ntests of feasibility and practicality, will be accepted. Out of such conferences\nwill come a new hope, a stronger faith in men, and a greater vision of\nservice.\n\n"}
{"page": 60, "printed_page": null, "text": "54\n\nNational Education Association\n\nIn conclusion, the problems of the individual and of society are the prob¬\nlems of growth and development—the fruition of inherent powers directed\ntoward individual profit and the general welfare.\n\nThe function of educa¬\n\ntion is to contribute both to the release and the nurture of these powers and\nto the insights that serve as the safest guides in the process. This individual\nor social growth involves a life urge framed in a structural pattern.\nurge represents the flow of freedom.\nof guidance.\n\nThe\n\nThe pattern represents the channel\n\nAs far as possible there should be freedom.\n\nAs rapidly as is\n\nconsistent with safety the external crutches of support should be removed\nso that the individual spirit may develop in the wholesome atmosphere of\nan internal urge and in an environment that will give opportunity for\ngrowth.\nShelley, in his ode “ To a Skylark,” has well expressed the desirable union\nof the two forces of control and freedom.\nHail to thee, blithe spirit!\nBird thou never wert,\nThat from heaven or near it,\nPourest thy full heart\nIn profuse strains of unpremeditated art.\n\nIn the expression “ pourest thy full heart ” and “ strains of unpremedi¬\ntated art ” freedom is as open as the sky. The guidance is in the environs\nof the blithe spirit—“ from heaven or near it.” What purpose is more com¬\nplete than to have a flexible free heart nurtured in the “ heavens or near it.”\nWhat tragedy is more devastating than the choking of a free heart or being\nanchored in the hells of life.\n\nAkenside in the “ Epistle of Curio ” has\n\ndrawn this picture well.\nCan art, alas! or genius, guide the head\nWhere truth and freedom from the heart are fled ?\nCan lesser wheels repeat their native stroke,\nWhen the prime function of the soul is broke?\n\nEducation is drafted in the present emergency to create the wholesome\nheavenly atmosphere and in such surroundings to release and swell the flow\nof freedom from the heart.\n\nADDRESS OF WELCOME\nHONORABLE ED. C. JOHNSON, GOVERNOR OF COLORADO, DENVER, COLO.\n\nI want to tell you how glad we are you have chosen Denver, and chosen\nColorado as the place for holding this very notable convention. We sincerely\nhope, and we fully believe also, that you are going to gain great inspiration\nand new enthusiasm for your life’s work in this convention that is being\nheld here in Denver. We hope, and we believe too, that you are going to\nenjoy a little vacation out here.\n\nWe hope that you take full advantage of\n\nall that is being offered to you in the way of recreation and sightseeing, and\nthat you get at least a small glimpse of this great state out here at the very\n\n"}
{"page": 61, "printed_page": null, "text": "General Sessions\n\n55\n\ntop of the Rockies. And when you look upon the mountains, you can say\nas the prophet of old, “ From whence cometh my wisdom.”\nI have been reading the papers, and I have been quite alarmed by the\nterrible controversy that is rocking this convention—that great issue of free¬\ndom of speech that you are so much concerned about, and as I understand\nit, is likely to cause great disturbance before you get thru. Freedom of speech\non the part of teachers! Well, I have always thought the teachers had all\nthe freedom of speech that they wanted. I never knew before that they were\nsuffering from that ailment.\n\nI know some of our governors, or some other\n\npeople, who have to be pretty careful about what they say, but I supposed\nteachers just spoke right out in meeting and had it over with.\nThere is a time, as I have observed in watching my own children grow\nup and in watching other children, a time in their lives when the teacher\nrepresents all that is good, and pure, and sweet, and right in the world.\nParents always become jealous at that particular time when the little one\nfirst starts to school and comes home with great praise for the teacher.\nTeacher said this, and therefore, it is absolutely just that way, and there\nis no room for any argument whatsoever.\n\nThen I have watched them as\n\nthey have grown a little older, and they become, I suppose, more realistic,\nand they become skeptics to a certain extent, and they find out that teachers\nare made of common clay just like the rest of us, and teachers lose their\ninfluence, perhaps, and they come to feel that everything that the teacher\nsays is not necessarily the law of the land.\n\nBut I think that is all well.\n\nI was glad to note what President Smith said tonight, especially that\npart of his very scholarly address in which it seemed to me that he was\nindicating that teachers should not be preachers. It is a fine thing for teachers\nto encourage the children to think and raise these controversies for the\nstudent to think about. That is all very find and splendid, and very whole¬\nsome and good in every direction.\n\nI do not think much of a teacher who\n\narrives at his conclusions and tries to force them down the throats of his\nstudents.\n\nI do not think that that means very much to the student, and\n\nafter all it is the students with whom we are concerned, not the teachers.\nHence your job is the students, and what they are doing, and how they are\ndoing, and if in being prepared to teach you can cause them to think and\nreason, you have done your work very well indeed.\nAfter all, these depressions and these troubles that come to us can be\nsolved only by one human element, and that is thinking.\n\nIf we cannot\n\nthink our way out of a depression, if we cannot think our way out of any\nother difficulty in which we find ourselves, then we will forever remain in\nthat dilemma of fog. So when the teacher teaches the child to think, forgets\nall about himself, does not glory in making speeches or in taking strong\npositions, but is intent upon giving to that child that has been entrusted to\nhis care the purpose of causing the child or student to think, then, as I say,\nhis work has been well done.\nYou are very welcome to Colorado. We hope you will spend other vaca¬\ntions here.\n\n"}
{"page": 62, "printed_page": null, "text": "56\n\nNational Education Association\n\nADDRESS OF WELCOME\nMRS. INEZ JOHNSON LEWIS, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, DENVER, COLO.\n\nBecause of the lateness of the hour, I suppose that I should say “ You are\nvery welcome,” and then run home. But the Governor has just said he be¬\nlieved in the freedom of speech, and we stand for freedom of speech, and\nso I want to take about two minutes to tell you you are very, very welcome!\nSo it is on behalf of the teachers of Colorado that I do welcome you most\nsincerely to this convention. We are keenly conscious of the honor and the\nprivilege it is to have you with us.\n\nI hope that your stay will be profitable\n\nand happy. More than anything else I hope, however, that out of the results\nof this convention there will come a new enthusiasm and faith in education as\na factor in directing the world’s affairs, and when you return to your homes\nthruout the nation, you will feel a new strength, and a new consciousness\nof your personal importance in world affairs.\n\nUnless the teacher feels\n\nhis importance, he will not be as dynamic a factor as he is entitled to be.\nThis is a rare moment in history. We are passing thru various crises in\nhuman experience.\n\nThere is conflict between the old and the new, and it\n\nis becoming increasingly clear that education must play a greater part in\nthe planning of greater social and economic stability.\n1 glanced at this year’s program, and of course you have experienced\nalready in the programs that you have heard, you have become aware that\nthis program is not built around glittering generalities of bygone days,\nbut it shows that educators are evaluating social trends and movements,\nand instrumentalities of good government and human welfare. It is evident\nalso that the teachers of this country are attempting to set up concrete\nactivities that will make for more intelligence in human relationships. The\nteachers of youth feel a sacred responsibility in the face of the changing\naspects of the cultural, social, and economic fields of the world. The pro¬\ngram this year, you will note, will bring a new type of thinking and higher\nstatesmanship into the educational processes and nearer to the world of\nactual living.\nThis convention assembled will rejoice, and I imagine this point has been\nmentioned before, at the important news that has come out of Washington.\nFifty million dollars has been set aside for the benefit of thousands of boys\nand girls in the land, who have been the innocent victims of economic\ncollapse.\n\nI claim that the securing of the earmarking of this vast sum\n\nof money for youth is a signal victory for the education of the country.\nIt was thru the constant and persistent efforts on the part of our educational\nleadership that our statesmen were made to realize the intolerable situation\nof thousands of the youth of the land.\n\nThis is a concrete example of the\n\ntranslation of an idea into action for human value by an educational group.\nI plead for more examples of the direct influence of educators of this\ncountry in their influence for common good.\n\nIf this is to come, however,\n\nthis Association must be more aggressive in its demands.\n\n"}
{"page": 63, "printed_page": null, "text": "General Sessions\n\n57\n\nI hope that after this convention you will not hurry away but that you\nwill stay and spend some of your vacation days, after the arduous days of\nthis convention.\n\nColorado offers many recreational opportunities.\n\nAs the\n\nGovernor has already suggested, it begs you lift your eyes up unto the hills;\nfrom there will come strength for your body and soul.\n\nWe want you to\n\nenjoy our highways, our mountains and our canyons, and our sunsets. We\ninvite you to fish in our streams so that you may have a basis for tales that\nwill satisfy your wildest imaginations.\nThe state department is at your service.\n\nAny time we can do anything\n\nfor your comfort, let us know. The latch string is out at the State House,\nand we are at your command.\n\nTHE SCHOOL AND THE PRESENT SOCIAL SITUATION\nWILLIAM H. KILPATRICK, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nWhat shall the school do with reference to our present social-economic\nsituation?\n\nHow shall it teach?\n\nThat our economic situation has been,\n\nand still is, very bad, none would deny.\n\nWhat should be done about it,\n\nhowever, is very much in dispute. There are many who think that the whole\nsocial-economic system should be radically reconstructed. To this proposal,\nopinion in this country responds over a wide range, from an emphatic yes\nat one extreme to an equally emphatic no at the other extreme, with all\ngradations in between.\nAmong those most anxious to bring about this social-economic reconstruc¬\ntion, there are many who urge the school to take an active part in helping to\nbuild the new social order. To this proposal opinion likewise responds over\na wide range, from an extreme yes thru many intermediate positions to an\nqxtreme no.\nIt is, then, this problem of the school that we are here to study: Granted\nthe wide range of varying opinion as to the need for a new social order,\nwhat shall the school do ? Especially, what is right, proper, and feasible for\nthe public school to do?\n\nIn what follows it is the public elementary and\n\nsecondary schools that are most in mind, tho higher education and adult\neducation are not excluded.\nFairness to you demands that I state at the outset my own position on\nthe underlying social problem in order that you may the better pass judg¬\nment upon my discussion as to what the school should do.\nI believe that thru modern technology the people of this country have\nbecome economically interdependent and this to such a degree that we should\nnow consciously set up the inclusive public economic welfare as the prin¬\ncipal prerequisite to the individual’s personal economic welfare.\nThis I believe largely because I believe very thoroly in democracy and\ncount this new social program to be henceforth the only feasible way in\nwhich to bring genuine equality of opportunity to all.\n\n"}
{"page": 64, "printed_page": null, "text": "58\n\nNational Education Association\n\nI believe, further, that all decisions, either for bringing about this recon¬\nstruction or for the subsequent essential management thereof, should be\nmade by majority vote of all the people after free discussion.\n\nI reject all\n\nforms of dictatorship or minority rule.\nI believe, still further, that the effecting of the desired social-economic\nchanges will have to be a matter of decades, so that education broadly con¬\nceived can and must be a significant factor in the process.\nI believe, finally, that, as with human affairs generally, the outcome of the\nsituation before us is in doubt.\n\nThe result for good or ill and the degree\n\nthereof is still in the making and will depend on the public intelligence that\nwe can bring effectually to bear on the devising and executing of our social\npolicies.\n\nIt is by way of building this intelligence that the education of all\n\nconcerned becomes an essential factor in determining the outcome of the\nsituation.\nBefore entering upon the discussion of our precise problem there are cer¬\ntain underlying conceptions to which we must give prior attention.\n\nIf\n\nthese can be clearly understood, the solution of our problem is much\nfacilitated.\nFirst, we ask as to how the culture educates; and how effectual intelli¬\ngence is a cumulative cultural product.\nEach human is born into a cultural group, with its language, its customs,\nits tools, its thought forms and distinctions—all with their implicit group\noutlook on life.\n\nParticipation in the use of these cultural products is the\n\ncorrelative of group living.\n\nContinued existence for the individual depends\n\non it. As each one learns to use the group culture and live the group life,\nhis mind is built on the group model.\nIn static societies, the elders stand guard over the culture.\n\nTo vary is\n\ntaboo. Conservatism is a cardinal virtue. What is thus learned unquestioningly sticks tenaciously.\ncome, albeit slowly.\n\nStill, even in static cultures, improvements do\n\nIn the Stone Age man made no significant improve¬\n\nment for 30,000 years, yet eventually worked out of it.\n\nHowever, improve¬\n\nments once accepted are conserved. Culture thus accumulates.\nBut culture by its very nature is human contriving embodied in a form\nsuitable for sharing with others; it is in fact communicable intelligence. The\nnormal individual growing up to share in a culture that has thus accumulated\na greater amount of intelligence becomes himself in turn more effectually\nintelligent.\n\nHe can actually apply more thought.\n\nSo, for example, any\n\nordinary surgeon among us can now apply intelligence to surgical cases far\nmore effectually than could the utmost genius among the ancients.\n\nEven a\n\nchild at play will today use electricity in a fashion beyond the ken of the\ngreat Newton.\n\nSuch are the possible results from the communicable intel¬\n\nligence accumulated in culture.\nWhen then as now with our social-economic situation, man faces a\npeculiarly difficult problem, the forward path is thus indicated.\n\nWe must\n\naccumulate the requisite intelligence. It may take time, but we have a right\nto hope. What man has done, man can do.\n\n"}
{"page": 65, "printed_page": null, "text": "59\n\nGeneral Sessions\n\nSecond, we must consider the strategic factor of change in modern times\nand the varying attitudes which men take toward it.\nIn former times when the accumulation of cultural changes was so slow\nas to go unnoticed, men thought of change either as trivial or as evil. The\nhitherto dominant western philosophy, springing from Plato and Aristotle\nand popularized thru medieval theology, founded itself on the effort to\ndeny and thwart any significant change.\n\nThe model conception here was\n\nthe timelessness of truth that seemed to inhere in geometry. Accepting this\nas final and basic, Plato taught that back of all human contrivings there\nwere perfect and unchanging archetypes or models “ laid up in heaven.”\nIt was the duty of man to base and shape his doctrines, his institutions, and\nhis conduct on the perfect and unchanging models thus provided.\n\nIf this\n\nwere done, change would be thwarted at least for essentials.\nBut modern change is different.\ningly rapid.\n\nIt is obviously cumulative and increas¬\n\nIt can no longer be either denied or thwarted.\n\nNo one can\n\nany longer, then, look on change as either evil or trivial; it must be\naccepted as normal and fundamental.\n\nNo philosophy can henceforth deal\n\nwith the actualities of life unless it founds itself essentially on the factor\nof change.\nNow a curious and most important fact emerges.\nwould\n\ndefend\n\nThose among us who\n\nagainst change either their cherished\n\ndoctrines or\n\ntheir\n\ncherished privileges invoke, in the main unwittingly, this older and once\ndominant philosophy of no-change. They appeal to it as a bulwark against\nunholy attacks.\n\nSo we see generals and admirals defending the permanency\n\nof war on the grounds that war is embedded in unchangeable human nature.\nSimilarly, defenders of the existing economic-business system seek to defend\nthat system by saying that the “ profit motive ” is an inherent part of human\nnature and so furnishes the necessary basis for any economic arrangements,\nalso that efforts at economic recovery must found themselves upon the abso¬\nlute “ law ” of supply and demand.\n\nThey conveniently overlook, if they\n\never knew, that science has given up the conception of absolute natural laws.\nWe can then distinguish three attitudes toward change.\n\nFirst, static\n\ntribal life opposes any change. The static culture, assisted by ritual, repeats\nitself religiously. In this state of affairs, life itself is indoctrination. Change\nis in fact taboo.\n\nAny change that may happen is both accidental and\n\nclandestine.\nSecond, is the attitude favorable to instrumental changes. When culture\naccumulates sufficiently, and ritual abates, man welcomes those changes that\nhelp him do better what otherwise he would do only less well. So even our\nvested interests now welcome natural science and its inventions.\n\nSuch ser¬\n\nvice or instrumental changes call for a minimum of reconstruction and\nof means only, not of goals.\n\nIn this stage, philosophy and religion, hand\n\nin glove with vested interests, rationalize the status quo goals and count\nany fundamental change unthinkable.\nA third attitude, that favorable to fundamental criticism, seems coming\nnow into existence.\n\nWith the growth of science, philosophy escapes from\n\n"}
{"page": 66, "printed_page": null, "text": "60\n\nNational Education Association\n\ntheology and becomes now increasingly critical even of goals.\n\nScience has\n\nbrought technology, and this greatly changes the modern world. Now at last\neven the common man, partly from science, partly from social changes,\npartly from economic turmoil, is learning to criticize the fundamental struc¬\nture of his culture.\n\nCriticism of the culture is thus now in process of be¬\n\ncoming a recognized part of the culture itself.\n\nIt is in this region that our\n\nproblem lies.\nWe can now the better understand our present need with its resulting\ndilemma.\n\nTechnological developments introduce social changes which call\n\nin question our old system of life and thought.\ndemanded.\n\nWe must introduce better order.\n\nreliable hope of dealing with this situation.\n\nFurther changes seem\n\nIntelligence\n\nis our only\n\nWe must apply constructive\n\ncriticism.\nIntelligence, as we have seen, is socially built thru cultural accumulation.\nMoreover, intelligence, as psychology teaches us, is relatively specific.\n\nTo\n\nlearn to deal with social change we must study social change itself and this\nat least partly while the change is in process. A changing civilization must\nthen provide the means for building the social intelligence needed to deal\nwith the fact of change, else our civilization is doomed either to ignorant\nblunders or perhaps to angry violence.\n\nWe must provide for the wide¬\n\nspread and popular study of social changes.\nAnd thus results our present dilemma. Changes already in effect demand\nfurther and significant changes in goals and beliefs; but deep-rooted cul¬\ntural conservatism opposes any adequate proposals for social reconstruction.\nThis is partly mere cultural conservatism, the result of cultural indoctrina¬\ntion, and partly the self-protective efforts of selfish vested interests.\nessential problem is then psychological and educational:\n\nOur\n\nHow can a nation\n\nthat does not yet believe in needed changes bring itself to accept the idea,\nand find and make the changes demanded by the situation?\n\nThe problem\n\nbecomes the more difficult because the existing economic-business system,\nunder which we must meanwhile live, educates by its very operation both\nagainst the idea that changes are needed and against the cooperative atti¬\ntudes and habits that seem indubitably needed for the new state of affairs.\nWith this introduction, let us now take up in serial order the criticism\nof the more definite and outstanding proposals as to what position the school\nshould take as it faces the existing social-economic situation.\n1. The school must be suspicious of social innovation, must indeed throw\nits weight against change.\nThis position was well stated by the Lusk Committee of New York in\n1920:\n\n“No person who is not eager to combat the theories of social\n\nchange should be entrusted with the task of fitting the young and old of this\nstate for the responsibilities of citizenship.”\nIt is easy to recognize the group that supports this position. Most of them\nare simply unthoughtful conservatives, opposing any change as such, espe¬\ncially such changes as call for reconstruction of thinking. These are easily\naroused by demagogic appeals to aggressive reaction.\n\nMany others, how-\n\n"}
{"page": 67, "printed_page": null, "text": "61\n\nGeneral Sessions\n\never, are consciously anxious to maintain their existing special privileges.\nThese may be active in using their wealth and power to thwart and ridicule\nthe discussion of existing evils.\n\nHowever, the most militant and vocal of\n\nall in this group of reactionaries are those who profess to speak in behalf\nof patriotism. With their lips these praise the name and deeds of our revolu¬\ntionary fathers, but in their hearts despise and reject their spirit of daring\nto think new thoughts and enact revolutionary changes.\nUnderlying this general negative position, it is easy to distinguish certain\ncharacteristic conceptions:\na. There is a clear denial of any significant place to change in human affairs.\nIt would be hard to contrive a clearer statement of partisan opposition to the\nintelligent study of change than the Lusk Committee pronouncement quoted above.\nThis, we may add, is exactly the kind of reactionary attitude which, in the degree\nthat it succeeds, leads by the straightest path to violent and unintelligent change.\nb. This group accepts the idea that things must be either black or white, with no\nintermediate uncertainties to call for thinking.\nThese people recognize nothing but certainties.\n\nFor them all essential doctrines\n\nare already known, authoritatively known, along with all needed distinctions clearly\ndefined. All that now remains is to hand these out, or down, to the rest of us. And\nthe upholders of this position count themselves competent to formulate and declare\nthese authoritative doctrines; in fact, they insist upon it.\nc. There is also in this group a further but less well-defined belief that teaching\nis properly a handing down of such fixed beliefs and attitudes, that is, that all teach¬\ning is essential indoctrination. These people do not conceive a modern type school.\n\n2. The school must teach the socially accepted culture, not try to be a\nfactor in changing it.\nThis position is respectably held and demands serious consideration. We\nmust admit that historically the school has existed to teach the established\nculture.\n\nHowever, because the school has hitherto so acted, is no sufficient\n\nargument that it must forever do so. If we do only what has been done, no\nexisting institution would ever take on new functions, and no new institu¬\ntion would ever come into existence.\n\nClearly the factor of change is not\n\nonly not taken into account, but is by implication denied.\nThis position assumes an accepted culture so clearly defined that the\nschool knows what to hand down. But in a changing civilization the culture\nmust always be in process of change; some things are going out, while others\nare coming in. There would have to be between these two a no-man’s-land\nwhere things were uncertain. So again, and more clearly, the fact of change\nis disregarded. The school is to act as if change and uncertainty did not exist.\nMoreover, if the school is to hand down beliefs, it must either itself\nchoose what to teach or be so told from the outside.\n\nFor the school to\n\ndecide what to teach would be a denial of this position.\n\nIf the state is to\n\ntell, there are difficulties that we discuss next.\n\nIf not the state, the source\n\nis usually custom, the status quo. And this, I believe, fundamentally defines\nthis position: It means in effect to uphold the status quo with its privileges\nand injustices.\n\n"}
{"page": 68, "printed_page": null, "text": "62\n\nNational Education Association\n\nAnd still further, if on this theory any intelligent attempt were made\nto hand down a dynamic and changing culture, it would destroy this posi¬\ntion.\n\nThe fact of contemporary change would have to be noted, and the\n\nproper treatment of it discussed. But this is no longer mere handing down.\nIntelligently done, this would be preparation for better change. The position\nis thus finally self-consistent only on a theory of no change.\nIt may be added that this position likewise assumes that teaching is\nprimarily a handing down of fixed content. There is no apparent apprecia¬\ntion of the give-and-take of study and discussion leading to ever better inde¬\npendent judging such as is sought in the best modern schools.\n3. The school is the agent of the state; it must therefore teach as the\nstate directs. To do less is dereliction of duty, to do more is malfeasance.\nThe objections to this position appear weighty and conclusive.\n\nSo far as\n\nthe state would act on this theory, it would fix and hand down an official\northodoxy.\n\nFor higher education, this would destroy the conception of\n\nresearch and inquiry at least in any controversial areas. Academic freedom\nwould then go.\n\nTo this extent, this position would bring the totalitarian\n\nstate to America. For elementary and secondary education, there would be\nno academic freedom, no genuine discussion of controversial issues, no con¬\nception of creative study wherever the orthodoxy had spoken.\n\nTeaching\n\nwould be execution of orders; supervision would be inspection to enforce\norders.\n\nInitiative, creation, experiment—except within orthodox bounds—\n\nwould be denied.\n\nSuch a position seems an almost total denial of all the\n\ndemocratic and humane trends of modern life and education.\n\nOmniscience\n\nis thus ascribed to state house officials, leaving only docile obedience to the\nrest of us.\nThis position, finally, either denies significance to the factor of change or\ndenies to education any intentional part in making change more intelligent.\nThere seems in it no acceptance of the need to base the state and society, on\nthe one hand, or the school, on the other, on the fact of continuing change.\nIn opposition to such a position I should wish to maintain that the state\nschools from the bottom up have as a chief function the bringing up of\nyouth into a citizenship able and disposed to bring intelligence to bear upon\npublic problems—in fact, to help create an ever higher and finer social\nintelligence to control and direct social change. And this is impossible unless\nthe idea permeates the school thru and thru from top to bottom. And the\nidea will not be realized unless there is genuine discussion of controversial\nissues founded on an increasing development of personal responsibility to\nshare in bringing about the changes that intelligent study approves.\n4. In marked contrast with the foregoing is the extreme European-bred\nrevolutionary position, namely, that the class war is inherent and inevitable;\nand, being war, all available means are justifiable, including violence and\ndeceit; victory is predestined to the workers, the owners, clinging to their\nprivileges, will so resist as to force their own violent overthrow; for this the\ngeneral strike is the all-sufficient means; and meanwhile right-thinking people\nwill drill all workers and available youth in strike tactics.\n\n"}
{"page": 69, "printed_page": null, "text": "General Sessions\n\n63\n\nI will not comment on this further than to say that to me such a posi¬\ntion seems for this country false and wrong in almost every detail: The\nclass conception does not fit, nor the class war; nor is any one outcome fated;\nalways also must means be chosen with due regard to consequences; our\ndemocratic tradition of discussion and voting seems far more promising of\ngood results; to condition youth to any fix-in-advance and undehatable posi¬\ntion is abhorrent.\n5. Quite antithetical to the two immediately preceding positions is one\nwhich holds that the teaching profession must accept responsibility for\nbuilding up an intelligent citizenship, and do this by having pupils study\nas fully and impartially as possible the various sides of the current con¬\ntroversial issues. The school and the teacher, however, are to take pains\nto remain neutral as between the opposed sides.\nThere is so much here in keeping with our historical traditions that we\nmust examine it at length. It accepts the fact and factor of change and pro¬\nposes a way of caring for it. The way provided lies commendably along the\nline of building vital social intelligence in the learners by study into the\nmerits of current controversial questions. The hope is that this will build\nup youth for subsequent intelligent self-direction. Also the teacher com¬\nmendably takes the part not of conditioner to prior chosen positions, but\nas helper to more intelligent thinking.\nThese things seem so far good, but there are counter considerations.\nWill the kind of teacher we wish be able and content to remain neutral ?\nIf he is in fact neutral in his own mind, what kind of study has he done?\nIs not something lacking in the working of his mind? Is one who cannot\nmake up his mind or does not reach some pertinent convictions the kind\nof person we wish to put in charge of our classes? For myself, I have to\nanswer these questions in the negative. I cannot conceive how a good leader\nof youth can be the kind of person to study and not conclude. But suppose\nthe teacher does have honest and growing convictions, can he as a rule so\nteach as really to conceal his convictions? Again for myself, I have to say\nno. I believe the effort would so often fail that to pretend to follow it would\nbe a sham; and therefore, like all shams, would prove hurtful.\nWe seem therefore forced to say that we cannot make a program of\nneutrality work and should not try. For myself, I wish every teacher to\nhave convictions. These should not be so fixed that he cannot and will\nnot be sensitive to the possibilities of reexamining them upon proper evidence.\nWe must then somehow build our teaching program on honesty of avowal.\nJust how to do this, the further discussion will perhaps sufficiently show.\n6. A position somewhat like the foregoing is that we should recognize\nthe need that each one build a philosophy of life as inclusive and consistent\nand helpful as we can effect it. In so doing, I as teacher will have my own\nphilosophy and will not hesitate to avow it, but I shall do all I can to force\neach student to think for himself. I will bring to his attention the unsus¬\npected inconsistencies of his position. If he uses what I deem had logic,\nI shall argue with him. But I will respect the integrity of his thinking and\n3\n\n"}
{"page": 70, "printed_page": null, "text": "64\n\nNational Education Association\n\nleave him to conclude for himself. In particular, I shall shun any and all\npressures to have him conclude on other than personally seen merits. If I\ncan succeed in helping my student thus to build a philosophy that really\nintegrates him within himself and with his environment, then I can feel\nthat I have done all I could do to make him intelligently self-directing.\nThere is so much in this position to accept that one hesitates to criticize it,\nbut certain limitations will assert themselves.\nThis program seems to contemplate college and university students and\nnot to take sufficient account of the elementary- and secondary-school situa¬\ntion. Tho, of course, beginnings can be made there. Also the program seems\nto isolate the intellect as if it could function alone apart from feeling and\nacting, and to separate learning from the living situation—all in a way that\nseems highly questionable. In particular, it seems not to concern itself\ndirectly with the actual social situation as something to concern oneself\nconstructively about.\nWe have now passed in review most of the positions proposed for the\nAmerican school as it faces our social situation. There remains to be\nexamined one that either includes positive indoctrination of a prior chosen\nsituation or sounds very like it. Possibly we can in the few remaining minutes\ntake due account of this position as we try to bring the discussion together\nto some kind of conclusion.\nFrom our study, some things seem to stand out as necessary constituents\nof any satisfactory conclusion.\n1. We must take effectual account of the facts of change and the\nprecariousness of any social planning that may be undertaken. Provision\nmust be made for continual intelligent review, criticism, and change as\nregards both means and goals.\n2. We must—so I believe and hope—hold to essential democracy and\nmust educate accordingly.\nThese two taken together dispose of the indoctrination of any prior\nchosen plan or scheme of social reconstruction. It is a planning society we\nwish, not a once-for-all planned society. Democratic planning means that\nall must be as socially intelligent as possible in order to pass on essential\npolicies involved. The inherent precariousness of human affairs means that\nintelligence must expect change and be prepared to direct it.\n3. The school has to take both prudential and considerate account\nof the present attitudes of parents and citizens. Prudentially so, lest we be\ndismissed and others less progressive take our places. Considerately so,\nbecause parents love their children and have rights and feelings in connection that we must in both kindness and justice consider. Only on the basis\nof such a decent consideration can school people expect to interact educatively for the social good with the members of the community.\nThese things do not mean that the school must not work for the right of\nfull discussion of all appropriate topics without interference from the com¬\nmunity. In my judgment, school people should not only work for freedom\nfrom interference but should organize to protect themselves in their just\n\n"}
{"page": 71, "printed_page": null, "text": "65\n\nGeneral Sessions\n\nrights, especially to protect against meddlesome busybodies who profess\npatriotism but really mean obscurantism and unjust privilege.\n4. The discussion of controversial issues must be recognized as being\non a different footing from the treatment of ideas and positions that have\nwon recognized standing with the group. There can of course be no sharp\ndistinction here, but the differentiated treatment for the clearly distin¬\nguished areas is easy to state.\nFor matters now accepted by the group, as for example common honesty,\ndemocracy (accepted at least professedly), geology (which was once con¬\ntroversial), we teach as follows: Whenever necessary with those too young\nto study specifically any one of such matters, we refer to it as definitely true\nand accepted. We raise no unnecessary questions.\nwhen we come to teach such matters explicitly.\n\nIt is different, however,\n\nWhile we contemplate in\n\neach case a definite outcome, we develop so much conscious criticism of the\nmatter being taught and knowledge of its limitations and possibly uncertain\nbasis as will do two things:\n\nFirst, give intelligent control over its use, for\n\nwhich one must know why and wherefore and how as well as how far and\nhow far not (on no other basis can one use anything intelligently) ; second,\nprepare for such later intelligent review and criticism and, if need be,\nrevision or remaking as a rapidly developing world may demand (few things,\nbe it remembered, stay fixed forever).\n\nBoth first and second of these con-\n\nsiderations mean that indoctrination is from a practical point of view both\nineffective and hazardous.\n\nNor need we fear for strength of conviction.\n\nCharacter is stronger and more intelligently dependable when built on the\nconscious why rather than on unreasoned prejudices.\n\nThe latter may give\n\nfanaticism but not the steady dependability of intelligent action.\nThe treatment of the controversial has perhaps been sufficiently set out in\ndiscussing positions (5) and (6) above.\n\nHere we need only add that a\n\nrapidly developing world must and will abound in unsettled questions. Many\nof them, as affecting varying interests differently, will be highly con¬\ntroversial.\n\nIn a democracy it becomes increasingly necessary to know how\n\nto deal intelligently with such, and in group discussion.\n\nThe school has a\n\ndefinite task here to build ever better the technics of creative discussion\n(poles asunder from formal debating, which is probably immoral).\n\nFor\n\nthis the schools should be free to examine critically any problem felt as such\nby the pupils.\n\nTo refuse this freedom is to hamper education, maim the\n\npupils, and hurt society.\n5. We school people must become socially intelligent in the highest\npossible degree, and we must help all others within reach to grow in social\nintelligence. Again it is not indoctrination or propaganda that is contem¬\nplated, but the building of intelligence.\n\nThis means parent-teacher asso¬\n\nciations to study social problems; it means adult education on an unprece¬\ndented scale to give conscious study to all problems affecting life; it means\nthat our schools must study social problems as never before.\n\nWe who are\n\nnow citizens must become more intelligent by much. The rising generation\nmust be more socially intelligent by far than we now are.\n\n"}
{"page": 72, "printed_page": null, "text": "66\n\nNational Education Association\n\n6. This means, as I see it, both the study of social problems and the\nparticipation as far as feasible in cooperative community enterprises, all of\ncourse appropriately to the age involved. Only as study contemplates actual\nconditions is it real. Only as we are engaged socially in actual enterprises\ncan we build proper social habits and attitudes. Only as we have contact\nwith actual life conditions can we make our social generalizations real and\ndefensible. To learn how to run our schools in this fashion will be no\nsimple matter, but we must undertake it.\nIn final conclusion it is greatly increased social intelligence that is needed,\nan intelligence adequate to deal with our complex and rapidly changing\nsociety; and our schools and universities must accept the major responsibility\nfor effecting this intelligence. “ When this happens schools will be the dan¬\ngerous outposts of a humane civilization. But they will also begin to be\nsupremely interesting places.” And not only interesting but supremely im¬\nportant. This is how the school can be a force for social improvement.\n\nFUNCTIONS OF THE SCHOOL IN THIS DEMOCRACY\nA.\n\nJ. STODDARD, SUPERINTENDENT OF SCHOOLS, PROVIDENCE, R. I.; AND\nPRESIDENT, N. E. A. DEPARTMENT OF SUPERINTENDENCE\n\nThe history of man is the story of his long and persistent struggle thru\nthe ages to attain certain inalienable rights. The purposes that impelled\nthe establishment of this democracy were different from those that had\ndominated other governments up to that time. This new nation was estab¬\nlished in the wilderness by our forefathers as a cooperative endeavor to\nsecure for themselves and their posterity, as far as it might be practicable\nto do so, an unfettered opportunity for the pursuit of happiness. Other\nrights, such as life and liberty, were included in the objectives, but the right\nto pursue happiness transcended and included all others and, therefore, will\nconstitute the major theme of this discussion.\nHowever, it should be noted that never before in the history of mankind\nhave the rights to life and liberty been so secure as today in this democracy.\nThanks to the age of science in which we live and the civilization of which\nwe are a part, the average span of life has nearly doubled in the last two\nhundred years. And this is true despite our wars and high casualty record\ndue to motor accidents and other dangers to life in this modern age. And\nthe blessings of liberty! How seldom do we stop in our busy lives to count\nthem. The right to think as we please, or even not to think at all, the right\nto worship each according to the dictates of his own conscience, or even\nnot to worship at all, political freedom, freedom of speech, freedom of the\npress, freedom to stay out of prison except when there is serious transgression\nof the rights of others, and even then to be judged by a jury of one’s peers;\nall these and many other related rights were regarded in the past as priceless\n\n"}
{"page": 73, "printed_page": null, "text": "General Sessions\n\n67\n\nbecause they had to be bought at such terrific cost. Today, in this democracy\nwe take them for granted. It might be well sometimes if we would stop\nand count our blessings one by one and give thanks that we live in this\ncountry and in this day.\nIt was understood from the beginning that no government could guaran¬\ntee happiness itself, because ultimately each person must decide for himself\nwhether he is to be happy. It is often true that happiness is conditioned\nby one’s environment, but it is never absolutely determined by it. In the\nfinal analysis whether an individual is happy or unhappy is to be decided\non a subjective and not an objective basis. Therefore, the most that any\ngovernment could be expected to do for the individual would be to insure\nthe right to search for and to attempt to realize happiness if' he cared to\ndo so.\nIt may be well to emphasize that the term “ happiness ” as used here, and\nundoubtedly as conceived by our forefathers, does not refer primarily to\nthat effervescent and transitory joy that comes merely from the exuberance\nof living, as frequently generated by the artificialities of life, altho it may\nat times include such gladness. Happiness, as we are conceiving it, refers\nrather to that deep and abiding contentment that comes from the abundant\nlife, even tho such a life includes both joy and sorrow, success and failure,\nprosperity and adversity, sunshine and shadow, laughter and tears, cradle\nsongs and funeral hymns. It is not that we would banish sorrow from our\nconcept of happiness, if only we can have the ability to interpret the real\nsignificance of sorrow; we would not object to the shadows in the picture\nif we could but know their relation to the light. To be happy, we want to\nknow the realities of life, whatever they may be, to be able to understand\nrelative values in the midst of confusion, to be able to appreciate that which\nis good in the midst of that which is bad, to care for the deeper meanings\nin the midst of the shallow, to desire the worthwhile in the midst of so\nmuch that is trivial.\nIt should be added that this pursuit of happiness should take place in\nthe world’s busy life and not apart from it. True happiness cannot be\nrealized in a vacuum. The individual attains his own best self only as he\ngives himself away for others. The story is told of two men who once tried\nto paint, each one, a picture of peace and rest. One painted a peaceful\nlake in the lonely mountain stillness—peace far away from every disturbance\nof trial and storm. The other painted a mother bird in her nest, hanging\nbarely out of the reach of a mighty waterfall—peace in the midst of life’s\nturmoil—the happiness that is achieved by an inner conquest of the soul\nand by faith in the eternal goodness of things.\nSchools are established by nations in order to make effective the political\nphilosophies which dominate them. It was natural that there should be\nestablished and fostered in this democracy, dedicated to the realization\nof certain inalienable rights in the lives of all and not alone of any par¬\nticular part of its people, a vast system of schools and other educational\nagencies thru which these rights might be attained in the life of every indi-\n\n"}
{"page": 74, "printed_page": null, "text": "68\n\nNational Education Association\n\nvidual, each according to his several ability. It was not enough to guarantee\nthe freedom to exercise the right to the pursuit of happiness; there must\nbe provided also the opportunity for realization of the right and a reasonable\nassurance of some degree of success in its exercise, or the guarantee of the\nright would be futile.\nOur system of schools has slowly evolved thru the last century and a\nhalf, coincident with the growth of the nation itself. Its function in the\nscheme of our government has been somewhat misconceived, or at least\nbut partially understood. Certainly the schools exist to prepare the people\nto be better citizens, to so educate those who make up the democracy that\nthey can understand its purposes and participate more intelligently and\nefficiently in its manifold activities. In other words, the schools help protect\nand perpetuate the government, and, in turn, the government maintains\nand promotes the schools. But why do they exist, apart from this circle\nof reciprocity? They are both means to an end and not the end itself. The\npurpose of the government is to guarantee certain rights to the people who\ncompose it and the function of the schools is to fulfil this promise of the\ndemocracy. Or again, the democracy is the instrument of the people in\nproviding certain opportunities for each individual thru the cooperation\nof all, while the schools exist not only to interpret and perpetuate the\ndemocracy itself, but more fundamentally as the instrument thru which\nits purposes may be realized. Those great thinkers who founded our nation\na century and a half ago did not regard education merely as one of the\nincidental functions of the democracy. Time and time again they spoke\nof the schools as the primary means thru which the blessings of democracy\nwere to become the common inheritance of all.\nAn educational system can progress only as rapidly as the curriculum and\nmethods of teaching are expanded to meet new needs. It was necessary\nfor the early schools in our nation’s history to use the curriculum and\nmethods of the past and to attempt as best they could to meet the problems\nand objectives of the new democracy. For more than a hundred years about\nall that could be done was to equip the children in the elementary schools\nwith the common integrating facts, knowledge, and skills necessary in order\nthat people might live together in an expanding pioneer society; to offer a\nlimited pre-professional course to the small proportion who went on to\nhigh school, and professional preparation to the more limited few who\nattended college. Finally, the receding frontier reached the westward ocean,\ncities and towns and farms stretched across the continent, and the new\ncountry became established as one of the great nations of the world. The\npeople began to turn their attention from building their homes and making\na living to the attainment of those objectives of which their forefathers\nhad dreamed a century before. Instead of a high-school education for a\nselected few, the curriculum was expanded to meet the needs and enrich\nthe lives of an ever-increasing percentage of those of high-school age. Many\ntypes of colleges were established and the great state universities, the colleges\nof the people, offered a widening variety of courses to enable an enlarging\n\n"}
{"page": 75, "printed_page": null, "text": "General Sessions\n\n69\n\nproportion of the people to profit from higher education. Today, we are\non the verge of a great adult education movement and the next half century\nwill probably witness the expansion of the educational facilities in this\ndemocracy to all ages and practically to all types of ability. Coincident\nwith this vast expansion in the program of the schools and colleges, other\nmeans of education have multiplied. Libraries and museums dot the land,\nevery community of any size has its art associations and musical organiza¬\ntions, newspapers and magazines abound, churches are an integral part\nof every community, the radio brings the world of entertainment and edu¬\ncation to the very firesides of millions of homes, and innumerable other\nagencies, large and small, make the social inheritance and the culture of\nthe race possible for every person who is fitted to claim them. This exten¬\nsion of educational opportunity to all the people in a great nation is literally\na dream coming true and constitutes the most significant social phenomenon\nin history.\nIt has been emphasized that those who established the democracy realized\nthat the mere guarantee of the right to pursue happiness would be but an\nempty gesture unless some means were provided to give effect to this promise\nand the schools were established as the agency of society for this purpose.\nBut merely the establishment of the schools did not settle the problem. First\noccurred the struggle to make them free. Then came the battle, which has\nnot been fully won to this day, to make the schools minister effectively to\nthe varying needs of all the people. Other problems confronted each genera¬\ntion and few if any have been finally solved because these schools must serve\nalways a changing social order. But from the beginning the greatest chal¬\nlenge has been to select and make effective those methods and procedures\nand that curriculum best adapted to make real for each individual his right\nto pursue happiness. The educational program of the schools is so broad\nthat many phases or sectors might be selected for emphasis. Only three\nquestions have been selected for this discussion as transcending all others\nin importance and as fundamental to the whole program. It is submitted\nthat other questions are subsidiary to these three. The first two have to\ndo with method and the third with the curriculum.\nIn the first place, what will be accomplished by giving a person the right\nto pursue happiness without the development within him of that wellspring\nof action known as initiative, so that he will make an effort to realize his\nright? Initiative is that priceless quality of the soul, that most important\nof human attitudes, that causes one automatically to hunt for a solution to\nthe problem that confronts him, that causes him to want to proceed from\nwhere he is, that leads him to want to be something better and nobler\nthan what he is. How futile it would be for an individual to be a citizen\nin a democracy and lack initiative. The very essence of the right to pursue\nhappiness is that the person be willing to do something for himself. There\nare governmental systems where initiative on the part of the citizens is\nnot an asset, but this is not true in our democracy! To paraphrase a famous\nquestion, “ What shall it profit a man to have the right to search for the\n\n"}
{"page": 76, "printed_page": null, "text": "70\n\nNational Education Association\n\nriches of life and yet not have within himself the ambition, or the desire,\nor the will to spur him on, whatever may be the difficulties that beset his\npath ? ”\nIs it possible to develop initiative thru the educative process, and if so,\nhow is it done in the schools? Without discussing the technical aspects of\nthe question, it is sufficient for this treatment of the subject to know that\ninitiative can be developed thru proper conditioning of the individual, just\nas any other attitude or tendency to react grows as the result of certain\nkinds of experiences.\nare more\n\nIt has long been known that some races of people\n\nresourceful than others,\n\nthat certain\n\ntypes of environmental\n\nconditions produce greater alertness in the people living under those con¬\nditions, and that the initiative of the same individual varies greatly with\nhis own mental and physical condition, with what is called his “ morale,”\nand with many other factors that may be changed thru controlled experience.\nBut how can initiative be developed thru education?\n\nIn the same way\n\nin which other teaching takes place, that is, by confronting the learner with\nas many kinds of situations as possible that call for the exercise of initiative\nunder the guidance of an expert teacher.\n\nIt is the same pattern that is\n\nfollowed in teaching a person a foreign language, or to walk, or to swim,\nor to do problems in mathematics.\n\nDay in and day out, year in and year\n\nout, the growing child is surrounded by an environment that presents in¬\nnumerable problems for solution.\n\nThese problems should be as real as\n\npossible. The educator in this modern civilization, where so much is done\nfor the individual, sometimes longs for the return of those pioneer condi¬\ntions when the individual had to find solutions to the problems that con¬\nfronted him or perish. One criticism of the old curriculum was that its prob¬\nlems were unreal and that the student was uninterested in their solutions\nand saw little use for the solutions when they were secured.\n\nThe modern\n\ncurriculum is more functional and its problems are more closely related\nto life as it is lived at each age level and as it will be lived in the future.\nThe learner is asked to participate in the selection of the objectives of his\nstudy in order that the learning may mean more to him and be more directly\nrelated to his interests.\n\nThe problems that constitute his curriculum are\n\nso chosen that he will want to solve them, will be challenged to put forth\nhis best effort to do so, and will understand the practical implications of\nthe solutions when they are found.\n\nOf course, the problems are simple\n\nand concrete in the early years of life and expand in complexity as the\nactivities of the learner become more and more complicated and abstract.\nThe educational method of the past was largely of the declarative and\nimperative sentence type.\n\nToday, the interrogative and exclamatory sen¬\n\ntences have been added to the process.\n\nThe learner is confronted by a\n\nsituation that requires a solution; under some circumstances, he may be\ntold the answer, but usually he is required to find it for himself.\n\nHe is\n\nasked questions such as, “What do you suggest as possible solutions?”\n“ What would you do about it? ”\n\n“ What do you think is the way out? ”\n\n“Where and how do you think the problem should be attacked?”\n\nOr,\n\n"}
{"page": 77, "printed_page": null, "text": "General Sessions\n\n71\n\nhis training has been such that he automatically begins to hunt for possible\nsolutions without any questions being asked.\n\nHe begins to think, to act,\n\nto study, or, in other words, to use his initiative to start out on his search\nfor happiness.\nThe second question that confronts the schools in this process of educating\nthe individual in order that he will be so equipped that he may attain success\nin his pursuit of happiness is equally important with this first one pertaining\nto initiative. This question is, What is to be gained by giving a citizen of\nthe democracy the right to pursue happiness, by developing within him the\ndesire and the tendency to begin the search, and fail to so educate him\nthat he can and will make decisions as to which choices to make as he\ncomes to the parting of the way time and time again as he proceeds? As a\nmatter of fact, he will find as he grows older that life becomes more and\nmore complex and that he only finds his way at all thru the maze of life\nby choosing as carefully as he can between an endless variety and succession\nof alternatives.\n\nThis ability to pick and choose, to appraise and evaluate,\n\nhas been called “ critical judgment.”\nAs before, the question may be asked, Can critical judgment be developed\nthru the process of education, and, if so, how is it done in the schools? The\nanswer is that this is an acquired ability which comes as the result of in¬\nnumerable opportunities to make choices, to arrive at conclusions, under\nthe guidance of an expert teacher.\n\nIn other words, critical judgment is\n\ndeveloped just as is the ability to play a game, or to read a book, or to solve\nproblems in geometry, that is, by long and continuous practise under the\ncriticism of someone qualified to evaluate the decisions.\nThis process of developing the ability to choose wisely is very complicated\nand not easily or briefly described.\n\nHowever, there are two or three phases\n\nof it that are of practical interest. The child must be taught the value of\nevidence and its place in judging.\n\nHe must acquire a reverence for facts,\n\nmust desire to find them, and must learn where they can most likely be\nsecured. This is not the result of a special course of study or of a particular\npart of the educative procedure, but rather it must result from every phase\nof learning and characterize every step in thinking.\n\nThere are certain\n\nsources of facts, certain repositories of knowledge, that have been authenti¬\ncated thru the years.\n\nThe student must learn what they are and acquire\n\nthe technics of using them, and develop the tendency to turn to them when\ncalled upon to solve problems.\n\nHe must learn to appraise evidence, to\n\nclassify it, to array it on one side or the other of his question, and to pay\nattention to it in drawing his conclusions.\nSo often a person is tempted to short-circuit his judgment, to reach\nhis conclusion thru that most pernicious form of mental laziness,\n\nthat\n\nuniversal cause of human misery, known as prejudice, which is a judgment\nthat ripened too soon. Sometimes it almost seems as if the schools fall short\nof the development of critical judgment and produce instead a host of\nprejudices to burden the learner thruout his life.\n\nSome day, teachers may\n\nbe examined as carefully concerning prejudices that unfit them for teaching\n\n"}
{"page": 78, "printed_page": null, "text": "72\n\nNational Education Association\n\nas we now test their knowledge of subjectmatter and method.\n\nAnyhow,\n\nthe point that concerns us in this discussion is that critical judgment, and\nnot prejudice, must be the equipment of a person who sets out on his quest\nfor happiness.\n\nAn open mind and ability to judge relative values and to\n\ndo independent thinking are necessary if the search is to be successful.\nIt will be recalled that the expression, “ under the guidance of an expert\nteacher,” has been used twice in this discussion.\n\nInitiative and critical\n\njudgment must be developed as a result of the most careful teaching that\npossibly can be provided lest irreparable harm be done. The unwise teacher\noften makes the mistake of furnishing the initiative for the learner, making\nthe choices for him, or robbing him of his opportunity for growth.\n\nReal\n\nteaching that knows how much or how little to help is the greatest of all\narts. Initiative and critical judgment will often be developed thru the force\nof circumstances, but by the law of chance the wrong kind of individual\nmay be produced just as often as the right kind.\n\nHow often has society\n\nhad cause to regret the ruthless individualism of that person whose initiative\nand judgment were formed by trial and error and who developed his own\nstandards of action and sense of relative values.\nThe third and final of the three questions that the schools must face\nin the preparation of the individual so that he can claim his right to the\npursuit of happiness concerns the curriculum, that is, the types of experi¬\nences that will make probable the realization of this right.\n\nSomehow, the\n\nperson must come to know what constitutes real happiness, must learn where\nit is most likely to be found, must desire to acquire it for himself and others,\nand must master the technics of claiming it when it has been found.\n\nFor\n\nwhat is the use of establishing a democracy guaranteeing the right to pursue\nhappiness, and then thru the processes of education to develop the initiative\nto search for it and the ability to evaluate courses of action and choose\nthe right from the wrong path, and yet leave the person unable to recognize\nhappiness when he does find it, or to interpret its deeper meanings if he\nrecognizes it ? The first two of the steps in the educative process are insuffi¬\ncient without the third.\nThe ability to claim and live the abundant life is not innate in the human\nbeing but must be acquired thru long and patient study.\n\nTherefore, the\n\ncurriculum of the modern school gives a large place to those subjects and\nthose types of experiences that mankind has long found to include the eternal\nverities of life, to satisfy the deeper longings of the soul, and to inspire to\nnoblest achievement.\n\nMany phases of the curriculum are planned to help\n\nthe individual to supply his needs in relation to his physical existence; other\nphases include the skill subjects which enable one to use his environment\nand deal with his fellow-beings; still another phase has to do with the\nexpressions of human beings in one way or another that constitute the cul¬\nture of mankind.\n\nIt is the experience of the race that it is this last form\n\nof learning that has most to do with true happiness. It includes our religion,\nart, literature, architecture, music, games, drama, and all other forms thru\nwhich the noblest thought and emotions of each generation have been added\n\n"}
{"page": 79, "printed_page": null, "text": "73\n\nGeneral Sessions\n\nto the social inheritance of the past and handed down thru the centuries\nas man’s tribute to his Creator and as his gift to posterity.\nIt is the function of the schools to give to every person, as far as it is\npossible to do so, the key to unlock and claim the riches that are the common\npossession of all who are willing to pay the price.\n\nUnlike some other in¬\n\nheritances, this one can be claimed only by those who will prepare them¬\nselves to be worthy of it.\n\nMerely dotting our land with buildings that\n\npoint their spires heavenward, or hanging the masterpieces of art on our\nwalls, or making countless books available thru a thousand libraries, or\nbringing the drama of the ages into every city, village, and hamlet, or\nmaking the great music available to even the humblest man, does not mean\nthat all will be able to claim the messages that these and a myriad other\nsources of happiness have for them.\n\nOnly those who have acquired the\n\ntechnics of interpreting, who have learned the meanings of the various\nlanguages thru which the messages are spoken, who have attuned their eyes\nand ears, their thoughts and their emotions, to catch the messages that are\nall about us like the unsensed and uncaught radio waves which in the dead\nof night flood the world, only those can expect to succeed in this age-old\nquest for happiness.\nThus, it will always be that man will go on and on in his eternal quest\nfor happiness. And no two will search for it in the same way.\n\nSome will\n\nfind it while many will never come to claim even a small part of what\nlife might mean for them.\n\nBut this democracy and these schools constitute\n\nthe noblest attempt ever made to achieve the destiny of man.\n\nThey have\n\nbeen established in order that he may, as far as practicable, have an un¬\nfettered opportunity to achieve his own best self, that is, to realize whatever\nworthy talent or noble aspiration he may have with no other limitation than\nthat which he wills to set for himself.\n\nEDUCATION AND THE GENERAL WELFARE\nHONORABLE\n\nEDWARD\n\nP.\n\nCOSTIGAN,\n\nUNITED STATES SENATOR\n\nFROM COLORADO\n\nAs a Colorado official, with a somewhat roving commission, I ask leave\nto repeat our state’s hospitable welcome to every present visitor.\n\nWe re¬\n\njoice with you over the inspired messages of this memorable convention.\nYour influence will be cherished when you have scattered to your homes.\nOur majestic mountains, living streams, and fertile plains—symbolizing\nfreedom and achievement as fully as do the seven seas—have recorded and\nwill often echo your eloquence and wisdom.\nOur greetings, too, are not solely for this visible audience.\n\nOur hearts\n\nare also warm toward the vital, unseen spirits of your splendid predecessors\nin the world of education.\n\nAmong them are those who, many years ago,\n\ntook our young hands in theirs and, with sensitive, guiding care, made us\ntheir deathless debtors. Those teachers of other days unlocked for us life’s\n\n"}
{"page": 80, "printed_page": null, "text": "74\n\nNational Education Association\n\ndoors of knowledge and character.\n\nNor are these bonds all that unite us.\n\nAs sons and daughters of this state’s pioneers, whose faith in education was\nonly second to their love for their children, we see in you prophetic fore¬\nrunners of civilization’s ultimate universe of mind, heart, and spirit. You\nare the chosen spokesmen of unfolding destiny, and for that reason, I have\nhurried here from a crowded and contentious national Senate to pay tribute\nto you as educators and to American education. Surely in these times, as never\nbefore, you of the scholars’ forum and we of legislative halls, should counsel\non policies, cooperating, without the slightest trace of partisan or other\nself-seeking, to solve the blended and supreme problems of education and\npublic welfare.\nIt is unnecessary to discuss in this presence the intimate relation between\neducation and the general welfare.\n\nBy education presumably we mean\n\nthe full development, fit for practical use, of our human faculties and\npowers; by the general welfare the harmonizing of all those faculties and\npowers, aided by nature’s inexhaustible resources, for the common good.\nIf that fairly states the basic elements, then life is all and education is all\nbut all.\n\nThis great continent is well adapted to be the beneficiary of the\n\ncostly experiments of old-world successes and failures, including the lessons\ntaught by such great periods of human unrest and effort as the Crusades,\nthe Renaissance, the Reformation, and various revolutionary upheavals. As\na country we still have the chance, by using educational forces, to emerge\npurified as gold without passing thru the furnace of feverish human experi¬\nences. We are still offered a matchless opportunity to combine under gov¬\nernment the planting of education and the peaceful harvest of general wel¬\nfare in self-governing life.\nA half-dozen years ago a gathering like this might have been reasonably\nsatisfied by eulogies on the traditional greatness of America.\n\nIt was custom¬\n\nary in those days to glory over this country’s limitless wealth of natural re¬\nsources, the sturdy and tested qualities of our diversified, adaptable, and\nrelatively well-educated people and the idealism of America, which draws\nus all onward in the name of freedom and equality under law.\nare we so easily satisfied.\n\nNo longer\n\nToday, without minimizing the force and value\n\nof that old attitude, we face the future less confident of our triumphant\nleadership, more informed about unhappy human facts behind our former\nfagade of amazing but deceptive prosperity, more humble under the chasten¬\ning blows of adverse years, and at times alarmed over the insecurity of\nAmerica and even the future of civilization. Who longer can dispute our\nsound reasons for concern ? Our own generation has seen a world as peace¬\nful as that by which the sun rose and set today, rush senselessly into fratri¬\ncidal war, which drew to it, as the flame the moth, nations, including our\nown, wholly remote from its causes.\n\nToday, in spite of pious pledges to\n\npeace—and no people have more sincerely given that pledge than America—\nnations which have not learned to conquer peace and fortify it for human\nhappiness are again arming as if determined to multiply human misery by\nprecipitating other wars that can only make future peace unendurable and\nfuture human happiness all but impossible.\n\n"}
{"page": 81, "printed_page": null, "text": "75\n\nGeneral Sessions\n\nAs if our daily problems are not sufficiently overwhelming, without\ncomplicating them by international violence!\n\nIn our own day we have\n\nwhat we began years before, tho since 1929 the problem has expanded be¬\nyond all prophecy—millions of unemployed men and women in this country,\namong them, strangely enough, an army of educators.\n\nWe have also had\n\ncountless families in this land of wealth living below the level of decent\nsubsistence and reaching the end of life propertyless; innumerable children\ntoiling for miserable wages in place of adults who are unable to secure\nany employment whatever; the old a burden on the young and without\nreserves or socially-provided care on which to build self-respect or to cushion\ntheir forgotten loneliness.\n\nWe are tried, too, as a people by tax burdens\n\nseriously increased by the World War. Yet we emerged from that conflict\nafter doing little more than touch its boundaries of confiscated or de¬\nstroyed property, incredible cruelties, and lost lives.\n\nWe entered that war\n\nwith reluctance; we look back on it now with regret. And we see, as never\nbefore, that our participation in future wars is certain to be sought with\nequal or larger provocation, and, unless education and morality can direct\na sufficiently wide area of public opinion, our children and their children\nare doomed to far more tragic and treacherous disasters in a world of\nshrinking\n\neconomic\n\npossibilities\n\nthan\n\nour\n\ngeneration\n\nhas\n\nvisioned\n\nfor\n\nAmerica.\nLet us, for the sake of balanced judgment, draw on historical perspective\nand compare such a modern State as ours, the richest and most favored of\nour times, with self-governing Greece twenty-four centuries ago.\n\nGreece\n\nin the golden hours of Pericles was a country relatively insignificant in size\nand power.\n\nNevertheless it was then so transcendent in intelligence and\n\nresourcefulness that its leaders expressed little concern over a possible end\nto its glory. Even its standards of human worth were startlingly like ours.\nAt the close of the Peloponnesian War, Pericles voiced an exultation over\nthe merits of the Athenian State and the secret springs of Greek genius\nthat recalls nothing so much as the confidence in our form of government\nimmortally phrased by Lincoln in his Gettysburg Address.\n\nA chastened\n\nhumility has properly made American leadership less confident in more\nrecent years.\n\nPericles in the ancient world, in language that fits our con¬\n\nception of America, praised the freedom of Athens, inherited from genera¬\ntions of Greek ancestors.\n\nHe contrasted liberty-loving Athens with mili¬\n\ntaristic Sparta, where education glorified discipline above all other virtues,\nand with Corinth, stamped with the degeneracy of a land “ where men care\nonly for riches.”\nTo Pericles, even as to Washington, Jefferson, Jackson, Lincoln, Wilson,\nand Roosevelt, deeds were more important than words; good spirits sur¬\npassed all material equipment for battle; minds nourished by free principles\noutran all advantages of military rigor; love of beauty without extravagance\nand wisdom without unmanliness were exalted; suffering was preferred\nto weakness; and honor and achievement outranked wealth.\n\nAbove all,\n\nPericles emphasized the uselessness to Greece of citizens who did not par-\n\n"}
{"page": 82, "printed_page": null, "text": "76\n\nNational Education Association\n\nticipate in public life, thereby superbly stressing the importance of treating\nprivate and public duties as inseparable.\nIt is well to revive such a picture of an earlier, worthwhile civilization.\nGrecian contributions of that brilliant age vitally persist today. Not to look\nfurther, we do them homage in the commanding architecture of our new\nSupreme Court Building and\ncapital.\n\nthe Lincoln\n\nMonument in our national\n\nLet us not forget, however, that deficiencies in Greek education\n\nundermined Greece. Greek civilization rested, not to look further, on false\nattitudes toward women and the involuntary servitude of those who do\nthe manual work of the world.\n\nLooking back, it is perfectly apparent\n\nthat Greek civilization was doomed, despite its dazzling brilliance, if only\nbecause it was built on human slavery, wholly without reference to the\nstriking circumstance that Greek intelligence was hardly more than an\nisland in a wide sea, or a pioneer clearing among the forests, of a largely\nbarbarian world.\n\nNor, tho the international scene has greatly changed,\n\ncan anyone doubt that with all its world leadership, its immense resources\nof men and nature, its incomparably sounder economic foundations than\nthose of Greece, America must rally all that education can contribute to\nnatural resources, native talent, and common sense, if our civilization, like\nthat of Greece, is eventually not to become a closed chapter in world history.\nWe started well. From the beginning of our national life, public leaders\nhave been friends of education. Jefferson, the father of modern democracy,\nin one of his most noted declarations, the sincerity of which was attested\nby his years of devotion to founding the University of Virginia, insisted\nthat no people can be ignorant and remain free.\n\nWebster considered our\n\npractise of universal education the chief glory of the Union.\n\nWith the\n\napproval of these and other leaders—themselves educators in their several\nways, and aided by other educators in all branches of professional and in¬\nformed American life—we have had in every generation and all regions\nsince our nation was formed a progressive educational development directed\ntoward equal opportunities for all who care to draw near the light of\nintelligence.\n\nThus we began, and have ever since maintained, in no little\n\nmeasure without federal aid, our American school system, for the most part\nclose to and supported by local public opinion. Accordingly, our educational\nsystem has been fed and enriched from the springs of popular understanding\nand conviction.\n\nOur fundamental aim has been to establish and promote\n\nthe agencies and instruments of free and universal education.\n\nIn so doing,\n\nwe have sought to reverse Gray’s Elegy by creating a land in which there\nshall be no “ mute, inglorious Miltons”; no hidden Hampdens; no con¬\ncealed Cromwells; no artists denied the right to wake the world to living\necstasy.\n\nInstead, despite all handicaps, we have striven to keep in constant\n\nview trained citizens, contributing to their country their full measure of\nnatural and instructed talents.\nIn education, however, as in other fields, change is the law of life.\nworld moves, and, moving, is transformed.\n\nOur\n\nWe, therefore, find ourselves\n\ntoday with an American educational system, properly and widely rooted\nin popular support, yet increasingly dependent, as are other national activi-\n\n"}
{"page": 83, "printed_page": null, "text": "77\n\nGeneral Sessions\n\nties, on scientific and material help from our national government.\n\nEven\n\nin the past, federal aid has been an important factor in the evolution of our\npublic schools.\n\nLand grants to states for educational purposes have pro¬\n\nvided over large areas basic subsidies to support a successful and expanding\neducational system and more recently, with some necessary federal super¬\nvision over expenditures, vocational education has been widely and syste¬\nmatically extended by the aid of federal contributions.\nNo doubt these tendencies will continue and increase, as promises to be\ntrue with respect to aid to the unemployed directly and thru public works.\nThis is the more true because many contrasted parts of our country are\nless prosperous than others, and our federal system of taxation serves as an\nequalizer of our divergent wealth and needs. Science and invention, equally\nwith economic forces, pass state lines without the slightest consciousness\nof impediments and the nation more and more becomes the unit of our\ncommon life.\n\nNational power correspondingly grows with national ex¬\n\npansion, even tho it draws its .strength from all local and individual sources.\nIn a period of tragic economic stress, early in my Senate experience, I\ndiscovered that such admirable agencies of earlier days as the Red Cross\nand community chests were unprepared, without fault of their own, to\nmeet adequately our unforeseen\nstartlingly\n\ncomplex.\n\nnational\n\nemergencies.\n\nIts economic crises often\n\nModern life\n\nspread\n\nuniversally\n\nis\n\nand\n\nrapidly, as the last six years particularly illustrate. In such hours we must,\nwithout hesitation, enlist national powers and resources if we are to avoid\nnational disaster.\nAccordingly, as already suggested, we find in the modern world peace¬\ntime necessities, which match in importance and magnitude the issues of\nwar. Without depreciating the significance of local units, it is certain that\nour fathers obeyed a sound fundamental instinct when they sacrificed all\nto save the Union as the indispensable guarantee of a reasonable and con¬\ntented world for them and their descendants.\n\nToday we realize, as never\n\nbefore, how tragic the lot of vast multitudes of our people would be if\nthey were scattered thru separate states devoid of a national federation.\nIt should be easy, as a sequel to the welfare experiments of the last two\nyears, to agree on at least a partial program of national aid to state and\nlocal educational agencies, based upon such sobering facts about school con¬\nditions, as the following: We have about one-fourth of the population of\nthe country, pupils and teachers—28,000,000 persons, not counting be¬\nyond elementary and secondary schools—in one way or another actively\nassociated with public education; practical and vocational needs constantly\nexpanding; an ever-pressing problem to provide an adequate teaching force\nto\n\ndeal\n\nwith\n\nindividual\n\nstudents;\n\n200,000\n\nteachers\n\nat\n\npresent\n\nunem¬\n\nployed; a much larger number of teachers not receiving remuneration\nwholly for a substantial portion of the regular teaching period; a host of\nchildren of school age receiving far less than full-time education; about\n5,000,000 pupils occupying unsafe or unsanitary rural schools; and com¬\npensation for teachers deplorably below the level of proper subsistence,\n\n"}
{"page": 84, "printed_page": null, "text": "National Education Association\n\n78\n\nwith about one-third receiving approximately $750 per year, and about twofifths less than $1000 per year. In other words, on the material side, school\nbuildings are today inadequate in number and frequently neither safe nor\nsanitary, and suitable textbooks are often unavailable; and, on the side of\nmental training, pupils are at a sad disadvantage educationally in many\nparts of America, because of the restricted number of teachers, the small\ncompensation many of them receive, and the corresponding lack of dignity\nand leadership suffered by a profession, which is discounted because it is\nill-rewarded and left without the stimulus which comes from proved public\nappreciation of the importance of the task teachers discharge.\nAlready certain constructive efforts, on a nationwide scale, to free edu¬\ncators from economic difficulties and widen the opportunities for pupils are\nurgently and federally required.\n\nNot only pupils but teachers also should\n\nbe given the largest possible opportunities for liberal training as part of\nthe gratifying development of a science of education.\n\nThe priceless possi¬\n\nbilities of children must be concretely affirmed in enlarged privileges during\nyears of sensitive and responsive growth, alike in school equipment and\ninspiration from those who guide awakening minds.\n\nOur nation should\n\nlend the stimulus of appropriations to states and localities under conditions\nwhich will reasonably promote the great ends in view. America should hold\nitself ready to do regularly for education what heretofore it has done\nspasmodically.\n\nIt should be prepared to sacrifice, if need be, lesser values\n\nfor the illimitable possibilities of a future of wholly free and thoroly sound\npopular education.\nIn support of these necessary steps, I bring you assurances that many\nprogressive leaders in public life stand ready to assist and will prove help¬\nfully responsive to any well-conceived, human program of federal aid to\neducation, which your united authority is prepared to recommend.\nCertainly we ought to be able, without further argument, to agree on such\nminimum federal steps as these:\n1. Grants in aid by the federal government to states, where necessary, for free\npublic education designed to liberalize and equalize opportunities for teachers and\nstudents,\n\nwithout undermining traditions of wholesome local school control\n\ndirection.\n\nAs suggested, this does not mean the sacrifice, but rather the strengthen¬\n\ning, of values\n\nwhich have long marked our school system.\n\nand\n\nUndoubtedly today\n\nreasonable federal contributions are needed to keep sound local forces alive and\neffectively functioning.\n\nThe precedents already set by federally donated lands for\n\nstate schools and federal grants in aid of vocational education—not to mention\nthe nation’s experiment with public works, state relief grants, and our public roads\npolicy—demonstrate the adaptability, with safeguards for uniform standards and\ndecentralized management, of a federal-state program.\n2. Nationwide insistence on minimum school facilities and attendance for a period\nof from eight to nine months of every school year.\n3. Teachers in all schools adequately trained and fairly compensated for their\nprofessional responsibilities.\n4. Safe, healthful, and modern schools in\n\nall parts of the United States, with\n\nproper school and mechanical equipment, including suitable textbooks available to\nall pupils.\n\n"}
{"page": 85, "printed_page": null, "text": "General Sessions\n\n79\n\nIn undertaking these and other experiments in education, as in govern¬\nment, we must have, of course, a sane and natural merger of state and\nfederal activities, with broad opportunities for effective local agencies, side\nby side with the beneficial stimulus flowing from our national living princi¬\nples and destiny.\n\nIf America is fairly to follow the path of its logical\n\ndevelopment, we must continue the values of our interwoven local and\nnational educational system.\n\nThe significance of the task justifies us in\n\ndemanding from those who benefit by such an educational program both\npersonal development and dedication to community welfare.\n\nWe are all\n\npartners in building and perpetuating our country and contemporary civili¬\nzation. The modern world, thru education and aroused morality, if it is to\npay its debt to the past, must steadily eliminate such fatal flaws as weakened\nand wrecked earlier governmental experiments. This can be done as always\nby substituting good for bad, and better for worse; by widely distributing\neducational resources and opportunities for national life; and by modern\ninvention and scientific achievements which override the demands of human\nselfishness thru insistence on universal brotherhood.\nWe are aided in all such efforts by those subtle forces of the universe\nthat keep alive, despite all odds, beauty, virtue, and truth.\n\nWe have, too,\n\nthe support of nature’s latent and reborn life and powers.\n\nRecognizing the\n\nimperfections of any individual contribution, we refuse to accept any edu¬\ncation which claims to be “ finished.”\n\nWe demand,\n\ninstead,\n\na better\n\nand more progressive humanity, inspired by our world’s evolutionary plan.\nWe adopt Professor Breasted’s conclusion that man thruout history has\nfollowed, and must continue to follow, “ a rising trail.”\nWhat I have been trying in part to express or imply is the wisdom of\nthe old Athenian message that all citizens, teachers, and students alike,\nshould have, or acquire, and faithfully perpetuate a living interest and\nparticipation in public affairs.\n\nPerhaps it is natural, in view of my own\n\nactivities, that I should conclude that no other test of truly educated men\nor women is so final or unerring as that of active and effective citizenship.\nOur nation’s ideals of a perfect union, established justice, insured domestic\ntranquillity, provision for the common defense and assured general welfare,\nmust stand or fall with education. There is no substitute.\n\nIf I am to be\n\npermitted to leave with you one remembered word, it is that.\nHappily in so saying, I do not speak either presumptuously or as a voice\ncrying in the wilderness.\n\nOthers with higher educational authority than\n\nmine, leaders in your profession, have not failed to speak in candid criticism of\nthe economic, social, and political failures of the modern world as the product\nof defective education.\n\nIndeed, educators have spoken as frankly of the\n\nshortcomings of their magnificent profession as have prophets of the practise\nof divine religion. They know and you know—tho the fault rests in some\ndegree on all of us who in our separate spheres contribute to the educated\nmind—that when civilization has failed, education has failed, and by the same\ntoken when civilization has succeeded, education has triumphed.\n\nIt may\n\n"}
{"page": 86, "printed_page": null, "text": "80\n\nNational Education Association\n\nbe added, with equal confidence, that when the America our forefathers\nplanned, shall have succeeded in establishing sound political and industrial\nequality and self-government, and in utilizing the resources of this continent\nfor the general welfare, American education will have come to its own.\nEither way, whether our banners rise or fall, the major responsibility must\nin the long run be borne by American educators in every walk of life.\nIn what has been thus far said, it has been assumed that there will be\nlittle difficulty in agreeing on a modest beginning of a national effort to\nunderwrite the improvement and renovation of our American educational\nsystem. The purpose is to adapt that system to our rapidly changing civili¬\nzation and to fit the youth of a new generation to take their proper place\nin the front ranks of priceless living citizenship. If it be argued that, in so\ndoing, we are cutting across inherited traditions and experiences, the answer\nis that the new world makes new attitudes unavoidable. We must remember\nthat we have, under state and federal constitutions, both state and national\ncitizenship.\n\nWe must, accordingly, educate every new generation to meet\n\nits new responsibilities.\n\nEducational leadership will certainly not oppose\n\nthe common-sense view that nation and states can only coexist in harmonious\nefficiency if we continue, thru education, to promote equipment for essential\nservices and the general welfare. If we fail to achieve those ends by reason\nof conflicts between limited respective jurisdictions, the general government\nwill surely find public opinion rallying to endow the nation with ample\nauthority to grapple with important problems which states, by reason of\nlimited territorial authority, are admittedly unable to control.\nRecently in Washington an important decision of the United States\nSupreme Court has been interpreted by some as revitalizing the authority of\nstates to deal with problems within their borders, and as excluding the federal\ngovernment from legislating on subjects not obviously interstate in nature\nand effect. That decision has temporarily involved in chaos the far-reaching\nfederal experiment of the National Industrial Recovery Act of 1933, which\nhad increased employment, raised wages, largely abolished child labor, and\nat least substituted a form of industrial planning for previous industrial\nplanlessness.\n\nThe decision has also clouded with confusion the assumed\n\nauthority of the federal government to legislate effectively on nationwide\nindustrial problems.\n\nUncertainty is added by the fact that not many years\n\nago the United States Supreme Court likewise denied to states the right,\namong other activities, to fix minimum wages, even for women workers\nwho are especially handicapped in bargaining with employers, or otherwise\nsecure wages for work assuring a decent level of subsistence. It has similarly\nbecome apparent that some states, seeking industrial advantages over others,\nby the employment of children and other cheap labor, have brought us\nface to face with competitive national problems which can be solved, if\nat all, only by uniform national legislation.\nIt follows that if the Supreme Court adheres to such precedents, we\nmust, soon or late, decide whether this nation can afford to ignore resulting\n\n"}
{"page": 87, "printed_page": null, "text": "81\n\nGeneral Sessions\n\nhuman tragedies, or by constitutional amendment is to secure enlarged\npower enabling it to legislate for proper and indispensable national objec¬\ntives. Indeed, a constitutional crisis may be approaching in America similar\nto those stirring historical controversies, which in the past have taken the\nnation into new legislative paths and have given it new constitutional\nguarantees of human rights and liberties. We have long rejoiced over the\nimmortal ten first amendments to the federal Constitution.\npersonal bill of rights.\n\nThey are our\n\nWith their inspired safeguards before us, if the\n\ndenial of flexibility to the federal Constitution continues, we may soon\nbe called upon to write other amendments to our Constitution, defining\nthe standards of an economic bill of rights.\nTo many it will be startling to discover that we are being driven into\nthe cross currents and delays of amendments to the federal Constitution.\nIt has long been the boast of liberal leaders of the American bench and bar\nthat, under the present powers of the Constitution, authority may be found\nenabling our nation boldly and with originality to experiment for the\ngeneral welfare.\n\nOn\n\nthat\n\nreasonable\n\nand\n\nhappy\n\nconstitutional\n\ntheory\n\nCongress enacted much humane legislation between 1933 and the present\nhour. However, the recent unanimous decision of the Supreme Court indi¬\ncates a regrettably inflexible change of judicial mood.\n\nIndeed, many quali¬\n\nfied constitutional lawyers view that decision as nothing less than one of\nthose legislative declarations of our highest judicial tribunal, which in the\npast have proved vital turning points in history.\nThe justification of nationally uniform and often humane legislation,\nwhich from time to time has thus been halted by unexpected judicial con¬\nstruction, is to be found in the essential purposes, including the general\nwelfare clause of our federal Constitution.\n\nIn an address in November\n\n1787 before the Pennsylvania Convention, which was elected to consider\nthe adoption of our American federal Constitution, James Wilson, one of\nthe ablest of the Constitution’s framers, gave the following as his view of\nthe merger under the Constitution of state and national authority:\nWhatever object of government is confined, in its operation and effects, within\nthe bounds of a particular state, should be considered as belonging to the govern¬\nment of the state; whatever object of government extends, in its operation or\neffects, beyond the bounds of a particular state, should be considered as belonging\nto the government of the United States.\n\nWe have in a way even higher authority.\n\nOur hero-worshippers are\n\nmaking us forget that George Washington was a great forward-looking\nliberal, who smashed precedents at will.\n\nVirginia was the first state to\n\nact on the proposal to call the Convention at Philadelphia, which wrote\nour federal Constitution.\n\nThe Journal of James Madison discloses that\n\nGeorge Washington headed the Virginia delegation which took a leading\npart in the work of that Convention.\n\nThat delegation was specially in¬\n\nstructed by the general assembly of Virginia “ to join ... in devising\nand discussing all such alterations and farther provisions as may be neces¬\nsary to render the federal Constitution adequate to the exigencies of the\n\n"}
{"page": 88, "printed_page": null, "text": "82\n\nNational Education Association\n\nUnion. . . .”\n\nThe Virginia delegation, undoubtedly with the approval of\n\nGeorge Washington, subsequently submitted proposals for the consideration\nof the Philadelphia Convention, including the declaration that “ the na¬\ntional legislature ought to he empowered to enjoy the legislative rights\nvested in Congress by the confederation and moreover to legislate in all\ncases in which the separate states are incompetent or in which the harmony\nof the United States may he interrupted by the exercise of individual legis¬\nlation. . . .”\n\nThus we discover the incomparable name and approval of\n\nGeorge Washington behind a liberal interpretation of the intent of the\nenumerated powers granted Congress by the Constitution.\n\nHere is but\n\npart of the persuasive evidence in the proceedings of the Constitutional\nConvention of Washington’s far-sighted view that Congress was designed\nto be free within expressed and implied constitutional grants, to legislate\nin behalf of general well-being in the United States in all cases where\nthe states, acting separately, are unable to cope with national problems.\nThese expressions of our forefathers are but other ways of declaring that\nthis nation should he equipped to deal, in peace as in war, with future\nall-pervasive problems of the general welfare which cannot be solved by\nstate action.\n\nIt was the failure to act on that assumption which resulted\n\nin the sword of Civil War carving into the body of our federal Constitution\nits thirteenth, fourteenth, and fifteenth amendments.\nIs it not evident that the best assurances of the survival of our selfgoverning institutions lies in minds which place rights and duties beyond\nthe temptation of profit; and which insist at all cost on free discussion,\nreligious liberty, a free press, the right of free assemblage, fair trials, and\nother priceless guarantees of our Bill of Rights, as well as the industrial\ndemocracy which is the inevitable modern sequence of those earlier assertations of individual liberty and equality?\n\nWe must never\n\nforget that\n\nthe framers of the Constitution provided the authority to adopt consti¬\ntutional amendments.\n\nIn this connection, let us recall that the federal\n\nConstitution went into effect on March 4, 1789, and that on September\n25, 1789—little more than six months later—members of the first Congress,\nunder the Constitution and the presidency of George Washington, showed\ntheir readiness to use the amendatory method by submitting to the states\ntwelve amendments, ten of which were subsequently ratified by the original\nstates, have ever since been retained, and are today known to the world as the\nAmerican Bill of Rights.\nThe founders of the American Union were well aware that free govern¬\nment, like free education, must be subject to change; that the ultimate\ngovernmental issue in the world is between flexible popular rule and everencroaching inflexible dictatorships; and that only under popular sover¬\neignty, with the aid of expanding education, can life be permanently de¬\nsirable and liberated from the threats of ever-increasing tyranny, under\nwhich the alternatives for human beings are submission to arbitrary rule,\nrevolt, or suicidal wars.\n\nEqually important to bear in mind is the truth\n\nthat, under free government, education forever leads those who teach and\n\n"}
{"page": 89, "printed_page": null, "text": "83\n\nGeneral Sessions\n\nthose who learn toward illimitable horizons of science, literature,\nutterance, and criticism and triumphant fraternity.\n\nfree\n\nSoon or late, it will\n\nbe apparent that our world’s progressive evolution discards the evils of one\nage to make way for the glories of another.\nFortunately, we are an adaptable and practical people and there can he\nlittle doubt that, in the long run, we shall continue to advance with reasoned\njudgment along the highways of necessary national authority, in the exercise\nof which our final security must be guaranteed by government of, by, and\nfor the people.\n\nCertainly, in that forward drive we can do no harm by\n\nadopting, thru constitutional amendments,\n\nfederal authority favored by\n\nGeorge Washington, adequate to meet national problems and serve the\nwhole nation’s well-being.\n\nThus from the largest to the least govern¬\n\nmental units, the federal-state plan of the founders of our system of govern¬\nment will rule the length and breadth of the land, giving assurances of a\nmighty destiny in which education will accept as its highest duty the support\nof the general welfare.\n\nCOOPERATION WITH THIS GENERATION\nIRMA C. VOIGT, DEAN OF WOMEN, OHIO UNIVERSITY, ATHENS, OHIO; AND\nPRESIDENT, NATIONAL ASSOCIATION OF DEANS OF WOMEN\n\n“ Life is something more than that which we think it to be at any single\nmoment.” This inscription written by Zona Gale on the flyleaf of a copy\nof her short stories which she sent to me after a visit in my home has chal¬\nlenged me to new faiths and beliefs for the past three years.\nIn another form this same idea came to me as I read recently a striking\nshort story by one of our popular living authors, Kathleen Norris.\n\nTwo\n\nvital young people, seniors at one of the great western universities, were\nfacing their love for each other in the discouraging aftermath of the great\ndepression.\n\nBoth needed positions desperately in view of the fact that both\n\nhad acquired their education at a terrific sacrifice and a minimum of cost.\nThe young girl was faced by a dilemma: Should she marry the man whom\nshe sincerely loved and turn her back on material comfort, even luxury, or\nshould she accept this luxury offered by a less desirable alliance and thus\nsacrifice the deepest satisfactions of her soul.\n\nThe prospect of this latter\n\ncourse as the inevitable ending made her bitter and rebellious over the\npresent unfortunate economic order of the world.\n\nLife was cheating her\n\nand her generation of the sweet and natural satisfactions of youth.\nshe and the young man were possessed of superior mental acumen.\n\nBoth\n\nNeither\n\nwas willing to side-step accepted conventions, for they wished as man and\nwife to win jointly the goals of happiness and success.\nAt their most rebellious moment a slight hope for better things to come\ncame to them in the form of possible money awards in a competitive his¬\ntorical thesis contest. Qualified contestants were to draw subjects for their\n\n"}
{"page": 90, "printed_page": null, "text": "84\n\nNational Education Association\n\ntheses, two of whom, a man and woman would receive the coveted award\nof $500 each.\n\nThey both applied, were accepted, and drew their subjects.\n\nThe subject drawn by each one cast them into even deeper despair for she\ndrew “ The\n\nPioneer\n\nMothers,”\n\nand\n\nhe\n\ndrew\n\n“ George\n\nWashington.”\n\nNeither one saw a connection between the subject and modern life trained\nas they both were in an economic and political order far removed from the\none of the early days of America. They felt that life was not only cheating\nthem but now also adding the insult of mockery.\n\nBecause, however, of\n\ntheir superior mentality, the seeming incongruity of it all intrigued them\nand they were challenged by the very odds against them, since their com¬\npetitors seemed to have subjects in line with the modern order.\nWith the buoyancy of youth and the fervor of romantic love they dared\nhope for success despite their subjects.\n\nThey agreed that they would face\n\nlife together if both should win—$1000 seemed enough for the initial ven¬\nture.\n\nIndeed the success of only one might let them dare the risk.\n\nTrue\n\nstudents that they were they gave themselves unreservedly to their tasks.\nThe time of preparation came to an end, the theses were submitted,\nand the announcements anxiously awaited.\n\nBoth were disappointed to\n\nlearn that they were not the winners of the money.\n\nMuch to their surprise\n\nhowever, their first meeting which they thought would mean blank defeat\nto their love proved an unforeseen revelation of the real meaning of love.\nShe was now not only the modern girl imbued with the spirit of today, but\nthe pioneer mother as well imbued with the indomitable spirit of early\nAmerican.\n\nHe was now not only the modern youth with his twentieth\n\ncentury heritage, but a young and vigorous George Washington ready to\nforge out a new future.\n\nThey knew now that together they dared face\n\nlife and win for themselves and their children their rightful heritage.\n\nLife\n\nbecame something more for them than that which they thought it was at any\nsingle moment.\nJust how is the case of this young man and woman typical of the youth\nof today and how should we as adults cooperate with them in helping them\ngain their rightful heritage ? May we ask just what made them lose it ? Per¬\nhaps the answer is to be found in the fact that we as adults seem to have lost\nit. When the war ended as far as actual fighting was concerned in 1918 we\nsomehow lost the line of continuity that linked us with the America of\npioneer days.\n\n1918 became a starting point for a new way of life for many.\n\nInto this atmosphere of newness the present generation came upon the\nscene. Adult men and women seemed to be going on a wild holiday—false\nideals, false values, false goals created an artificial and blatant attitude on\nthe part of society which childhood seized upon as if a toy, for it was colorful,\nnoisy, and distracting, three things children ask of a toy.\n\nAnd apparently\n\nadulthood was also intrigued, for it began chasing bubbles socially, financially\nand, dare we say, spiritually.\nThe resulting situation reminds one of the story of the little boy when\nhe first looked down upon the Grand Canyon. A little boy hardly more than\na toddler walked with his father out to the rim of the Grand Canvon of\n\n"}
{"page": 91, "printed_page": null, "text": "85\n\nGeneral Sessions\n\nthe Colorado. As he looked upon terrace after terrace splashed with olive\ngreens, yellows, purples, and reds, he put his chubby fist into his father’s\nstrong hand and exclaimed, “Oh, Daddy, what has happened?”\n\nSo our\n\nyoung boys and girls of today coming into and thru their teens seem to be\ngrasping our hands and saying as they seek to find their footing in the present\nsocial order, which looks like a great chasm to them, “ Oh, older generation,\nwhat has happened ? ” And we of the older generation must in turn direct\nour gaze across and into the depths of the chasm, at present pretty well\ncluttered with great remnants of shattered standards, and seek once more\nour very foundations. As we look steadily and long, we glimpse again the\nsturdy pioneer mother and the fearless father of our country.\n\nWe realize\n\nthat they did not fail their generation in giving to their successors the\nqualities with which to build an America, greater than they knew or could\nconceive.\nIt is well for us, now, to pause and analyze the traits which they pos¬\nsessed and which serve as the rock bottom of the young America.\n\nLet us\n\nanalyze, first, the traits of the pioneer mother. We see her turning her face\nwestward, away from the established and orderly society of her home\ncommunity in New York or New England with a dauntless faith in a new\nwest which she and her husband shall make their own. We see her later as\nthe little caravan winds its way over the plains faced by stark hunger and\ndeath, still undaunted and still persistently clinging to her faith.\n\nWith a\n\nbabe at her breast and other little ones around her she visions their future\nhome where her sons growing into sturdy manhood and her daughters into\nrobust womanhood may forge out their lives in freedom and opportunity.\nAnd because she persisted she gave the trait of persistence as a precious\nheritage not only to her children but to her children’s children to be forever\na foundation stone of our society.\n\nBut she never could have persisted had\n\nshe not had another trait with which to buttress herself in times of terrible\nand almost insurmountable strain and stress.\n\nThis was the trait of loyal\n\ndevotion—loyal devotion to her husband and loyal devotion to a belief in\nthe future and in their future.\n\nDespair was not in her vocabulary—disap¬\n\npointment, yes, tragic and heartbreaking disappointment, but not despair.\nEach disappointment seemed but to serve as a stimulus for renewed effort\nand a dogged determination to succeed.\nOut of this dogged determination grew a fearlessness which seemed to\nbe almost superhuman. In the presence of imminent physical danger, courage\nwas born—a courage that enabled them to face death thru massacre, flood,\nand famine, without flinching or deviating from their purpose.\nthere was no alternative, no turning back.\n\nFor them\n\nOut of the conquest of this\n\nphysical fear which they must have felt again and again there developed\nwithin them a mental fortitude which enabled them to look into an uncertain\nfuture and not waver.\n\nLife was offering them its most intriguing gift,\n\nromance—not the romance of sentimental emotions but the romance of\nadventure.\n\n"}
{"page": 92, "printed_page": null, "text": "86\n\nNational Education Association\n\nAs we look at the statue of the Pioneer Mother along the national high¬\nway, driving along smoothly paved and graded roads*in our comfortable\nautomobiles, we appreciate anew her persistence, her loyal devotion to her\ndreams of a home where amid freedom and opportunity her family might\ngrow into manhood and womanhood, her fearlessness and fortitude, and\nher romantic trust in a future which lay be3rond her own generation.\n\nWe\n\nwould not go back in our civilization to her day, but we would incorporate\ninto our civilization all the basic qualities of character which she possessed.\nShe rightfully epitomizes a strength and fineness needed today by twentieth\ncentury young women.\nNow let us examine some of the traits which made George Washington,\nthe father of his country.\n\nHe was not of the sturdy peasant stock, who\n\nwould of necessity have needed to forge out his destiny as a toiler or as a\nsoldier of fortune.\n\nIn fact, he came of English aristocrats who lived easily\n\nand well, with every need taken care of and every hardship avoided.\n\nBut\n\nWashington, with characteristic native intelligence and fineness, gave up\nthe life of ease to give himself,\nfellowmen.\n\nunselfishly, altruistically, nobly to his\n\nLike the women of his generation, he too, possessed the spirit\n\nof adventure as is shown in his explorations and missions into the unknown\nMiddlewest. Fearless in the face of hostile Indians, he forged into the sec¬\ntions of wilderness around the Ohio River at the request of his chief. This\nwas not, however, foolhardy adventure, lacking a purpose, but adventure\nwith a definite goal—to subjugate the wilderness and to hold control of that\nwhich was already gained. Later, when “ the shot was fired that was heard\nround the world,” Washington manifested the same stoicism and patriotic\nfervor which he had shown as a younger man. Without question he accepted\nthe challenge to head the Continental troops and to fight the more seasoned\ntroops of the mother country. As one looks at the Gilbert Stuart portrait\nof Washington, one feels this determination in the very set of the chin, in\nthe steady gaze of the eye, and in the calmness of the whole countenance.\nThe story which we all know of the Revolutionary War illustrates the large\npart of Washington.\n\nHe did not accept exemptions from hardship as the\n\ngeneralissimo; he lived with his soldiers at Valley Forge ragged and bare¬\nfoot. He did not acknowledge defeat in the terrible winter when practically\nall the soldiers thought it must be inevitable surrender; rather, he crossed\nthe Delaware River between blocks of floating ice, defying the conventional\ncourse, amid the protests of his own men.\n\nWashington did not expect\n\nquick results; he looked far ahead, with infinite patience, into a picture\nwhich he could not hope to live to see—a future which would show the\nresults of his foundation work.\n\nHe was willing at times to accept the scorn\n\nof his less foresighted men who realized only the obvious; he was willing\nto make only the beginnings of a program, which he outlined in his inaugural\naddress.\nWhen success came to Washington after the war, he was willing to put\naside self-aggrandizement and think only of his country.\n\nHe preferred not\n\nto be the leader in peace times, as he had been in war.\n\nHe accepted the\n\n"}
{"page": 93, "printed_page": null, "text": "87\n\nGeneral Sessions\n\nposition as the first president of the new democracy only because duty lay\nthat way.\n\nFor four years and another four years, he built as wisely as he\n\nknew the policies of the new nation.\n\nThen he insisted that a precedent be\n\nestablished that no one man should assume to be a leader for too continuous\na period.\n\nHe was willing to pass on to a younger man with new vigor and\n\nnew ideas the future policies of his country.\n\nOne need only to turn to his\n\nFarewell Address to see the written record of modesty, of the courage\nof conviction, of the wisdom and foresight of leadership.\n\nIn other words,\n\nWashington epitomizes the strength and fineness of American manhood not\nonly for his own generation, but for our day as well.\nIn the light of our analysis it seems only logical that we as the adult\ngeneration, shall we say—ourselves partly responsible for the lapse in the\nfine heritage given by the pioneer mother and by Washington—should help\npoint the way, especially when our young people turn to us and say, “ What\nhas happened ? ”\n\nEven tho it may be something of a Herculean task, we\n\nmust accept the challenge of:\n1. Rebuilding the family unit as a stabilizing factor in modern life\n2. Rebuilding a moral code of adequate living to replace the inflated post-War\nstandards\n3. Rebuilding a genuine patriotism which shall include both national and inter¬\nnational loyalties\n4. Rebuilding a conception of dominating spiritual forces which were shattered\nin the grief and despair of war devastation and desolation.\n\nCan the partial breakdown of the family as a stable unit of society be\nlaid at the door of the older generation ?\n\nCertainly it did not deliberately\n\nset about making a change but it promoted and in turn became victimized\nby the theory of individualism and the machine age.\n\nThe latter advanced\n\nwith such speed that its promoters became victims of the whirlwind.\n\nIt was\n\nvery easy, therefore, for a generation that had this mechanistic civilization\nsuperimposed upon it to lose sight of the proper balance between indi¬\nvidualistic and cooperative living, and to be utterly unaware of the painful\naftermath for a generation that knew no other civilization.\n\nThe present\n\neconomic situation demands reemphasis and reinterpretation of cooperation.\nIn the presentday atmosphere of an individualistic philosophy the retention\nof the close family unit means conscious sacrifice on the part of every mem¬\nber of the family that the welfare of all may be served as it was so well done\nin the pioneer days.\n\nOur economists are telling us that this rebuilding of\n\nthe integrity of the family as a unit of society is one of the essential steps\nin recovery and in stabilizing this recovery.\nHow may we cooperate in achieving this goal ?\n\nTwo methods present\n\nthemselves—by our own belief expressed thru action and by an education\nwhich shall relate the life of the past with the life of the present.\n\nWe\n\nshould stop this teaching of the past of all sentimentality and leave only\nthe timeless virtues which were the tools used in forging out the America\nof the centuries past and which are still the tools adequate for the forging\nout of the America of today and tomorrow.\n\nIt goes without saying that\n\n"}
{"page": 94, "printed_page": null, "text": "88\n\nNational Education Association\n\nthe complete pioneer period cannot and should not be substituted for our\nown. Intelligent education means the ability to see appropriate parallels.\nThe second frontier, rebuilding a moral code of living after an inflation\nand partial collapse of what was, is really a far more difficult frontier than\nany our forebears faced.\n\nThe simplicity of their lives gave, naturally, a\n\nrather formal and indisputable code of living where black was black and\nwhite was white, and there were no gray shades in between.\n\nToday there\n\nare so many varying shades of gray that for young people it is difficult to\nrecognize either truth or falsehood. We as an older generation have to offer\nas a measuring stick in this bewildering maze the established virtues of\nour pioneers such as loyalty, courage, steadfastness of purpose, belief in the\n. future temperance, physical integrity, and self-discipline.\n\nWhen the light\n\nof these traits is thrown onto a complex moral situation, a right and ultimate\nconclusion on the part of the individual is inevitable.\nThe third frontier, rebuilding a genuine patriotism which shall embrace\nboth our national and international relations, must be met: first, by a\nsloughing off of the pseudo-patriotism, based upon war glamor and post-war\nhysteria, and unreasonable national class and race prejudice; second, by\nsubstituting basic democratic principles of the inherent rights of all, and a\nsympathetic enthusiasm and appreciation of the contributions of all sections\nto the national culture and the contributions of all nations to the inter¬\nnational culture.\nare standing.\n\nOn this frontier, both the older and younger generations\n\nBoth must be willing to accept graciously the concept of a\n\nfamily of nations.\n\nOn this frontier, it would seem that the more generous\n\nand open-minded nature of youth will point the way. Our cooperation may\nconsist of our willingness to be led by youth.\nThe fourth frontier, rebuilding a conception of dominating spiritual\nforces, is also a joint problem in which the older and younger generations are\ngroping.\n\nWar\n\ndisillusionment\n\nalways\n\nmeans\n\nlow spiritual\n\nebbs.\n\nThe\n\nparents who have been the victims have little to pass on to their children.\nIn our day, no spiritual prophet has arisen. In fact, many substitutes in the\nform of “ isms ” have been tried in the place of a basic creed. Old and young\nalike may do well to turn back to a study of the real sources of strength\nof our American colonists.\n\nThis study will reveal that the Bible and the\n\nsimple Bay Psalm Book served to armor the God-fearing pioneers with the\ncourage and devotion which gave us America.\n\nAdd to this resource as we\n\nwill, according to the needs of our complex civilization, we shall never\nbe able to deviate from the basic principles involved.\n\nSuch prophets as\n\nSherwood Eddy, Harry Emerson Fosdick, Bishop McConnell, and their\nlike, have given us a living demonstration of this.\nAmerica to follow in their wake.\n\nIt remains for young\n\n"}
{"page": 95, "printed_page": null, "text": "89\n\nGeneral Sessions\n\nForum-—Needs of Youth\nYOUTH BIDS FOR A NEEDED OPPORTUNITY\nROBERT N. BUSH, PRESIDENT, ROCKY MOUNTAIN REGION, NATIONAL\nSTUDENT FEDERATION, GREELEY, COLO.\n\nAs a representative of the National Student Federation of America, I wel¬\ncome the opportunity to participate in this most significant N. E. A. meeting.\nThe National Student Federation is now in its tenth year and has become\na vigorous national youth unit, beating down provincialism and mobilizing\nstudent opinion on public issues.\n\nAs a national youth unit we are vitally\n\nconcerned about the plight of youth in our contemporary life, and even\nmore interested in what can and will be done about it.\n\nWe have, as a\n\nunit, directed our efforts in stimulating an already wide-awake group to a\npoint of action.\n\nBut, having done this, we must appeal to society to allow\n\nus an opportunity to try our hand.\n\nSo today, may I say to you, we bid for\n\na needed opportunity.\nPlight of American youth—Three million young people between the ages of\nsixteen and twenty-five are out of school, unemployed, and living at home. Less\nthan one-third of the college graduates of the past few years have found employ¬\nment. Youth is now at a tragic standstill: We are ready to turn our powerful\nlatent forces into progressive or retroactive channels and the direction of our\nefforts from this point depends on society.\n\nIn the words of John Dewey “ What we\n\ndo in the next few years for and with youth will determine in later years what\nthey do with and to the institutions in which they find themselves.”\nYouth is experiencing the dull pangs of not being wanted: This depression has\nbeen one vitally directed\n\nat youth.\n\nSecurity has\n\nbeen\n\nattempted\n\nfor the\n\nolder\n\ngroups at the expense of the younger; 25 to 40 percent of all homeless persons are\nunder twenty-one years of age. There are 250,000 boys on the roads and “ riding\nthe rods.” Thirty-six percent of the arrests in the United States were of those\nbetween the ages of sixteen and twenty-five. A recent study in fifty cities shows no\nevidence of\ncommunity.\n\nyouth\n\nbeing\n\ngiven\n\nany\n\nrecognition\n\nin\n\nimportant\n\nactivities\n\nof\n\nthe\n\nWhat needs to he done for youth—We want a chance to play a part in the\ncontemporary life under the guidance of properly qualified advisers and academic\nstaffs.\nyouth.\n\nThere needs to be a detailed analysis of steps that can be taken to help\nStudents must be given an opportunity to act long before commencement\n\nday. There must be an actual tie between the school experiences and life problems.\nThe activities of the school must be vitalized.\nProposed plans, now in their infancy, must be carried out: (1) The proposed\nfederal youth service unit within the federal government should be established;\n(2) impetus must be given to the now pending national community youth program;\n(3) the public must be convinced on every occasion that the latent energies and the\nfresh viewpoint of the youth will greatly accelerate social advancement.\n\nYouth bids for a needed opportunity.\nplea?\n\nWill you support them in their\n\nWill you write to your congressmen and friends in the national\n\nadministration urging the adoption of the proposed governmental projects\nfor youth rehabilitation?\n\nWill you classroom teachers bring pressure to\n\nbear on your administrators, and you administrators in turn, will you do\nlikewise to your boards of directors to provide a practical, vitalized school,\n\n"}
{"page": 96, "printed_page": null, "text": "90\n\nNational Education Association\n\none in which the students will be given opportunities to learn the truth\nabout our social order and be allowed, with competent direction, to apply\ntheir own enthusiasms to solving its many problems? Will you become even\nmore ardent advocates for the conservation of our greatest national resource,\nthe youth of the country?\n\nThese are the questions I would ask you, the\n\nchallenges I would put before you in behalf of the younger generation.\nOur plea to you is, will you accept our bid for an opportunity?\n\nForum—Needs of Youth\nPROBLEMS OF YOUTH FROM THE STANDPOINT OF\nSOCIAL STUDIES\nERNEST D. LEWIS, EVANDER CHILDS HIGH SCHOOL, NEW YORK, N. Y. ,*\nAND PRESIDENT, N. E. A. DEPARTMENT OF SECONDARY EDUCATION\n\nI am going to seem a bit old-fashioned.\n\nI am going to insist that in the\n\nmidst of our discussion about economics and social revolution, the high\nschools of the land must continue to give good old-fashioned character train¬\ning.\n\nNeeded was such training in 1635 and needed it is in 1935.\n\nDuring\n\nall of these three hundred years the high schools of America have stood in\nthe first line of defense against the insidious effects of ignorance and crime.\nValiantly teachers and administrators have cooperated in holding this line.\nThe American people have consistently backed their efforts; our faith in\nAmerican educational institutions has been an American religion.\nFrom the beginning character and content, content and character with\ndiffering emphasis have been the watchwords used in the fight to preserve\nAmerican institutions.\n\nThese must still be the watchwords.\n\nThe teachers\n\nof social studies must not be swept on by the demand for those short cuts\nto character building that ignore the nation’s glorious past.\n\nNow as always\n\nthe educational counselors of adolescent youth must see to it that the best\nstruggle shall be passed on to generations to come.\nacter.\n\nAnd that best is char¬\n\nIt is something more than meat and raiment.\n\nThis warning does not imply that there is not need at the present moment\nfor the combined efforts of school and society to hold out for young people\nof today hope for a place in the economic world to labor and to achieve.\nIf I might interject at this point a possible criticism of different plans\nfor economic betterment of youth, it would be that they do not give in their\nprograms a large enough place for the assistance of high-school organizations.\nIt would seem to me that with the rapid development of guidance programs,\nwith diversified curriculums and differing diplomas, with the follow-up pro¬\ngram instituted by many high schools and rapidly being extended to others,\nthe high schools might well be in the first line of action in meeting the\nunemployment situation as it affects youth from eighteen to twenty-five.\nThe social science teacher thru his contacts and his knowledge of social\nand business conditions should be a leader in the program, whether it begins\n\n"}
{"page": 97, "printed_page": null, "text": "General Sessions\n\n91\n\nin the community and works back to the schools or begins in the schools and\nachieves results thru the cooperation of local civic and social organizations.\nReferring again to character education as a solvent for youth problems,\nattention should be called to the need for certain qualities of thinking and\ndoing that are so often stressed in the meetings of high-school teachers as\n“ attitudes.”\n\nThese are not new, but in the present national and world\n\nsituation their emphasis, especially by the teachers of the social studies, is\nimperative.\n\nOur complex civilization, our new political problems,\n\nour\n\ntense international relations, our questionable social habits, and our un¬\nquestionably bad amusements, demand the development of the habits of\nreflection, of careful appraisals, of suspended judgments, of critical valua¬\ntions of institutions, of toleration, and of unselfish cooperation with others.\nHabits like these will go far to help youth to make adjustments to new situa¬\ntions. They will help him to achieve a greater degree of personal happiness.\nThey will help him to be of greater service, as an adult, to his fellowmen.\nHow may the offerings of the high schools, as far as the social studies\nare concerned, help in some realization of these things? Those of us of the\nolder generation remember high schools with only one extracurriculum\nactivity, either a debating society or a literary club and with a very narrow\ncurriculum.\n\nHistory as taught was even more “ general ” than the title of\n\nthe usual course would indicate. Recent reports of the National Survey on\nSecondary Education show a truly amazing increase of courses and activities\nexpected to deal with man in his relations to his fellowman.\n\nSocial studies\n\naccording to this report are becoming in many high schools the “ core ” of\nthe curriculum. The tendencies plainly reflect the needs of the time.\nThe “ core ” is giving, and rightly so, much attention to social and eco¬\nnomic factors in our modern civilization.\n\nIt may be that the failure to do\n\nthis in the high schools of the present generation is partly to blame for\nour present difficulties, altho of this I am doubtful.\n\nBut I am sure we\n\nwould have been better off if we had given some thought to the rapid devel¬\nopment of the physical sciences in relating to supply and demand and some\nconception of the rights of the consumers.\nThe social studies “ core ” is also giving pupils an insight into the prob¬\nlems of other nations and an appreciation of their struggles.\n\nOut of such\n\nunderstandings may well come better international relations and possibly\nsome workable plan for world peace. I am pleased that the Department of\nSecondary Education of the National Education Association has created a\nlarge committee known as the Committee To Promote Better International\nUnderstanding at the Secondary Level to develop curriculum topics and\nextracurriculum activities to increase the effectiveness of the school program\nin this direction.\nYouth to fit into his world and make it a better world must know more\nabout political and government realities.\nformal along these lines.\n\nOur instruction has been too\n\nPupils know something, for example, about the\n\ncivic department known as the department of health, but little about its\nreal functions. They know much about Garfield and the Civil Service, but\n\n"}
{"page": 98, "printed_page": null, "text": "National Education Association\n\n92\n\nlittle about the manipulation today of this system of appointment in public\noffice by astute politicians.\nPolitical “ idealism ” has been successfully inculcated in the minds of\nthe students graduating. Their consequent disillusionment and lack of civic\ninterest and civic helpfulness is an American tragedy that must be laid at the\ndoor of the community and the school alike.\nAnd this leads to the conclusion that a worthwhile education in the social\nstudies must help to develop leaders in the public service from among our\nyouth of today. “ High-school education,” said a recent speaker, “ can supply\nthe background, the foundation for such leadership, and possibly discover\nthose brilliant minds and proper personalities which may be developed thru\nactual service in public affairs for such roles.”\n\nBut until our public ser¬\n\nvice is made more attractive to such men by the loyal support of an intel¬\nligent and interested citizenry, who insist on the highest type of leadership\nand recognize such ability, we will find these men engaged in other fields\nwhere their talents are appreciated.\n\nIn other words, in order to secure and\n\ndevelop great leaders we need intelligent, appreciative, and interested fol¬\nlowers. These must be trained by the American high schools.\n\nForum-—Needs of Y021th\nPROBLEMS OF YOUTH AS SEEN AMONG FRESHMEN IN A\nSTATE UNIVERSITY\nLE ROY E. COWLES, DEAN, LOWER DIVISION, UNIVERSITY OF UTAH,\nSALT LAKE CITY, UTAH\n\nI have drawn my illustrations of problems of youth from the freshmen\nin state universities, and largely from one institution.\n\nMy data are not\n\nimaginary, but are drawn from statements from thousands of students,\nfrom interviews with hundreds, and from scores of case studies.\nFreshmen have trouble in getting started properly.\nup in the “ red tape ” and lost in the crowd.\n\nThey get tangled\n\nMore than half the freshmen\n\nhave trouble with their study programs.\n\nThey do not budget their time\n\nproperly.\n\nVery many find the quantity of\n\nThey have poor study habits.\n\nwork too great, tho not too difficult.\n\nA large number say that much of\n\nthe college work is repetition of high-school studies.\n\nMany cannot under¬\n\nstand the lectures of the university professors.\nMore than a fourth of the freshmen are disturbed about social relation¬\nships with other students and with faculty members.\n\nThey overemphasize\n\nthe importance of sororities and fraternities. They find their teachers cold\nand formal when they crave friendship.\nIntelligent, conscientious students find difficulty in trying to harmonize\nsome of the administrative practises in the university with the theories of\nfair play and intellectual growth held up as college ideals.\n\nBut the most\n\nserious problems involve a growing doubt in the minds of freshmen of the\n\n"}
{"page": 99, "printed_page": null, "text": "93\n\nGeneral Sessions\n\nvalue of the subjects they pursue. “ Is it after all worthwhile to study hard\non the materials presented? Aren’t the activities the important things, and\nthe studies merely hurdles that must be cleared so as to be eligible for the\nworthwhile things? ”\nImprovement lies in a cooperative faculty-student attempt to solve the\ntroublesome personality problems thru more and better guidance and counsel¬\ning, to reorganize and readapt our courses of study to the functional needs\nof present and future society, and to substitute medieval classroom methods\nwith up-to-date procedures.\n\nForum—Needs of Youth\nPROBLEMS FACING YOUNG WOMEN IN THE HIGH\nSCHOOLS AND COLLEGES OF TODAY\nDOROTHY C. STRATTON, DEAN OF WOMEN, PURDUE UNIVERSITY,\nLAFAYETTE, IND.\n\nIn considering the problems of any one special group of young people,\nsuch as the girls and young women enrolled in the high schools and colleges\ntoday, we should bear in mind that basically their problems are not greatly\ndifferent from those of the whole body of youth.\n\nIn common with all other\n\ngroups of youth, their problems are colored by the period of economic and\nsocial insecurity which we are now undergoing.\nGirls in the high schools, as well as boys, are insecure, uncertain of the\nfuture.\n\nThey are distressed by conditions at home and by the apparent\n\ninability of their parents to solve the economic problems of the family. They\nare beginning to wonder whether life holds nothing more for them than\ngoing from one odd job to another.\nYoung women in colleges,\n\nin common with young men,\n\nare facing\n\nfinancial difficulties in continuing their education, and are, perhaps, work¬\ning on FERA projects in order to remain in school.\n\nMost of them, how¬\n\never, are glad of the opportunity to do this work if it contributes towards the\nattainment of a definite objective.\n\nThe definite objective means to most\n\nsomething more than the traditional sheepskin “ with all the rights and\nprivileges pertaining thereto.”\n\nThey still fondly hope that it will mean\n\nsome kind of job after graduation.\nHowever, it is not only of their own problems that they are thinking.\nThey are beginning to consider the plight of the thousands of their con¬\ntemporaries and to wonder whether youth itself may have to find the\nanswers to its questions. For several years youth has waited for constructive\nhelp from the older generation.\n\nNow it is beginning to try to find the\n\nanswers for itself.\nMrs. Eunice Fuller Barnard, writing in the New York Times for Sun¬\nday, June 23, on “American Youth Seeks Security,” delineates the somewhat\nhalting attempts of youth to force its elders to give consideration to its prob-\n\n"}
{"page": 100, "printed_page": null, "text": "94\n\nNational Education Association\n\nlems. That the older generation is beginning not only to give ear but to\ntake action is indicated by the government’s grant of $50,000,000 to aid\nyouth in finding employment and in continuing its education, the census to\nbe taken of all youths between the ages of sixteen and twenty-five, and the\nfive-year plan of the American Council on Education which is designed to\nwork out a comprehensive guidance program for youth.\nWhen one turns to the problems which are peculiarly those of girls and\nyoung women in the high schools and colleges two problems rise above all\nothers. The first is the matter of gaining independence and the second is\nthe perplexing problem of the relationship between marriage and a vocation\nor, if you prefer that terminology, marriage and another vocation.\nEven taking into consideration the great strides which have be£n made\nwithin the past few years toward granting more independence to girls\nand young women, the social pressure towards continued dependence is much\ngreater than for young men of similar age and maturity. Let us consider our\nown school situations. How many times during the past five years has there\nbeen a girl president of the student body, a girl editor of the school paper,\na girl editor of the annual? We are accustomed to keeping the girls pacified\nby making them secretary of this or that and keeping them busy writing\nminutes.\nIt is true that within the past few years important developments have\nbeen made in the way of granting more responsibility to women students\nin the colleges and universities. We have women’s self-government associa¬\ntions which regulate, among other things, the hours at which young women\nare expected to return to their places of residence. Very few colleges and\nuniversities, however, have similar regulations for men. The effect which\nthis continued protection for four years has upon the young woman’s\nability to meet after-college situations is, perhaps, worth consideration. Jean\nShepard, from the conference office of the R. H. Macy Company, makes\nthis estimate of college women from the standpoint of business: “The\naverage college girl is less ready to assume executive responsibility because\nshe has been much sheltered and knows less about business and the world\nin general.”\nTelling arguments could be presented on both sides of the question of\noffering more independence to young women. Only in certain experimental\ncolleges have undergraduate women been placed entirely upon their own\nresponsibility for their comings and goings. Most parents prefer a rela¬\ntively protected environment for their daughters of college age. Young\nwomen of this age, however, are beginning to question seriously whether\ncollege should offer even as protected an environment as it now does.\nThis question of establishing independence is involved also in the second\nmajor problem of young women—that of entering a vocation, marrying, or\neffecting a combination of the two. One of the final steps towards estab¬\nlishing independence comes when a young woman takes one or both of these\nsteps. A young man preparing for a vocation expects to enter that vocation\nand remain in it, or in a related one, thruout most of his working years.\n\n"}
{"page": 101, "printed_page": null, "text": "95\n\nGeneral Sessions\n\nHe also expects to marry and to rear a family. He does not expect, however,\nthat marriage will interfere seriously with his vocation or that his vocation\nwill interfere with marriage.\nlargely an economic one.\n\nHis problem with regard to marriage is\n\nLet us consider, however, the problem of the\n\nyoung woman. Her education, both in high school and college, is for a dual\nrole—that of wage-earner and that of homemaker.\nWhat is our present situation?\n\nMany young women find themselves\n\nfrustrated in their attempts to find jobs, to marry, or to marry and work.\nThe same economic “ log-jam ” which makes it impossible for them to find\njobs also makes marriage a mirage which continually moves farther into\nthe distance.\n\nIf they could earn after marriage that would be one way of\n\nsolving the problem, but married women are not welcome in industry.\nWhere then may the young woman turn for security?\nOne of our greatest national problems is to restore to a large number of\ncitizens a feeling of the worthwhileness of life. Much as we may value our\nlabor-saving devices, our swift motor cars, our air-conditioned, stream¬\nlined trains we have learned that these inventions do not in and of them¬\nselves make life worth living.\n\nThe next decade must see advances in the\n\nrealm of human relationships comparable to those of the past decade in\nscientific invention.\n\nWomen have always been particularly interested in\n\nhuman relationships.\n\nMay we not look to this generation of young women\n\nto make distinct contributions in this important aspect of life if they are\ngiven the opportunity?\n\nIf, however, large numbers are denied the oppor¬\n\ntunity to develop their abilities will there not be a reaction of loss of con¬\nfidence in themselves which may have far-reaching effects not only upon\nthemselves and their associates but upon the coming generation ?\nIn our consideration of the problems of youth let us not forget that those\nof young women are both vital and immediate.\n\nWhat governmental pro¬\n\nvision for young women is there comparable to that of the CCC camps for\nyoung men ? Are the local communities making especial efforts to care for\nthe problems of this group?\nthat this is the situation.\n\nMy observation does not lead me to believe\n\nThe FERA aid to students is offered on equal\n\nterms to young men and young women.\n\nThere has not been, however,\n\nadequate provision either by the community or by the government for the\ngroup of young women between the ages of sixteen and twenty-five who\nwould normally be employed.\n\nPerhaps the plans of the National Youth\n\nAdministration will include them.\n\nMay we not in our own communities\n\nendeavor to give more consideration to the problems of girls and young\nwomen ?\n\n4\n\n"}
{"page": 102, "printed_page": null, "text": "96\n\nNational Education Association\n\nForum—Needs of Youth\nTHE YOUTH PROBLEM FROM THE POINT OF VIEW OF\nTHE CHILDREN’S BUREAU\nBEATRICE McCONNELL, director, industrial division, children’s\nBUREAU, U. S. DEPARTMENT OF LABOR, WASHINGTON, D. C.\n\nWe are facing today in the United States not a youth movement, not even\na youth problem as it is known in other countries, but a great host of young\npeople confronted with most perplexing and seemingly insoluble problems.\nIn the post-war period in many of the European countries there grew up\nwhat we have come to know as a youth movement—the almost spontaneous\nuprising of youth against the bitterness, the sordid materialism, and the lack\nof opportunity in the after-the-war period into which they were flung.\n\nIn\n\nthis country the more gradual development of the issue was precipitated\nsuddenly into a major problem by the economic disaster of 1929.\nIf we have ever had any doubt as to the power and the importance of\nyouth as a determining factor in society we have only to analyze the happen¬\nings of the past few years in European countries where the whole trend of\neconomic and political philosophy has been changed in the post-war years.\nIn Russia, the outstanding exponent of a socialist republic where one of\nthe most interesting economic and political experiments in the world is\nbeing carried on today, the backbone of the movement is young people, the\nplan is imbued with the philosophy and the enthusiasm of youth and even\nmore significant is the fact that the plan is consciously developed to give\npreference to youth rather than to those of more mature years.\n\nCareful\n\nobservers in Germany and Italy have remarked on the way in which the\nclass-consciousness of youth, if we may paraphrase it thus, has been utilized\nin the present political development in those countries.\n\nIf “ coming events\n\ncast their shadows before ” the presentday situation thruout the world as it\nrelates to youth presents a warning as well as a challenge.\nThe approach of the Children’s Bureau to the problems that are facing\nthe youth of our land today is the same approach it has made always to any\nproblem affecting children and young people—an approach which recog¬\nnizes that a satisfactory and constructive solution can come only thru the\nconsideration of all factors that make for the well-being of the individual\nand of the group. The welfare of children or the welfare of young people\nis not a thing apart from the physical and mental well-being of the indi¬\nvidual or of the group.\n\nThe environmental influences which are involved\n\nin a normal happy home life rooted in economic security, and a satisfactory\nand constructive adjustment to life in which the educational, employment,\nand recreational needs of youth are recognized and met must be considered\nand coordinated in an all-round approach to the perplexing problems of our\nyoung people today.\nWe have in the United States more than sixteen million young people\nbetween the ages of fourteen and twenty-one.\n\nAccording to the United\n\n"}
{"page": 103, "printed_page": null, "text": "97\n\nGeneral Sessions\n\nStates Census for 1930, of this group nearly six million (5,853,040) had\nleft full-time school for employment; more than eight million (8,283,019)\nwere in school, a little less than a million (808,808) of whom were em¬\nployed outside school hours; nearly three million (2,829,680) were neither\nat school nor at work.\n\nIt was estimated by the FERA that in 1934 more\n\nthan a million and a half young people between sixteen and twenty-one years\nof age were in families on relief. Other data made available by the FERA\nshow that in October 1934 there were on the relief rolls approximately\n300,000 persons who had never had a job and that 90 percent of those were\nbetween the ages of sixteen and twenty-five.\n\nIn other words, for the young\n\nthe unemployment problem is intensified.\nThere can be no question as to the seriousness of the situation, neither\ncan there be any question as to the great concern which is being manifested\nby all groups which have any responsibility for or which come in contact with\nthe youth of our country.\n\nIt is one of the main subjects for discussion\n\nat the International Labor Conference which is now in session in Geneva.\nThat it is recognized as a matter of major importance by educational leaders\nis demonstrated by the fact that it has been given a prominent place in your\ndeliberations at this seventy-third annual meeting of the National Education\nAssociation.\n\nThis is as it should be, for it is to the schools that the chal¬\n\nlenge comes to provide the type of educational opportunity that meets the\nneeds and the desires of these young people in this changing world.\n\nThe\n\nproblems of youth today, complicated as they are by the lack of normal out¬\nlets for employment and self-expression, constitute a challenge that calls\nfor the best efforts of our educational leaders.\nHow are we to meet this problem of more than sixteen million young\npeople who find themselves in a state of society in which the opportunity for\nnormal adjustment to the responsibilities of life are denied them? One thing\nthat I believe we should keep in mind in creating any program for youth is\nthat it shall not serve to set youth as a class apart. As a stage of develop¬\nment youth may be considered a unit; from every other point of view the\nyoung of our land form a cross-section, in aptitudes and interests, in edu¬\ncational achievements, and in economic and social backgrounds.\n\nNo single\n\nprogram can meet the needs of all young people but let us at least bend our\nenergies to the provision of a general program which meets, so far as possible,\nthe individual problems. This means the enlistment of every group interested\nin young people and the utilization of every community resource.\n\nThe\n\nenergies and capacities of youth should be made a vital part of the program\nbut the stabilizing influence of the experience of the more mature should\nnot be lost sight of.\nWhat will the program be that meets these criteria ? The needs of these\nyoung people fall roughly into three categories—education, work, and recrea¬\ntion. For some time a group of government agencies whose programs directly\nrelate to the welfare of young people—the Office of Education, the Depart¬\nment of Labor, and the FERA—have been working toward a unified pro¬\ngram.\n\nIn March the Secretary of Labor, in response to a request from\n\n"}
{"page": 104, "printed_page": null, "text": "98\n\nNational Education Association\n\nSenator Walsh of Massachusetts, submitted to the Senate certain informa¬\ntion regarding unemployed young people, including a proposal for a plan\nfor at least a beginning in the direction of a unified approach.\n\nThe plan\n\ntook as a basic premise, first, that so far as possible all children under eighteen\nwere to be kept in school and, second, that public works funds would be\nmade available for works projects for young people between the ages of\neighteen and twenty-four.\nBriefly, the plan provided for:\n1. An advisory committee on junior employment and emergency education to\ngive advisory services in the development of policies and methods of handling\nprojects for young people and to coordinate the various activities thruout the\ncountry—this committee to include representatives from the Office of Education,\nWork Relief Administration, U. S. Employment Service, Emergency Conservation\nWork, Extension Service of the Department of Agriculture, U. S. Civil Service\nCommission, Children’s Bureau, and such other agencies concerned with young\npersons as might be designated.\n2. A coordinated work and training program which would provide actual work\nexperience combined with education and recreation for young people in their own\ncommunities. This program was intended for the group eighteen to twenty years\nand such other persons under twenty-five years of age as would not be eligible for\nemployment on adult emergency works projects. In addition, it was recommended\nthat some experimentation be done in work camps for young men eighteen to\ntwenty-four; that increased enrolment in CCC camps be provided for; that junior\nreferral services be established in connection with the U. S. Employment Service\nin communities where junior works programs were set up; the strengthening of the\nFederal Committee on Apprentice Training, and financial assistance thru emergency\nrelief projects for college students and persons enrolled in adult education classes.\n3. It was recommended that a scholarship program for sixteen- and seventeenyear-old boys and girls be established which would make possible their continued\nschool attendance.\n\nTo finance this program it was recommended that $96,000,000 be set\naside from the emergency works funds—a little over $85,000,000 to go to\nthe junior works and emergency education division; $2,500,000 to establish\nthe junior referral service in the U. S. Employment Service; and a little\nover $8,000,000 for scholarships for the sixteen- and seventeen-year-old boys\nand girls.\nThe youth of today are the citizens of tomorrow.\n\nIt behooves us to re¬\n\nmember that the social philosophy engendered in the minds and souls of our\nyoung people in the trying times thru which we are now passing will be the\nsocial philosophy of our country tomorrow.\n\nI am confident that we will\n\nmeet this most vital issue with intelligence and understanding and that\nwhatever the approach or whatever the responsibility of our different groups\nmay be, our aims and our purposes are one—to provide for these young\npeople who are floundering in the morass of worldwide economic disaster\nand unemployment a program which will give them the opportunity to\nadjust themselves to this changing world and to become useful creative\ncitizens.\n\n"}
{"page": 105, "printed_page": null, "text": "General Sessions\n\n99\n\nForum—Needs of Youth\n\nPROBLEMS OF YOUTH AS SEEN IN THE CIVILIAN\nCONSERVATION CORPS CAMPS\nC. S. MARSH, ASSOCIATE DIRECTOR, AMERICAN COUNCIL ON EDUCATION,\nWASHINGTON, D. C.\n\nIn the expanded Civilian Conservation Corps, to number 600,000 this\nsummer, there will be approximately half a million young men eighteen to\ntwenty-eight years old, and an additional hundred thousand, approximately,\nof veterans and other older men. The median age of the younger enrollees\nis twenty years; their median number of years of previous schooling is eight\nyears. These are the figures on the present quarter of a million juniors, in the\nage group eighteen to twenty-five years, inclusive. The men work five days\na week, eight hours a day, and their monthly pay is $30, of which $25 is\nsent home to dependents.\nThe subject assigned to me is “ The Problems of Youth as Seen in the\nCCC.” I shall paraphrase that into “ Some Problems of Youth Which the\nCCC is Helping to Relieve.” Obviously the problems are many and\ndiverse. I shall discuss only three: The problem of work, the problem\nof comradeship, and the problem of self-development.\nYou and I of my generation could always find a job. We had the mental\ntonic of a pay envelope. These men have been idle. In their quest for jobs\nthey have experienced the pervasive negative. A chance to work, at any pay,\nhas been denied. Discouragement has given way to bewilderment, and be¬\nwilderment to despair. In the CCC camps youth finds work, for the most\npart body-building work in the out-of-doors, under technically trained\nforemen, and on projects that provide something to show for the day’s work.\nThe psychic rewards of work, to say nothing of pay in money, are helpful to\nenrollees. Here is what one of them writes on the subject:\nA new confidence has entered my being. The CCC has given me the power and\nconfidence of creating things with my own hands. It has helped me create some¬\nthing that shall not only be admired by my generation, but for generations to come.\nThis I have done with my own hands; each time that I finish a piece of work I have\na feeling that must be akin to that of some famous musician as he receives the\nplaudits of his admiring audience, or some sculptor exhibiting a piece of work to\nhis patron.\n\nAnother enrollee writes:\nI was young, healthy, and with a certain amount of pride. I wanted work and\na chance to earn my way—not charity. I searched diligently and found neither.\nI became disgusted with the system and listening to the “ red ” soap-box orators, I\nnodded back in sullen agreement. I expected trouble and looked for it. . . .\nCamp life I found different than I expected. Discipline was light and the work\ninteresting. I found jovial companionship and work to occupy my time. I was\nback at my trade, training others and enjoying my work. My first pay day lessened\nyears of harassing tension.\n\n"}
{"page": 106, "printed_page": null, "text": "100\n\nNational Education Association\n\nHere then in the CCC, half a million young men will find relief from\nidleness, enter into what has always been the heritage of American youth,\nviz., a chance to do a day’s work for pay.\nNow consider the problem of comradeship. Most men are gregarious;\nthey seek companionship. A camp of two hundred enrollees gives to a young\nman valuable experience in cooperative living with others. The individual\nmay have as his camp companions men from his own home town or county,\nor he may be thrown in with others from wholly different origins. In all\nthe camps you will find right now baseball teams well equipped; in some you\nwill find tennis and basketball courts; you will hear not only orchestras\nand glee clubs, but a considerable volume of what men call “ harmonizing ”\nwhen they lean their heads together and, for instance, give lyrical tribute\nto the present glories of “ Sweet Adeline,” or the past excellences of the\n“ Old Gray Mare.” A singing camp is apt to be a good camp.\nYouth needs comradeship. These youth who have been denied so much\nneed it all the more. The CCC camps provide it on a level above what many\nof them could get in their home communities, for it is a comradeship not\ngrowing out of enforced idleness.\nUndoubtedly this camp experience in orderly living is saving many of\nthese youth from crime. For crime is surprisingly youthful. Do you re¬\nmember that of the 343,582 arrests studied by the Federal Bureau of Investi¬\ngation for the calendar year 1934, 37.5 percent were under twenty-five years\nof age, and 55.7 percent were under thirty years of age? The largest age\ngroup was the nineteen-year-old; next in order of size came twenty-two\nyears, then twenty-one years, twenty-three, twenty-four, eighteen, and\ntwenty.\nThe paternal comradeship of the camp officers, the camp physician, and\nthe camp superintendent and his foremen, the wholly informal comradeship\nof the camp educational adviser and other camp teachers, the presence and\ninfluence of the camp library, the morale building power of inter-camp\nathletic competition, the monthly issuance of the camp newspaper—all of\nthese give a qualitative value to camp life that is much more than mere living\ntogether of two hundred men.\nHere is part of a letter from an enrollee:\n... At first, we had depended on the little we had in reserve to tide us over, but\nit soon dwindled to the vanishing point. Then came lean days; I sat around doing\nnothing. A haggard, baffled look came into my father’s face. A breaking up of the\nfamily was imminent; I could see that. Still I could find no work. I had about\ngiven up hope; my morale was very low . . . then the announcement of the\nformation of a Civilian Conservation Corps!\nThen the revelation. Here were young men who had formerly worked in\noffices, in factories; boys who had studied at school desks, all transported to a\nstrange place and set down there to live together. All of us in an organization that\nhad no precedent or traditions. I marveled at their cheerfulness, for I knew that\nadverse conditions also existed at their homes. At first, I was puzzled how they\nmanaged to bear up, but it seemed that they accepted the situation cheerfully. I\nsuddenly realized that here were men who could stand up and take it—on the chin\nif necessary. Their spirit was contagious. I resolved to be like them.\n\n"}
{"page": 107, "printed_page": null, "text": "General Sessions\n\n101\n\nI began to develop a new point of view. It became apparent that there existed\nsuch things as honesty, truthfulness, fair play, and respect for the other fellow’s\nfeelings. I found myself beginning to be broad-minded, tolerant, able to make\nallowances for the weakness and faults of others.\n\nThe unofficial, but none the less meaningful, motto of the CCC is, “ We\nCan Take It.” An organization that today lifts a quarter of a million young\nmen from defeat, bewilderment, and despair, provides them with work,\nfood, clothes, and living conditions that stimulate the natural buoyancy of\nyouth, that gives every man a buddy—such an organization is a potent agent\nfor the solution of the problems of youth.\nThe third problem—self-development. Shall these men in camps for\neighteen months be given opportunity to appraise their abilities, to cultivate\nvocational skills, to increase their knowledge of the world in which they\nlive, to learn better use of leisure time? To these questions the United States\ngovernment answers a positive yes.\nAn educational program is now being carried on in the camps. The United\nStates Office of Education selects and appoints a man for each camp, who is\ncalled the camp educational adviser, and who, living in camp, organizes and\nconducts an educational program with the approval of the camp commander.\nParticipation of enrollees in the educational program is voluntary. Be it\nsaid to their credit, however, that approximately 77 percent are participating,\nare making a sustained effort at self-improvement.\nH ow much schooling have these men had? It we were to line up 100\nenrollees as a statistical sampling of the entire corps, we should find that\nthe first 25 had attended elementary school but had not graduated, the next\n24 would have graduated from elementary school but gone no further. That\naccounts for 49 out of the 100 who would not have gone beyond elementary\nschool. The next 32 would have attended high school, and the next 15 would\nhave graduated from high school; in other words, 47 out of the 100 would\nhave received instruction at the secondary-school level. We have now\naccounted for 96. Three of the remaining four would have attended college,\nbut would not have graduated. That accounts for 99; and now we must\ndeal in fractions. Six-tenths of a man would have had no schooling at all,\nand four-tenths would be a college graduate. So, you see, half of the en¬\nrollees have been in high school. Now after a lapse of several years, thou¬\nsands of them want more training.\nWhat are we trying to do for the enrollees? The aims of the CCC educa¬\ntional program as set up by a committee of staff members of the Office of\nEducation, selected by Commissioner Zook in the late autumn of 1933, are\nthese:\n1. To develop in each man his powers of self-expression, self-entertainment, and\nself-culture.\n2. To develop pride and satisfaction in cooperative endeavor.\n3. To develop as far as practicable an understanding of the prevailing social\nand economic conditions to the end that each man may cooperate intelligently in\nimproving these conditions.\n4. To preserve and strengthen good habits of health and of mental development.\n\n"}
{"page": 108, "printed_page": null, "text": "102\n\nNational Education Association\n\n5. By such vocational training as is feasible, but particularly, by vocational\ncounseling and adjustment activities, to assist each man better to meet his employ¬\nment problems when he leaves camp.\n6. To develop an appreciation of nature and of country life.\n\nParticipation of enrollees is wholly voluntary, and the educational pro¬\ngram in any camp is based on the interests and needs of the enrollees in that\ncamp. The study interests of enrollees converge mainly around these three\npoints; vocational subjects, academic subjects, and hobbycrafts or leisure¬\ntime activities. Latest reports show that 160,000 men are enrolled in 26,000\ncourses taught by 16,000 persons.\nBut the whole concept of the Civilian Conservation Corps should be\nmodified in order better to meet the problems of youth. The CCC should be\nregarded as a part of the American educational structure. As matters now\nstand, the primary emphases are just work and relief: work in conserving\nour natural resources; financial relief to the enrollees and to their dependents\nat home who receive twenty-five of each thirty dollars monthly pay. The\neducational program lacks money, adequate camp schoolhouses, and suffi¬\ncient lighting. What do we really want to conserve? Forests and parks\nand land? Yes. The morale of families in need? Yes. The physical\nhardihood and the courage of young American manhood? Yes, all of that.\nBut in this democracy we must also conserve and develop the minds of\nyoung men. The Civilian Conservation Corps should have as its primary\nobject the conservation of young American manhood, with the conservation\nof forests, parks, and land a means to that end, and with financial relief\nto families of enrollees an important tho incidental, and, we trust, diminish¬\ning feature. These enrollees while in camp for eighteen months should have\ntheir full chance to obtain vocational counsel and training, some knowledge\nof the world in which they live, some acquaintance with the means for self¬\nentertainment and self-culture.\n\nForum—Needs of Youth\n\nTHE NEEDS OF YOUTH AS SEEN BY THE OFFICE\nOF EDUCATION\nFRED J. KELLY, CHIEF, DIVISION OF HIGHER EDUCATION, UNITED STATES\nOFFICE OF EDUCATION, WASHINGTON, D. C.\n\nI shall confine my comments to just what the Committee on Youth Prob¬\nlems of the Office of Education has been set up to do and has so far\naccomplished.\nA little over a year ago the Office of Education, after consulting with\nvarious other governmental agencies concerned with youth problems, called\na conference in which about fifty of the wisest people in education, recrea¬\ntion and guidance, and employment in the country were called together\nto confer for two days with other government officials, including the Office\n\n"}
{"page": 109, "printed_page": null, "text": "General Sessions\n\n103\n\nof Education, about what the problem of youth really called for. As a result\nof that conference a committee in the Office of Education was set up to\ngather facts on two important questions, both of these bodies of facts ap¬\npearing to be needed in order that a program in the interests of youth might\nbe set up wisely in either community, state, or nation.\nThose two problems are these:\nFirst, what are the conditions actually confronting young people? We\nfound too little was actually known of the detailed facts on that question.\nWe know something, of course, about how many youth are unemployed\nbut we do not know anything about the relationship between the length\nof time they have been unemployed and the condition of their education,\nthe condition of their mental status, the condition of life, whether it has\nbeen rural or urban, and all those relationships which were necessary to\nestablish a program. Therefore, the Committee on Youth Problems was\nauthorized to set up a survey of youth problems, of youth questions, in\nsixty typical cities in the United States. Those facts have been about half\nassembled and it is encouraging to note that the very first obligation that\nis to be imposed upon the Federal Youth Administration is to make a survey\nsimilar to that, nationwide in its extent, in order that communities thruout\nthe nation may have a basis of fact upon which to establish the programs\nwhich it is hoped it will establish.\nIt is not possible to tell any of the facts that have been so far revealed,\nbut those facts will be published, we trust, by early fall.\nThe second problem, and it is the reverse of the first, is an account of\nthe various activities that communities are putting on thruout this country\nto relieve the condition of unemployed, out-of-school young people. We\nhave found by a canvass resulting from about 13,000 letters which we sent\nout, that about 5000 communities have put on one or another type of fairly\ninteresting projects or proposals for the amelioration of the conditions of\nyoung people. Those are rapidly being abstracted and we trust that by\nSeptember we shall have published in the Office of Education pamphlets\nthat will deal with the very interesting, and we hope suggestive, activities\nwhich communities are already carrying on. I think it is fair to say as\na representative of the federal government that no matter how much the\nfederal government may be willing to do as an emergency proposition,\nwe hope the school people, the recreation people, the guidance people, and\nthe employment people thruout this country will not be led to lean upon\nthe federal government for the development of a permanent program for\nthe relief of these conditions which are not essentially emergency. They\nare essentially permanent.\nWe have a new situation with respect to the need for guidance that will\nnot go as this emergency passes, a new situation with respect to the long\ntime lapsing between the time when youth quits school and the time he\ncan identify himself with permanent employment. Those conditions while\nemergency at present must be looked upon as more or less permanent and\nshould be solved from the standpoint of a community responsibility. And\n\n"}
{"page": 110, "printed_page": null, "text": "104\n\nNational Education Association\n\nin that we trust we can assist by these publications on what communities\nare already doing.\nLet me say this to you, there are communities in this country right now\nthat have not had a youth problem in the last five years. They have solved\nit from year to year by consciously and courageously taking hold of the\nsituation, as the problem has evolved, and they have kept the young people\nat work; they have kept them in activities that are educational and recrea¬\ntional, and that is what the community should be encouraged to do by\nwhatever temporary assistance it is necessary to get from the federal and\nstate resources. But it is a community problem. And this report of the\nCommittee on Youth Problems in the Office of Education we trust will\nbe of some assistance in that regard.\nWe in the Office of Education have had an intimate relationship with\nthe FERA thruout its educational program. May I say to you if it seems\nto you now, as it seems to us, that the President’s announcement of the\nFederal Youth Administration is very unsatisfactory and very incomplete,\nwill you bear in mind, as we try to bear in mind, it is just setting on foot\nan administration whose program can be modified from month to month,\nor even from year to year if necessary, so as to take into account the kind\nof things which the administration becomes conscious of as the urgent needs\nof young people, as they evolve from month to month. Do not assume that\nthe Federal Youth Administration as at present set up must remain in¬\ndefinitely as pictured in the present relations.\n\nForum—Needs of Youth\n\nPROBLEMS OF YOUTH—WHAT DOES YOUTH\nMOST NEED?\nGOODWIN WATSON, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nWhat is it that youth most needs? What are the outstanding demands\nupon education in relation to the conservation of youth?\nYouth has a right to ask of us: some perspective in the midst of the be¬\nwildering confusion of problems; some ability to see the great truths among\nall the scattered little “ factlets ” which surround us; some ability to recog¬\nnize that they have not been troubled only by problems of health,, and\nproblems of home life, and problems of initiative or problems of emotional\nadjustment, but that many of those problems go back to one underlying\ngreat problem. The mortality curve has turned up for the first time in the\nlifetime of most of the youth of today because of the economic breakdown.\nPersonal emotional security is hard to find in a world that offers no eco¬\nnomic security.\nDr. Stratton has already suggested how failure to solve economic prob¬\nlems has complicated the adjustment in home life. Mr. Bush suggested\n\n"}
{"page": 111, "printed_page": null, "text": "General Sessions\n\n105\n\nways in which initiative is stifled, repressed by the very society that gives\nit verbal devotion.\nAmong all the little ups and downs of business cycles, periods of pros¬\nperity and depression, there is one grand trend—the long, slow development\nof an industrial civilization, rising, leveling off, and turning down. A re¬\nview of every commodity that one could study from 1870 down to 1928\nindicates that in 90 percent of the cases there has been a slower and slower\nrate of growth with each decade. The gap between what we might produce\nand what we are producing has increased thruout the lifetime of all these\nyoung people and their parents. Less and less chance is open to them. The\ncollege graduate was in kindergarten when this country reached its maxi¬\nmum employment.\nThe old economic system, half paralyzed, will never offer to youth any\nsatisfactory job or any security upon which the plans of life can be built,\nwhether those plans be thought of in economic terms or in terms of the\ncultural and spiritual values which rest necessarily upon an economic\nfoundation.\nWhat does youth most need? In addition to this perspective, this unifi¬\ncation of their problem so that they can attack it, they need to know how\nmuch they are needed. This generation has invented “ busy work ” to\ndistract youth out on the side-lines while the game is being fought on the\ncenter field. Youth is shunted off into classrooms or into games to get\nthem as far from the center of the political and economic conflict, which\nalone will determine the outcome of youth’s existence. We do not have\nenough food to give 90 percent of our people a liberal standard of diet.\nWe do not have enough homes. We need 15,000,000 modern homes,\nwhich youth must design and erect. We do not have more than a\nquarter of the teachers who might serve the children, youth, and adults\nof our nation. We need more nurses, more dentists, more recreational\nleaders—above all we need pioneers in every aspect of research, and new\ncreators in every field of art.\nYouth is needed. Work is waiting to be done. Not some day but now.\nThe resources are here. The needs are here. Youth must find the relation¬\nship between them. Youth must share in the process of planning as well\nas doing these things. We are pushing them about in educational perambu¬\nlators and feeding them like bottle babies on a federal dole. We have\nshown a willingness to let them do anything except what they most want—\nto do things for themselves. In relation to these pressing, crying needs of\nour society, youth wants to win its own spurs. Youth is thru its period of\nswaddling clothes. We have the most overprotected generation of ado¬\nlescents in the history of mankind. One more thing youth must have\nif its resources are to be made use of on the highest level. Youth needs\nsomething to live for. Youth needs hope that can nurture life—not the\neasy hope of the speculator who hopes that somehow things will turn out\nwell, or the blind hope of the business man who trusts that perhaps the next\nelection will see prosperity around the corner—but a realistic hope that\ncan search out “ a new way from all the blind impulses ” of our American\n\n"}
{"page": 112, "printed_page": null, "text": "106\n\nNational Education Association\n\nlife; a great enough purpose to override the whims of a moment, to calm\nthe excitement of passion, to withstand malicious and ignorant misinterpre¬\ntations, to justify daring and the laying down of a life. This is conservation\nof youth.\nPanel Jury Discussion Group\n\nACADEMIC FREEDOM\nMRS.\n\nF.\n\nBLANCHE PREBLE, TEACHER, VAN VLISSINGEN SCHOOL,\n'\n\nCHICAGO, ILL.,\n\nLeader\n\nParticipants:\n\nHobart M. Corning, Superintendent of Schools, Colorado Springs,\nColo.\nArvie Eldred, Executive Secretary, New York State Teachers Asso¬\nciation, Albany, N. Y.\nGeorge W. Frasier, President, Colorado State College of Education,\nGreeley, Colo.\nArnold E. Joyal, Assistant Professor of Education, University of\nDenver, Denver, Colo.\nJohn R. Nichols, Executive Dean, Southern Branch, University of\nIdaho, Pocatello, Idaho\nM. R. Owens, High School Supervisor, State Department of Educa¬\ntion, Little Rock, Ark.\nEmily Tarbell, Vocational High School, Syracuse, N. Y.; Eastern\nRegional Director, N. E. A. Department of Classroom Teachers\nMrs. Preble opened the meeting with the statement that academic free¬\ndom is one of the most important topics of the present day. In earlier days\nof civilization those persons not conforming were physically mistreated by\nbeing burned alive or impaled on pointed stakes. Now “ we are too civilized\nfor such crude behavior. We merely denounce them in screaming headlines\nof the press, rail at them in public meetings, slander and traduce them to\ntheir friends and neighbors, and deny to them their rights and privileges as\ncitizens and fellow members of our human society. We are satisfied, if we\ncan, to deprive them of their means of livelihood, reducing them to want\nand despair. We are humane folk. We do not crucify the body; we merely\nscarify, maim, and starve the soul.”\nMr. Corning discussed the nature and social function of academic free¬\ndom. He held that society is not interested in solutions proposed by any\nsmall class of individuals. “ The solutions,” he said, “ will come thru the\nthinking of all classes.” He said further, “ If there be logic in these aspects\nof academic freedom, then it is our duty to society as well as our privilege\nas teachers to teach truth where the truth is known and to teach all phases\nof issues which are controversial. To go farther than this, to teach a solution\nto controversial problems would be an attempt to predetermine beliefs and\nto deny the youthful learner the very right to academic freedom which we\nclaim for ourselves. It is our evident responsibility to convince society that\n\n"}
{"page": 113, "printed_page": null, "text": "General Sessions\n\n107\n\nsociety above all things else needs a higher level of social intelligence, and\n\nthat we thru preparation, thru open-mindedness, and thru our willingness\nand ability to apply scientific methods, are equipped to present to the youth\nin our schools those facts, a consideration of which wfill assist in bringing\nabout increased social intelligence. This is no small task, and if accomplished\nit will be an achievement of significant social importance. Academic free¬\ndom, thus conceived, is social insurance.”\nMr. Joyal then presented a brief statement on the history of academic\nfreedom. He gave the early Greeks credit for “ being the originators of\nliberty in thought and discussion.” He cited the cases of Socrates and\nPlato. In his Apology of Socrates Plato made two points of importance\ntoday. First, he maintained that the individual should refute at any cost\nevery attempt to be coerced into any course his own mind condemns as\nwrong. Second, he insisted on the value of free discussion. Mr. Joyal stated\nthat the right of free speech died out with the development of the strong\nChristian church and cited the case of Galileo.\nMr. Frasier talked briefly on the forces opposed to academic freedom.\nHe stated that while such organizations as the American Legion and the\nDaughters of the American Revolution were thought by some to be opposed\nto academic freedom, he had found the local groups in his community to\nbe “ excellent ” in their attitude. He maintained that if there is any lack\nof academic freedom it goes right down to the schools themselves. He cited\nparticularly the administration of the schools by boards of education and\nboards of trustees. He felt that if the college president and the superin¬\ntendent of schools were willing to fight for academic freedom on the part\nof teachers they could secure it. He concluded by stating that “ the real\nenemy of academic freedom in America is the inertia of the classroom\nteachers. . . . Not only should the teacher take the responsibility for what\nhe expresses to the student, but the principal and superintendent should\nback the teacher against opponents.”\nMiss Tarbell spoke on the present status of academic freedom in the\nUnited States. She defined academic freedom as the right of the student\nto learn and the right of the teacher both to teach unhampered in the class¬\nroom and to enjoy the same rights accorded other citizens outside the\nclassroom. She told of a survey that had been conducted by the Department\nof Classroom Teachers. Wide variance was found among the states and\nthe amount of freedom accorded teachers. She stated that for three years\nthe Department of Classroom Teachers had been conducting a campaign\nof education along the line of academic freedom; that in some cases where\ndismissals had been investigated, friendly adjustments had been secured;\nand that the Department has also affiliated with the Joint Council on\nAcademic Freedom, a group of national organizations at work upon the\nproblem of academic freedom.\nLimitations on academic freedom were discussed by Mr. Owens. He felt\nthat in our democracy public school teachers should accept such democracy\nas the form in the United States. He felt that the schoolboard in most cases\nwas fairly representative of the citizens of the community, that if restric-\n\n"}
{"page": 114, "printed_page": null, "text": "108\n\nNational Education Association\n\ntions were imposed by boards of education this indicates that there are\npowerful groups in the community who would control or restrict academic\nfreedom. He felt that relatively few classroom teachers are competent to\nspeak on social problems. He did not consider this an unfair criticism of\nteachers because he felt no one knows the answer to presentday problems.\nHe did not think indoctrination was a function of the schools but that\ncontroversial issues should be brought into the schools and discussed from\nevery point of view.\nMr. Eldred spoke on the relation of academic freedom and tenure. He\nfelt that teachers should have the right to present Communism, Fascism,\nand anything else in the schools, but that they must “ suffer the consequences\nif an opinion is expressed as a matter of truth.” He felt that teachers\nshould have academic freedom guaranteed thru tenure but that teachers\nshould carefully remain within their rights.\nAir. Nichols presented a number of recent cases of violation of academic\nfreedom. He particularly resented the fact that everyone who believes\nin academic freedom is labeled Communist.\nThe above remarks were continued and expanded in the discussion that\nfollowed. Mrs. Preble asked Mr. Frasier whether the N. E. A. should set\nup its own machinery, or whether it should join with other groups, perhaps,\nin a joint council? He replied: “ I think the greatest hope is for all the\nassociations to join together in a joint council.”\nThe meeting concluded with the discussion of tenure laws and Mrs.\nPreble was of the opinion that efficient laws properly enforced would make\nit possible to get rid of inefficient teachers.\n\nPanel Jury Discussion Group\n\nTHE ECONOMIC STATUS OF THE TEACHER\nB. R.\n\nBUCKINGHAM, DIRECTING EDITOR OF\n\nELEMENTARY-SCHOOL\n\nBOOKS,\n\nGINN AND COMPANY, BOSTON, MASS.; AND CHAIRMAN, N. E. A. COM¬\nMITTEE ON THE ECONOMIC STATUS OF THE TEACHER, Leader\n\nParticipants:\n\nCornelia S. Adair, Principal, Franklin School, Richmond, Virginia;\nand past president, National Education Association\nFlorence Barnard, Brookline, Alassachusetts\nHelen Bradley, President, Cincinnati Teachers Association, Cincin¬\nnati, Ohio\nSara C. Ewing, Arsenal Technical High School, Indianapolis, Indiana\nA. D. H. Kaplan, Professor, Economics, University of Denver,\nDenver, Colorado\nW. B. Mooney, Executive Secretary, Colorado Education Association,\nDenver, Colorado\nJ. W. Smith, President, Utah Educational Association, Salt Lake City,\nUtah\n\n"}
{"page": 115, "printed_page": null, "text": "General Sessions\n\n109\n\nChairman Buckingham opened the meeting with a discussion of the im¬\nportance of the economic status of the teacher, not only to the teaching\nprofession but to the public at large. The economic status of any body of\nworkers essential to society cannot be a matter of indifference to citizens.\nThe economic status of the teacher is inextricably bound up with such\nquestions as salary schedules, tenure plans, retirement systems, sabbatical\nleave, social status, and money management, according to Miss Aiken.\nAccording to Miss Ewing, salaries paid to teachers today are not only\na true measure of the financial status and local opportunities of the teacher,\nbut they are the measure of the real estimate in which teachers are held\nin any community. The teachers’ experiences of the last few years are a\ntragic commentary upon their lack of any great social power.\nShe felt that teachers will not have the remotest share in building a new\nsocial order unless they destroy their personal remoteness and indifference\nas to the community in which they live. The social position of teachers is,\nto a large degree, dependent upon the social position of the superintendent.\nThe economic position of teachers is better in communities where the\nsuperintendent is a social rather than a political leader.\nMiss Adair also discussed this point briefly. She felt that teachers who\nare economically secure were better teachers and that this point should\nbe brought home to the public. If teaching is not adequately remunerative\nit will be impossible to recruit the best persons for the profession.\nMr. Mooney discussed pension systems. From the standpoint of the\npublic, pension systems for teachers have but one purpose, and that purpose\nis to insure the greatest possible efficiency on the part of the entire teaching\nstaff. Thru an adequate retirement system the public can insure its children\nagainst poor teaching which may arise because of the decreased efficiency\nof the teacher due to age, physical or mental disability.\nThe teacher should assume some responsibility in building up protection\nagainst old age or loss of income thru illness. The teacher retirement plan\nwhich is best suited to all concerned is the one in which the state is the\nunit and to which the state and the teacher contribute about equally on a\nmonthly or a semi-monthly basis. The plan should be actuarialy sound and\nmanaged by a state board representing the teachers and the public.\nMrs. Barnard stated that gathering control of managing personal finances\nis the first step toward improving the economic status of the teacher. Bud¬\ngeting has been called quite a complicated practise, but it is now so simpli¬\nfied that it can be understood by children. The simple principles in money\nmanagement should be taught to all the boys and girls in school today.\nIt is sound common sense to live within one’s income and to distribute that\nincome proportionately.\nThe challenging question before the profession is how to improve the\neconomic status of teachers. The permanent solution will depend upon\nthe proper cooperative efforts and understanding between those engaged\nin the school systems, and the public groups who give the schools financial\nsupport and who send their children to the schools to be taught. Society\n\n"}
{"page": 116, "printed_page": null, "text": "110\n\nNational Education Association\n\nplaces a value upon the service of the schools, and it builds up attitudes\nwith respect to what it will pay for these services. There can be no question\nbut that the economic status of teachers depends upon these values. This\npoint was discussed by Mr. Kaplan and others.\nMr. Smith stated that the greatest factors for improving the economic\nstatus of teachers are the dynamic, constructive, and cooperative teachers\norganizations, local, state, and national.\nThese organizations should function on a high plane. They ought not\nto be narrow, self-centered, and selfish; but rather liberal, tolerant, sports¬\nmanlike, prudent, helpful; and withal, active, constructive, and forceful.\nMr. Buckingham told briefly of the study by the Committee on the\nEconomic Status of the Teacher of the National Education Association.\nThe report of this committee may be found on page 159.\n\nPanel Jury Discussion Group\n\nTHE TEACHER AS A CITIZEN\nHAROLD C. HAND, ASSISTANT PROFESSOR OF EDUCATION, STANFORD\nuniversity, calif.,\n\nLeader\n\nParticipants:\n\nC. Louise Boehringer, Director of Curriculum, State Department of\nEducation, Phoenix, Ariz.\nA. G. Crane, President, University of Wyoming, Laramie, Wyo.\nKate Frank, President, Department of Classroom Teachers of the\nOklahoma Education Association, Central High School, Musko¬\ngee, Okla.\nNeale D. Houghton, Professor of Political Science, University of\nArizona, Tucson, Ariz.\nDaisy Lord, Wilby High School, Waterbury, Conn.; President,\nN. E. A. Department of Classroom Teachers\nAndrew Love Neff, Professor of History and Political Science, Uni¬\nversity of Utah, Salt Lake City, Utah\nO. F. Patterson, Assistant State Superintendent of Public Instruction,\nSpringfield, Ill.\nCassie F. Roys, Principal, Walnut Hill School, Omaha, Nebr.\nMason A. Stratton, Principal, Brighton Avenue School, Atlantic City,\nN. J.\nThis panel was opened with a discussion by Chairman Hand. He pointed\nout that according to studies by Beale restrictions imposed upon the free¬\ndom of teachers may be classified roughly into four broad categories:\n1. The freedom of the teacher to bring his own views into the classroom.\n2. The freedom of teachers to criticize school policies, practises, and personnel.\n3. The freedom of teachers with regard to personal conduct.\n4. The freedom of teachers as citizens to discuss critical social and economic\nproblems.\n\n"}
{"page": 117, "printed_page": null, "text": "General Sessions\n\n111\n\nThis panel limited its discussion primarily to issues associated with re¬\nstrictions of freedom with reference to personal conduct and freedom with\nregard to civic privileges and duties. The chairman pointed out that four\nbasic assumptions should underlie the discussion. First, the American public\nschool is designed and supported to preserve and improve American de¬\nmocracy. Second, American democracy is undergoing a severe crisis. Third,\nit is possible to revitalize American democracy thru appropriate education.\nFourth, the inevitable alternative to appropriate education will be the de¬\nstruction of American democracy and its institutions.\nThe chairman placed before the panel a number of questions including\nthe following:\nWho restricts the freedom of the teacher? Why do our national, state,\nand local teachers associations almost entirely evade the question of freedom\nof teachers? Is the N. E. A. as organized, largely useless as a defense for\nteachers? Is it not true that journals of our national and state teachers\norganizations refuse to call attention to specific denials of freedom ? Should\nnot the N. E. A. provide local and other needed assistance to safeguard the\nfreedom of teachers? Is it not true that loyalty oath laws are written to\nkeep teachers from considering controversial issues? If the N. E. A. is\nsincere about democratic education can it continue to “ play ball ” with\nthe Hearst Press, the American Legion, and the D. A. R. ? Should not the\nN. E. A. join forces with other groups fighting for citizenship rights for\nteachers?\nMiss Boehringer opened the discussion by stating that teachers should\nhave close personal experience with the problems of citizenship. In response\nto a question from Mr. Hand as to whether teachers should demand their\nrights as citizens she agreed that they should thru their organizations and\ncontacts with the public.\nMiss Frank felt that many teachers do not exercise their rights as citizens\ndue to fear of loss of position, especially in states not having teacher tenure.\nMr. Hand asked what forces make tenure necessary. Mr. Crane stated\nthat this question appeared to be based on the assumption that teachers\ngenerally admit universal repressing influence. He asked how generally\nthis was true and stated that in over thirty years of teaching no such case\nhad come to his “ personal attention.” In response, Mr. Hand cited the\ncases of Shields, Stewart, Turner, and others.\nA member of the audience asked whether any teacher had ever been\nhindered from serving in public office. Mr. Stratton cited the situation in\nNew Jersey where teachers have been members of the legislature and of\nboards of education. He said that the New Jersey State Teachers Associa¬\ntion maintains a fund to protect teachers who have been unjustly removed\nfrom office or criticized.\nMr. Hand asked if this was not also a function of the N. E. A., to which\nMr. Stratton replied in the negative because he felt it was a state problem\nsince conditions vary in different states. Mr. Crane agreed.\n\n"}
{"page": 118, "printed_page": null, "text": "112\n\nNational Education Association\n\nM iss Lord expressed the idea that it would be sufficient for the national\norganization to assist only after local and state help fails. Mr. Hand replied\nthat most state organizations have not been willing to investigate these cases.\nMr. Stratton asked whether teachers should fight for protection against\nthe consequences any more than other citizens. Mr. Hand replied that teach¬\ners should begin to work against a system which makes slaves out of wageearners and that they should organize and be able to say, “ You can’t take\nour jobs away from us.”\nMr. Crane questioned Mr. Hand as to the field of citizenship activities\nin which he thought teachers should be primarily most active. The reply\nwas that they should participate in all fields but that economic problems\nwere of primary concern since all others must wait upon their solution. In\nresponse to Mr. Crane’s statement that he had never known a teacher to be\nrepressed who was militant for the welfare of boys and girls, Mr. Hand\ninquired if he would feel free to take the stump against the present economic\nsystem if he felt that the welfare of boys and girls was not being protected\nby it? Mr. Crane’s opinion was that when the teacher expresses opinions\ncontrary to public opinion he must be prepared to accept the consequences.\nHe did not think teachers should be exempt from the consequences or ask\nspecial privileges except within the field of education. In this connection he\nstressed the fact that teachers should be strongly organized.\nMiss Lord felt if teachers were to give their attention primarily to things\neducational, they should be allowed, for example, to be members of boards\nof education as they are in many communities.\nMr. Neff was optimistic with reference to the teacher, both as a teacher\nand as a citizen. The fact that the state has made education the first\nbusiness of the state, he felt, was a strong expression of appreciation on the\npart of the public to the profession.\nAt the suggestion of Mr. Crane the members of the audience were asked\nwhether they personally had ever felt restraint with regard to participation in\ncitizenship activities. Those having had such experiences were very much in\nthe minority.\nAt this point members of the audience entered into the discussion. Mr.\nMunro of Selma, Alabama, spoke in defense of the American Legion as a\nfriend of education and good citizenship, altho he did not claim that the\norganization was foolproof. He felt that teachers should respect public\nopinion.\nAnother member of the audience stated that most social science teachers\nare afraid of being labeled communistic. Asked by Miss Roys if he assumed\nthey were afraid to speak out, he replied that he knew they were. Miss Roys\ndisagreed and held that teachers were selfish in demanding their own right\nto speak out if they did not respect the rights of others.\nMiss Lord stated that teachers should exercise their rights as citizens.\nShe stated that in her city there was close cooperation between the American\nLegion and the local teachers association.\n\n"}
{"page": 119, "printed_page": null, "text": "113\n\nGeneral Sessions\n\nPanel Jury Discussion Group\n\nEDUCATION’S OLDEST CHALLENGE—CHARACTER\nA. L. THRELKELD, SUPERINTENDENT OF SCHOOLS, DENVER, COLO.,\n\nLeader\n\nParticipants :\n\nMilton Bennion, Dean, School of Education, University of Utah, Salt\nLake City, Utah\nEdythe Jeannette Brown, Principal, Kaley and Marquette Schools,\nSouth Bend, Ind.\nR. C. T. Jacobs, Principal, Richard Lagow School, Dallas, Texas.\nGeorge L. Maxwell, Associate Professor of Education, University of\nDenver, Denver, Colo.\nMrs. Lois Coffey Mossman, Associate Professor of Education, Teach¬\ners College, Columbia University, New York, N. Y.\nFaye Read, Lake View School, Pueblo, Colo.; Director Ex Officio,\nN. E. A., Department of Classroom Teachers\nCharles A. Rice, Superintendent of Schools, Portland, Ore.\nChairman Threlkeld opened the meeting by setting up the problem of\ncharacter education, in part, as follows:\nIt should be very clear that to give\n\nan individual power with no\n\nthat he will use that power constructively is a very dangerous thing.\n\nassurance\n\nPower may\n\nbe used toward any end. Whether good or bad results from it depends on how it\nis used. It is just this question of how power is to be used that character education\ndeals with. Unless education goes far enough to deal with this question, it does\nnot go far enough to reach fundamental values.\n*\n\nThe modern school program\nguidance\n\nof the\n\n*\n\n*\n\n*\n\nis one of actual experience in living under the\n\nbest thinking of which\n\npupil, teacher,\n\nparent,\n\nand community\n\nleaders, in general, are capable. While it is essential that we do not talk about\ncharacter education to the extent of causing it to defeat its own ends, it is time\nit were generally realized that character education has become the center of school\nlife.\n\nMr. Bennion stressed the necessity of closer cooperation between home and\nschool in the development of character. Character education is more than\na school project. It is a community project in which all agencies in the com¬\nmunity which are desirous of developing a better type of community life\nshould participate.\nM iss Brown stated that codes of ethics for good behavior and similar\ndevices are fundamental in a character education program. These codes\nshould be interpreted in specific situations by the individual so that certain\nbehavior patterns may become natural to him. Character is not built by\ncoercion. Habits are shaped by experiences.\nIn contrast with this point of view, Mrs. Mossman contended that “ ready¬\nmade ethics ” should not be handed out to children, but that group thinking\nand action should be allowed, and that children should develop codes of\ntheir own.\n\n"}
{"page": 120, "printed_page": null, "text": "114\n\nNational Education Association\n\nThe question of whether character education should be a separate formal\nsubject in the curriculum was discussed. Miss Read felt that it is better to\ntake advantage of every part of the curriculum for character education than\nto try to teach character as a separate subject. In every schoolroom pupils\nare forming habits and building character.\nIn his discussion of the same problem, Mr. Jacobs agreed with Miss Read\nthat character education should be a vital part of all education, but he stated\nthat there should also be a place in the curriculum for character education\nas a formal subject. The question was raised as to whether there should\nbe any formal character education beyond the eighth grade. It was the\nopinion of the panel that it should not extend beyond this point. It was also\nemphasized in connection with grading character traits that too much em¬\nphasis was placed on grading in schools.\nThe causes of character were discussed by Mr. Maxwell. Their deter¬\nmination was characterized as the foremost problem of character education.\nHe was of the opinion that most schools are patterned on the dictatorial\ntype of society and that they tend to develop those causes of character that\nare more appropriate to the dictatorial than to the democratic system, also\nthat there are certain inescapable limits to the public schools of such nature\nthat they cannot adequately accomplish the task of educating for character\nin American democracy.\nMr. Rice stated that probably the greatest problem in character educa¬\ntion is to “ offset the influence and counter training of those who tear down\nwhat the schools and other agencies try to do. It is an anomaly that two\ngroups of adults should work at counter purposes—one group striving to\nstrengthen the child’s will and desire to do right, and the other group, for\nprofit, striving to inculcate habits that lead, sooner or later, to delinquency.\nThose in this latter group write the books, stage the movies, and set the\nstyles in clothes in which our young people become interested and which lead\nto wrong habits of action and which destroy the will and initiative to do\nright.”\nIn summarizing the discussion the following points were brought out by\nMr. Threlkeld:\n1. Character education is a cooperative enterprise.\n2. It is more important to integrate character education with the school\nprogram than to teach it as a formal subject.\n3. Permit children to work out a code of ethics for themselves. It will\nmean more to them than to be handed out a ready-made code.\n4. There are no absolute standards of character.\n5. The school’s responsibility for character education is rapidly increasing.\n\n"}
{"page": 121, "printed_page": null, "text": "115\n\nGeneral Sessions\n\nPajiel Jury Discussion Group\n\nCREDIT UNIONS\nC. R. ORCHARD, DIRECTOR, CREDIT UNION SECTION, FARM CREDIT\nADMINISTRATION, WASHINGTON, D. C.,\n\nLeader\n\nParticipants:\n\nPaul Connor, Associate Professor of Economics, University of Denver,\nDenver, Colo.\nA. S. Dodd, Director, Denver and Salt Lake Railway, Denver, Colo.\nF. Y. Fox, President, Latter Day Saints Business College, Salt Lake\nCity, Utah\nMrs. Georgia B. Parsons, Melrose Avenue School, Los Angeles, Calif.;\nPresident, National League of Teachers Associations\nL. A. Pinkney, Business Manager, Teachers Credit Union, Kansas\nCity, Mo.\nThomas A. Walton, Secretary-Treasurer, San Diego Teachers Credit\nUnion, San Diego, Calif.\nJ. D. Williams, Principal, Avondale School, Birmingham, Ala.\nThis panel was opened by the chairman, Mr. Orchard, who described the\ntheory of credit unions. Credit unions may now be organized in any state\nor territory. Forty-one states have credit union laws, and a federal credit\nunion law was passed in 1934. The credit union makes it possible for many\nto save conveniently, safely, and in small sums. Savings may be made at the\nconvenience of the member at regular intervals. The money thus saved is\nloaned to members at a reasonable rate of interest.\nEmphasis was placed on the credit union service as a thrift agency for\nteachers by Mr. Walton.\nThe teachers’ need for the credit union w~as discussed at some length by\nMrs. Parsons. Specific instances were cited where credit unions had been of\ngreat assistance to teachers.\nThe history of the cooperative credit movement was presented by\nMr. Connor. It had its beginnings in Germany in 1849. It spread then\nto Italy, Austria, and other European countries between 1880 and 1900.\nCooperative credit unions now operate in practically all countries in the\nworld.\nMr. Fox discussed the economic aspects of credit unions. He stated that\nthey did not compete with such financial agencies as banks and building and\nloan associations.\nSuggestions were given by Mr. Williams as to how to go about organizing\na credit union. First, make sure there is a need and a demand. Second, write\nthe state commissioner of insurance for a charter. Third, even while waiting\nfor the charter call a meeting of those interested. The only needed paid\nofficer will be a secretary-treasurer who will operate the union, keep the\nbooks, and make the loans.\n\n"}
{"page": 122, "printed_page": null, "text": "116\n\nNational Education Association\n\nThe operation of credit unions in large cities was discussed by Mr.\nPinkney. The fact that during the period of six years the Kansas City\nTeachers Credit Union had saved the teachers approximately $75,000, he\nstated, indicates that the credit union there has been successful and that\nthe economic status of teachers has been raised in that city.\nMr. Dodd spoke of the increased confidence and morale of persons who\nare able to consolidate their indebtedness thru a friendly agency such as a\ncredit union.\nMany questions were raised in the open forum discussion. It was pointed\nout that for the benefit of rural teachers county credit unions can be estab¬\nlished, altho in some states, as in Utah, the credit union is statewide.\nThe size of the ideal credit union was considered to be about 300 members\nor less. It was the opinion of the panel that care should be taken to prevent\ncommercialization of credit unions.\nPanel Jury Discussion Group\n\nTHE TEACHER’S HEALTH\nTHOMAS D. WOOD, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK,\nN. Y. ; AND CHAIRMAN, JOINT COMMITTEE ON HEALTH PROBLEMS\nIN EDUCATION, Leader\n\nParticipants:\n\nEdna W. Bailey, Associate Professor of Education, School of Education,\nUniversity of California, Berkeley, Calif.\nMrs. Mary D. Barnes, Continental School, Elizabeth, N. J.; and Sec¬\nretary, N. E. A. Department of Classroom Teachers\nA. S. Jessup, Superintendent of Schools, Cheyenne, Wyo.\nHarley W. Lyon, Principal, Longfellow and Burbank Schools, Pasa¬\ndena, Calif.\nBernice Moss, Department of Health and Physical Education, Uni¬\nversity of Utah, Salt Lake City, Utah\nA. W. Thompson, Director of Health, Physical Education, and City\nRecreation, Public Schools, Grand Rapids, Mich.\nCharles G. Wilson, Director of Health and Physical Education, Public\nSchools, Hartford, Conn.\n•\n\nChairman Wood opened the meeting with the statement that the teacher’s\nhealth is particularly important because of its direct and obvious relation to\nthe health and education of the thirty million pupils who come into daily\ncontact with classroom teachers. It is important not only so far as serious\nillness is involved but also to the degree that morbidity, not serious enough\nto cause absence from duty, impairs the quality of teachers’ work.\nMr. Thompson pointed out that the teacher’s philosophy of education and\nthe purposes which he sets out to achieve have a direct bearing on his health,\nphysical and mental. Teachers colleges should develop healthy individuals*\nwith wholesome attitudes and sound educational philosophies.\n\n"}
{"page": 123, "printed_page": null, "text": "General Sessions\n\n117\n\nIt was pointed out by Miss Moss that responsibility for teacher health\nrests first of all with the individual teacher. Among the health practises\nwhich teachers most need to cultivate are: (1) an adequate program of\nlarge-muscle activity, especially participation in group play, (2) conserva¬\ntion of eye-sight, (3) the selection of suitable and hygienic clothing, and\n(4) sufficient sleep and rest. Proper food habits, cleanliness, correct elimina¬\ntion, avoidance of drugs, good posture, fresh air and sunshine, control of\ninfection, and many other health practises also are largely under the control\nof the individual.\nMrs. Barnes pointed out, however, that a number of conditions affect\nteacher health over which the individual has little or no control. Among\nsuch factors are: (1) assignments to teach in poorly lighted basement rooms,\n(2) unreasonable administrative demands, (3) assignments to teach subjects\nor grades for which the teacher is unsuited, (4) too heavy teaching loads,\n(5) too much extracurriculum activity, (6) dogmatic and destructive criti¬\ncism by supervisors, and (7) snobbishness on the part of fellow teachers.\nNumerous other situations, equally detrimental to the teacher’s health, are\nbeyond his control.\nTeachers organizations, said Mr. Lyon, can do a great deal to promote\nhealth, thru their recreation committees, benefit and loan departments, and\nother agencies. One of the best methods open to them is the development of\na plan for group purchase of adequate medical care. This can be done with¬\nout going in for “ socialized medicine ”; the project may involve only “ col¬\nlective bargaining for medical service ” in which the right of the individual\nto choose his own doctor and dentist is protected absolutely. A number of\ncities already have established satisfactory plans.\nThe superintendent, the supervisor, and the principal have large responsi¬\nbilities for teacher health, according to Mr. Wilson. They set the stage for\nteaching. Moreover, they either give or deny that personal freedom outside\nthe classroom which is so important to the welfare of the teacher.\nMr. Jessup stated that adequate provision for sick leave is an important\nfactor in promoting teacher health. It benefits the teacher who becomes ill,\nprotects pupils from teachers who ought to remain at home, but without\nsick leave will not do so, and adds to the morale and stability of the entire\nteaching staff.\nMiss Bailey felt that teacher-training institutions should make a three¬\nfold contribution to the immediate health of their students: (1) remediable\ndefects should be corrected before students begin their work, (2) work\niemands should not exceed the physical strength and health resources of the\nstudents, and (3) adequate counseling and health services should be\nprovided.\nMr. Sutton urged that since positive health measures are more beneficial\nthan corrective procedures, the emphasis in teacher health work should\nalways be placed on the conservation of health and on wholesome, normal\nliving.\n\n"}
{"page": 124, "printed_page": null, "text": "118\n\nNational Education Association\n\nHAPPINESS, THE LONGER VIEW\nF. B. KNIGHT, PROFESSOR OF EDUCATION AND PSYCHOLOGY, STATE\nUNIVERSITY OF IOWA, IOWA CITY, IOWA\n\nThis is a world of people; its happenings should be recorded in terms\nof folks. What is happening to the individual that really matters? Can\none be happy in a troubled world? Do we know how to live? How can\none be happy in the deep sense of the word?\nNo one deliberately sets out to achieve unhappiness. The unhappy man\nis always wrong. He is also most unwelcome. Unhappiness results from\ndisproportion, lack of balance. One of the specifications for the attainment\nof happiness is the maintenance of the in and out ratio—a balance between\nself-projection and world-identification. Do not take yourself too seriously\n—or the other fellow either.\nA second is the suggestibility ratio. Avoid embracing ideas too easily,\nbut avoid equally the negative reaction.\nCortex, it is well to remember, is a very recent and minor addition to\nthe human constitution. Man is the only animal who works all day and\nworries all night. It is wise to relax, to preserve a ratio between the upper\nand lower levels of the organism. Man is mostly animal, from honorable\nancestry, and should cultivate inner self-respect for his whole self. The\nman who is well integrated never gets in his own way.\nMost of us are too sensitive. An essential factor in happiness is the\nability to maintain a proper balance between chronically outraged feelings\nand a too callous epidermis. Whimpering, temper tantrums, feigned ill¬\nnesses, are all “ red herrings.” When sensitivity hurts, do not feel sorry\nfor yourself, but act!\nThe tired man is the beaten man, and he who spends more energy than\nhe has is running up a charge account on his nervous system. Keep the\nenergy ledger balanced. Do not spend more energy each day than you can\nmake.\nTwo more basic ratios should be mentioned—the compromise ratio and\nthe maturity ratio. The compromise ratio represents the individual’s truces\nwith the world. He cannot expect to beat the world by a score of 100 to 0.\nMaturity is genuine self-direction, the attempt to be at least 20 percent\na man. It is self-sufficiency, and also allowing someone else to be selfsufficient.\nEDUCATION’S MOST DANGEROUS RIVAL\nFREDERICK M. HUNTER, CHANCELLOR, UNIVERSITY OF DENVER,\nDENVER, COLO. J AND PAST PRESIDENT OF THE ASSOCIATION\n\nAll true education is creative. It adds something to and changes the indi¬\nvidual. The process consists of spiritual or psychological growth, and\nknowledge is its tool. As this growth takes place the inner being is modified,\ninterests are widened, and greater powers of enjoyment, of service, of\n\n"}
{"page": 125, "printed_page": null, "text": "General Sessions\n\n119\n\nproducing and creating come into play. The scope of the powers of creation\nwithin the elemental unit of society known as “ the person ” range from\nthe simplest levels of unskilled labor required in production, to inventions,\ndiscoveries, and artistic achievements of the highest order.\nThe program of education in a democratic society is the universalization,\nas nearly as possible, of the process which takes place within the individual,\nand the application of it to all the persons who make up the society. If\ncarried to its logical goal, it means that all the individuals of the society\nshall have all the education their several capacities will absorb and make\nuse of. This conception does not by any means hold that the education of\nall the individuals should be the same. Ideally, the system must provide\nas many different kinds of education as there are individuals in society—\nfor all of these differ in native capacity to become truly educated—and\nmust be planned with as full a knowledge as possible of these widely vary¬\ning tendencies and native capacities.\nIn America, and in all democratic western nations and among all peoples\nwhere the occidental levels have spread, this creative process has been made\nthe foundation of the social structure, the basis of sound government, and\nthe hope of progress. To say this is merely to recall the principle that among\nAmerican teachers is axiomatic. I am saying it today because this process\nin its universal aspects, like liberty—the liberty of democracy—is in danger.\nEconomic security has come to loom so large among the so-called civilized\npeoples of the earth and the evils of the organized system of individualist\neconomics so dominant in the consciousness of great masses of people that\nnations are selling their souls for the proverbial mess of pottage—are barter¬\ning away freedom to dictatorship for fatuitous pledges of economic better¬\nment. It may be that the fruits of enlightenment and culture will go the\nsame way, for a great threat is to be found in the moral degradation that\nmakes dictatorship possible. Nations and civilizations fall and disappear\nonly as a result of epidemics of moral infection. Great civilizations can go\ndown and out, and have done so many times.\nIn American democracy we have always had faith in our destiny. We\nhave always been sure that we are a chosen people—that the Lord would\nsave us. But this doctrine is not safe. The Lord saves nations by their own\ncollective efforts and the wisdom of their leaders. Western civilization\ncould decay and fall to pieces. America could go the way of the ancient\nempires—Babylonian, Egyptian, Roman, and Mayan. If it does not, it\nmust be saved by the wisdom of its leadership and the intelligence of its\nfollowership. The creative process called education must continue and\npervade the individual and the mass.\nThe outward manifestation of the particular degenerative social force\nwhich endangers liberty, which operates potently in opposition to the creative\nprocess of education is called crime. True, a good deal of the outward\nhysteria concerning crime is based on a false notion of immediate disaster.\nCrime as a great wave will in all probability not overwhelm our modern\ninstitutions and systems. Much that is said and written in this regard is\n\n"}
{"page": 126, "printed_page": null, "text": "120\n\nNational Education Association\n\nfoundationless. But every possible social danger inheres in any trend which\nleads to widespread degeneracy of youth, and there can be no question of\nthe terrible menace of some of the current influences on today’s rising\ngeneration.\nWe have here two forces in direct conflict—education, the creator of\ncivilization, and moral delinquency evidenced by crime, the destroyer of\ncivilization.\n\nIt is my purpose to survey briefly with you some of the evi¬\n\ndences of the invasion of the forces of moral decay as they are manifesting\nthemselves in the habits of the American people.\n'\n\nIncrease of Felonies\n\nThe rapid rate of the increase of felonious crimes among the American\npeople during the past generation is a significant danger index.\n\nIntelligent,\n\nthinking Americans should know enough of social trends and should have\nsufficient scientific command of sociology to understand the causes of such\na marked and dangerous trend, to undertake positive measures of control,\nand to move toward the elimination of the causes. Since 1900 the homicide\nrate in the United States has multiplied more than four times.\nsociety during the same period it has been cut in half.\n\nIn British\n\nThirty-five years\n\nago this rate per million inhabitants in the United States and Great Britain\nwas twelve and ten respectively, that is, very nearly the same.\n\nNow, ours\n\nin the United States is ten times that in Great Britain.\nThe following table, adapted from W. C. Bagley’s Crime and Social\nProgress, gives this fact, in which lies such evidence of real danger, in detail:\nMurders in United States of America as Compared to England\nUnited States\n1900—12 to 1 million population\n1910—39 to 1 million population\n1920—42 to 1 million population\n1926—51 to 1 million population\nEngland\n1900—10 to 1 million population\n1910— 8 to 1 million population\n1922— 7 to 1 million population\n1928— 5 to 1 million population\n\nExtravagant Costs\nThe cost of the maintenance and operation of our social institutions dur¬\ning these critical times has been very properly under keen scrutiny and the\nsubject of criticism.\nbeen friendly.\n\nIn divers times and places these criticisms have not\n\nIn every state and in almost every municipality it has been\n\npointed out that the cost of public education amounts to approximately onehalf of the total cost of government.\n\nThe huge sum of two and one-half\n\nbillion dollars—the total cost of education to the people of the nation—\nis held up to the taxpayers as a horrible example of extravagance and much\nof the cost attributed to waste.\n\nBut little is said and nothing done about\n\n"}
{"page": 127, "printed_page": null, "text": "121\n\nGeneral Sessions\n\nthe huge and always mounting cost of crime, a total waste and wholly a\ndestructive factor of menacing proportions.\n\nYet the most conservative\n\nestimates place the annual cost of this degenerative pastime of a compara¬\ntively small fraction of our people (the Crime Survey Committee of the\nAmerican Bar Association, reporting in 1922, showed with valid evidence\nthat the active criminal class in this nation of one hundred and twenty\nmillion people numbers considerably less than one-half million)\n\nat two\n\nand one-fourth billion dollars every year, while other very authoritative\nstatements give the figure at more than three times that amount.\nThe National Education Association, thru its Research Division, sets\nforth in Bulletin No. 4, Volume No. 10, 1932, an admirable but very con¬\nservative analysis of crime costs thruout the nation.\nare as follows:\n\nSummarized, these\n\nAnalysis of Cri?ne Costs\n\nFederal\n\nPolice\nProsecution\n>•\n\nPenal Institutions\n„ Courts\n\n53 million\n\n(Approximately)\n\n>■.. 54 million\n\n(Approximately)\n\n- . 591 million\n\n(Approximately)\n\nJ\n\nPolice\n\nState\n\n! Pena! Institutions\nCorrection Institutions\nPolice\n\nMunicipal\n\n. < Penal Institutions\nCorrection Institutions\n\n(Approximately)\n(Approximately)\nTotal .2 billion, 148 million (Approximately)\n\nPrivate Agencies .197 million\nLosses thru crime .1 billion, 300 million\n\nBut all valid estimates are not so conservative. The Report of the New\nYork State Crime Commission, 1931, page 35, gives the total annual loss\nfrom crime as seven billion dollars.\n\nThis does not include the cost of\n\nadministration and maintenance of penal institutions and governmental\nmachinery responsible for law enforcement,\nabove.\n\nsuch\n\nas\n\nthose summarized\n\nThis prodigious sum, added to the cost of administration, makes\n\na total of some eight billion dollars.\n\nWhen distributed as an increased\n\nburden of expense and loss to the population of the United States, this\nvast total places upon each man, woman, and child an augmented annual\ncost amounting to sixty-four dollars. In direct competition with every con¬\nstructive movement and every creative social institution, this matter of\ncost alone is an ominous portent, the danger of which ought to be realized\nmuch more generally than at present.\nThe Threat to Youth\nBut as amazing as is the tolerance of this great, supposedly intelligent,\npeople concerning a matter so vital as the multiplying in a generation of\nour homicide rate by the factor of four and the mounting of our crime\n\n"}
{"page": 128, "printed_page": null, "text": "122\n\nNational Education Association\n\nbill to some eight billion dollars, the real danger is far more insidious and\nfinally a much greater threat to our general welfare and the final stability\nof our democracy. I mean the influence of our apparently successful criminal\nclass upon large numbers of our youth. Only a year or two ago an authori¬\ntative author and sociologist stated in a magazine article upon this subject\nthat if he were asked to advise youth as to the most rapid road to wealth\nat the present time he would be compelled to point out that the life of\ncrime under present conditions offers the greatest likelihood of quick wealth.\nThe overwhelming predominance of youth under thirty among the totals\nof the criminal ranks is well known to all who interest themselves in this\nproblem. In the April, 1935, issue of Harvard Teachers Record, Eleanor T.\nGlueck, research associate of the Harvard Law School, astonishes us with\nthe statement that “ there are at least 200,000 children in the schools of\nAmerica today who will soon be joining the criminal ranks.” Miss Glueck’s\nstudy further indicates that: First, criminal careers have their roots largely\nin childhood; and second, the indications of delinquency are in evidence\nlargely during the school years.\nIn a democracy of one hundred and twenty million people which predi¬\ncates its perpetuation and permanent prosperity upon what it programs for\nits thirty million youth, no more startling and perilous fact could be pre¬\nsented than this indicating a devitalizing and degenerating trend in the\nyouth of the land.\n\nThe huge and even overefficient productive structure\n\nof this machine age and of Western civilization has been founded upon\nintelligence, the spread of scientific knowledge, and moral vigor.\n\nEconomic\n\nprosperity is in this instance, as always, a resultant of the cultural forces\nof democratic life. Whatever destroys the character and the creative quality\nof youth destroys economic stability, culture, and civilization itself.\nproblem with which we are at grips here and now is:\n\nThe\n\nCan the American\n\npeople be made sufficiently aware of the destructive trend to keep the insti¬\ntutions which seek to universalize the creative process in the individual\nsuccessfully and triumphantly at work?\nTo grapple intelligently with this issue there must be a general awareness,\nfirst, of the causes responsible for this trend toward disintegration, and\nsecond, of a program of remedies.\n\nThis knowledge must not be confined\n\nmerely to the leaders and workers in the field of education and professional\nsociology. It must extend to the rank and file of the people—all those who\nare capable of being intelligent followers and whose opinions constitute\nwhat is vaguely but generally known as “ public sentiment.” For the spread\nof this knowledge the teaching profession and the professional social work\ngroups must assume large responsibility.\n\nFor that reason, I am venturing\n\nto point out to you, my fellow teachers, a few of the underlying causes of\nour crime trends in America.\n(a)\n\nAmong these let me mention particularly:\n\nThe pioneer elejnents in our culture—The adventurous pioneer in\n\nhis conquest of the continent made his own laws.\n\nThe conventions and\n\nregulations of the civilizations from which he had originally come could\nnot be applied.\n\nHe was too close to the problem of keeping soul and body\n\n"}
{"page": 129, "printed_page": null, "text": "General Sessions\n\n123\n\ntogether and preserving himself and his family on the frontier and in the\nwilderness. Altho the population of our Atlantic seaboard and the eastern\nsections of our United States constitutes a fairly old society, the pioneer\nelements still permeate the whole of American life. The tendency for gov¬\nernment to be very flexible in the locality and even in the state still is a\npowerful trend in our everyday living.\n(b) A variety of standards which have bee?i injected into American life\nin our process of absorbing very large immigrant groups—The false notions\nof liberty which brought many of our immigrant groups here transferred\nthemselves in exaggerated form to the children of the first generation of\nour foreign element. A great number of our potential criminals come from\nthis class which has prevalently translated “ liberty ” to mean “ license.”\nIn our large cities many of these products of the slums constitute the ele¬\nments of our crime kindergartens.\n(c) The tradition of American government to leave all police and regu¬\nlatory powers to the local state and community—Our forebears, in framing\nthe Constitution, sought freedom from too much government. The founders\nof the Constitution carefully avoided too much centralization and reserved\nall unexpressed powers to the state and community governments. As society\nhas grown in complexity, the power of the local government to administer\nand enforce new legal requirements imposed by new conditions has become\ncontinually in a greater degree impotent to meet the enlarged scope of\ncriminal activity. Furthermore, under this theory the rights of individuals\nrather than the responsibilities of citizenship have frequently brought groups\nof sympathetic but unwise citizens to the rescue of criminals by seeking\nrelease from penalties, and exoneration by juries.\n(d) The exaggerated laissez faire theory of American democracy—This\nhas permitted to be created in great centers of population hot beds of in¬\nfection and active centers for the breeding of crime. The United States\nCommission on Law Observance and Enforcement, No. 13, Volume 2,\n1931, furnishes an authoritative and thorogoing summary of evidences con¬\ncerning these slum centers from which a large proportion of our criminals\ncome. The delinquency areas in seven of our typical cities from the several\nsections of the United States were thoroly surveyed to ascertain the trends\ntoward juvenile delinquency. These cities were Philadelphia, Chicago, and\nCleveland, typical manufacturing cities of the northern area; Richmond\nand Birmingham of the southern area; and Denver and Seattle of the west¬\nern area. It was found in these surveys that the trend toward juvenile\ndelinquency in the area of the cities which could be designated as “ slums ”\nwas from fourteen to twenty-nine times as great as in the districts where\nwholesome home life was maintained.\nThe evidences of this scientific survey are unmistakable. Here we are\nat the root causes of our crime trends. When we add to this evidence the\nanalysis which comes from such studies as that of Miss Glueck already\nmentioned, we have the information necessary for the solution of the prob¬\nlem. In Miss Glueck’s survey she studied the characteristics of one thousand\n\n"}
{"page": 130, "printed_page": null, "text": "124\n\nNational Education Association\n\njuvenile delinquents. She found that: 94.7 percent of them had never gone\nbeyond grade school; 76 percent of them were from families that were\ndependent or almost dependent economically; barely 1 percent of them\ncame from families where the parents could be considered of the professional\nor business class; 75 percent of them had no advantages of childhood recrea¬\ntion ; 92 percent of them came from broken homes; and 93 percent of them\nengaged in harmful use of leisure time.\nFrom these kindergartens of crime, then, emanate our crime classes; and\nfrom a study of them, and from intelligence and knowledge on the part\nof our citizenship about them, can we hope to develop adequate remedies.\nRemedial Proposals\n\nTime permits me to do no more than to outline for you, my fellow teach¬\ners, a suggestion as to the remedies which may be applied:\n(a) We must strike at the sources from which the criminal classes come.\nSlums must be eliminated; economic status of the classes living in the poor\ndistricts of the cities must be raised—of course, largely by their own efforts,\nand by offering opportunities and applying pressures which will lead to\na wholesome and adequate family life. Special provisions must be made\nfor the delinquent child.\n(b) We must create standards of morality thru universal Christian and\nreligious education. (When I say “ Christian and religious education ” I\ndo not mean sectarian education.) The character education program as\nnow being developed in the public educational system is wholly sound and\nshould be made much more universal and carried much further. It will\nresult in sound mores and wholesome home and community life.\n(c) The administration of justice must be somewhat more centralized.\nAt certain points the federal government should be clothed with special\ntypes of police power where that of the local communities and states has\nbeen found inadequate.\n(d) Enlightened public opinion as to the costs of crime and the possible\nremedies and the administration of justice must be developed thru an ade¬\nquate program of adult education.\n(e) Enlightened leadership and intelligent followership on the part of\nall our youth must be developed by the sound and scientifically planned\nprograms of citizenship responsibilities and activities thru our public edu¬\ncational system. The hope of this democracy is in the ability and adequacy\nof the schools to develop for our coming generations this, potent and ade¬\nquate quality of both leadership and followership.\n\n"}
{"page": 131, "printed_page": null, "text": "General Sessions\n\n125\n\nADDRESS\nHONORABLE PAUL V. MCNUTT, GOVERNOR OF INDIANA,\nINDIANAPOLIS, IND.\n\nThis is the one hundred and fifty-ninth anniversary of the birth of the\nUnited States. July 4, 1776, was not a holiday, nor were the days which\nfollowed holidays. During the years which have intervened between that\nday and this, there have been times when the nation’s birthday was cele¬\nbrated, in part at least, by ornate orations. I remember some of them. I\nthought, but was afraid to say, that in most cases the fumes of the orator’s\nrhetoric had gone to his head. The speeches made on the first Fourth of\nJuly were not of that kind, and those made on this Fourth of July should\nnot be of that kind.\nThe members of the Continental Congress, who signed the Declaration\nof Independence, knew what they wanted and used words in expressing\ntheir wants which could be understood by king and commoner alike.\nHave you read the Declaration of Independence recently? Have you\never read it at all ? Or, did you start to read it and then stop after you\nhad finished the first two paragraphs? The Declaration was not a Fourth\nof July oration. It was a serious document signed by serious men who\npledged their lives, their fortunes, and their sacred honor in support of\ntheir statement, and who knew that if it failed they would hang, when\nand if caught. What they did was treason, and they told the rest of the\nworld to make the most of it.\nThe Declaration was actually a brief statement of principle and an in¬\ndictment in eighteen counts. Those who quote the Declaration are ac¬\ncustomed to use only a part of the second paragraph: “We hold these\ntruths to be self-evident; that all men are created equal; and that they\nare endowed by their Creator with certain unalienable rights (the original\nmanuscript, as signed by the delegates, reads unalienable rights, while\nthe text of Jefferson’s manuscript draft, as amended in committee by Frank¬\nlin and Adams, reads inalienable rights) ; that among these are life, liberty,\nand the pursuit of happiness; that to secure these rights governments are\ninstituted among men, deriving their just powers from the consent of the\ngoverned; that whenever any form of government becomes destructive of\nthese ends, it is the right of the people to alter or to abolish it, and to\ninstitute new government, laying its foundation on such principles, and\norganizing its powers in such form, as to them shall seem most likely to\neffect their safety and happiness. Prudence, indeed, will dictate that gov¬\nernments long established should not be changed for light and transient\ncauses; and accordingly all experience hath shown that mankind are more\ndisposed to suffer while evils are sufferable, than to right themselves by\nabolishing the forms to which they are accustomed.” Some Americans have\nbeen omitting the last two sentences during recent weeks.\nThese principles are vital today. They have been vital every day since\nthe first Fourth of July.\n\n"}
{"page": 132, "printed_page": null, "text": "126\n\nNational Education Association\n\n“ That all men are created equal.” This does not mean that all men are\ncreated with the same mental and physical capacities or that they are en¬\ndowed with the same moral stamina. Such an interpretation would be flying\nin the face of fact. No human agency can equalize certain inequalities of\nbirth or environment. It does mean that all men are equal before the law,\nthat all are equal in rights, privileges, and immunities and, more important\nstill, that all are equal in opportunities. No circumstances of birth, of en¬\nvironment, or of poverty for that matter, can keep an individual from that\nequality of opportunity which alone comes from education. The path from\nthe hovel in the city or from the hut in the backwoods of the hills is open.\nAny man can travel the road as far as capacity permits. This government\nwas established for the service of all of the people and not for the conferring\nof special privilege upon a few.\n“ That they are endowed by their Creator with certain unalienable\nrights.” This means that the rights set forth in the Declaration cannot be\ntaken from any man by the government, by any organization, or by any\nindividual without his consent except as lawfully authorized punishment\nfor crime.\n“ That among these are life, liberty, and the pursuit of happiness.” Life\nin a democracy is and must be something more than mere existence. It means\ngrowth, development, social security, and sharing responsibility for the\ncommon good. Live and let live. No man can claim a right for himself\nand refuse to recognize the same right in others. The same thing is true\nof liberty. No freedom can long exist which feeds upon the oppression of\nothers. Only the unwise would attempt to define liberty when they view\nit against the background of the ages from ancient Athens to the present.\nAristotle pointed out that the good man, the educated man, and the free\nman are one and the same; that the aim of education is the training of the\nfree man; that the “ good life ” of this man is possible with the exercise\nof “ right reason ”; that virtue itself is just intelligent behavior and that\nthere can be no liberty without virtue. Men are of two kinds, he said:\nFirst, those who govern themselves by reasoned virtue (these are the free) ;\nand second, those vast numbers who are moved by mere desire, by prejudice\nor unreasoned belief (those must always be restrained by force and can\nnever be free). The man who wrote the Declaration of Independence knew\nsomething of this classical understanding of liberty.\n“ That to secure these rights, governments are instituted among men,\nderiving their just powers from the consent of the governed.” This was\nthe statement of the new freedom; the new concepts of government are in\nthe people. We have been accustomed to think that this became a free\ncountry once and for all as a result of the heroic efforts of our ancestors,\nthat liberty and popular government are the same thing. They are, as long\nas men understand themselves and master themselves in new ways in order\nto retain their inherited freedom. It is necessary to adjust self-government\nto the changing circumstances of the age in which we live. As Everett\nDean Martin put it: “Would you be free? Then first become civilized.”\n\n"}
{"page": 133, "printed_page": null, "text": "General Sessions\n\n127\n\nThe signers of the Declaration of Independence made such a translation\nbecause, as I have said, they knew what they wanted.\nDo you know what we want? One great pessimist thinks not. A few\ndays ago I reread an amazing volume appropriately entitled Words to the\nDeaf, by Ferrero, eminent historian of Rome. In it he wrote, “ There have\nbeen epochs more uncouth, poorer, and more ignorant than our own, but\nthey knew what they wanted.”\n“ What do we want? ” he asked. And then went on to say, “ That is\nthe essential question. Every man and every epoch should keep this question\nconstantly before them, just as a lamp is kept burning day and night in\ndark places.”\nFerrero is right. This is the essential question. To know what we want\nand need and to want what we need are the beginnings of statesmanship.\nDo we know what we want and need ? Do we want what we need ?\nFerrero thinks not.\n“ On the contrary,” he wrote, “ our will is in a state of complete con¬\nfusion. Sometimes it is split in twain, at once desirous of good and evil,\nor of benefits that are mutually exclusive. Sometimes it cloaks itself in\nagreeable falsehoods, persuading itself that it desires one thing, while all\nthe time it desires something different or even antithetical. Sometimes it\nentirely strays away from reason and reality, lured on by a chimerical\nmirage.”\nI do not share Ferrero’s pessimism. I believe that we do know some of\nthe things we want and need, that we can translate the Declaration of\nIndependence into terms which fit the age in which we live and thus be\nworthy of the men who drew it.\nThe first count of the presentday indictment would be that we are per¬\nmitting one of the finest instrumentalities of our national life, public\neducation, to fall short of its best. I call upon all citizens who love their\ncountry and its institutions to declare in unmistakable terms this day that\nwe shall no longer tolerate any failure to supply ourselves with men and\nwomen who shall both comprehend their age and duty and know how to\nserve them well, and that we shall no longer tolerate inadequate support\nof our educational enterprise.\nThe fight for the first declaration must be within the schools themselves.\nThis is the time for perfect candor, no bragging. It is necessary for us\nto make a critical and searching examination of the entire educational\nenterprise to see what parts, if any, have outlived their usefulness. It is\nthe business of the educational system to produce what Aristotle called\nfree men and women capable of participating in and assuming leadership\nin the necessary readjustments of our tangled social and economic orders.\nIt is not enough to produce first-rate technicians. It is necessary also to\nproduce those who will help in securing political, social, and economic orders\nwhich will assure the life, liberty, and the pursuit of happiness set forth\nin the Declaration of Independence. This will be impossible without ade¬\nquate public support.\n5\n\n"}
{"page": 134, "printed_page": null, "text": "128\n\nNational Education Association\n\nThe school children of the United States have been made to sacrifice their\neducational opportunities in a fashion that threatens the democratic struc¬\nture of American society.\nTwo thousand rural American schools failed to open last September.\nThis deprived 110,000 children of their educational opportunities. Twentysix hundred other rural schools were closed at the beginning of the year\naffecting 140,000 children. By April 1, about 20,000 additional schools\nclosed, affecting more than 1,000,000 children. These pupils, together with\nthe 2,280,000 children between the ages of six and fifteen who have no\neducational opportunities even in normal years, make a total of 3,530,000\nboys and girls deprived of schooling.\nBecause of lack of funds one out of every four cities has shortened its\nschool term. Terms in practically every large city are one or two months\nshorter than they were seventy to one hundred years ago. Even in normal\ntimes the American school year is 172 days as contrasted with 200 days for\nFrance, 210 days each for Sweden and England, and 246 days each for\nGermany and Denmark.\nSchools in the United States are receiving approximately $563,000,000\nless than in 1929-30. These cuts have been made despite the fact that the\nschools are now responsible for 960,000 more pupils than in 1930, because\nof the child labor regulations and the inability of older students to find\nemployment.\nReactionary critics of the schools clamor for one thing above all else—\nbalancing the budget. The easiest target for their attacks has been the\nschools. They point to an increase of 300 percent in school expenditures.\nThey neglect, however, to show these facts about the increased load on the\nschools:\n1. High-school enrolment has increased since 1900 from 519,000 to 5,460,000 in\n1930. This is an increase of 1052 percent.\n2. Elementary-school enrolment has increased from 15,000,000 in 1900 to 21,000,000 in 1934, an increase of 40 percent.\n3. The purchasing power of the dollar has decreased 48 percent since 1914.\n4. Children employed in gainful occupations decreased 75 percent between 1910\nand 1930. These unemployed children are now in school.\n5. In recent years, thousands of adults have called upon the school for courses\nin vocational and leisure-time subjects. This has been an additional but very\ndesirable burden upon the schools. These courses, however, are being abandoned\nbecause of lack of funds.\n\nIt costs approximately $90 a year to keep a child in school in prosperous\ntimes. It costs approximately $300 a year to keep a person in prison a year.\nThe United States has spent $1,500,000,000 a year to incarcerate 5,000,000\nprisoners. We are spending only $200,000,000 more than that for the\neducation of 26,000,000 school children. Which is the better expenditure?\nAt the present time there are 3,000,000 young people grouped around\nthe ages of eighteen to twenty who are out of school and out of work.\nThey have been termed “ the lost generation.” They are at a critical age.\nFor them to remain idle constitutes a gigantic loss. No civilization can cut\noff its growth and live.\n\n"}
{"page": 135, "printed_page": null, "text": "General Sessions\n\n129\n\nIn this connection the President’s Youth Program is a program which\ndeserves our wholehearted support. The whole program must be developed\nand carried on in a spirit that will instil confidence in the 5^outh—confidence\nof the young people in themselves and confidence of their elders in youth.\nThe program must not be set up as a charity movement, but as a definite\ninvestment by the government in its youth. The program must not be a\nyouth movement in the sense of uprising against our established order, but\na movement to allay social unrest and to preserve for the coming genera¬\ntion the ideals on which our nation was founded, namely, the right to have\nan education and the right to earn an honest and sufficient living.\nSenator Copeland’s committee has shown that the cost of crime in the\nUnited States is almost $13,000,000,000 annually. This is a stupendous\nfigure. The surest method of meeting crime is not less but more education\nand better and more thoroly socialized schools.\nWithout education our children would be too exclusively shut in to their\npursuits and individual interests, would lose vital contacts and emulations\nwhich awaken them to those larger achievements and sacrifices, which are\nthe highest objects of education in a country of free citizens. Education is\na life-long process. It begins in infancy and continues so long as individuals\nmust meet new problems.\nThe youth of today must prepare for life in a world of intricate economic\nforces. These forces will overwhelm him if he does not understand them.\nHe needs knowledge and power to think his way thru. Life everywhere\ntoday is subject to international influences. To understand these influences,\nto interpret them intelligently, requires a better education of more people.\nThe wisdom of America’s foreign policy can be improved only so far as\nthe people as a whole understand and approve such improvement. How\nmuch education does youth need? All we can give them will be too little.\nHow much should the schools offer? The very utmost their resources\nmake possible.\nThe welfare of the state springs out of the character and the informed\npurposes of the private citizen.\nAnother related count in the indictment of our presentday declaration\nmust be against our failure in a materialistic age to hold fast to a social\nobjective. It is to be hoped that the objective so felicitously stated by the\nPresident a few days ago may be translated into action. These were his\nwords: “ The social objective, I should say, remains just what it was,\nwhich is to do what any honest government of any country would do—\nto try to increase the security and the happiness of a larger number of people\nin all occupations of life and in all parts of the country; to give them more\nof the good things of life; to give them a greater distribution not only of\nwealth in the narrow terms, but of wealth in the wider terms; to give them\nplaces to go in the summer time, recreation; to give them assurance that\nthey are not going to starve in their old age; to give honest business a\nchance to go ahead and make a reasonable profit, and to give everyone a\nchance to earn a living.”\n\n"}
{"page": 136, "printed_page": null, "text": "130\n\nNational Education Association\n\nThe time has come for us to prove that we are worthy of the men of\n1776, and to give more than lip service to their traditions of freedom.\nWe must translate their declarations into action which will meet the de¬\nmands of this age.\n\nMUNITIONS INVESTIGATIONS BY THE UNITED STATES\nSENATE\nHONORABLE GERALD P. NYE, UNITED STATES SENATOR FROM\nNORTH DAKOTA\n\nThis address by Senator Nye is not included in the Proceedings due to\nthe fact that the full text was published in the September 1935 issue of\nthe Journal of the National Education Association. Senator Nye’s address\nwas extremely well received by a large audience. He discussed in detail\nhow munitions makers affect public policy and made a strong plea for\neducators to assist in the prevention of all war in the future.\n\n"}
{"page": 137, "printed_page": null, "text": "j^ife <JxCembership T)inner\n\n"}
{"page": 138, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nA brief history of the development of life membership zvill explain\nwhy the Life Membership Dinner has become an institution.\nThe Charter which was granted by Congress in 1907 makes provisions\nfor a Permanent Fund. To increase this fund, steps were taken at the\nDes Moines meeting in 1921 to provide a plan of life memberships. The\ncost of such a membership was set at $100, and only the income could be\nused for the current expenses of the Association. The movement did not\nget under zvay until about 1927 so that the larger part of the member¬\nships have been received since that time. Over 5400 people have con¬\ntributed this sum of one hundred dollars each and therefore have a part\nin perpetuating a service to the cause of education. The Permanent Fund\nfrom life members has made possible the headquarters building.\nMuch credit is due the officers who have constantly kept the value of\nlife membership before the profession. However, the one to zvhom most\ncredit is due is J. W. Crabtree, now secretary emeritus, for it was in his\nmind that the idea was conceived and brought to fruition.\nThe first Life Membership Dinner zvas held in Atlanta, Georgia, in\n1929, and was presided over by Del W. Lamkin, president, Northwest\nMissouri State Teachers College, Maryville, Mo., who was then presi¬\ndent of the Association. One has been held each year since 1929 on\nMonday evening of Convention zveek. E. Ruth Pyrtle, principal, Ban¬\ncroft School, Lincoln, Nebr., president in 1920, was the presiding officer\nat the dinner in Columbus, Ohio. Carroll G. Pearse, Milwaukee, Wis.,\npast president of the Association, presided at the dinner in Los Angeles,\nCalif., in 1921; and the lette Thomas E. Finegan, president, Eastman\nTeaching Films Inc., one of the first life members, at the one in Atlantic\nCity, N. J., in 1922. At Chicago in 1922, Rose A. Pesta, assistant superin¬\ntendent of schools and one of the first life members in Chicago, zvas toastmistress. At the dinner held in Washington, D. C., in 1924, Frank W.\nBallou, superintendent of schools and the first life member in the District\nof Columbia, acted as toastmaster.\nThe devotion of life members to the profession gives confidence to the\ngrozvth and development of the plan. It is estimated that the number of\nlife members will be doubled during this decade, and it is certain that the\nincreased interest in the life membership dinners will mean increased at¬\ntendance each year.\n\n"}
{"page": 139, "printed_page": null, "text": "CRABTREE LIFE MEMBERSHIP DINNER\nHARRIETT M. CHASE, CHIEF ASSISTANT TO THE SECRETARY, NATIONAL\nEDUCATION ASSOCIATION, WASHINGTON, D. C.\n\nT\n\nhe seventh life membership dinner was held at the Denver conven¬\n\ntion. It was not “ just another convention dinner,” but a gathering of\nsome five hundred to pay honor and tribute to a personal friend, James W.\nCrabtree, who became secretary emeritus of the National Education Asso¬\nciation on January 1, 1935. The men and women who gathered together\nfor this occasion had each paid one hundred dollars to become life members\nbecause they had faith in the Association and in its great leader.\nUnexcelled as a toastmaster, and because he is particularly devoted to\nDr. Crabtree, Willis A. Sutton, a past president of the Association and\nsuperintendent of schools, Atlanta, Georgia, was chosen to be master of\nceremonies on this memorable occasion. In his opening remarks, Dr. Sutton\nsaid, “ There are high peaks in all of our lives, and this is one for me tonight\nin presiding at a banquet in honor of that friend of education who has\nmeant so much to me, and to have the privilege of seeing the life membership\ndinner assembled in this beautiful ballroom, at this wonderful dinner so\nsplendidly prepared by Miss Chase and the office force and Mr. Givens\nand all his helpers; to realize as I look at approximately five hundred people\ngathered together in this life membership group that if they were all\ntogether there would be ten or twelve groups of this size, it is a great\nthought. This is a high peak in our educational development and in the his¬\ntory of our great Association.\n“ We are here tonight as life members of a relatively new thing in our\neducational organization. If my boy lives to be as old as I am tonight—and\nI don’t think I am old—he will at that time have been a life member of the\nNational Education Association forty-six years. It is a great thing to think\nof us as pioneers in the field of education and to have this opportunity once\na year to get together as those who are trying to build an organization for\nthe future. It is a great moment in the life of each of us. Sitting on my left\nis a good friend of mine from the state of North Carolina and a man whom\nall America honors. He was the associate and friend of the famous Governor\nAycock of North Carolina. He, with Dr. Alderman, Dr. McKeever, Dr.\nBrooks, Dr. Graham, and that group of noble men, made North Carolina’s\nachievement outstanding in the field of education. He is a past president of\nthis organization, having been elected at Denver twenty-six years ago, and\nhe has not returned to this city in that interval of time, but tonight he is\nhere because a special call came to him to honor a friend. It is a great\nprivilege to introduce to you J. Y. Joyner, a former state superintendent\nof schools in the state of North Carolina, past president of the National\nEducation Association, and a lifelong friend of Dr. Crabtree. Dr. Joyner.”\n(Dr. Joyner’s address is printed on page 135.)\n[ 133 ]\n\n"}
{"page": 140, "printed_page": null, "text": "134\n\nNational Education Association\n\nFollowing this address Montague Whitman, baritone soloist, sang a group\nof three songs:\n“Friend of Mine”.Saunderson\n“The Glory Road”.Jacques Wolffe\n“Rounded Up In Glory”.Fox\n\nAfter commenting on the beautiful rendition of these numbers, Dr. Sutton\ncalled attention to the placecards which had been made by students of the\nLake Junior High School of which Anna Laura Force is principal. Miss\nForce was called upon to present those who had recently become life mem¬\nbers from Colorado. They were introduced as “ a group of columbines from\nColorado ” and were the following: Mary Morris, Mrs. Lucy Auld, Grace\nE. Burgess, Mrs. Sedalia Chase, Marie Davidson, Marie Delmoyer, W. H.\nEagleton, Walter Gail, Maud Gass, Edith Henry, Mrs. Inez Johnson\nLewis, Harold Underhill, Lucille Whyte. Following these introductions,\nMiss Bradley of Cincinnati stated that the life members of Cincinnati have\nheld a luncheon meeting each year for five years on Dr. Crabtree’s birth¬\nday, April 18, to increase interest in life membership. At this time a mem¬\nber of the Department of Classroom Teachers introduced Daisy Lord,\nretiring president of the Department, whom they were honoring with a life\nmembership in the National Education Association.\nEdgar G. Doudna, whose name appeared next on the program, could not\nbe present because of illness and it was necessary to make a substitution after\nreaching Denver. Joseph H. Saunders, chairman of the Board of Trustees\nof the National Education Association and superintendent of schools, New¬\nport News, Va., willingly consented to take Mr. Doudna’s place. Dr. Sutton\nsaid, “ There is no man who has so zealously and jealously guarded the\ninterest of life members as Dr. Saunders has. It is a great honor and a great\npleasure to present a friend, not only of Dr. Crabtree, but of this organiza¬\ntion, and one whose logical mind, whose thinking processes, and whose devo¬\ntion to the great cause which we represent here tonight, have been seldom\nequalled in this organization. It is a pleasure to present Dr. Saunders who\nwill speak on “ Building thru Life Memberships.”\n(Dr. Saunders’ address is printed on page 137.)\nIn introducing the next speaker, whose topic was “ Mrs. Crabtree’s Con¬\ntribution to a Successful Career,” Dr. Sutton said, “ There is always with\nevery great life an influence and a power that makes it possible, and along\nwith this great life there has been one who has meant more than all others\nin making possible not only the home life but the professional life of our\ngreat and good friend. I refer, of course, to Mrs. Crabtree. We have with\nus a former pupil of Dr. Crabtree, a long-time friend of the family, an author\nof textbooks, a teacher inspired by the life of Dr. Crabtree, a woman who\nhas meant much to thousands who have come in contact with her, and to the\nother thousands who have felt the influence of her life, who will talk about\nMrs. Crabtree. It is a pleasure to present Louise M. Mears of State Teach¬\ners College, Milwaukee, Wis.”\n(Miss Mears’ address is printed on page 139.)\n\n"}
{"page": 141, "printed_page": null, "text": "Life Membership Dinner\n\n135\n\nFollowing this tribute which was richly deserved, Dr. Sutton made the\nfollowing introduction: “ When Florence Hale was asked what she would\nlike to speak about in connection with this dinner she chose her own sub¬\nject and now she says she is ready to tell it. Those of us who know Florence\nHale know that any word I might say in presenting her would be super¬\nfluous, and if I even pretended to say anything amusing, she would strike\nback with such force that I could not finish the program. So I’m not going\nto say anything except, Florence Hale of Maine will talk to you about\n‘ Now It Can Be Told.’ ”\n(Miss Hale’s address is printed on page 141.)\nDr. Sutton said of Joy Elmer Morgan: “ Next to our own families in\nour own homes is our official family. Nothing moves those of us who have\nsuch families as words of appreciation and everyday acts of devotion that\nmake our organization a success. In unyielding loyalty to his convictions\nand to the right as he sees it, I know of no man connected with our great\norganization who has meant more to you and to the Association to which\nhe belongs and to Dr. Crabtree in carrying forward the work of the organi¬\nzation than the editor of our Journal/’ Mr. Morgan then spoke on “Ap¬\npreciation for the Headquarters Staff.”\n(Mr. Morgan’s address is printed on page 146.)\nFollowing these addresses, Dr. Sutton presented Willard E. Givens, ex¬\necutive secretary of the Association, who presented to Dr. Crabtree a beau¬\ntiful volume of letters from his friends, and to Mrs. Crabtree a remembrance\nfrom Colorado in honor of the occasion.\n(Mr. Givens’ remarks are printed on page 147.)\nEARLY RECOLLECTIONS\nJ. Y. JOYNER, PAST PRESIDENT OF THE ASSOCIATION, LA GRANGE, N. C.\n\nI deeply regret that I must begin with an apology, for I detest apologies by\nspeakers. But I understood when I was invited to speak that I was to\nundertake to express our tribute to Dr. Crabtree and his work. I sat down\nand wrote my address with that understanding. A little later I received the\nprinted program which announced that I was to speak on “ Early Recol¬\nlections.” I already had my speech written. I examined myself and found\nthat I was too young to indulge in reminiscence, which is the sure sign of\nold age, but I concluded that I was old enough to do as I pleased. Then\nand there I pleased to follow my heart and not my orders. So what I shall\nhave to say is a heart tribute of an old friend to an old friend and his work.\nHow good it is to return, after twenty-six years, to this beautiful moun¬\ntain city of the West and revive old memories and pick up the threads of\nold friendships and tie them more tightly about our hearts. There is one\nold friend among us today whom we all love, to whom we and all other\nteachers and friends of universal democratic education in this nation are\ndeeply and everlastingly indebted. It is eminently fitting that we should\ndevote a brief period of this meeting of the life members of the National\n\n"}
{"page": 142, "printed_page": null, "text": "136\n\nNational Education Association\n\nEducation Association to a contemplation of the wonderful work under\nhis wise leadership as secretary for the past eighteen years and to honoring\nand thanking him for it.\nTo me, as one of his oldest friends and associates, and as spokesman for\nyou and all the teachers and children of the nation, has been assigned this\ndelightful but difficult duty and this high honor.\nIn the brief time allotted me, I can but mention a few of the outstanding\nachievements of the eighteen years of his secretaryship:\n1. The democratization of the Association by policies and programs of equal\nrecognition of the problems, the rights, the influence, the voice in administration of\nits affairs, of every class of teachers and superintendents of every section of the\ncountry.\n2. The increase in active membership from less than 8000 to more than 200,000,\nand a corresponding increase in the available income for the work and service of\nthe Association.\n3. The nationalization of the Association and its service by the establishment of\npermanent headquarters in the nation’s capital, the organization of state and local\nassociations, and the tying of these to the N. E. A. in a close, cooperative union of\nmutual support and service.\n4. The enlistment of the profession in accordance with his oft-repeated slogan:\n“ One hundred percent enlistment in local, state, and national associations, with\nevery teacher at work on the problems of the profession.”\n5. The professionalizing of the profession and the elevation of professional\nstandards and salaries.\n6. The expansion and the union of all the departments into harmonious cooperative\nwork for the advancement of all and each.\n7. The expansion of the headquarters staff and its work thru the divisions of\npublications, research, business, field service, administration, classroom service, etc.\n8. The stimulation, education, and guidance of the public mind for preserving\nand maintaining the public school system during the critical periods of the World\nWar and the financial depression following 1929.\n\nBut in the contemplation of his work we must not forget the man behind\nthe work, for the man is always greater than his work. It is true, as Robert\nBrowning sings:\nNot on the vulgar mass\nCalled “ work ” must sentence pass,\nThings done, that took the eye and had the price;\nO’er which, from level stand,\nThe low world laid its hand,\nFound straightway to its mind, could value in a trice.\nBut all the world’s coarse thumb\nAnd finger failed to plumb,\nSo passed in making up the main account;\nAll instincts immature,\nAll purposes unsure,\nThat weighed not as his work, yet swelled the man’s amount;\nThoughts hardly to be packed\nInto a narrow act,\nFancies that broke thru language and escaped;\nAll I could never be,\nAll men ignored in me,\nThis, I was worth to God, whose wheel the pitcher shaped.\n\n"}
{"page": 143, "printed_page": null, "text": "Life Membership Dinner\n\n137\n\nA man of gentle spirit and simplicity and sincerity of nature, of kindness\nand warmth of heart, of prophetic vision, of infinite tact and tolerance and\npatience and faith, of wise and courageous leadership, of consecration to\nduty, of unselfish subordination of personal desires and ambitions to the\ngood of the cause that he served—such is the man, J. W. Crabtree, as I\nknow him and have known him thru all these years.\nThru all these years, in all his work, in all his associations with others,\nHe bore without abuse\nThe grand old name of gentleman,\nDefamed by every charlatan\nAnd soiled by all ignoble use.\n\nWe honor and thank him for what he has done; we love him for what\nhe is; we wish for him a peaceful and happy old age, like one who sits on\nsome quiet hill-top in the radiant glow of the setting sun, turmoil, con¬\nfusion, uncertainty all ended, far removed from petty jealousies, little bicker¬\nings, carping criticisms, clashing ambitions; and, when at last “ God’s finger\ntouches him and he sleeps,” may he have, as he richly deserves, a triumphant\nentry thru another door into the larger life prepared for those who love and\nserve their fellowmen.\nAnd now, my dear old friend, give me your hand.\nDr. Crabtree (Arising and clasping his hand) : Thank you so much.\nDr. Joyner (Continuing) : “We’ve clambed the hill together, and it’s\nmany a cauty day we’ve had with one another.” Standing here tonight, we\ninvite all our young friends to grow old along with us, for we know now\nthat “ the best is yet to be, the last of life, for which the first was made.”\nGod bless you.\n\nBUILDING THRU LIFE MEMBERSHIPS\nJOSEPH H. SAUNDERS, SUPERINTENDENT OF SCHOOLS, NEWPORT NEWS, VA. ]\nAND CHAIRMAN, N. E. A. BOARD OF TRUSTEES\n\nI am reminded on this occasion of an incident in Virginia history. That\ngreat voice of the Revolution, Virginia’s great orator, Patrick Henry, had\nmade one of those wonderful addresses of his when a young man followed\nhim on the program, John Randolph of Roanoke, who was to become also\ncelebrated in Virginia history. But one of the auditors listening to John\nspeak after the wonderful oratory of Patrick Henry said, “ It sounds like\nthe beating of an old tin pan after hearing a fine church organ.” And I\nam sure after hearing the fine church organ, my good neighbor from North\nCarolina, that I am the tin pan in this case.\nHowever, I could not resist the temptation to say just a word in honor\nof my very dear friend, and to speak for a moment upon one of the great\nachievements, which has been mainly due to his building of this Associa¬\ntion. Those of us who have been associated with him since he came to the\nsecretaryship in 1917 have learned to love him and to know that he is a\n\n"}
{"page": 144, "printed_page": null, "text": "138\n\nNational Education Association\n\nbuilder not only of material things, but he is a builder of faith, of hope,\nof courage, of enthusiasm, and of character in those who come in contact\nwith him.\nHe had a great dream in 1922, a great vision. He visualized a wonder¬\nful home in Washington, a lighthouse, or now since we have aircraft, per¬\nhaps an air beacon upon a hill, because I come from the seashore, the\nAtlantic seashore, and on our seashore we have those wonderful lighthouses\nand our mariners, no matter how hard the winds blow, how high the waves\nrise, look forward to these beacons on the shore and feel safe. He had a big\nvision of a wonderful beacon, a wonderful lighthouse that would stand in\nthe city of Washington and forever disseminate educational light to our\ncountry. And so he conceived this idea of life membership.\nPrior to that time this Association had begun to establish what is called\nits Permanent Fund. In 1905 that Permanent Fund was $147,000. In 1920,\nfifteen years later, it was practically the same as it was in 1905. But in 1922\nwhen Dr. Crabtree launched this movement and began to encourage you\npeople to become life members of this organization, with the assurance that\nthe $100 which you paid would go into the building of this great lighthouse,\nthat fund began to grow by leaps and bounds, and in 1925 it had doubled.\nIn 1930 it had reached the sum of $605,000. And then he felt and we felt\nwe could erect the material structure in Washington. And so we built and\ndedicated this great building which we now have in Washington, the picture\nof which you will find on these wonderful placecards made by the pupils of\nthe schools here in Colorado. And we selected as the motto for that building,\n“ Give the People Light and They Will Find the Way”—truly a light¬\nhouse, set upon a hill.\nNow that fund is over $800,000 and still growing, and will enable us\nin a short time to pay of! the mortgage of $100,000 which still exists on that\nbuilding, if this great organization preserves and conserves and protects that\nfund as it should be protected.\nDr. Crabtree has builded better than he knew, and I do not feel that he is\nretiring from the organization. I feel, and I hope, that we shall have for\na long number of years to come his vision, his enthusiasm, his courage, his\nhope, and his faith, and I also hope that when the time does come, as has\nbeen so beautifully said by Dr. Joyner, that he shall leave us, that he and\nall of his many friends, tho they shall sorrow, will rejoice in his great\nachievement. To paraphrase Shakespeare for a moment, I may say that\n“ H is life is gentle and the elements so mixed in him that Nature might\nstand and say to all the world, ‘ This is a man.’ ”\n\n"}
{"page": 145, "printed_page": null, "text": "Life Membership Dinner\n\n139\n\nMRS. CRABTREE’S CONTRIBUTION TO A\nSUCCESSFUL CAREER\nLOUISE M. MEARS, STATE TEACHERS COLLEGE, MILWAUKEE, WIS.\n\nWith apologies to Mr. Longfellow, “ Lives of great men oft remind us\nthat their wives made them sublime.”\nWhen the best loved Queen of England died, after reigning more than\nfifty years, Myrtle Reid says in Happy Wornerij “ She left a precious legacy\nto all the women of the world. No one can read her private life without\nmarveling at her simplicity, wondering at her true greatness, and being glad\nthat queen tho she was, she found her greatest joy in husband and in home.\nAside from her great and lasting service of state to England, the whole\nworld has reason to feel grateful to Victoria for her shining example of wife\nand mother, to be which is more than queen.”\nTo discover and admire an influence, something so subtle and undefined,\nupon the life of James W. Crabtree is not a gesture to belittle the intrinsic\nworth of the man. He may take to himself the satisfying credit of having\nexercised an unusually canny judgment—and that quality of judgment is\ninherent in the nature of Mr. Crabtree—when he chose unto himself an\nextraordinary wife. Let us not deny our friend Mr. Crabtree this happy\nself-satisfaction.\nAn influence that is not superimposed but is the outgrowth of sympathy\nand understanding is the influence that greets us here. So far as I know\nMrs. Crabtree never sounded the praises of her husband, never rose up in\nhis defense, never gave a newspaper interview lauding his merits or giving\nthe true version of her distinguished husband.\nWhen in Wisconsin the rumors appeared that Wisconsin’s distinguished\nauthor, Zona Gale, was to be married and the newspaper reporters sought\nan interview with her on the subject, Miss Gale said in her sweet disarming\nway, “ Why don’t you newspaper reporters write about the beauties of the\nWisconsin River at Portage? ” Now I am sure that Mrs. Crabtree would\nhave said in effect to a questioning reporter, “ Have you noticed the beau¬\ntiful woods along the Missouri River? ”\nSpeaking of the Missouri River gives us the setting for our story. On\nthe wooded shores of this stream, in the southeast corner of Nebraska where\nthree states met there at Nebraska City, in the lovely country east known\nas Bosca Belle, Donna Wilson grew to young womanhood. This region has\nbecome historic as the home of Arbor Day, where the founder, J. Sterling\nGordon, lived and planted trees at Arbor Lodge, now a beautiful state park\nand a place of pilgrimage. There these surroundings created an atmosphere\nfor native men and women of fine stock, as sturdy as the oaks and elms that\nfound root and stature in the rich soil. Here then in the Missouri River\nhighlands lived a native daughter. Maybe not “ with g lantern in her hand,”\nbut with artistic brush and sculptor’s tools she journeyed to the Chicago Art\nInstitute to become a student of Lorado Taft, and then returned to teach\nart at Lincoln, Nebraska, at the University and in the public schools.\n\n"}
{"page": 146, "printed_page": null, "text": "140\n\nNational Education Association\n\nWhen Mr. Crabtree came to Peru, Nebraska, to be president of the\nTeachers College, Donna Wilson had become Mrs. Crabtree. Both were\nreturning to the scenes where as students years before their acquaintance had\nbegun.\nIn those years Mrs. Crabtree was not painting on canvas or carving in\nstone. She was shaping the lives of her children and making a haven of rest\nfor her husband and family. At times she was presiding over the Faculty\nWomen’s Art Club that brought art treasures to Peru.\nIn the shelter of that quiet home were the conditions where in a con¬\nstructive mind like that of Mr. Crabtree a program of life might be evolved\nthat would move the world. Seldom did we see Mrs. Crabtree unaccom¬\npanied by her two little girls who clung to her so gayly and eagerly. Many\nwere the walks that they enjoyed together in the woods of the forested\ncampus. I saw the trio, as I remember them last in Peru, as if they were\nbidding goodbye to the hills and the woods. With the same artistic devotion\nof Rosa Bonheur, surrounded by her pets in France, Mrs. Crabtree loved\nher family and loved nature. No one ever heard her sigh for a career or\neven imply that she was relinquishing a career. On one occasion Lorado Taft\nwas a guest at the college and he too fell under the charms of Peru.\nOn the occasion of my visit at the Crabtree home in River Falls, Wis¬\nconsin, Mrs. Crabtree and the girls took me for a walk into the woods to\nsee a ravine that looked so much like a ravine at Peru, they said.\nMr. Crabtree, whose major study, it seemed to me, was the study of\nmankind and who has earned the reputation of having sixth sense, would at\ntimes look at his surroundings thru the eyes of an artist. His allusions were\noften to things artistic. When he and Mrs. Crabtree returned to Peru\nfrom a Mediterranean trip, Mr. Crabtree saw in the grassy slopes of the\ncampus the possibilities of a stadium like that of Greece, he said. The\ndimensions were quite right and the foliage much superior to that of Greece.\nNow I cannot account for this leaning toward the classical; I have my\nsuspicions.\nI remember with what wonder I read Mr. Crabtree’s foreword for my\nbook in those days. He said in part “ Lorado Taft once said when he was\nin Peru, ‘ Some day some one will write a description of the beauties of Peru\nthat will do for Peru what a painter does with his brush.’ ” I leave it to my\nhearers as to whether or not Mr. Crabtree was under an artistic influence.\nAs it was said of Alice Freeman Palmer, so it might be said of Airs. Crab¬\ntree: “All had significance and found their fitting place in her responsive\nsoul. One flower, one tree, one baby, one bird singing, or one little village\nwould move her to love and praise as surely as a garden, a forest, a uni¬\nversity, an orchestra, or a great city.”\nDoes Mrs. Crabtree know mankind? Is she in the sweet charity of her\nsoul aware that a man may smile, and smile, and be independent? Brought\nup in a family of doctor and lawyer brothers she saw men engaged in serious\npursuits. I am ready to trust the portrait painter to interpret character. Wit¬\nness the portraits which she has painted in the leisure moments of her recent\n\n"}
{"page": 147, "printed_page": null, "text": "Life Membership Dinner\n\n141\n\nyears, the portrait of her aged father, Enod Wilson; the portrait of Dr.\nWinship, of Henry Lester Smith, of Mr. Blair, of Carroll G. Pearse, of\nEdwin Markham. She had earned her recognition as an American artist\nin landscape painting in the earlier days. Lines on the face express char¬\nacter. Hawthorne comments in the House of Seven Gables: “ For life is\nmade up of marble and mood. What is called the poetic insight is the gift of\ndiscerning in this sphere of strangely mingled elements the beauty and ma¬\njesty which are compelled to assume a garb so sordid.”\nWhat is a portrait? If Mr. Doudna were here I know he especially would\nappreciate a reference to the state of Wisconsin. In the Memoirs of Mrs.\nMary D. Bradford of Kenosha, appearing as the frontispiece, is her latest\nphotograph. In the final chapter is a copy of her portrait painted by Robert\nClifton, a portrait which now hangs in the Kenosha High School. A candid\nfriend in looking at the picture said, “ The first is only a picture of you,\nbut this ”—referring to the portrait—“ is a work of art.’’ Mrs. Bradford\nquotes the celebrated portrait painter, John S. Sargent, as saying, “A portrait\nis a picture of somebody with something the matter with the mouth.” When\nthe word reached me in Milwaukee that there had arrived in Milwaukee a\nportrait of Carroll G. Pearse, painted by my friend Mrs. Crabtree, I\nexamined the picture with admiration for the richness of the work, but\ncandidly in my first impression I thought, “ There is something the matter\nwith the mouth.” I looked back and forth, from the picture to the man him¬\nself who sat nearby. Finally I was satisfied that the portrait was true and I\nwas wrong. The artist possessed the gift of discerning. She saw him as he\nis. I was remembering him as he had been.\nVictor Hugo said of Rosa Bonheur: “ If you ask me why she towers above\nher fellows by the majesty of her work, I will say it is because she listens\nto God and not to man. She is true to herself.”\nIn his long, unusual, successful career, thru vicissitudes and in seemingly\nunprecendented situations, Dr. Crabtree has steered his “ ship of state.”\nHis optimism, his smile have emanated from an unseen spirit in his home of\nconfidence, trust, cooperation, and self-denial. Of Mrs. Crabtree I could\nsay, “ None knew her but to love her; none named her but to praise.”\n\nNOW IT CAN BE TOLD\nFLORENCE hale, editor,\n\nThe Grade Teacher, new YORK, n. y. ;\n\nAND PAST PRESIDENT OF THE ASSOCIATION\n\nI think it may be that my place in the sun will be found to be as described\nby one of your fine Virginia people in the atmosphere once adorned by\nPatrick Henry. Miss Adair had taken me down to visit that historic chapel\nwhere Patrick Henry made his famous speech. When she and others had\ngone out, I had a longing, since that speech was taught to me in a little\nhouse on the hills of Massachusetts, to stand in the place where Patrick\n\n"}
{"page": 148, "printed_page": null, "text": "142\n\nNational Education Association\n\nHenry had stood and said, “ Give me Liberty or give me Death.” I had\nbeen saying it pretty nearly all my life in the school teaching profession. So\nafter they had gone out, I lingered and I went up to the old custodian and\nI said, “ Would it do any harm if I should step into this pew where Patrick\nHenry stood and repeat his famous speech? ” And he said, “ Go right along,\nlady; go right along; we have so many freaks all the time here one more\nwon’t make a bit of difference.” So maybe that is my place in the sun tonight.\nNow I will tell you why I chose just the topic that I did. You might\nthink with that topic that I had something to reveal on the other side of the\nquestion about Dr. Crabtree, some dark misdeed that he had done. But it is\nto carry out what he once said in describing me to somebody who got very\noffended at me when I was president. He said, “ Don’t be offended at her.\nDon’t mind her. She is all right. She means all right. Don’t you know,\nshe says she will blast the hide right off from you, but in a few days she will\nbe as gentle as a dove.” So I thought I could startle everybody with that\ntopic and then I would be as gentle as a dove when it came to discussing\nmy part of the program.\nI suppose in the life of everyone here there are people who stand out,\nwho are those without whom that person would not have achieved whatever\nfine things he may have achieved in this world. Each of you has a list of\nsuch names and I have mine. On my list are Albert E. Winship, Augustus\nO. Thomas, Payson Smith, commissioner of education of Massachusetts at\nthe present time, and J. W. Crabtree.\nI thought as Dr. Joyner was speaking of the old friendship and what\nthese old reminiscences meant between the two that I might well shake\nhands with Dr. Crabtree, too, and say, “ Your youngest friend loves you\nas much as your oldest friend who greets you here,” and I would speak\nnot only for myself but for the very latest life member—perhaps it is Daisy\nLord, the baby of the Association, the last life member to be added.\n»\n\nBut I want to call your attention to something which I think—if Dr. Crab¬\ntree’s life does mean to us what we are saying here tonight it means—we\nshould carry out in action.\nIf you study the lives of those four people of whom I have spoken, or\nany four people in your life corresponding to the four in mine, you will see\nthat they had two great characteristics in common at least. One was a great\ntalent for the discovery of young people whom other folks thought very\nordinary, and the ability to bring out the fine things in those young people\nand make them believe in themselves. When some people have spoken on the\nradio whose names are not very well known, I have had it said to me, “ Why\ndon’t you choose the big people? ” That was said to me a little while ago\nwhen two young men, who were unknown, were asked to speak. And I\nreplied, “ Because Dr. Winship once said to me in a beautiful afternoon I\nspent with him shortly before he left us, ‘ Don’t thank me; don’t say a word\nthanking me. Pass it on to those who like you had no one to help them when\nthey came your way.’ ” And Dr. Crabtree has done that thing superbly.\n\n"}
{"page": 149, "printed_page": null, "text": "Life Membership Dinner\n\n143\n\nThe next thing they have in common that I am thinking of is an un¬\nswerving loyalty. Sometimes in meetings I made a mistake that brought\ncriticism on Dr. Crabtree because he stood up for me or any other president\nthat made a mistake. Before the public we were right; we were above\ncriticism. On Monday he would call us into his office and he would say,\n“ Miss Hale, you are all right but you are a little too quick on the trigger.\nSlow up, lady. Don’t speak your mind so freely.” But to the next person\nwho came in he would say, “ I like Miss Hale’s straight-from-the-shoulder\nspeaking.” And that was his motto always—unswerving loyalty, even tho\nit brought criticism to him.\nI wonder if loyalty isn’t something we have got to watch in these days\nwhen sometimes it costs something to be loyal ? That, it seems, is one thing\nwe can learn from the lives of these great men whom we have honored.\nNow when I did come to think about my speech, Miss Chase said, “ I want\nyou to tell something nobody else is going to tell. Find out something about\nhim, no matter what it is, good or bad; find it out and let it be told.” So I\nwent into headquarters office where the mail for Mr. Crabtree was delivered\nand saw some fine looking envelopes with postmarks and things up in the\ncorner, making them seem to be very unusual, sent in honor of this occasion.\nI said to Miss Chase, “ Let me have those letters.”\nShe said, “ No, those are for Mr. Crabtree. He must see them first. You\ncan’t open the United States mail.”\nI said, “ I can. I am going to take a train pretty quickly. I dare to do it.”\nSo I took them and opened them and I said to her, “ I am going to bring\nthose letters. He will never tell anybody about them, and my speech is ready\nmade.”\nSo I have those letters here tonight, and I am going to read some of them.\nMr. Crabtree hasn’t seen a one of them and if you want to prosecute me,\nat least I won’t pay any board in jail and I might once in my life get ahead.\nThe first letter I took out of your mail, Mr. Crabtree, was from United\nStates Senator George W. Norris. It is pretty good when your old neighbors\nare willing to speak well of you. He says:\nDear Mr. Crabtree:\nIt affords me great pleasure to add my testimonial to your dinner, expressing the\nadmiration and gratitude of your numerous friends for your work in behalf of\neducation and higher civilization and of your organization. It is the sincere wish and\nearnest prayer of your friends and admirers that many useful years may be spared\nto you to enjoy the fruits of your life’s work.\nWith highest esteem and greatest admiration, I remain,\n(Signed) George W. Norris,\nUnited States Senator from Nebraska.\n\nThe second letter is peculiarly appropriate for this occasion:\nDear Dr. Crabtree:\nOf course as the daughter of Dr. James Canfield I was brought up to consider\nteachers as the very bulwarks of the country, and everything in my own experience\nhas confirmed my father’s conviction that on educators rests a large part of the\nresponsibility for the future of our country. So I consider that this celebration at\n\n"}
{"page": 150, "printed_page": null, "text": "144\n\nNational Education Association\n\nthe Life Membership Dinner in your honor is an event of golden significance. You\nhave not used your personality, your brains, your force, your ardor, for making\nmoney but for furthering the best interests of the teachers and students of the United\nStates. It is a noble record. We honor ourselves in honoring you. We look back\non your splendid lifelong service with gratitude and forward with faith in the\nstrength of your example.\nWith affectionate greetings,\n(Signed) Dorothy Canfield Fisher.\n\nI want to stop just a minute to tell you the reason why I said that was\nso appropriate. It was an episode in my own life. As a young girl teaching\nin the rural schools of a little Massachusetts town, I went down to take a\nsummer course at Columbia thereby to try to know more, and when I got\na letter from an agency saying that a position in Presque Isle, Maine, was\nabout to be created for which they would consider me because they had no\nmoney to get an experienced person, I had not had any experience with lofty\npeople and so did not have much fear, so went up to the library of Teachers\nCollege, Columbia—I should say Columbia University—to find out where\nPresque Isle, Maine, might be. I was so ignorant I hadn’t heard of it at\nthat time. I approached some young men who were very educated and I said,\n“ Would you please help me to find out where Presque Isle, Maine, is? ”\nThey said, “ We are awfully busy. We haven’t any time. If you will come\nback tomorrow—” and their attitude said, “ Who are you, scum of the\nearth? Go thither.” But I had quite a lot of courage and I saw an open\ndoor—it had been opened on account of the heat, I found out afterwards—\nand I saw a very elegant looking, grey-haired gentleman sitting at a desk\ntherein. I thought he looked as tho he might know how to find out about\nPresque Isle, Maine, so I went in and came to his desk, and he said:\n“ What may I do for you, young lady? ”\nI said, “ I want to find out where Presque Isle, Maine, is.”\nHe said, “ Those young men will tell you.”\nI said, “ No, they are so busy and they told me to come back tomorrow,\nand I have an examination tomorrow and it would be fatal for me to leave\nthat.”\nHe said, “ So it would. So it would, young lady. I will help you find\nPresque Isle, Maine.” And he came down the long corridor out into the\nanteroom, up to one of those elegant young men, and he said, “ Young man,\nhere is a particular friend of mine, a young lady who wants to find out\nwhere Presque Isle, Maine, is, and I would like to have you get maps and\nshow her.” And he patted me on the back and added, “ If you don’t find\nout, come back and I will help you some more.”\nYou should have seen those men galvanize into action and square around,\nand the one who had been the nastiest to me said, “ Don’t you know you\nshouldn’t have gone in there without an appointment? ”\nI said, “ Who is he?”\nHe said, “ It is Dr. Canfield, the head librarian of Columbia University.”\nSo you see he had the same spirit you have had. Nobody, not even a little\ngirl in a gingham dress from a rural school was too small to have him help\nher find something she very much wished to know.\n\n"}
{"page": 151, "printed_page": null, "text": "Life Membership Dinner\n\n145\n\nAnother letter came from way across the waters. I have saved the postage\nstamp for your collection.\nDear Dr. Crabtree:\n\nMay I associate myself most heartily with the tribute of friendship which is being\npaid you by the National Education Association and its friends on the occasion of the\ndinner in your honor on July first. Recognizing the high ideals of service which\nthe teachers of our country have maintained under all circumstances and at all\ntimes, and the tremendous scope of their influence on the thought of our people, I\nfeel a sense of personal indebtedness for the faithful and loyal leadership represented\nby the National Education Association and for your own part in this leadership.\nWith all good wishes, I am,\nSincerely yours,\n(Signed) Ruth Bryan Owen,\nAmerican Minister to Denmark\n\nThe last letter that I have here to read—I have many more that I perused\nbut time will not permit me to give them all—Senator Arthur Capper’s fine\ntribute, indeed so many it was hard to select—but I selected this one because\nI thought if there was anybody who could appropriately express appreciation\nof the secretary of the National Education Association it was the War De¬\npartment of the United States, and this is from the Honorable George H.\nDern. So I am going to read that, from one fighter to another I say,\nMr. Crabtree.\nDear Dr. Crabtree:\n\nI learned some time ago that after many years of useful service you became\nSecretary Emeritus of the National Education Association. Mr. Givens now informs\nme that a Life Membership dinner in your honor will be given at the Denver con¬\nvention upon July 1, 1935. I should like to be counted among the host of your ad¬\nmiring friends who will pay you their tribute at that time.\nYou and I have been personal friends ever since our college days at the University\nof Nebraska in the early 90’s. On account of that association, I have watched your\ncareer with more than ordinary interest, and it has given me pride to feel that I\nhave been intimately acquainted with one who in so practical and efficient a manner\nhas advanced the cause of popular education in the United States. In a democracy\neducation is the most important activity after food, clothing, and shelter have been\nprovided. He who promotes the cause of education is working for effective selfgovernment and good citizenship. I know of no one who has done more toward\nadvancing popular education in the United States, and hence I have the conviction\nthat you lead all the rest of those who have contributed to the efficiency and per¬\nsonality of the American system of government.\nI salute you, Dr. Crabtree, as one of the most useful citizens of your generation.\nI trust that you will be able to give the National Education Association many more\nyears of your wise counsel and advice and a joyful association with friends who\nlove you.\nVery cordially yours,\n(Signed) George H. Dern.\n\nYou all who have read the wonderful book by Mr. Crabtree, which every\nmember of this Association should read, the most beautiful thing of the\nsort that I have ever read, know that Edwin Markham made a wonderful\ndedication to Mr. Crabtree in his poem, “ The Never Old.” Since you are\nall familiar with it, I am going to adapt a bit of it and say to you, Mr. Crab-\n\n"}
{"page": 152, "printed_page": null, "text": "146\n\nNational Education Association\n\ntree, summing up all that your friends have said and what we would say\nhere every one, if there were time for us individually to do it, this:\nAnd for you, Mr. Crabtree,\nThe poet truly has told,\nWhen he has said that you, forsooth,\nAre of the Never Old.\nAnd whether on the bleachers\nOr in the lively game\nOf those who come and go,\nYou have gained undying fame,\nMr. Crabtree.\n\nAPPRECIATION FOR HEADQUARTERS STAFF\njoy ELMER MORGAN, editor, Journal of the National Education Association,\nWASHINGTON, D. C.\n\nI am somewhat in the position of the small, four-year-old neighbor boy\nwho comes into my garden in the long summer evenings when I am pulling\nthe weeds out of the roses and I give him such tasks as a four-year-old boy\ncan do, and he goes about them saying, “ Mr. Morgan gives me the heavy\nwork.” To try to express the appreciation that is in the hearts of the head¬\nquarters staff belongs in the same category as the tasks of that small boy.\nThe N. E. A. headquarters staff has grown in these years from just a\nhandful to a staff comparable to that of a great university, a staff whose\ninfluence probably reaches further than that of any great university. And\nif I were to attempt to express its appreciation, I would have to express the\nappreciation that is in the heart of little colored Mary, who helps keep the\nbuilding clean; and I would have to express the appreciation that is in the\nheart of all the others, some two hundred, who have been there the years of\nMr. Crabtree’s service—of Dr. Carr of California, Dr. Martin of Utah,\nMiss Williams of Tennessee, of Miss Pinkston of Texas, of Miss Winn of\nWashington, of Miss Chase of New York—and so I might go on thru the\nlist of those who in that great staff are performing the service for the\npeople who are represented here tonight. It seems to me that this staff and\nthis group here have in common that spirit of sacrifice and consecration and\nservice and foresight which is the hope not only of American education but of\nAmerica itself.\nIt is perhaps the best tribute that could be paid to Mr. Crabtree simply\nto point out that of the staff thirty-seven have themselves become life mem¬\nbers, and of that thirty-seven fifteen have become Crabtree life members since\nJanuary first, and if it means anything, that those who know the Association\nbest and who know Mr. Crabtree best have found this expression for their\nappreciation. It is greater than anything that I could say.\nIt is not possible to express the appreciation of that headquarters staff\nin words, Mr. and Mrs. Crabtree. It will have to be expressed in deeds, in\ndoing the work that you have set your hand to.\n\n"}
{"page": 153, "printed_page": null, "text": "147\n\nLife Membership Dinner\n\nPRESENTATION OF VOLUME OF TRIBUTES\nWILLARD E. GIVENS, EXECUTIVE SECRETARY, NATIONAL EDUCATION\nASSOCIATION, WASHINGTON, D. C.\n\nEvery great man has associated with him generally two great women—a\ngreat mother and a great wife.\n\nDr. Crabtree has had associated with him\n\nthree great women—a great mother, a great wife, and a great secretary.\nFifteen years ago he took into his office a young lady who since that time has\nbeen constantly with him, helping him carry on the professional work of this\ngreat Association.\ntonight.\n\nIt is she who is the prime mover of this beautiful affair\n\nIt is she who is my righthand man in Washington at the present\n\ntime, and I would like for Harriett Chase to stand.\nMrs. Crabtree, those of us in the National Education Association not only\nrecognize you as an artist of marked ability, a great portrait painter—we\nhave two of Mrs. Crabtree’s great paintings in our building in Washing¬\nton—but we recognize you also as a great wife, and an inspiring companion,\nand the mother of our office force, and we wish at this time to present you\njust a small remembrance from Colorado in honor of this occasion.\n\nWe\n\npresent this with the love of the office force in Washington.\nDr. Crabtree’s record speaks more eloquently than any speaker could.\nHe came to Washington in 1917 and started the office of the National\nEducation Association in one room of his house, with one secretary.\n\nOn\n\nJanuary 1, 1935, when he became secretary emeritus, he left a modern,\n- seven-story building, on the “ Street of the Presidents,” six squares from the\nWhite House in our nation’s capital, and he left there a loyal office force\nof one hundred and forty-five people, all of whom love and respect him.\nHe started in 1922 the life membership movement that put up that great\nbuilding, and that has grown from that time until tonight our great national\nAssociation has some 5400 life members scattered thruout this great nation.\nMiss Hale read you a few of the letters that he has received.\n\nIt is my\n\npleasure on behalf of his friends thruout the nation to present to him from\nyou a beautiful volume of some seven hundred letters from his friends, bound\nin a beautiful binding presented by the publishers of our Jow-nal as a com¬\npliment to Mr. Crabtree.\n\nIt is a great pleasure to present this volume to\n\nMr. Crabtree tonight and to assure you all that it is a great honor to be the\nsuccessor of such a man.\n\nADDRESS\nJ. W. CRABTREE, SECRETARY EMERITUS, NATIONAL EDUCATION ASSOCIATION,\nWASHINGTON, D. C.\n\nI do not have words to express the appreciation which I feel on this\noccasion.\n\nHad I the wTords I am sure I would not have the voice.\n\nYet I\n\nfeel that I ought to say a few words at least.\nFor some reason or other my mind goes back to an incident sixty-four\nyears ago this summer. My mother had sent me to a nearby spring for a pail\n\n"}
{"page": 154, "printed_page": null, "text": "148\n\nNational Education Association\n\nof cool water because we had company for dinner. When I returned Aunt\nSally discovered pebbles in the bottom of the pail and asked me about them.\nI told her I put them in. I thought they looked nice. I said it was fun to see\nthem go down thru the water. She was not pleased and called my mother’s\nattention to them.\nMy mother looked into the pail and then with sympathy into me.\nto explain.\n\nI tried\n\n“ I am sorry,” she said, “ but I know you meant all right.” A\n\nmoment later she handed me a piece of pie which somehow I could not eat\njust then.\nI heard my aunt say on the side, “ Sarah, you are certainly spoiling that\nchild.”\n\nFinally, my mother thought we needed another pail of water and\n\ntold me to run and get it. This was my opportunity.\n\nI soon returned and\n\nthis time without the pebbles. I could then enjoy my pie.\nI cannot help thinking that if Aunt Sally were here tonight to hear all\nthese praises and to hear not one word about my faults she would say\nright out, “All you big educators, you are certainly spoiling that child.”\nThe pail I brought you, up to this evening, has the bottom covered with\npebbles.\n\nBut, Mr. Chairman, I beg you to give me the chance my mother\n\ndid—I do wish you would send me for another pail of water.\n\n"}
{"page": 155, "printed_page": null, "text": "Reports of Committees\n\n"}
{"page": 156, "printed_page": null, "text": "INTRODUCTION\nMuch of the most significant work of the Association is 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 in the section on Associational Records and Information in this volume.\n\n*\n\n[150]\n\n"}
{"page": 157, "printed_page": null, "text": "REPORT OF COMMITTEE ON,AMENDING CHARTER 1\nREUBEN T. SHAW, 1327 REAL ESTATE TRUST BUILDING,\nPhiladelphia,\n\nPA.,\n\nChairman\n\nIntroductory Statement\n\nT\n\nhe resolutions adopted\n\nby the Representative Assembly of 1934\n\nprovided that this Committee should do all that is legally possible to\nsecure certain amendments to the charter. Two specific amendments to the\ncharter had been proposed prior to the adoption of this resolution.\n\nThe\n\nExecutive Committee interpreted that the Committee on Amending Charter\nas appointed should concern itself only with the amendment dealing with\nthe question of life directors. The fact remained, however, that the other\namendment, concerning the method of selecting the secretary, had been\nproposed.\nThe same Representative Assembly adopted a resolution providing for the\nappointment of a Committee on Reorganization which was to include among\nits duties the consideration of the need of changes in the charter.\nAn examination of our charter brought out the fact that it contained\nmany provisions that were not found in other federal charters and which\napparently should have been placed in the bylaws.\n\nt\n\nTwo courses of procedure were open to the Committee on Amending\nCharter; first, to proceed at once to ask Congress for an amendment to the\ncharter concerning the life director question alone and the second, to join\nforces with all others interested in transferring from the charter to the by¬\nlaws provisions which properly belong there—including the portions of the\ncharter dealing with life directors.\n\nIn case the second procedure was fol¬\n\nlowed, it would then be a simple matter for the Association to handle the\nlife director question by amending the bylaws as revised.\nIf the Committee on Amending Charter adopted the first procedure and\nproceeded at once to ask Congress for that point alone, it would probably\nbecome necessary for a committee representing the Association to ask Con¬\ngress for further amendments at some time in the near future.\nThe Committee on Amending Charter believed that such a situation\nwould not be for the best interests of the N. E. A. and that the second course\nof procedure should be followed.\n\nThe Committee on Amending Charter\n\nbelieved that they had no authority to proceed to Congress with proposals\nfor any amendments to the charter other than the one already mentioned,\nunless the Executive Committee should revise its interpretation.\n\nAt the\n\nmeeting in Atlantic City in February 1935, the members of the Committee\non Amending Charter felt that the sentiment in favor of simplification of\nthe charter was so general and unanimous that the Executive Committee\nwould be justified in authorizing immediate steps to be taken for the simpli¬\nfication of the charter, provided a simplification plan could be so drafted\nthat it would still receive unanimous support.\n1 The proposed plan of simplification of the charter, with the exception of that pertaining to\nSection 7, was approved by the Representative Assembly, July 2, 1935.\n[ 151 ]\n\n"}
{"page": 158, "printed_page": null, "text": "152\n\nNational Education Association\n\nIn view of the latter problem in regard to charter changes, the Committee\non Amending Charter decided to ask for a joint conference with the Com¬\nmittee on Reorganization.\n\nThis was held at Atlantic City and both com¬\n\nmittees agreed unanimously upon the general idea of simplification of the\ncharter. A difference of opinion, however, immediately developed as to the\ntime when a bill should be introduced into Congress providing for such\nsimplification and also a question was raised as to what officer, committee, or\nboard had authority to speak for the Association in authorizing the introduc¬\ntion of such a bill. The two committees asked for the opportunity to present\ntheir problem to the Executive Committee.\n\nThe Executive Committee in¬\n\nstructed the two committees to prepare a plan of simplification of the charter\nas promptly as possible and to notify the Executive Committee as soon as it\nwas prepared.\n\nThe drafting committee representing the two committees\n\nprepared a plan of simplification and presented it to the Executive Com¬\nmittee on March 23. The members of the Executive Committee indicated\napproval of the simplification plan in general but raised certain objections\nto the proposed changes concerning the Permanent Fund. The matter was\nthen referred back to the two committees for further study and consideration\nin regard to that particular item.\nFurther conferences have been held in regard to the matter of the Perma¬\nnent Fund. The Committee on Reorganization at its Chicago meeting gave\na great deal of consideration to this matter. The provisions, insofar as the\nPermanent Fund is concerned, were modified and will be submitted as a\npart of the report of the Committee on Reorganization.\nThe Executive Committee authorized but did not direct the Committee\non Amending Charter to proceed with the life director question alone. The\nCommittee on Amending Charter believed that by deferring action for a\nshort time, it might be able to secure not only the thing asked for in the\nmotion which created the Committee but that it might assist in bringing\nabout such a revision and simplification of the charter that it will never\nagain be necessary to apply to Congress for charter changes.\nIn its report the Committee has set forth the studies it has made and the\nsteps it has taken. These studies have led to certain conclusions and recom¬\nmendations which are set forth at the end of the report.\n\nThe Committee\n\nbelieves that delegates and members of the Association will have a much\nbetter grasp of the problem with which the Committee was confronted if\nthey will consider carefully and in detail the material set forth in the report.\n\nOutline of Report\nI. Purpose and duties of Committee on Amending Charter\nII. Charter, constitution, bylaws, rules of procedure\nIII. Opinions of certain state directors\nIV. Objections to the method of procedure of the Committee\nV. Legal opinion\nVI. Parliamentary opinion\nVII. Examination of federal charters, and\norganizations\n\ncharters of other national\n\n"}
{"page": 159, "printed_page": null, "text": "Reports of Committees\n\n153\n\nVIII. Examination of Congressional Record in regard to other federal\ncharters\nIX. Investigations of “ danger of losing charter ”\nX. Interviews with members of Congress\nXI. Precedent—adoption of charter in 1906—with special reference to\nSection 9\nXII. Precedent—adoption of Amendment of 1920\nXIII. Relationship with Committee on Reorganization\nXIV. Summary of facts and conclusions\nXV. Recommendations.\nRecommendations\n1.\n\nThe Committee recommends that the Assembly approve the proposed\nplan of simplification of the charter\n\n2.\n\nThe Committee recommends that the Representative Assembly make\nprovision for a committee to take immediate steps to have the charter\namended as provided for in the plan of simplification and that an ade¬\nquate appropriation be made for the work of that committee.\n\n3.\n\nThe Committee recommends that the life director question be taken\ncare of by the amendment to the bylaws as revised in connection with\nthe simplification of the charter and as presented in the report of the\nCommittee on Reorganization.\n\nREPORT OF AMERICAN\nCOMMITTEE ON\n\nLIBRARY ASSOCIATION\n\nCOOPERATION WITH THE\n\nNATIONAL EDUCATION ASSOCIATION 1\nANNA CLARKE KENNEDY, SUPERVISOR OF SCHOOL LIBRARIES, EDUCATION\nDEPARTMENT, THE UNIVERSITY OF THE STATE OF NEW YORK,\nALBANY,\n\nN. Y.,\n\nChairman\n\nThe National Education Association and American Library Association\nCommittee on School Libraries brings to the attention of the two asso¬\nciations the need for conferences on the development of school libraries and\nthe improvement of school library service.\n\nThe Committee agrees that\n\norganizing discussion sessions and conferences at which school administra¬\ntors, supervisors, teachers, school librarians, librarians of public libraries,\nand other library administrators consider this their common problem; and\nplans for dealing with it should be more effective and practical than arrang¬\ning to have school librarians talk to each other about school library needs.\nFor this reason the Committee recommends the fostering of special confer¬\nences at the meetings of the two associations, or under their auspices at\nother times and in other places, rather than the reestablishment of a School\nLibraries Department of the N. E. A.\n1 Adopted by Board of Directors, July 2, 1935.\n\n"}
{"page": 160, "printed_page": null, "text": "154\n\nNational Education Association\n\nThe Committee realizes that all groups in the two professional fields\nmust understand the function of school libraries, must recognize what\nconditions are necessary for satisfactory school library service, and must\nknow how the school library is related to other school essentials and other\nschool library objectives and cooperate in attaining them. The Committee,\ntherefore, asks the assistance of the directors of the N. E. A. and the\nexecutive board of the A. L. A. in presenting school libraries to all groups\nin the two fields by having papers on school libraries at general sessions\nand by encouraging special sections, departments, and allied organizations\nto consider their relations to and responsibilities for school libraries.\nThe Committee is preparing a statement of school library essentials\nwhich should be ready for your consideration early this fall. Possibly the\npublication of this statement will lead to the serious study of some of the\nproblems relating to school library service by specialists in research and to\nother less formal special studies which should be completed before a satis¬\nfactory restatement of school library standards can be made.\nAs a means of making known what school library studies have been com¬\npleted and what school library studies are needed, Eleanor Witmer, a\nmember of the Committee, is preparing the material for a pamphlet on\nresearch problems in the school library field. We request that provision\nbe made for the publication of this pamphlet from funds not used by this\nyear’s Committee and from part of the funds allotted for next year’s work.\nThe Committee has begun to investigate the possibility of making nation¬\nwide recommendations regarding school library records and reports so that\nthe value of adequate records will be more generally understood, so that\nschool library statistics may be compared, and so that the reports which are\nmade will be so reliable and accurate that they may be used in evaluating\nwhat is being done and in making further studies. The Committee has\nconsulted the librarian of the United States Office of Education and several\nof the state school library supervisors on this problem. It will need the\nassistance of the research department or staff of the two associations. It\nrecommends that next year’s Committee be asked to continue this work\nunless some other group is undertaking it.\nThe Committee arranged a School Libraries Information Center for the\n1935 meeting of the Department of Superintendence in Atlantic City. The\nservice was carried on thru the cooperation of Laura Faus, librarian of the\nAtlantic City High School and the secretary of the New Jersey Library\nCommission. Space for the work was provided at the A. L. A. publications\nbooth. The Committee supplied the reprint “ The School Principal and\nthe School Librarian,” a summary of a talk given by John Coulbourn,\nprincipal of the Cherry Valley Avenue Junior High School, Garden City,\nNew York, which had been published in the New York City School Libraries\nBulletin for distribution at the Information Center.\nAt the Denver conference of the N. E. A. the Committee is giving out\n3500 copies of the brochure The Libraries of the Denver Public Schools\nwhich was written by the school librarians of Denver and printed by the\nDenver School Press.\n\n"}
{"page": 161, "printed_page": null, "text": "Reports of Committees\n\n155\n\nThe Committee has reminded the executive board of the American\nLibrary Association that it considers the appointment of a specialist on\nlibrary work with children and young people in and out of school on the\nA. L. A. staff a matter of great importance, and has urged that funds\nbe provided for this purpose as soon as possible, the plan for this appointment\nhaving already been approved by the A. L. A. council and executive board.\nThe mutilation of books and periodicals by children and young people\nwhich seems to have become more serious because of present teaching\nmethods and the present inability of schools and libraries to supply adequate\nmaterials was referred to the Committee by the A. L. A. In reply the\nCommittee is making the following recommendations in separate form\ninasmuch as the two associations may wish to have them published without\nreference to the entire report.\nThe Joint Committee of the N. E. A. and A. L. A. on School Libraries\nwishes to bring to the attention of teachers, public librarians, school librari¬\nans, and librarians of teacher-training institutions a problem which requires\ntheir consideration.\nThe Committee refers to the mutilation of books and periodicals by\nchildren and young people, particularly so far as such mutilation is the\nresult of the activities program, the project method, or special school assign¬\nments. We believe that the solution of the problem lies:\n1. In a more nearly complete understanding by librarians of the aims and\npurposes of schools\n2. In a more nearly complete understanding by teachers of the problems and\ndifficulties of libraries\n3. In a more effective procedure for investigating the quantity and variety of\nmaterials available locally as a part of planning a particular school activity\n4. In the expansion (where necessary) of the courses which aim to teach citizen¬\nship and of the programs of character education to include emphasis on the\nindividual’s responsibility for the intelligent care of public property and his\nregard for the rights and privileges of others\n5. In the expansion (where necessary) of the library instruction program so that\nall teachers and librarians will cooperate in establishing the attitudes, skills, and\nhabits which will insure the most intelligent use of books and libraries\n6. In the constant effort of schools and libraries to cooperate in obtaining a more\nnearly adequate supply of books and other materials for children and young people\n7. In a more liberal policy of administering library materials and a clearer un¬\nderstanding of children and their needs.\n\nWe respectfully suggest that this memorandum receive the consideration\nof school administrators, teachers, and librarians and such others as may\nbe concerned with this problem, both in training institutions and in the\nfield.\n\n"}
{"page": 162, "printed_page": null, "text": "156\n\nNational Education Association\n\nREPORT OF COMMITTEE TO COOPERATE WITH THE\nNATIONAL ASSOCIATION OF TEACHERS IN\nCOLORED SCHOOLS 1\nN. C. NEWBOLD, STATE DIRECTOR OF NEGRO EDUCATION, STATE DEPARTMENT\nOF education, raleigh, N. C.,\n\nChairman\n\nThis Committee was created in 1925-26 by Mary McSkimmon, presi¬\ndent of the National Education Association, as a Committee on Problems\nin Negro Education and Life (which was later changed to the N. E. A.\nCommittee To Cooperate with the National Association of Teachers in\nColored Schools on problems of Negro education and life).\nThe first Committee was composed of S. L. Smith, chairman, W. T. B.\nWilliams, N. C. Newbold, and W. W. Sanders. The first report of this\nCommittee was made to the Board of Directors of the National Education\nAssociation at the Philadelphia meeting on July 4, 1926. Meetings have\nbeen held once or twice a year and a report of progress has been filed with\nthe Board of Directors of the N. E. A. annually since the Committee was\ncreated.\nAll sections of the nation are represented on this Committee, consisting\nof state superintendents, state agents of Negro schools, college presidents\nand professors, high-school and elementary teachers, and members of philan¬\nthropic boards who are willing tb give their thought and time in helping to\npromote, thru proper education, a better understanding among all groups\nin our population, and therefore a better interracial goodwill.\nThis Committee has held two meetings within the past year, one at\nWashington in July and the other in Atlantic City in February.\nIn the past there have been occasional joint meetings of this Committee\nand a similar committee of the National Association of Teachers in Colored\nSchools at the meetings of the latter association. Reports which were made\npreviously to the National Education Association have been considered at\nthese joint meetings and usually adopted by the National Association of\nTeachers in Colored Schools at the annual meetings in August.\nAt the meeting of this Committee in Atlantic City in February 1935,\nPresident Wilkinson of the National Association of Teachers in Colored\nSchools expressed a feeling that this type of cooperation is most helpful and\nrequested that, if possible, a still closer cooperation be effected. This might\nbe brought about in part by having the president of each association appear\non the program of the other, not only in the annual summer meetings but\nat the mid-year meetings also, including the Superintendence Convention\nof the N. E. A.\nA special subcommittee of this Committee was authorized at the Atlantic\nCity meeting the duty of which it will be to report to the N. E. A. meet¬\nings outstanding interracial achievements in the country, including any\neducational developments of a notable character.\n1 Adopted by Board of Directors, July 2, 1935.\n\n"}
{"page": 163, "printed_page": null, "text": "Reports of Committees\n\n157\n\nIt is urgently requested by the Committee that the incoming president\nof the National Education Association attend the meeting of the National\nAssociation of Teachers in Colored Schools in Tallahassee, Florida, from\nJuly 29 to August 1, 1935, or delegate some outstanding member to attend\nand address the conference.\nThe report of the subcommittee on (1) the Treatment of the Negro in\nTextbooks, and (2) Moving Pictures Portraying Negro Life in America\nwas approved in principle at the Atlantic City meeting. This report follows:\nI. A Study of the Treatment of the Negro in Textbooks\nThe Committee has cooperated with organizations, officials, authors, and others\nin efforts to have all school officials carefully examine the textbooks now in use\nas well as those proposed for adoption to see whether they deal fairly and\nadequately with the Negro, who makes up one-tenth of our national population.\nEach year a brief summary of achievements has been filed with the Board of\nDirectors of the N. E. A., approved by the Representative Assembly and printed\nin the annual Proceedings. These reports have also been made to a committee\nof the National Association of Teachers in Colored Schools and approved.\nIn a southwide conference held at Peabody College, Nashville, Tennessee,\nAugust 1933, in which state superintendents or representatives from every state\ndepartment of education, and the presidents and professors from around fifty white\ncolleges were present, the following resolution was passed by unanimous vote:\nThere should be taught in both white and colored schools those things that\nwill build up in the lives of the people of both races such a knowledge of the\nfactors involved in a biracial civilization and such mutual understanding as\nwill promote goodwill, fair play, and a spirit of cooperation that will enable\nus all to work together as one for a safer, a saner, and a more fruitful civilization.\nAs a first step in that direction we recommend that each state department of\neducation make a careful study of the public school textbooks in use in that\nstate, with a view to such eliminations and additions as may be necessary to\nthe above end.\nSince the last report of this subcommittee in July 1934, the members have con¬\ntinued to stimulate further studies of textbooks, R. B. Eleazer, a new member of the\nCommittee, added a year ago because of his interest in this study, has examined\ntwenty additional textbooks of American history now in use in the South, the\nresults of which are published in a pamphlet by the Conference on Education and\nRace Relations, Atlanta, Georgia, under the title School Books and Racial Antago¬\nnism. A few excerpts from his findings are quoted as follows:\nNot one of the twenty histories even hints that Negroes had any part in\nthe Revolutionary War (altho Bancroft records the important part they took\nat Cambridge, Bunker Hill, and Monmouth).\nOnly one mentions that there were Negroes with Andrew Jackson in the\nBattle of New Orleans. (Jackson said that they surpassed his hopes, that he\nwould report it to the President of the United States, and that the nation would\napplaud their valor as he had praised their ardor.)\nNot one mentions their participation in the Spanish American War, in which,\nalong with Roosevelt’s “Rough Riders,” they were highly commended by the\nColonel himself.\nThe text mentions the fact that there were Negroes in the Civil War, but\ngives no suggestions as to the number or quality of service.\nAlthough 200,000 American Negroes saw service in the World War, the\ntwenty histories make no mention of this service (in spite of the statement of\nGeneral Pershing that he could not commend too highly the spirit shown among\ncolored combat troops and their eagerness for the most dangerous work).\n\n"}
{"page": 164, "printed_page": null, "text": "158\n\nNational Education Association\n\nOnly one mentions Booker T. Washington, the great educational leader among\nhis people, who is known around the world, yet eight record the fact that Nat\nTurner led a slave insurrection. Altho it is generally conceded that no like\ngroup of people ever made so great progress in sixty years, only two of the\ntwenty histories make any mention of this notable record.\nUllin\n\nLeavell\n\nof\n\nGeorge\n\nPeabody\n\nCollege,\n\nwho\n\nhas\n\ndirected\n\nstudies for the\n\nCommittee, in collaboration with others, has prepared recently a new series of basal\nreaders from the pre-primer thru the eighth grade, which attempts to give\nas nearly as possible an adequate and proper treatment of social and economic\nproblems as related to the various minority groups in the American culture.\n\nIn\n\nthis series an effort has been made to portray the constructive achievements of\nthose groups, which will no doubt give a better understanding of their part in\nAmerican life and, therefore, promote better racial attitudes and better citizenship.\nThis series of readers, published by one of the leading textbook companies, has had\nmost favorable\n\ncomment\n\nfrom\n\nsouthern\n\nschool\n\nofficials,\n\nand\n\nhas\n\nalready been\n\nadopted for use in some southern states, according to reports.\nIt is the hope of this Committee that other textbook companies, publishers of\nbooks for general\n\nreading and for use in libraries, will encourage more books\n\nof this nature for use by all racial groups.\nThe Committee has been informed that at least one large city in the North and\none in the East have recently discarded textbooks which the officials felt did not\ngive fair treatment of Negroes.\n\nOthers have asked the publishers to delete certain\n\nunfair material about Negroes. In all cases of this kind the publishers have shown a\ncheerful willingness to cooperate. The companies are making careful examination\nof their books and some have reported to the Committee that they have had\noccasion to revise their own readers, omitting any statements that might be con¬\nsidered unfair treatment of Negroes.\nWhile these studies of textbooks have been limited, so far, to southern states,\nthe Committee passed a resolution recently, requesting the chairman to contact\nstate and city superintendents thruout the nation, asking them to cooperate in this\nimportant program. This will be done at an early date.\nThere are a number of studies yet incomplete in the\n\nsouthern\n\nstates.\n\nIt is\n\nhoped that a more comprehensive report may be ready to file by July 1936.\nThe comprehensive Source Book on Negro Life by Charles S. Johnson, a mem¬\nber of this Committee, is expected to be published soon.\nauthentic material for authors.\n\nThis will furnish much\n\nII. Moving Pictures Portraying Negro Life in America\nThe subcommittee working on plans for an educational motion picture portray¬\ning Negro life in America is now proceeding on a program which combines the\nobjectives of social education with current art expression in music, design, and\nstagecraft. It contemplates utilizing, in a sound motion picture, the combined\ntalents of Negro musicians and singers, artists, playwrights, and actors, against\na carefully and realistically drawn social and historical background—these features\nto be given integration under the skilled hand of a professional director.\n\nIt is a\n\ncooperative undertaking\nmain, contributed.\n\nin\n\namong\n\nNegro\n\nartists\n\nwhose\n\nservice\n\nwill\n\nbe,\n\nthe\n\nThe Negro artists, without exception, have responded with an almost aggressive\nenthusiasm, recognizing the social as well as the artistic possibilities of such con¬\ntributions when woven into a proper pattern. Altho primarily an educational\nventure, it is expected that it will have some commercial possibilities, thus reach¬\ning incidentally, a wider audience.\nPreparation of trial musical scores has begun, and this has been accompanied\nby an increased interest on the part of producers of educational pictures which\nhave commercial outlets. The recent outstanding reception of certain sound\npictures based upon aspects of the racial issue and Negro life gives added promise\n\n"}
{"page": 165, "printed_page": null, "text": "159\n\nReports of Committees\n\nof the success of this venture.\n\n(Charles S. Johnson of Fisk University is giving\n\nmuch thought and time to this important project.)\nIn the spring of 1932 the chairman of this subcommittee wrote a detailed letter\nto Will Hays, president of the Moving Picture Producers and Distributors of\nAmerica, Inc., asking for his advice and cooperation. He was so impressed with\nthe possibilities of this type of picture that he copied and sent the letter to all the\nlarge moving picture companies, suggesting that they get in touch with this Com¬\nmittee. Most of the companies responded with favorable reactions, but the business\nand financial conditions slowed down progress temporarily.\nOur original idea was to build the picture around Paul Robeson and his OP Man\nRiver, but before we were able to contact him he left for Europe. Soon after this\nhe was engaged by one of the large moving picture producers to take the leading\nrole in “ Emperor Jones,” which had a fine reception and box-office appeal in all\nparts of the country. One of the large companies with whom this Committee has\nbeen in close touch for two or three years wrote the chairman of the subcommittee\non June 17, 1935, the following encouraging letter which is quoted in part: “We are\nactively engaged in making plans to produce ‘The Green Pastures.’\n\nI feel positive\n\nthis picture will accomplish more for what you have in mind than any other\none picture.” The letter further indicated that they would want the assistance of this\nCommittee toward securing artists for the contemplated production.\nportant roles have been played by Negroes in moving pictures recently.\n\nOther im¬\nWhile this\n\nCommittee does not claim full credit for stimulating these pictures, it does find\nmuch satisfaction in the fact that this is in line with the program the Committee has\nbeen sponsoring since February 1932, with the approval of the National Education\nAssociation.\n\nREPORT OF COMMITTEE ON THE ECONOMIC STATUS\nOF THE TEACHER1\nB.\n\nR.\n\nBUCKINGHAM, DIRECTING EDITOR OF ELEMENTARY-SCHOOL\nGINN and company, boston, mass.,\n\nBOOKS,\n\nChairman\n\nThe report of this Committee for 1935 consists primarily of the results\nof a survey of economic transactions of a group of city school teachers\nduring the year 1932-33. The following statement, abstracted from the\nchapter on “ General Summary and Recommendations ” outlines some of\nthe high spots of this report:\nCurrent borrowing and reduction of debt—On the average, the amount\nof borrowing and reduction of debt among the reporting teachers in 1932-33\nwas not significant. There was less borrowing or greater reduction of out¬\nstanding debt at the higher income levels than at the lower. Among teachers\nwith similar incomes, those having greater responsibility for dependents\nincurred more debt than did those with fewer dependents.\nNet assets accumulated—Reports from the city teachers cooperating in\nthis survey indicate that after thirty-five or forty years of teaching service\nunder conditions such as these persons have experienced, and following\nsimilar practises of saving and investment, single women might expect to\naccumulate about $10,000, on the average, while married men might expect\nto have as much as $17,000, on the average. These amounts are distinctly\ninadequate to provide, at age sixty, retirement incomes equal to the average\n1 Adopted by Representative Assembly, July 4, 1935.\n\n6\n\n"}
{"page": 166, "printed_page": null, "text": "160\n\nNational Education Association\n\ncurrent expenditures reported by all men and all women teachers in this\nsurvey.\nDistribution of income among major items of budget—The average in¬\n\ncome of the 2358 city teachers reporting in 1932-33 was $2043. Of this\namount, 16 percent was devoted to saving, 13 percent to giving, 65 percent\nto necessities, and 6 percent to betterments. This distribution compares\nunfavorably with the apportionment proposed as a reasonable and desirable\ngoal, namely, 20 percent of income allotted to saving, 10 percent to giving,\n50 percent to necessities, and 20 percent to betterments. The teachers’\ndetailed expenditures indicate that their failure to keep the average expendi¬\ntures for necessities within 50 percent of income was due primarily to\ninadequacy of income rather than to unwise management of income.\nIncomes needed to maintain desirable standards of living—Other factors\n\nbeing equal, the percent of income required for necessities decreases as\nincome increases. To attain the tentative goal of only 50 percent for\nnecessities in 1932-33, the unmarried women teachers who were not main¬\ntaining homes evidently needed an income somewhere between $2500 and\n$3500 on the average, while both the unmarried women and the married\nmen who were maintaining homes needed incomes upward of $4000 on\nthe average. These figures are based on returns from the larger cities only,\nand do not necessarily apply to teachers in small towns and rural areas.\nThey are in sharp contrast, however, to the median salary of $2199 reported\nas paid to all classroom teachers in sixty-five cities over 100,000 in popu¬\nlation in 1932-33.\nIncome status of teachers and other occupational groups—A comparison\n\nof teachers’ average salaries with the estimated incomes of other occupa¬\ntional groups from 1929 to 1933 shows that thruout this period teachers\nin general occupied an unfavorable economic position in relation to most\nother groups with ability and training comparable to those needed by teach¬\ners in the modern school. In 1933 (the latest year for which figures on\nincomes in most other occupations are available), the estimated average\nsalary of all public school teachers, principals, and supervisors in the United\nStates was $1316. This amount was somewhat higher than the preliminary\nestimates of average income for state and county employees other than those\nin education. On the other hand, the teachers’ average salary was lower\nthan the preliminary estimates for (1) city employees other than those\nin education, (2) federal government employees, (3) clergymen, (4)\nphysicians and surgeons in private practise, (5) dentists in private practise,\n(6) lawyers in private practise, (7) consulting engineers, and (8) salaried\nemployees in the mining, manufacturing, construction, steam railroad, Pull¬\nman, railway express, and water transportation industries.\nRecent trends in incomes of teachers and other groups—By 1934 the\n\naverage salary of all public school teachers in the nation is estimated to\nhave fallen 12 percent, and that of teachers in sixty-five large cities about\n7 percent, below their 1929 levels (with evidence of a very slight average\nupturn in 1935). These figures refer, of course, only to the salaries of\nthose who kept their jobs. The number of teachers who were dropped\n\n"}
{"page": 167, "printed_page": null, "text": "Reports of Committees\n\n161\n\nfrom service and whose salaries therefore fell 100 percent cannot be\ntold from the data at hand.\nBetween 1929 and 1933 the average incomes of employees in city, county,\nstate, and federal governments showed trends similar to those for teachers,\nranging from 3 to 7 percent lower in 1933 than in 1929. The decreases\nwere much greater among most of the professional and privately employed\ngroups, ranging from 21 percent for salaried employees in seven industries\nto 62 percent for consulting engineers. Yet, as already stated, the average\nincomes of all these groups except state and county employees remained\nhigher in 1933 than the average salary of all public school teachers.\nRecent trends in purchasing power of teachers' salaries—During the early\nyears of the depression, the purchasing power of teachers’ average salaries\nincreased markedly, because the decline in cost of living was greater than\nthe decrease in average salaries received. In the school year 1932-33, the\npurchasing power of the average salary of teachers in the nation as a whole\nwas about 22 percent greater than in 1928-29, and that of teachers in sixtyfive large cities was about 27 percent greater than in 1928-29. In 1933-34,\nhowever, further reductions in salaries together with a small increase in\ntotal cost of living brought the average purchasing power of all teachers\nin the nation down to a level only 9 percent above that of 1928-29, and\nthat of teachers in the sixty-five large cities to a level only 15 percent above\nthat of 1928-29. While facts on cost of living are not yet available for the\nentire year 1934-35, it is estimated that if living costs continue to rise at\nthe same rate as between 1932-33 and 1933-34, the average purchasing power\nof all teachers will have fallen to a level only 5 percent above that of\n1928-29, and the purchasing power of teachers in large cities to a level only\n11 percent above that of 1928-29. Thus it is clear that the gains made\nduring the first few years of the depression may soon be lost entirely if the\nusual lag of salary adjustments behind changes in living costs is permitted\nto continue. Moreover, there is evidence for believing that the extra burdens\nplaced upon many teachers since 1929 tended to offset the early favorable\ntrend in the cost of living.\nVariations among individual states and communities—It should be em¬\nphasized that the average figures for teachers given above do not represent\nthe situation in all localities. The need for adjustment of teachers’ salaries\nin the individual states and local communities can be determined only in\nthe light of conditions in each state and community.\nBasic principles for adjusting teachers' salaries—Two general considera¬\ntions should be kept paramount with respect to adjustments in teachers’\nsalaries: (1) To obtain and keep teachers with the natural ability, pro¬\nfessional training, and general culture needed in a modern program of\neducation, the salaries paid must provide standards of living fully as attrac¬\ntive as those enjoyed by persons of comparable ability and training in other\nfields of work; and (2) in a nation having the natural wealth and produc¬\ntive power of the United States, the mere maintenance of present purchasing\npower for most of our people is socially indefensible; the buying ability\nof all low and moderately paid groups, at least, should be continuously in-\n\n"}
{"page": 168, "printed_page": null, "text": "162\n\nNational Education Association\n\ncreased for many years to come. This improvement should be achieved, not\nat the expense of, but in connection with, the economic progress of our\npeople as a whole.\nDetermining appropriate salary levels—It is recommended (1) that\nwherever financial resources permit, the maximum salary for teachers be\ntentatively established at a figure not less than twice the annual local cost\nof suitable necessities for an experienced teacher—these necessities to include\nthe maintenance of a home and adequate provision for the average number\nof persons dependent upon such teachers for support; (2) that the minimum\nsalary be tentatively established at a figure not less than one and one-third\ntimes the annual local cost of suitable necessities for an inexperienced teacher\nwithout dependents and living apart from relatives but not maintaining a\nhome; (3) that if the salaries so determined are found to be significantly\nless than the average incomes obtainable by persons of similar ability, train¬\ning, and experience in other lines of work, they be increased as necessary to\nattract people of the caliber needed in teaching; and (4) that the schedule\nof salary increments be so arranged that a teacher may progress from the\nminimum to the maximum salary in about ten years, provided he (or she)\nobtains the maximum amount of training recognized in the schedule.\nSuggestions for the management of income—There is evidence that teach¬\ners need to give increased attention to the problem of personal money man¬\nagement. This need is especially apparent in the lack of balance between\nteachers’ savings and their expenditures for betterments. Wisdom and skill\nin money management must accompany the establishment of more adequate\nsalary schedules if teachers generally are to attain a satisfactory economic\nstatus.\n\nREPORT OF JOINT COMMITTEE ON HEALTH PROBLEMS\nIN EDUCATION1\nTHOMAS D. WOOD, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N. Y.,\n\nChairman\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 Health\nCommittee has held this position since the committee’s organization in 1911.\nAt the annual meeting in Des Moines, in July 1921, the Health Committee\nof the National Council of Education was formally adopted bv the National\nEducation Association and, in cooperation with the corresponding committee\nof the American Medical Association, became the Joint Committee on Health\nProblems in Education of the National Education Association and the\nAmerican Medical Association.\n1 Presented to Board of Directors, July 4, 1935.\n\n"}
{"page": 169, "printed_page": null, "text": "163\n\nReports of Committees\n\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 Schoolhouses, 1912\n2. The Health Chart Set, 1917 (out of print)\n3. Minimum Health Requirements for Rural Schools, 1914 (revised in 1920)\n4. Health Essentials for Rural School Children, 1916 (revised in 1921)\n5. The Teacher’s Part in Social Hygiene, 1921\n6. Daylight in the Schoolroom, 1921\n\n(revised in 1926)\n\n(out of print)\n\n7. Health Improvement in Rural Schools, 1922\n8. Health Service in City Schools of the United States, 1922\n9. Ventilation of School Buildings, 1925 (out of print)\n10. Conserving the Sight of School Children, 1925 (revised in 1928, 1935)\n11. The Deafened School Child, 1928\n12. Health Education. The most important report prepared by and under the\ndirection of the Joint Health Committee is entitled Health Education—A Program\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 coopera¬\ntion 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, thoroly\nrevised and enlarged by nearly 100 pages, is meeting everywhere with a most\nfavorable reception. The opinions regarding it express high praise with reference\nto the scientific and educational value of this report.\n\nOver 30,000 copies of this\n\nreport have been distributed.\n13. Health Inspection of School Children, 1933.\n\nThe following new materials and reports, approved by the Joint Health\nCommittee at the annual meeting, are now in process of construction:\n1. Neva Series of Health Posters. Ten health posters, to be printed in colors, are\nnow ready and have been approved by the Joint Health Committee.\n\nThese posters\n\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. School Health Principles.\n\nThis report was being prepared by a special sub¬\n\ncommittee composed of members within and outside of the Joint Committee mem¬\nbership. An extensive questionnaire study of opinions of physicians, public health\nand school officials furnishes valuable statistical data for this report, which will be\navailable in the near future.\n3. 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.\n\nIt is expected that this report will be available within the present year.\n\n4. Mental Hygiene in the Classroom. This report is now being prepared thru the\ncooperation of a special joint committee of the American Orthopsychiatric Associa¬\ntion and the National Committee for Mental Hygiene. It is confidently expected that\n\n"}
{"page": 170, "printed_page": null, "text": "164\n\nNational Education Association\n\nthis much-needed report will be completed and, if economic conditions permit, will\nbe printed within the coming year.\n5. Mouth Health for School Children. This report is now being prepared thru the\ncooperation of a special joint committee of national dental associations. It is expected\nthat this report will be completed, published, and ready for distribution within the\ncoming year.\n6. 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 has been appointed to prepare this report.\n7. Alcohol and Temperance Education. The Joint Committee has authorized the\nappointment of a special committee to make a careful study of, and, if practicable,\nto prepare a report on this problem which is of great interest and importance at\nthe present time. Careful preliminary consideration is being given to the desirable\nscope and content of such a study and report, and to the constitution and member¬\nship of this special committee.\n8. To prepare a report on the Orthopedic Problems of School Children, a special\nsubcommittee of orthopedic specialists is being organized.\n\nThe Joint Committee on Health Problems in Education is striving ear¬\nnestly to give constructive service in proposing optimum essentials in clarify¬\ning health procedures, in conducting research, preparing reports, and dis¬\nseminating knowledge for conserving and improving the health of school\nchildren and of teachers.\nCooperation of national groups and organizations has been, and con¬\ntinues to be, indispensable to progress in our Joint Committee program.\nSuch constructive and substantial cooperation is being given to our Joint\nCommittee in generous measure, even during this period of economic depres¬\nsion. For all of this splendid help our Joint Committee is deeply grateful.\nTo continue the work of the Committee, and to provide for carrying thru\nand completing the projects which have been approved by the Committee\nafter careful deliberation, the Committee expresses the hope that an appro¬\npriation of $500 for the work of the Committee during the coming year,\n1935-36, will be approved and granted by the National Education Associa¬\ntion, with the expectation that, as has been the custom for many years, an\nequal sum will be made available by the American Medical Association for\nthe expenses of the Joint Health Committee.\n\nREPORT OF COMMITTEE ON INTERNATIONAL\nRELATIONS 1\nANNIE C. WOODWARD, HIGH SCHOOL, SOMERVILLE, MASS.,\n\nChairman\n\nOur Committee has tried to keep alive and promote the development of\ninternational understanding and attitudes. Each and every member feels his\nresponsibility to urge in the section of the country in which he lives an\nactivity of some kind connected with the field which is open to him. We have\nsuch a wide variance of occupations represented by our membership that we\nare able to carry this point of view to diversified groups of people.\n1 Adopted by Board of Directors, July 2, 1935.\n\n"}
{"page": 171, "printed_page": null, "text": "Reports of Committees\n\n165\n\nSome members are acting on committees to change the curriculum in\npublic schools, some in private schools, others in higher institutions, all for the\ngood of youth. Others have written for magazines, prepared newspaper\narticles, published books, given lectures, supplied radio talks, entertained\nexchange teachers, and cooperated with lay organizations.\nIt is worthwhile for our members to realize that there are a large number\nof clubs and associations that have active committees, special meetings, forums,\nand enthusiastic members working for this great cause—we know that no\none can measure the extent of the good work being done by them.\nWe have called our Committee for two meetings this year, one at Atlantic\nCity in February, and the other at Denver, Colorado, this July. At the\nwinter meeting we had:\n1. Report of assembly and pageant programs of the senior high school\n2. Illustrated ten-week project by first-grade pupils—a trip to the various foreign\ncountries, correlating the different subjects of the curriculum\n3. Report of progress from the Committee on International Understanding of the\nDepartment of Secondary Education of the National Education Association\n4. Information given about the next meeting of the World Federation of Educa¬\ntion Associations in Oxford, England\n5. Expressions of the highest possible character offered in loving appreciation\nof the gallant spirit of Augustus O. Thomas, the founder and inspirer of both the\nInternational Relations Committee and the World Federation of Education As¬\nsociations.\n\nThe summer meeting offered:\n1. Reports from members\n2. Tribute to Augustus O. Thomas\n3. Program subject of prepared material and discussion, “ Developing Interna¬\ntional Attitudes ”\n4. Complete announced program and plans for the World Federation of Educa¬\ntion Associations convention, Oxford, England, August 10-17, 1935. This meeting\nwill be held in conjunction with the International Federation of Teachers Associa¬\ntions (European-elementary) and the Bureau International de L’Enseignement Secondaire (the International Federation of Associations of Teachers in Secondary\nSchools), looking to a more complete consolidation or coordination of these great\ninternational societies working to the same end\n5. A conference of the National Education Association delegates going to Oxford,\nEngland.\n\nOur Committee urges you to consider the advantages of these international\ngatherings of educators. Aside from the promotion of special programs, vast\nbenefits accrue from the biennial meetings in which leaders in the profes¬\nsion from all countries meet on a common ground, sit around the conference\ntable, visit at odd moments, discuss outstanding educational problems, and\nbecome acquainted with the ideals and efforts of their fellow-workers in all\nparts of the world. Education has thus become a great cause and the teachers\nof the world are facing the same direction with faith in their understanding\nand in the potency of education as bearing on the trend of civilization. This,\nin itself, offers sufficient reward for the efforts of the World Federation of\nEducation Associations but the results are manifold. The school joins hands\n\n"}
{"page": 172, "printed_page": null, "text": "166\n\nNational Education Association\n\nwith religion, diplomacy, and business, to advance the general interests of\nhumanity and hasten the day of the universal brotherhood of mankind.\nLet us continue to encourage and promote an interest in world affairs.\nA Tribute to the Memory of Augustus O. Thomas\n\nWe, the members of the International Relations Committee of the\nNational Education Association, express our most profound sense of loss\nin the passing of this good friend—our fellow-member, long-time leader, and\ninspirer.\nPeople thruout the world were glad to take a wider view, to see further\nahead, to appreciate, some fully, the power of right and of justice and of\ntruth, because a bright and radiant personality was ready to point the way.\nWe respect and reverence the memory of this good man who has gone out\nfrom among us. We extend our sincere and heartfelt sympathy to his family\nin their sad bereavement.\n“Again a parting sail we see;\nAnother boat has left the shore.\nA kinder soul on board has she\nThan ever left the land before,\nAnd as her outward course she bends,\nSit closer friends.”\n\nREPORT OF JOINT COMMISSION ON THE EMERGENCY\nIN EDUCATION 1\nJOHN K. NORTON, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nColumbia university, new YORK, N. Y.,\n\nChairman\n\nWork of the Joint Commission\n\nThe Joint Commission on the Emergency in Education was appointed by\nthe National Education Association and the Department of Superintendence\nin February 1933 “ to inquire into the difficulties, financial and otherwise,\nwhich the schools were encountering, and to take action to end these diffi¬\nculties.” At the Cleveland convention in February 1934 the Joint Com¬\nmission was requested to continue its work in meeting the emergency and\nto broaden its program “ to include an appraisal of the present educational\nprogram and long-term planning for such changes as may be required to\nenable our schools to meet as effectively as possible the challenge presented\nto them by the changing social, industrial, and economic order.”\nThe work which the Commission has performed in carrying out the\nforegoing instructions is described briefly in a special leaflet which is to be\ndistributed to delegates at the Denver convention. Essentially, these activities\nconcern: (a) vigorous and continuous support of the principle of equal\neducational opportunity, and (b) planning for the fundamental improve1 Adopted by Representative Assembly, July 4, 1935.\n\n"}
{"page": 173, "printed_page": null, "text": "167\n\nReports of Committees\n\nment of those conditions in the schools which lie back of the difficulties\nexperienced in recent years.\nThe Joint Commission recommends that it be discharged at the Denver\nmeeting. It has completed the work which it is desirable for a Commission,\nconstituted and financed as it has been, to perform.\nThe Joint Commission, however, strongly urges the necessity of creating\nan agency responsible for carrying on the work it has begun in the field of\neducational appraisal and planning. It therefore makes the following\nrecommendation.\nA Final Recommendation\n\nThere should be created jointly by the Executive Committees of the\nNational Education Association and of the Department of Superintendence\nan Educational Policies Commission. This commission should be made\nresponsible for the development and execution of a long-term program for\nthe National Education Association. This program should bring a new type\nof thinking and higher statesmanship into the process of adapting educational\ninstitutions to the ever-changing needs of our dynamic democracy. The Edu¬\ncational Policies Commission should provide for the continuous self-appraisal\nby the teaching profession of the American system of education. It should\ndevelop a constructive program whereby the changes which should be\nbrought about in the purposes, organization, and procedures of our educa¬\ntional institutions may be speedily accomplished.\nThe Joint Commission has already recommended the desirability of creat¬\ning such a commission to the Executive Committees of the National Edu¬\ncation Association and the Department of Superintendence. It has taken\ncertain preliminary steps which it hopes will result in the adequate financing\nof this new commission.\nThe Joint Commission on the Emergency in Education looks upon the\ncarrying out of this, its last recommendation, as a matter of utmost\nimportance.\n\nREPORT OF JOINT COMMITTEE OF THE NATIONAL\nEDUCATION ASSOCIATION AND THE NATIONAL\nCONGRESS OF PARENTS AND TEACHERS\nMRS. B. F. LANGWORTHY, PRESIDENT, NATIONAL CONGRESS OF PARENTS AND\nTEACHERS, 6 N. MICHIGAN AVENUE, CHICAGO, ILL.,\n\nChairman\n\nYour chairman has attended two meetings of the Joint Committee, one\non July 3, 1934, in Washington, D. C., and the other on February 27, 1935,\nin Atlantic City, New Jersey, following the section meeting of the National\nCongress of Parents and Teachers held in connection with the convention of\nthe Department of Superintendence of the National Education Association.\nAt the July meeting it was decided to proceed mainly with the stimula¬\ntion of a close cooperation between state teachers associations and the state\n\n"}
{"page": 174, "printed_page": null, "text": "168\n\nNational Education Association\n\nbranches of the National Congress of Parents and Teachers, especially in\nthe matter of legislation and upholding school appropriations. To this end\nthe state journals of education in some states carry the monthly news of\nthe Congress branches of those states, and in one state, Wisconsin, the salary\nof the field secretary of the state Congress is paid by the state teachers\nassociation.\nThe publishing of that useful and popular volume, Our Public Schools,\nis the outcome of a resolution passed by the Joint Committee at our national\nconvention in Minneapolis, in an effort to find the best way for the two\norganizations to work effectively together. This cooperative action has been\ngreatly appreciated by both educators and laymen and the demand for the\nbook continues to demonstrate the long-felt need for such a publication.\nAt the meeting held in Atlantic City, in February, the Joint Committee\ndecided upon a new point of attack in making plans. A committee was ap¬\npointed to devise a better philosophy of cooperation in high-school parentteacher associations and Harry Langworthy, superintendent of public schools\nat Gloversville, New York, has consented to act as chairman of this\ncommittee.\nMrs. Meta Steinhausen, dean of girls, Washington High School, Roch¬\nester, New York, will head another committee which was appointed to work\non a guidance program from the vocational, academic, and social standpoint.\nThese committees are composed of educators of experience who have also\nbeen actively interested in parent-teacher work.\nThe section meeting of the National Education Association and the Na¬\ntional Congress of Parents and Teachers, at Atlantic City, took the form\nof a panel discussion on the subject of grades and promotions, which aroused\ngreat interest both in parents and educators. At the Denver meeting of the\nNational Education Association in July, there will be a meeting of the Joint\nCommittee, and a section meeting of the Congress, with another panel discus¬\nsion—this time on the subject of a Guidance Program for Home and School.\nAs members of both panels, we have been fortunate in securing some of\nthe strongest educators and social guidance experts in the country, and their\ninterest and cooperation have been of the finest type. The committee be¬\nspeaks a steadily increasing cooperation and efficiency of effort between our\norganizations.\n\nREPORT OF LEGISLATIVE COMMISSION 1\nSIDNEY B. HALL, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nRICHMOND, VA., Chairman\n\nThe promotion of a program of federal aid to education in the states has\nbeen the main interest of the Legislative Commission during the past year.\nYour chairman, members of the executive committee of the Commission,\nofficers and staff members of the Association, and individual members have\n1 Adopted by Representative Assembly, July 4, 1935.\n\n"}
{"page": 175, "printed_page": null, "text": "Reports of Committees\n\n169\n\nconsistently endeavored to push forward the Association’s legislative aims.\nProgress has been made, and the idea that the federal government has a\nresponsibility in the education of boys and girls is taking firmer root in the\nminds of many officials of our national government.\nCooperation with the National Committee for Federal Aid to Education—\nThis committee, representing various national interests involved in a federal\naid program, succeeded the National Committee for Federal Emergency Aid\nfor Education which functioned during the 73rd Congress. Your chairman\nrepresented the Legislative Commission on this national committee and served\nthe committee as its chairman. Other members of this group were: Arvie\nEldred, Willard E. Givens, John K. Norton, James H. Richmond, James N.\nRule, and George F. Zook. James W. Cammack, Jr., was again made execu¬\ntive secretary of the committee and served until April 1935.\nThe six-point program, formulated by the national committee to present\nto the 73rd Congress, was restated in terms of current conditions for the\ncampaign in the 74th Congress. Efforts of the national committee were\nlargely directed toward the furtherance of points one, four, and five of this\nprogram which were as follows:\n1. Continued use of federal funds to keep all schools open for a normal term\nuntil such time as general economic recovery reaches all parts of the nation.\n4. The use of the R. F. C. funds to refinance school district indebtedness in cases\nwhere an excessive proportion of current school revenue is required for interest\nand the retirement of bonded indebtedness.\n5. Continued use of federal funds for school-building construction with more\nliberal provisions for the construction of consolidated schools in rural areas and of\nbuildings needed to relieve overcrowding in city schools. It is proposed that a mini¬\nmum of $300,000,000 of any new appropriations for public works or work relief\nshould be used for this purpose.\n\nCongressional hearings on federal aid—More than one hundred bills\naffecting education, many of them relating to federal aid, have been pre¬\nsented to Congress by members of both Houses. From March 21 to\nApril 23, 1935, the Committee on Education of the United States House of\nRepresentatives held a series of hearings on federal aid to education at which\ntwo of the bills before the House were considered. One of these, H. R. 5923,\nintroduced by Josh Lee of Oklahoma, called for the use of $30,000,000\nfrom any funds made available for federal relief purposes to be used for\nkeeping schools open for the remainder of this year. The other bill, H. R.\n4745, introduced by Braswell Deen of Georgia, authorized the use of\n$48,000,000 of any funds appropriated for emergency relief work. Speakers\nof national prominence, including members of the staff of the National\nEducation Association, appeared before the committee to present the emer¬\ngency in education and to urge the passage of legislation granting federal\nfunds to schools. At the writing of this report the House Committee on\nEducation has taken no action in regard to federal aid for education.\n■Consideration of federal aid by the Senate—The serious consideration by\nthe Senate of federal assistance to schools further justifies the assumption\nthat sentiment is becoming more favorable. When the $4,880,000,000 work-\n\n"}
{"page": 176, "printed_page": null, "text": "170\n\nNational Education Association\n\nrelief bill was before the Senate, the late Senator Bronson Cutting of New\nMexico offered an amendment making available up to $40,000,000 federal\nemergency aid for the current school year. The amendment passed the\nSenate by a vote of 55 to 25, altho it was stricken from the bill by the House\nand Senate Conference Committee to which the relief bill was referred.\nFollowing closely upon Senator Cutting’s amendment, Senator Matthew M.\nNeely, of West Virginia, offered an amendment to the same bill, proposing\na federal expenditure of $500,000,000 for the construction of school build¬\nings in the United States. This amendment lost by only six votes.\nFederal funds released for education—Federal funds have been released\nfor relief of education thru the Federal Emergency Relief Administration.\nThe assistant federal relief administrator announces the following alloca¬\ntions of funds during the school years 1934 and 1935 :\nDuring the period from February 1934 thru May 24, 1935, the Federal Emergency\nRelief Administration has made available to the states grants for rural education\ntotaling $16,890,696. Grants totaling $13,865,695 were made by the FERA for the\ncollege student aid program during the same period.\nSeparate grants have not been made for adult education, vocational rehabilitation,\nor nursery schools. However, grants totaling $27,365,218 have been made by FERA\nfor the emergency education program under tvhich these and other projects have\nbeen conducted. On the basis of reports received from various states, we estimate\nthat approximately 15.9 percent of this amount has been used for literacy classes,\n10.9 percent for vocational training, 2.8 percent for vocational rehabilitation, 1.1\npercent for workers’ education, 1.3 percent for parent education, 46.4 percent, for\ngeneral adult education, 12.1 percent for nursery schools, 3.3 percent for supervisors,\nand 6.2 percent for other emergency education projects. With the exception of\nnursery schools, vocational rehabilitation, and supervisors, all of these projects may\nbe considered to be adult education, in the broad sense of that term.\n\nThe following memorandum from the Federal Emergency Relief Ad¬\nministration, dated May 8, 1935, gives an analysis of allocations to the states.\nIn submitting this memorandum, the Relief Administration states that “ the\nsums of money indicated are tentative estimates of the total cost of the\ncommitments to carry out the normal school term in eligible districts.”\nState\n\nAmount\n\nAlabama . $1,000,000\nArkansas .\n1,500,000\nColorado .\n150,000\nFlorida .\n175,000\nGeorgia .\n250,000\nIdaho .\n25,000\nLouisiana .\n100,000\nMississippi .\n1,000,000\nNebraska .\n50,000\nNevada .\n30,000\nNew Mexico.\n267,000\nNorth Dakota .\n350,000\nOklahoma .\n700,000\nOregon.\n50,000\nSouth Carolina .\n250,000\nSouth Dakota .\n500,000\nUtah .\n50,000\nWest Virginia .\n750,000\nWyoming .\n115,000\n\nDate Applied\n\nDate Granted\n\n12/ 3/34\n10/13/34\n1/14/35\n2/11/35\n2/ 8/35\n4/11/35\n4/ 6/35\n1/ 9/35\n3/ 6/35\n4/ 2/35\n2/ 8/35\n10/18/34\n1/16/35\n3/30/35\n1/31/35\n10/18/34\n1/30/35\n4/23/35\n3/15/35\n\n12/ 3/34\n10/20/34\n4/22/35\n3/ 1/35\n4/22/35\n4/22/35\n4/23/35\n3/11/35\n3/28/35\n4/22/35\n3/ 1/35\n10/18/34\n2/20/35\n4/22/35\n4/ 2/35\n10/18/34\n4/22/35\n4/23/35\n4/22/35\n\n"}
{"page": 177, "printed_page": null, "text": "Reports of Committees\n\n171\n\nAccording to reports from state departments of education, the following\nsums had been received thru April 25 from the amounts above allocated:\nAlabama . $473,680\nArkansas .\n509,065\nFlorida .\n175,000 (allocated)\n\nNew Mexico. $108,755\nSouth Dakota ....\n135,265\nNorth Dakota ...\n309,619 (to Feb. 28)\n\nIndividual and group conferences—Dozens of conferences have been held\n\nwith members of Congress and other government officials on the subject of\nfederal aid which have had considerable weight in increasing sentiment in\nbehalf of federal participation in education. A number of conferences of\nstate superintendents and other groups have been held in Washington, D. C.,\nto discuss ways and means to push forward the legislative program.\nSupport for a federal Department of Education—In a letter addressed to\nthe members of the Legislative Commission on November 15, 1934, the\nchairman asked for advice on the Commission’s activities during the year\nwith regard to a federal Department of Education with a Secretary in the\nPresident’s Cabinet. A majority of those who replied and who mentioned\na Department stated that they thought the Commission should continue its\nwork for such an agency. While several of those replying felt it unwise\nat the present time to push for action on a Department, only two expressed\nopposition under any circumstances. In addition, the Commission at the\nmidwinter meeting in Atlantic City in February 1935, voted to have a bill\nfor a Department of Education introduced in the present session of Con¬\ngress. National lay organizations are studying the need for a federal Depart¬\nment and including support of it in their annual resolutions and committee\nreports; teachers organizations are promoting it; clubs are debating the\nquestion in various parts of the country; and there is a general demand for\ninformation coming to the headquarters office.\nThe chairman of the Commission along with the officers of the Association\nhas been gratified to know of this general support of a Department of Edu¬\ncation, and has given much thought to the proper procedure. It is generally\nagreed among those in charge of the Association’s national legislative pro¬\ngram that a division of energies in the next few months between the federal\naid program and that for a Department would jeopardize chances for secur¬\ning federal assistance which is imperative. However, it is recognized that the\nneed for a Department of Education was never more apparent than it is\ntoday; and as soon as the schools are adequately financed, efforts must then\nbe directed steadily and persistently toward the goal of a federal Department\nof Education with a Secretary in the President’s Cabinet.\nThe interest in and support for a Department which has been built up\nover a period of years must be retained and to this end the chairman recom¬\nmends that the Field Division of the headquarters staff proceed with the\npreparation of a small leaflet covering the important facts about the need\nfor a federal Department. Such a leaflet will meet demands for information\nabout the need for such an agency.\nOther activities—During the year the Commission has been responsible\nfor distributing information on such other legislative activities as (1) the bill\n\n"}
{"page": 178, "printed_page": null, "text": "172\n\nNational Education Association\n\n“ to prohibit and to prevent the trade practises known as ‘ compulsory block¬\nbooking ’ and ‘ blind selling ’ in the leasing of motion-picture films in\ninterstate and foreign commerce\n(2) the Wagner-Lewis Securities Act;\nand (3) the Child Labor Amendment.\nAssistance to states—The Legislative Commission in 1933 inaugurated\nthe State School Legislative Reference Service in the Research Division of\nthe headquarters staff which has continued to operate effectively in furnish¬\ning thruout the year authoritative information on various aspects of state\nschool legislation. Benefits of the service have been rather widely extended,\nand a checkup on April 2, 1935, showed a general appreciation of the service\nrendered.\nIn its efforts to develop lay and professional interest and support in\nmatters of state legislation, the Commission in cooperation with the Field\nDivision of the headquarters staff published two small leaflets on educational\nsubjects of interest to laymen as well as to teachers. One of these was a\nrevision of the leaflet entitled Children, Teachers, and Retirement Laws, and\nthe other was an eight-page leaflet on teacher tenure entitled Teaching—\nProcession or Profession f\nConclusion—The chairman wishes to take this opportunity to comment\n\nupon the widespread cooperation which was rendered in the national cam¬\npaign for federal aid to education by both educators and laymen. The\nresponse to all appeals was prompt and wholehearted, and, it is believed,\nwas effective in swaying public opinion in favor of the movement. This\nincreasingly favorable attitude toward federal aid on the part of members\nof Congress, officials of the government, and many other people encourages\nboth lay and educational forces to redouble their efforts until the federal\ngovernment has assumed its rightful responsibility in the education of the\nboys and girls of our country.\n\nREPORT OF NATIONAL COMMISSION ON THE\nENRICHMENT OF ADULT LIFE 1\nJAMES A. MOYER, STATE DIRECTOR OF UNIVERSITY EXTENSION,\nBOSTON, MASS., President\n\nThe work of the National Commission on the Enrichment of Adult Life\nduring 1934-35 has been centered around seven main activities: (1) prepa¬\nration of reports on current problems of adult education; (2) distribution\nof publications, especially to libraries; (3) meetings of the Commission in\nJuly 1934, and February 1935; (4) cooperation in the organization of local\ncouncils for adult education, with emphasis on adult life enrichment; (5)\nresearch directed toward the adoption of programs of adult education which,\nin a machine age, will foster the wider use of leisure for real life enrichment;\n(6) study of programs of adult forums in public school departments; (7)\nrecommendation of federal aid for part-time adult students.\n1 Adopted by Board of Directors, July 2, 1935.\n\n"}
{"page": 179, "printed_page": null, "text": "Reports of Committees\n\n173\n\nReports—Suggestions in Community Drama for Adult Life Enrichment\n\nis the interesting title of a fine report published a few months ago by the\nCommission. In the preparation of this report the Commission had the\nactive cooperation of the specialists in this field delegated to this work by\nthe National Recreation Association.\nFor this service, the Commission is especially indebted to Howard S.\nBraucher, secretary of the Association, James E. Rogers, secretary of the\nCommission, and Jack Stuart Knapp, on whom fell the major portion of\nthe survey work for the report. It will be a standard manual for com¬\nmunity dramatics, including such work as is related to the Little Theater\nmovement. At the suggestion of the Commission wide publicity has been\ngiven by the National University Extension Associaton to a report made\nrecently to that association by Ethel Theodore Rockwell of the Community\nDramatics Department of the University of Wisconsin.\nThe committee of the Commission on Rural Education has also com¬\npleted a report which is now ready for distribution. The title of the report\nis Opportunities for Adult Education in Rural Areas. This report is an\nimportant document, as might be expected from the personnel of the com¬\nmittee that has been working for several months on its preparation. The\nchairman of the committee who has been unusually active in the preparation\nof the report is Benson Y. Landis, member of the National Commission,\nand executive secretary, American Country Life Association, New York\nCity.\nPublications—The Commission has published a series of 28 pamphlets,\nmost of which are in mimeographed form, for the reason that funds were\nnot available for printing. During the last year, these publications have\nbeen in unusually good demand, as most of them have been prepared by\nrecognized experts (in many cases by committees of the Commission) and\nare on subjects of timely interest. The publications have been sold in large\nnumbers as whole sets or as groups of pamphlets to eighty-one educational\ninstitutions and libraries during the last year. The list of purchasers is\nimpressive, by reason of the importance and reputation of the institutions.\nMeetings—Successful and well-attended meetings of the Commission\n\nwere held at Washington in 1934 at the time of the National Education\nAssociation Convention, and at Atlantic City during the convention of the\nDepartment of Superintendence.\nLocal councils—Adult education leading to the enrichment of adult life\ncan be most effectively promoted by the activities of local councils whose\nmembership includes lay persons in the community who are interested in\nadult life enrichment as well as administrators and teachers engaged in\nadult education.\nResearch—With the cooperation of the International Federation of\nHome and School the study of the tendency to crimes of violence of the\n“ second generation ” has been continued. This investigation has for its\ndirect objective improvements of aims and methods in the education of im¬\nmigrant parents to obtain better community adjustments and more whole-\n\n"}
{"page": 180, "printed_page": null, "text": "174\n\nNational Education Association\n\nsome understanding between the “ second generation ” and their parents.\nThe studies of the Commission up to this time have been statistical and have\nbeen published in a mimeographed pamphlet. This report has been sponsored\nby Mrs. A. H. Reeve, first vicepresident of the Commission, vicepresident\nof the International Federation of Home and School, and former president\nof the National Congress of Parents and Teachers. Her report was pre¬\nsented at the Atlantic City meeting of the Department of Superintendence\nwith the title “ Parent Education for Crime Prevention.”\nThis investigation, to be pursued to its logical completion, requires\nintensive field work in a number of communities, especially congested urban\ndistricts. The director of the American Council on Education has stated\nthe interest of the Council in this project, so that the officers of the Com¬\nmission are hopeful that funds can be made available for the extension of\nthe investigation to include comprehensive case studies.\nAdult discussion forums—The Commission has begun the study of the\nDes Moines Adult Discussion Forums, with the object of evaluating this\nnew type of adult education. Probably there are reasons to be skeptical of\nthe real educational value of a lecture service that enrols large numbers\nat course meetings with necessarily little opportunity for discussion by the\naudience. As the method has been copied in some other cities it appears to\nbe little more than a glorified Chautauqua course with free admission. The\nCommission expects to get the cooperation of state university extension\ndepartments for the purpose of making constructive improvements in the\nDes Moines plan of adult education which will combine the advantages of\nthe lecture courses with the home-study work that is a requisite accom¬\npaniment of university and college extension courses.\nA committee of the Commission is also now at work on a report on\n“ Urban Opportunity Schools.” Such adult schools, in which the course of\nstudy is sufficiently flexible to meet almost any educational need of men\nand women who apply, are becoming increasingly popular, and deservedly so.\nEmergency relief programs—In nearly every community the Federal\nEmergency Program of Adult Education has been more efficiently admin¬\nistered than it was during the first year of its operation. Much needed\nsupervision has been provided and the better administration made possible\nby this means has greatly strengthened the educational efficiency of the\nemergency program. Fundamentally, however, it has remained a relief\nproject for unemployed teachers and as such its educational value is defi¬\nnitely limited.\nThe outstanding deficiency in the program has been the rather meager\nlist of courses offered in all but the largest cities. Many unemployed men\nand women have failed to find in the curriculum the educational oppor¬\ntunities which they want. They have no money to spend for courses offered\nby the regular adult education agencies which charge fees even if the fees\nare nominal, as they are in some city and state adult education programs.\nThis limitation of opportunity should be remedied by the provision of\nfederal scholarship aid for part-time students in adult classes. The distri¬\nbution of such scholarships could be best handled by a plan similar to the\n\n"}
{"page": 181, "printed_page": null, "text": "Reports of Committees\n\n175\n\npresent method of federal scholarship assignments in colleges and universi¬\nties. The officers of the Commission have pointed out these deficiencies to\nthe federal authorities in charge of this work and doubtless there will be\ncontinued improvements in the adult services thus offered.\nRadio for adult education—At the request of the National University\n\nExtension Association and the National Advisory Committee on Radio\nin Education, the National Commission prepared a statement on the history\nof the bills in Congress which led up to the legislation establishing the\nformer Radio Commission. This report was personally presented by the\npresident of the Commission at one of the hearings of the new Communi¬\ncations Commission in Washington, D. C.\nThe object of the study was to show that the collective mind of Congress\ndefinitely intended to provide for a future extended use of radio broad¬\ncasting for adult education, but that in the bill that was finally reported\nto both Houses of Congress, this very essential feature had unfortunately\nbeen removed. Ever since, educational institutions that have tried to provide\ncultural and vocational programs of adult education by radio have had to\nspend immense sums of the taxpayers’ money to retain their rights on the\nair. Furthermore, most of these rights on the air have one after the other\nbeen lost to the majority of institutions that originally engaged in educa¬\ntional broadcasting. It is a well-known fact that in the early days of the\nart, nearly all the broadcasting stations were in institutions of higher learn¬\ning, while at present practically none of these broadcasting stations is in\nactive and successful operation, the field having been occupied almost ex¬\nclusively by commercially operated broadcasting stations.\n\nREPORT OF COMMITTEE OF SEVEN ON\n\nREORGANIZA¬\n\nTION OF THE NATIONAL EDUCATION ASSOCIATION 1\nE. E. OBERHOLTZER, SUPERINTENDENT OF SCHOOLS, HOUSTON, TEXAS,\n\nChairman\n\nThe following resolution passed by the 1934 Representative Assembly\nbrought into existence the Committee on Reorganization:\nThe National Education Association has been carried on for years under a\ncumbersome plan of organization. It is generally believed that there are too many\nboards, committees, trustees, and directors, whose duties overlap. A committee\nof seven, at least three of whom shall be classroom teachers, shall be appointed to\nrecommend to the meeting of the Representative Assembly in 1935 a plan of\nreorganization under the present charter and to consider the need of changes in\nthe charter. The Representative Assembly recommends that an adequate appropria¬\ntion be made for this committee.\n1 Prepared by Cornelia S. Adair and Reuben T. Shaw, acting as a drafting committee for the\nCommittee on Reorganization, in accordance with instructions given by the Committee on Reor¬\nganization at its Chicago meeting on May 1, 1935. Presented to Representative Assembly,\nJuly 2, 3, 4, 1935. See section on Associational Records and Information for bylaws as revised\nat Denver convention. See Minutes of Representative Assembly for action taken.\n\n"}
{"page": 182, "printed_page": null, "text": "176\n\nNational Education Association\n\nIntroduction\nIn order to ascertain the viewpoint of members of the National Educa¬\ntion Association, invitations were extended thru the columns of the Journal\nfor suggestions as to the details of reorganization and all matters related\nthereto. Letters were sent to directors of the Association and others, spe¬\ncifically requesting comments and suggestions.\nMany communications were received and the suggestions tabulated. An\ninformal meeting of the Committee was held at Atlantic City and a called\nmeeting was held at Chicago April 29—May 2, inclusive.\nThere seemed to be unanimous sentiment in favor of modifications of the\ncharter in order to permit steps to be taken in regard to the numbers and\nduties of boards, committees, trustees, and directors.\nThe existence of another committee of the Association appointed for the\npurpose of securing a particular amendment to the charter made it seem\ndesirable for the two committees to meet together for the consideration of\nmatters of mutual interest. Two such meetings were held at Atlantic City.\nArrangements were made for a conference with the Executive Com¬\nmittee, under whose supervision both committees work. Every member of\neach of the three committees present at the Atlantic City meeting indicated\na belief in the desirability of simplification of the charter. As the charter\ncannot be simplified except by act of Congress, it was generally agreed that\nit would be desirable if all amendments to the charter be proposed at one\ntime. The Executive Committee then instructed the Committee on Re¬\norganization and the Committee on Amending Charter to draw up as\nrapidly as possible a simplified charter. The Executive Committee further\nagreed to meet on March 23 for the consideration of the proposal, provided\nthe committees could be ready by that time.\nBy mutual agreement the Committee on Amending Charter agreed to\nhave its chairman meet with a representative of the Committee on Re¬\norganization for the purpose of drawing up the simplified charter. The\nCommittee on Reorganization agreed to have Miss Adair represent that\ncommittee in drawing up these plans. On March 9 this drafting committee,\nconsisting of Miss Adair and Mr. Shaw, met at Washington and the fol¬\nlowing persons sat with them in an advisory capacity: Willard E. Givens,\nsecretary of the Association, Ralph D. Quinter, attorney for the Association,\nHenry M. Robert, Jr., parliamentarian for the Association.\nA draft of the simplified charter, together with the necessary compen¬\nsating changes in the bylaws was made and sent out to officers and directors\nfor comments.\nOn March 23 the Executive Committee met at Washington to consider\nthe proposals. The plans were fully discussed and unanimous agreement\nwas reached on all points except the changes in the provisions in regard to\nthe Permanent Fund. A decided difference of opinion existed on this mat¬\nter, and, therefore, it was referred to the two committees for further\nconsideration. It was agreed, however, that the plan as proposed be pub¬\nlished in the May Journal for the consideration of all members. While\n\n"}
{"page": 183, "printed_page": null, "text": "Reports of Committees\n\n177\n\nthe Executive Committee did not take action upon the time when the\nbill for simplification should be introduced, it appeared to be unwise to\npresent any bill to Congress without making certain that the Association,\nthru its Representative Assembly, approved of the proposed changes in\nits charter.\nThe following report is submitted in chapter form because both commit¬\ntees believe that each step in our reorganization plans should be considered\nseparately and distinctly. The report, therefore, is divided into 8 chapters.\nIn examining the proposed changes, please note the use of the following\nindicated markings: Brackets [ ] indicate portions to be stricken out; italics,\nexcept in the case of provided or provided further, indicate portions to be\nadded; parentheses ( ) indicate explanatory notes which are a part of the\nreport and not a part of the charter or bylaws.\n\nChapter I\nThe Simplified Charter\n\nFollowing the publication in the May Journal of the proposed simplifi¬\ncation of the charter, favorable criticisms were received on all points except\nthe proposed amendments to those sections of the charter dealing with the\nPermanent Fund. The Committee on Reorganization gave a great deal\nof thoughtful consideration to the matter and made certain revisions.\nThe chief modification consisted in the change of the provision with\nreference to the Permanent Fund as set forth in Section 7. There was also\nsome slight modification in Section 6.\nIn studying the proposed amendments, it is important to note the method\nused in the following: The sections of the charter as they now stand are\nprinted in full but brackets [ ] are placed around words, phrases, and\nsentences that are to be cut out of the charter and set up in the bylaws.\nWords, phrases, and sentences that are to be added are set forth in italics.\nThose parts enclosed in parentheses ( ) are comments of the Committee\nand are not to be construed as a part of the charter or bylaws.\nThe Charter\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\nSection 1. That the following-named persons, who are now officers and directors\nand trustees of the National Educational Association, a corporation organized in the\nyear eighteen hundred and eighty-six, under the Act of General Incorporation of the\nRevised Statutes of the District of Columbia, viz.: Nathan C.\nSchaeffer, Eliphalet Oram Lyte, John W. Lansinger, of PennsylList of\nvania; Isaac W. Hill, of Alabama; Arthur J. Matthews, of\nIncorporators\nArizona; 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 Con¬\nnecticut; George W. Twitmyer, of Delaware; J. Ormond Wilson, William T. Harris,\nAlexander T. Stuart, of the District of Columbia; Clem Hampton, of Florida; Wil-\n\n"}
{"page": 184, "printed_page": null, "text": "178\n\nNational Education Association\n\nHam M. Slaton, of Georgia; Frances Mann, of Idaho; J. Stanley Brown, Albert G.\nLane, Charles I. Parker, John W. Cook, Joshua Pike, Albert R. Taylor, Joseph A.\nMercer, of Illinois; Nebraska Cropsey, Thomas A. Mott, of Indiana; John D.\nBenedict, of Indian Territory; John F. Riggs, Ashley V. Storm, of Iowa; John\nW. Spindler, Jasper N. Wilkinson, A. V. Jewett, Luther D. Whittemore, of\nKansas; William Henry Bartholomew, of Kentucky; Warren Easton, of Louis¬\niana; John S. Locke, of Maine; M. Bates Stephens, of Maryland; Charles W.\nEliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham, Charles\nG. White, William H. Elson, of Michigan; William F. Phelps, Irwin Shepard, John\nA. Cranston, of Minnesota; Robert B. Fulton, of Mississippi; F. Louis Soldan, James\nM. Greenwood, William J. Hawkins, of Missouri; Oscar J. Craig, of Montana;\nGeorge L. Towne, of Nebraska; Joseph E. Stubbs, of Nevada; James E. Klock, of\nNew Hampshire; James M. Green, John Enright, of New Jersey; Charles M. Light,\nof New Mexico; James FI. Canfield, Nicholas Murray Butler, William H. Maxwell,\nCharles R. Skinner, Albert P. Marble, James C. Byrnes, of New York; James Y. Joy¬\nner, Julius Isaac Foust, of North Carolina; Pitt Gordon Knowlton, of North Dakota;\nOscar T. Corson, Jacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught,\nAndrew R. Hickham, of Oklahoma; Charles Carroll Stratton, Edwin D. Ressler, of\nOregon; Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B.\nJohnson, Robert P. Pell, of South Carolina; Moritz Adelbert Langer, of South\nDakota; Eugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas; David H.\nChristensen, of Utah; Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L.\nJarman, of Virginia; Edward T. Mathes, of Washington; T. Marcellus Marshall,\nLucy Robinson, of West Virginia; Lorenzo D. Harvey, of Wisconsin; Thomas T.\nTynan, of Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico;\nArthur F. Griffiths, of Hawaii; C. H. Maxson, of the Philippine Islands; and such\nother persons as now are or may hereafter be associated with them as officers or\nmembers of said Association, are hereby incorporated and declared to be a body\ncorporate of the District of Columbia by the name of the “ National Education As¬\nsociation of the United States,” and by that name shall be known and have a\nperpetual succession with the powers, limitations, and restrictions herein contained.\n2. That the purpose and objects of the said corporation shall be to elevate\nthe character and advance the interests of the profession of teaching and to promote\nthe cause of education in the United States. This corporation shall include the\nNational Council of Education and the following departments,\nPurpose of\nand such others as may hereafter be created by organization or\nDepartments\nconsolidation, to wit: the Departments, first, of Superintendence;\nsecond, of Normal Schools; third, of Elementary Education;\nfourth, of Higher Education; fifth, of Manual Training; sixth, of Art Educa¬\ntion; seventh, of Kindergarten Education; eighth, of Music Education; ninth, of\nSecondary Education; tenth, of Business Education; eleventh, of Child Study;\ntwelfth, of Physical Education; thirteenth, of Natural Science Instruction; four¬\nteenth, of School Administration, fifteenth, the Library Department; sixteenth, of\nSpecial Education; seventeenth, of Indian Education; the powers and duties and\nthe numbers and names of these departments and of the National Council of Educa¬\ntion may be changed or abolished at the pleasure of the corporation, as provided\nin its bylaws.\nSec.\n\n3. That the said corporation shall further have power to have and to\nuse a common seal, and to alter and change the same at its pleasure; to sue or\nto be sued in any court of the United States, or other court of competent jurisdiction;\nto make bylaws not inconsistent with the provisions of this act\nPowers of\nor of the Constitution of the United States; to take or receive,\nCorporation\nwhether by gift, grant, devise, bequest, or purchase, any real\nor personal estate, and to hold, grant, convey, hire, or lease the\nsame for the purpose of its incorporation; and to accept and administer any trust\nof real or personal estate for any educational purpose within the objects of the\ncorporation.\nSec.\n\n"}
{"page": 185, "printed_page": null, "text": "Reports of Committees\n\n179\n\nSec. 4. That all real property of the corporation within the District of Co¬\nlumbia which shall be used by the corporation for the educational or other purposes\nof the corporation as aforesaid other than the purposes of producing income, and\nall personal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce inProperty to be\ncome to be used for such purposes, shall be exempt from taxation;\nTax-Exempt\nprovided, however, That this exemption shall not apply to\nany property of the corporation which shall not be used for, or the income of\nwhich shall not be applied to, the educational purposes of the corporation; and,\nprovided further, That the corporation shall annually file, with the Commissioner\nof Education of the United States, a report in writing, stating in detail the property,\nreal and personal, held by the corporation, and the expenditure or other use or\ndisposition of the same, or the income thereof, during the preceding year.\nSec. 5. [That the membership of the said corporation shall\nconsist of three classes of members—viz., Active, Associate, and\nMembers\nCorresponding—whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the bylaws of the corporation.]\nThe qualifications, classifications, rights, and obligations of members of said cor¬\nporation shall be prescribed in the bylaws of the corporation.\nSECTIONS 6, 7, 8, AND 9 OF CHARTER AS REVISED UP TO MAY 14, 1935\nSec. 6\n[That the officers of the said corporation shall be a Presi¬\ndent, twelve Vicepresidents, a Secretary, a Treasurer, a Board\nof Directors, an Executive Committee, and a Board of Trustees.]\n\nOfficers\n\n[The Board of Directors shall consist of the President, the First Vicepresident,\nthe Secretary, the Treasurer, the Chairman of the Board of Trustees, and one\nadditional member from each state, territory, or district, to be elected by the Active\nMembers for the term of one year, or until their successors are\nchosen, and of all Life Directors of the National Educational\nBoard of\nAssociation. The United States Commissioner of Education, and\nDirectors\nall former Presidents of the said Association now living, and all\nfuture Presidents 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\nbe conferred upon them by the bylaws of the corporation.]\n[The Executive Committee shall consist of five members, as follows: the Presi¬\ndent of the Association, the First Vicepresident, the Treasurer, the Chairman of\nthe Board of Trustees, and a member of the Association, to be chosen annually\nby the Board of Directors, to serve one year. The said Com¬\nmittee shall have authority to represent and to act for the Board\nExecutive\nof Directors in the intervals between the meetings of that body,\nCommittee\nto the extent of carrying out the legislation adopted by the Board\nof Directors under general directions as may be given by said Board.]\n[The Board of Trustees shall consist of four members elected by the Board of\nDirectors 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 the\nBoard of Directors, held during the annual meeting of the Asso¬\nciation at which they were elected, they shall elect one Trustee\nBoard of\nfor the term of four years. All vacancies occurring in said\nTrustees\nBoard of Trustees, whether by resignation or otherwise, shall\n\n"}
{"page": 186, "printed_page": null, "text": "180\n\nNational Education Association\n\nbe filled by the Board of Directors for the unexpired term; and the absence of a\nTrustee from two successive annual meetings of the Board shall forfeit his mem¬\nbership.]\nThat the officers of the said corporation shall be a President, one or more Vicepresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee,\na Board of Trustees, and such Boards, Councils, Committees as shall be prescribed\nin the bylaws.\nThe bylaws of the corporation shall prescribe the powers, duties, terms of office\nand the manner of election or appointment of the said Officers, Boards, Councils, and\nCommittees and the said corporation may by its bylaws make other and different\nprovisions as to the numbers and names of the Officers, Boards, Councils, and Com¬\nmittees.\nSec. 7\n\nThat the invested fund now known as the “ Permanent Fund of the National\nEducational Association,” when transferred to the corporation hereby created shall\ntogether with all other funds which the corporation may receive by donation, be¬\nquest, or devise be held by such corporation as a Permanent\nPermanent\nFund [and shall be in charge of the Board of Trustees, who shall\nFund\nprovide for the safekeeping and investment of such Fund, and\nof all other funds which the corporation may receive by dona¬\ntion, bequest, or devise.]\nNo part of the principal of such Permanent Fund or its accretions shall be ex¬\npended, except [by a two-thirds vote of the Active Members of the Association\npresent at any annual meeting, upon the recommendation of the Board of Trustees,\nafter such recommendation has been approved by vote of the\nDuties of\nBoard of Directors, and after printed notice of the proposed\nTrustees\nexpenditure has been mailed to all Active Members of the As¬\nsociation], when approved by a three-fourths vote of the Repre¬\nsentative Assembly in two successive years, and after all other requirements of the\nbylaws have been fulfilled.\nThe said corporation may by its bylaws provide for the custody, control, manage¬\nment, sale, mortgage, investment, and reinvestment of the principal of said Perma¬\nnent Fund.\nThe income of the Permanent Fund shall be used only to meet the cost of main¬\ntaining the organizations of the Association and of publishing its annual volume of\nProceedings, unless the terms of the donation, bequest, or devise shall otherwise\nspecify, [or the Board of Directors shall otherwise order,] or as otherwise provided\nby the bylaws of the corporation.\n[It shall also be the duty of the Board of Trustees to issue orders on the Trea¬\nsurer for the payment of all bills approved by the Board of Directors, or by the\nPresident and Secretary of the Association acting under the authority of the Board\nof Directors. When practicable, the Board of Trustees shall invest, as part of the\nPermanent Fund, all surplus funds exceeding $500 that shall remain in the hands\nof the Treasurer after paying the expenses of the Association for the previous year,\nand providing for the fixed expenses and for all appropriations made by the Board\nof Directors for the ensuing year.]\n\nElection of\nSecretary\n\n[The Board of Trustees shall elect the Secretary of the Association, who shall be Secretary of the Executive Committee, and\nshall fix the compensation and the term of his office for a period\nnot to exceed four years.]\n\n"}
{"page": 187, "printed_page": null, "text": "Reports of Committees\n\n181\n\nSec. 8\n\nThat the principal office of the said corporation shall be in the city of Wash¬\nington, D. C.; provided, That the meeting of the corporation, its Officers, Com¬\nmittees, and Departments, may be held, and that its business may\nbe transacted, and an office or offices may be maintained, elseMembership\nwhere, within the United States, as may be determined [by the\nObligations\nBoard of Directors, or otherwise] in accordance with the bylaws.\nSec. 9\n\nThat the charter, constitution, and bylaws of the National Educational Association\nshall continue in full force and effect until the charter granted by this act shall be\naccepted by such Association at the next annual meeting of the Association, and\nuntil new bylaws shall be adopted; and that the present Officers,\nDirectors, and Trustees of said Association shall continue to hold\nAcceptance of\noffice and perform their respective duties as such until the\nThis Charter\nexpiration of terms for which they were severally elected or ap¬\npointed, and until their successors are elected. That at such annual meeting the\nActive Members of the National Educational Association, then present, may organize\nand proceed to accept the charter granted by this act and adopt bylaws, to elect\nOfficers to succeed those whose terms have expired or are about to expire, and gen¬\nerally to organize the “National Education Association of the United States”; and\nthat the Board of Trustees of the corporation hereby incorporated shall thereupon,\nif the charter granted by this act be accepted, receive, take over, and enter into\npossession, custody, and management of all property, real and personal, of the\ncorporation heretofore known as the National Educational Association incorporated\nas aforesaid, under the Revised Statutes of the District of Columbia, and all its rights,\ncontracts, claims, and property of every kind and nature whatsoever, and the\nseveral Officers, Directors, and Trustees of such last-named Association, or any other\nperson having charge of any of the securities, funds, books, or property thereof,\nreal or personal, shall on demand deliver the same to the proper Officers, Directors,\nor Trustees of the corporation hereby created.\nProvided, that this corporation may by its bylaws make other and different pro¬\nvisions for the custody, control, management, sale, mortgage, or other disposition of\nits property, in accordance with Section J of the Act of Incorporation as amended\nby their act, and\nProvided, That a verified certificate executed by the presiding Officer and Secretary\nof such annual meeting, showing the acceptance of the charter granted by this act by\nthe National Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia; and, provided further, That\nin the event of the failure of the Association to accept the charter granted by this act\nat said annual meeting then the charter of the National Educational Association\nand its incorporate existence shall be and are hereby extended until the thirty-first\nday of July, nineteen hundred and eight, and at any time before said date its\ncharter may be extended in the manner and form provided by the general corpora¬\ntion of the District of Columbia.\nSec. 10. That the rights of creditors of the said existing corporation, known\nas the National Educational Association, shall not in any manner be impaired by the\npassage of this act, or the transfer of the property heretofore mentioned, nor shall\nany liability or obligation, or payment of any sum due or to be¬\ncome due, or any claim or demand, in any manner, or for any\nRights of\ncause existing against the said existing corporation, be released\nCreditors\nor impaired; and the corporation hereby incorporated is de¬\nclared to succeed to the obligations and liabilities, and to be held liable to pay\nand discharge all of its debts, liabilities, and contracts of the said corporation so\nexisting, to the same effect as if such new corporation had itself incurred the obliga¬\ntion or liability to pay such debts or damages, and no action or proceeding before\nany court or tribunal shall be deemed to have abated or been discontinued by rea¬\nson of this act.\n\n"}
{"page": 188, "printed_page": null, "text": "182\n\nAmendments\nto Charter\n\nNational Education Association\n\nSec. 11. That Congress may from time to time alter, repeal,\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or im¬\npaired.\n\n12. That said corporation may provide, by amendment\nCreation of\nto its bylaws, that the powers of the Active Members exercised\nRepresentative at the annual meeting in the election of Officers and the transacAssembly\ntion of business shall be vested in and exercised by a Representa¬\ntive Assembly composed of delegates apportioned, elected, and\ngoverned in accordance with the provisions of the bylaws adopted by said\ncorporation.\nSec.\n\nChapter II\nCompensating Changes in Bylaws to Take Care of the Simplification of\nthe Charter Without Changing the Modus Operandi of the Association\n\nThe proposed amendments and bylaws as set forth in chapter II are so\ndrawn only for the purpose of placing in the bylaws provisions which now\nexist in the charter. The fact that they do not change the modus operandi\nof the Association should make them acceptable to everyone.\nIt is hoped that they may be adopted by unanimous consent.\nIt may be argued that these changes should be made effective only if and\nwhen simplification of the charter has been approved by Congress. The\nCommittee points out, however, that placing these provisions in the bylaws\nnow merely duplicates what is already in the charter and, therefore, does\nnot make changes in the charter a prerequisite.\nIn our study of the bylaws as printed in the 1934 Proceedings it was\ndiscovered that Article II, Section 9, was not in conformity with the amend¬\nment as adopted at the Washington convention. We have, therefore, printed\nit as it should have appeared in the Proceedings.\nIt was also found that Article IV of the bylaws does not conform with\nthe amendments as adopted by the Atlantic City meeting and we have,\ntherefore, printed them in the form in which they were accepted by the\nRepresentative Assembly at Atlantic City.\nAs the Washington meeting of the Representative Assembly approved\nof a certain change in Section VI of the charter, that particular sentence\nis omitted from the material transferred to the bylaws.\nBylaws as Amended at the Annual Business Meeting of the Representative\nAssembly, Washington, D. C., July 5, 1934\nARTICLE I—MEMBERSHIP\nWherever the word “ state ” appears in the proposed amendments to these by¬\nlaws it will be understood that state, territory, or district of the United States\nis meant.\n1. The membership of the National Education Association of the United States shall consist of three classes: Active,\nAssociate, and Corresponding, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\nSection\n\nMembership\nDefined\n\nActive Members of the Association shall be those actively engaged in\nthe profession of teaching or other educational work.\nSec. 2.\n\n"}
{"page": 189, "printed_page": null, "text": "Reports of Committees\n\n183\n\nSec. 3. The annual dues of an Active Member shall be $2, which shall entitle\n\nhim to attend all meetings of the Association and its several Departments; to\nreceive the Journal free and on application, to secure all publications of the As¬\nsociation at a price fixed by the Executive Commi-ttee, which\nshall be the approximate cost. By the payment of annual dues\nObligations\nof $5 an Active Member shall receive in addition to the Jourand\nnal, without application or other condition, the volume of ProPrivileges\nceedings and all other regular publications of the Association,\nincluding reports of Committees and all special bulletins and announcements\nwhen issued.\nSec. 4.\n\nAll Life Members and Life Directors shall have all\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.\n\nLife Members\nand\nLife Directors\n\nSec. 5. Associate Members of the Association shall be persons who are not ac¬\n\ntively engaged in the profession of teaching or other educa¬\ntional work, but who are otherwise interested in the promotion\nAssociate\nof education. The annual dues of an Associate Member shall\nMembers\nbe the same as the dues of an Active Member and he shall have\nthe same rights and privileges, except the right to vote, to serve as a delegate\nin the Representative Assembly, and to hold office.\nSec. 6.\n\nEminent educators not residing in America may be\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.\nmembership year shall be from September 1\nto August 31. All membership dues paid during the mem¬\nbership year shall be credited to that year unless otherwise\nrequested.\n\nCorresponding\nMembers\n\nSec. 7. The\n\nannual dues of members shall be sent to the\nSecretary on or before November 1. An Active Member fail¬\ning to pay his dues as herein provided shall forfeit the privi¬\nleges of membership and after being in arrears one-half year\nbe dropped from the list of members.\n\nMembership\nYear\n\nSec. 8. The\n\nPayment of\nDues\n\nSec. 9. The Secretary of the Association shall furnish each\n\nmember of the Association a Membership Card, declaring him\nMembership\nto be a member of the National Education Association for the\nCard\nyear for which his dues are paid, and as such entitled to all\nthe rights and privileges granted by the charter and bylaws of the Association.\nSec. 10. The right to vote, to serve\n\nas a delegate in the Representative As¬\nsembly, and to hold office in the Association or in any Depart¬\nment thereof, shall be limited to Active Members whose dues\n.\nare paid. The right to vote and to hold office in the Council\n^\n°*e\nshall be limited to members of the Council whose dues are paid.\nSec. 11. The Representative Assembly shall be composed of the President, twelve\nVicepresidents, the Secretary, and Treasurer of the National Education Associa¬\ntion, the United States Commissioner of Education, and the delegates elected from\nthe various Affiliated State and Local Associations as provided by the bylaws.\n\n"}
{"page": 190, "printed_page": null, "text": "184\n\nNational Education Association\n\nARTICLE II—{ELECTION OF]\n\nOFFICERS, REPRESENTATIVE\n\nASSEMBLY, AND AFFILIATED ASSOCIATIONS\nSection 1\n\n(a) The officers of the said Corporation shall be a President, twelve Vicepresi¬\ndents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee, and\na Board of Trustees. (See Act of Incorporation, Sec. 6, first paragraph.)\n(b) The Board of Directors shall consist of the President, the\nOfficers,\nFirst Viccpresident, the Secretary, the Treasurer, the Chairman\nDirectors,\nof the Board of Trustees, and one additional member from each\nTrustees, and\nstate, territory, or district, to be elected by the Active Members\nCommittees\nfor the term of one year, or until their successors are chosen, and\nof all Life Directors of the National Educational Association.\n(See Act of Incorporation, Sec. 6, second paragraph, first two sentences.)\n(c) The Executive Committee shall consist of five members as follows: the Presi¬\ndent of the Association, the First Vicepresident, the Treasurer, the Chairman of\nthe Board of Trustees, and a member of the Association to be chosen annually by\nthe Board of Directors to serve one year. (See Act of Incorporation, Sec. 6, third\nparagraph, first sentence.)\n(d) The Board of Trustees shall consist of four members elected by the Board\nof 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. (See Act of Incorporation,\nSec. 6, fourth paragraph, first sentence.)\n(e) The election of Officers and transaction of business at the annual business\nmeeting shall be by a Representative Assembly composed of delegates apportioned,\nelected, and governed as hereinafter provided.\n2. At the first business meeting of the Representative Assembly on the\nsecond day of the annual meeting of the Association nominations for the follow¬\ning offices shall be made: President, Vicepresident, and Treasurer. Candidates\nfor said offices shall be nominated from the floor upon roll call\nElection of\nof the states. On the first day of the annual meeting of the\nOfficers\nAssociation the delegates of each state, territory, and district\nof the United States shall nominate one person for member of\nthe Board of Directors and the name of such person shall be reported to the Repre¬\nsentative Assembly at the first business meeting upon roll call of the states. On\nthe fourth day of the annual meeting officers shall be elected from the candidates\nby the delegates to the Representative Assembly by ballot. Said ballots shall be\nprinted and shall contain the names of all nominees as provided above. Polls\nfor voting shall be open from 8 a. m. to 6 p. m., at such place or places as the\nPresident of the Association shall designate. The candidates for President, Trea¬\nsurer, member of Board of Directors from each state, territory, or district, respec¬\ntively, and the eleven candidates for the office of Vicepresident receiving the\nhighest number of votes shall be declared elected. The President of the Association\nshall appoint tellers and complete all arrangements for carrying out the election.\nThe results of the election herein provided shall be announced at the final business\nsession of the Representative Assembly. The Officers thus chosen shall continue\nin office until the close of the annual meeting subsequent to their election, and until\ntheir successors are chosen, except as herein provided. The Secretary and the\nTreasurer shall enter upon their duties at a date which shall be determined by\nthe Board of Trustees and which shall not be later than the first of October and\nshall continue in office during the term for which they are separately chosen and\nuntil their successors are duly elected.\nSec.\n\n"}
{"page": 191, "printed_page": null, "text": "Reports of Committees\n\n185\n\n3. The State Teachers Association or Educational Association of a state,\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled\nAffiliated State\nto representation in the Representative Assembly as hereinAssociations\nafter provided. The annual dues of an Affiliated State Asso¬\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.\n\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\nEducation Association and as such shall be entitled to repAffiliated Local\nresentation in the Representative Assembly as hereinafter proAssociations\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\n5. Each Affiliated Association, both state and local, shall be furnished a cer¬\ntificate of membership and shall be entitled to the active assistance and support of\nthe National Education Association in promoting the interest of such Affiliated Asso¬\nciation and its members insofar as such interest comes within\nthe purpose and object of the National Education Association\nRelationship:\nas set forth in its charter. The Secretary of the National EducaNational, State,\ntion Association shall, with the advice and approval of the\nand Local\nExecutive Committee, make such arrangements for mutual co¬\noperation between the National Education Association and the State and Local\nAffiliated Associations as will promote the welfare of all and advance the interests\nof the teaching profession.\nSec.\n\n6. Each Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly for each one hundred of its\nmembers, or major fraction thereof, who are Active Members of the National Edu¬\ncation Association, up to five hundred such active members, and\nthereafter one delegate and one alternate for each five hundred State Delegates\nof its members, or major fraction thereof, who are Active Mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\nSec.\n\nSec. 7. Each Affiliated Local Association shall be entitled to elect one dele¬\ngate and one alternate to the Representative Assembly for\neach one hundred of its members, or major fraction thereof,\nLocal\nwho are Active Members of the National Education Association.\nDelegates\nSuch delegates shall be designated Local Delegates.\n\n8. Only Active Members of the National Education Association shall be\neligible to be delegates to the Representative Assembly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Association. An Active Member\nshall be permitted to vote for the election of delegates in but\none affiliated Local Association. For determining the apporSelection of\ntionment of delegates, an Active Member may be counted in two\nDelegates\nAffiliated Associations, and no more; and that one of these shall\nbe the State Association.\nSec.\n\n"}
{"page": 192, "printed_page": null, "text": "186\n\nEx-Officio\nDelegates\n\nNational Education Association\n\nSec. 9. The President, the twelve Vicepresidents, the Secretary, and Treasurer of the National Education Association, and\nthe United States Commissioner of Education shall be ex-officio\ndelegates to the Representative Assembly.\n\n10. Delegates shall file their credentials with the Secretary of the Asso¬\nciation on blanks furnished by him for that purpose not later than ten days be¬\nfore the beginning of the annual meeting. The Secretary shall turn over such\ncredentials to the Credential Committee, when appointed, with\nDelegates;\nsuch information thereon as may be obtained from the records\nCredentials;\nof the Association. The Representative Assembly shall be the\nVoting:\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 As¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend an equitable plan for pay¬\ning the expenses of delegates to the annual business meeting of the Association.\nSec.\n\n11. The Officers shall be permitted to hold meetings other than for busi¬\nness purposes and expenses therefor shall be provided.\nSec.\n\nARTICLE III—DUTIES OF OFFICERS\n1. The President shall preside at all meetings of the Association and\nshall perform the duties prescribed by the Act of Incorporation and these bylaws,\nand in addition such duties as usually devolve upon the Chief Executive of such\nan Association. In the absence of the President, the ranking\nDuties of the\nVicepresident, who is present, shall preside and in the absence\nPresident\nof the President and all Vicepresidents a Chairman pro tempore\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 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.\nSection\n\nThe Secretary shall keep a full and accurate record of the proceedings\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\nDuties of the\nbylaws and, in all matters not definitely prescribed therein,\nSecretary\nshall be under the direction of the Board of Directors or of the\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 meetSec. 2.\n\n"}
{"page": 193, "printed_page": null, "text": "Reports of Committees\n\n187\n\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\nas may be required by the Board of Trustees. He shall submit his annual report\nto the Executive Committee not later than fifteen days before the annual meeting\nof the Association, which report shall be transmitted to the Board of Directors\nat its annual meeting. At the expiration of his term of office, he shall transfer\nto his successor all money, books, and other property in his possession belonging\nto the Association. The Secretary shall not print, publish, or distribute any official\nreport or other document without the approval of the Board of Directors or of the\nExecutive Committee acting under the general instruction of the Board of Direc¬\ntors.\n3. The Treasurer shall perform the duties prescribed by the Act of In¬\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\nthe Board of Trustees; shall notify the President of the AssoDuties of the\nciation and the Chairman of the Board of Trustees whenever\nTreasurer\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 the 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.\n\nSec. 4\n\n(a) The Board of Directors shall have power to fill all vacancies in their own\nbody and shall have in charge the general interests of the corporation, excepting\nthose intrusted to the Board of Trustees. (See Paragraph (e) of this Section.)\n(b) At the first meeting of the Board of Directors held during the annual meet¬\ning of the Association at which they were elected, they shall elect one Trustee for\nthe term of four years. All vacancies occurring in said Board of Trustees, whether\nby resignation or otherwise, shall be filled by the Board of Directors for the unexpircd term; and the absence of a Trustee from two successive annual meetings of\nthe Board shall forfeit his membership. (See Act of Incorporation, Sec. 6, fourth\nparagraph, last two sentences.)\n(c) The Board of Directors shall take such action with respect to the Permanent\nFund, of the Association, its accretions and income as is authorized by the Act of\nIncorporation or these bylaws. (See Act of Incorporation, Sec. 7, first paragraph,\npart of second sentence.)\n(d) The Board of Directors may determine what office or offices of the Associa¬\ntion may be maintained in the United States other than its principal place of busi¬\nness in Washington, D. C., and where the meetings of the corporation, its Officers,\nCommittees, and Dcpartments may be held and what business other than that pro¬\nvided by the Act of Incorporation and these bylaws may be transacted at such office\nor offices and meetings. (See Act of Incorporation, Sec. 8.)\n\n"}
{"page": 194, "printed_page": null, "text": "188\n\nNational Education Association\n\n(e) The Board of Directors shall have such powers and perform such duties as\nare prescribed by the Act of Incorporation and by these bylaws; shall elect Corre¬\nsponding Members as prescribed in Section 6 of Article I of these bylaws; shall\nelect members of the National Council of Education as proDuties of the\nvided in Section 3 of Article IV of these bylaws; [shall fill all\nBoard of\nvacancies in its own body and in the Board of Trustees].\nDirectors\nThe Board of Directors shall approve all bills incurred by itself\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.\n(/) The Board of Directors shall appoint at its annual meeting a Budget Com¬\nmittee for the ensuing year, whose duty it shall be to prepare and present a budget\nto the 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.\n(g) The Board of Directors shall meet in connection with the annual meeting of\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.\nSec. 5\n\n(a) The Executive Committee shall have authority to represent and to act for\nthe Board of Directors in the intervals between the meetings of that body to the\nextent of carrying out the legislation adopted by the Board of Directors under\ngeneral directions as may be given by said Board. (See Act of Incorporation, Sec.\n6, third paragraph, last sentence.)\n(b) The Executive Committee may recommend to the Representative Assembly\nat the annual business meeting the appointment of special committees for investi¬\ngation or research, the subjects for which may have been suggested by the Na¬\ntional Council or by the active members of the National EduDuties of\ncation Association or by any of its Departments; it shall\nExecutive\nrecommend the amount of money to be appropriated for such\nCommittee\ninvestigations. When such special committees are provided\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.\n*\n\n(c) The Executive Committee shall fill all vacancies occurring in the body of\nOfficers of the Association, except as otherwise provided for in the Act of Incorpora¬\ntion or in these bylaws.\n\n"}
{"page": 195, "printed_page": null, "text": "189\n\nReports of Committees\n\nSec. 6\n\n(a) The Board of Trustees shall have such powers and perform such duties\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\nFurther 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(b) The Board of Trustees shall have charge of the Permanent Fund and shall\nProvide for the safe-keeping of such Fund and all further funds which the Corpora¬\ntion may receive by donation, bequest, or devise. It shall also be the duty of the\nBoard of Trustees to issue orders on the Treasurer for the payment of all bills\napproved by the Board of Directors, or by the President and Secretary of the Asso¬\nciation acting under the authority 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 ex¬\npenses of the A ssociation for the previous year, and providing for the fixed expenses\nand for all appropriations made by the Board of Directors for the ensuing year.\n(See Act of Incorporation, Sec. 7.)\n(c) The Board of Trustees shall elect the Secretary of the A ssociation, who\nshall be Secretary of the Executive Committee, and shall fix the compensation and\nthe term of his office for a period not to exceed four years. (See Act of Incorpora¬\ntion, Sec. 7.)\n(d) The said[ Corporation may by its bylaws provide for the custody, control,\nmanagement, sale, mortgage, investment, and reinvestment of the principal of said\nPermanent Fund.\nARTICLE IV—THE NATIONAL COUNCIL OF EDUCATION\nSection\n\n1. The National Council of Education shall discuss educational ques¬\n\ntions of public and professional interest; propose to the Executive Committee,\nfrom time to time, suitable subjects for investigation and\nFunction of\nresearch; have a report made at its annual meeting on “Ed¬\nNational\nucational Progress During the Past Year”; and in other ways\nCouncil\nuse its best efforts to further the objects of the Association and\nto promote the cause of education in general.\nSec. 2. The National Council of Education shall consist of\n\nnot less than 120, nor more than 200, members to be selected as\nprovided by its bylaws.\nSec. 3. The annual meeting of the Council shall be held\nduring the week of the annual meeting of the Association.\n\nMembership\nin Council\nTime of\nMeeting\n\nSec. 4. The absence of a regular member from two successive annual meetings\n\nof the Council shall be considered equivalent to his resignation of membership.\nPersons whose regular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\ntheir active membership in the Association with the privilege\nLoss of\nof attending the regular sessions of the Council and participatMembership\ning in its discussions. A member who discontinues or forfeits\nhis active membership in the Association forfeits his membership in the Council.\n\n"}
{"page": 196, "printed_page": null, "text": "190\n\nNational Education Association\n\nSec. 5. The officers of the Council shall consist of a President, a Vicepresident,\n\na Secretary, and such standing committees as may be prescribed by its bylaws, all\nof whom shall be regular members of the Council. The\nCouncil\nSecretary of the Council shall in addition to performing the\nOfficers\nduties pertaining to his office, furnish the Secretary of the Asso¬\nciation a copy of the proceedings of the Council for publication.\nSec. 6. The\n\nBylaws and\nPowers of\nCouncil\n\nNational Council of Education is hereby au¬\nthorized to adopt bylaws for its government not inconsistent\nwith the Act of Incorporation or the bylaws of the Association;\nProvided, That such bylaws be submitted to, and approved by\nthe Board of Directors of the Association before they shall\nbecome operative.\n\nSec. 7. The powers and duties of the Council may be changed or the Council\n\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 V—DEPARTMENTS\n\n. The following Departments are now (1934) in existence, to wit: the\n\nSection 1\n\nDepartments, first, of Superintendence; second, of Vocational Education; third, of\nKindergarten-Primary Education; fourth, of Music Education; fifth, of Secondary\nEducation; sixth, of Business Education; seventh, of School Health and Physical\nEducation; eighth, of Science Instruction; ninth, of Rural Education; tenth, of\nClassroom Teachers; eleventh, of Deans of Women; twelfth, of Adult Education;\nthirteenth, of Elementary School Principals; fourteenth, of Visual Instruction;\nfifteenth, of Social Studies; sixteenth, of Teachers Colleges; seventeenth, of Lip\nReading; eighteenth, of Secondary School Principals; nineteenth, of Supervisors\nand Directors of Instruction; twentieth, of Educational Research; twenty-first, of\nSpecial Education; twenty-second, of Supervisors and Teachers of Home Eco¬\nnomics; twenty-third, of Administrative Women in Education; twenty-fourth, of\nArt Education. There is also the National Council of Education.\nSec. 2. Each\n\nDepartment shall have the right to fix the qualifications of its\nmembers for the purpose of electing Officers and transacting the other business\nof the Department; provided. Active Members of the Associa¬\ntion, and no others, shall be eligible to such Department mem¬\nMembers of\nbership; and provided also, That all Active Members of the\nDepartments\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any Department.\nSec. 3. Each Department shall hold\n\nDepartment\nMeetings\n\nan 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 the general instruc¬\ntions of the Board of Directors.\n\nSec. 4. The object of the meetings of the Departments shall be the discussion\n\nof questions pertaining to their respective fields of educational work. The pro¬\ngrams of these meetings shall be prepared by the respective\nPresidents in conference with, and under the general direction\nof, the President of the Association. Each Department shall be\nObject of\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. 5. The Officers of each Department shall consist of a President, a Vicepresident, 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\n\n"}
{"page": 197, "printed_page": null, "text": "Reports of Committees\n\n191\n\nto serve one year and until their successors are duly elected;\nand who shall, at the time of their election, be Active MemOfficers of\nbers 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 Secretary of each Department shall, in addition to performing the\n\nduties usually pertaining to his office, furnish 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.\nAll Departments shall have equal rights and privileges, with the ex¬\nception stated in section 3 of this Article. They shall be named in section 1 of\nthis Article in the order of their establishment and shall be\ndropped from the list when discontinued. Each Department\nRights of\nmay be governed by its own regulations insofar as they are\nDepartments\nnot inconsistent with the Act of Incorporation or these bylaws.\nSec. 7.\n\nSec. 8. Upon the recommendation of the Board of Directors a new Department\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 memEstablished\nbers engaged or interested in the field in the interest of which\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 of the delegates\nto the Representative Assembly present at any annual meeting.\nSec. 9. Any Department by a tw'o-thirds vote of those voting at any regular\n\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\nthe Association. Such funds shall be added to the Department’s\nFees for\nallowance from the Association and shall be used for the work\nDepartment\nof said Department only, and shall be disbursed upon the rec¬\nMembers\nommendation of the Executive Officers of the Department in the\nsame manner as other funds of the Association are disbursed.\nARTICLE VI—COMMITTEES\n\n. Not later than five months before the end of the fiscal year, the Presi¬\n\nSection 1\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\n7\n\n"}
{"page": 198, "printed_page": null, "text": "192\n\nAuditing\nCommittee\n\nNational Education Association\n\nCommittee shall be referred the report and audit of the expert\naccountant or accountants, together with the communication of\nthe President transmitting the same as provided in Section 5 of\nthis Article; and the Committee shall report its findings to the\nBoard of Directors.\n\nSec. 2. On the first day of the annual meeting of the Association, at such time\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\nDelegates Meet members of the Association for each of the following commitby States\ntees, to serve for the ensuing year: Credentials, Resolutions, and\nNecrology. The Committee on Credentials shall receive the\nofficial list of delegates from the Secretary and report thereon to the Representative\nAssembly.\nSec. 3. The Committee on Resolutions shall report at the annual business meeting\n\nof the Representative Assembly, and except by unanimous consent, all resolutions\nshall be referred to said Committee without discussion. This Committee shall receive\nand consider all resolutions proposed by Active Members, or\nResolutions\nreferred to it by the President; some time during the second day\nof the annual meeting of the Association the Committee shall\nhold a meeting, at a place and time to be announced in the printed program, for\nthe purpose of receiving proposed resolutions and hearing those who may wish to\nadvocate them.\nSec. 4. The\n\nNecrology\n\nCommittee on Necrology may prepare for the\npublished Proceedings brief memorial tributes to members who\nhave died during the year.\n\nSec. 5. Within thirty (30)\n\ndays prior to the time of the annual meeting of the\nAssociation, the President shall appoint a competent person, firm, or corporation,\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\nExamination\nthe Secretary, the Treasurer, and the Board of Trustees and\nof Accounts\ncompare the same; shall also examine the securities of the\nPermanent Fund held by the Board of Trustees. The report\nof said accountant or accountants shall be filed with the President not less than\nten days before the opening day of the annual meeting of the Association, and\nshall be by him submitted to the Auditing Committee with such comments as he\nmay think proper.\nARTICLE VII—MEETINGS\n\n.\n\nMeetings to be\nHeld\nAnnually\n\nSection 1\nStated meetings of the Association, of the Council\nof Education, and of all Departments, except as otherwise pro¬\nvided, shall be held at such time and place as shall be deter¬\nmined by the Board of Directors or by the Executive Committee\nacting under the instructions of the Board of Directors.\n\nSec. 2. The annual business meeting of the Representative Assembly shall begin\nat 9:00 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\nMeetings of\nsuch meeting shall be designated in the program. The Secre¬\nAssembly,\ntary shall notify the members of the Board of Directors of the\nDirectors, and\ntime and place of meeting, not less than thirty (30) days before\nTrustees\nthe meeting.\nThe first regular meeting of the new Board of Directors shall be held as soon as\npracticable and within twenty-four hours after the close of the last session of the\nannual meeting. The place and time of this meeting shall be announced in the\nprinted program.\n\n"}
{"page": 199, "printed_page": null, "text": "Reports of Committees\n\n193\n\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 he 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 VIII—PROCEEDINGS\n\n. The Proceedings of the Association, of the Council, of the Depart¬\n\nSection 1\n\nments, and of all Commissions and Committees, shall be published\nat the discretion of and under the direction of the Executive\nCommittee provided that such publication has been approved\nand the money therefor appropriated by the Board of Directors.\n\nPublication of\nProceedings\n\nSec. 2. No paper, lecture, or address shall be read before the Association or any\n\nof the Departments in the absence of the author, without the approval of the\nPresident of the Association, or the President of the Depart¬\nAbsence of\nment interested; nor shall any such paper, lecture, or address be\nAuthor\npublished in the Proceedings without the approval of the Execu¬\ntive Committee.\nARTICLE IX—QUORUM\n\n. Elected Directors from twenty-five states shall con¬\n\nSection 1\n\nstitute a quorum of the Board of Directors. A majority of all\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\n\nFormation of\nQuorum\n\nARTICLE X—AMENDMENTS\n\n. These bylaws may be altered or amended at the annual meeting of the\n\nSection 1\n\nRepresentative Assembly by unanimous vote, or by a two-thirds vote of the Rep¬\nresentative Assembly if the alteration or amendment shall have\nbeen proposed in writing at the annual business meeting next\nAmendments\npreceding the one at which action is taken, and due announce¬\nto Bylaws\nment of the proposed action shall have been made in the official\npublication of the Association.\n\nChapter III\nChanges in Bylaws Which the Committees Hope Will Be Adopted by the\nRepresentative Assembly by Unanimous Consent\n\nIn our study of the bylaws we have found a number of things which in\nthe judgment of the Committee should be modified and concerning which\nwe believe there is general approval, probably unanimous approval. It is\nnot the intention of the Committee to present these items in a way that any\none may construe our proposals as “ steam roller ” tactics. We hope that a\ndelegate who objects to the proposal will so indicate his objections briefly\nto the Assembly, then present them in writing in person to the Committee\nwhich will be sitting thruout the convention to hear such objections and\nthe reasons therefor. Each of the proposals, to which there is no registered\nobjection, may immediately become amendments to the bylaws, otherwise\nthey must lay over for one year for further consideration and a two-thirds\n\nvote.\n\n"}
{"page": 200, "printed_page": null, "text": "194\n\nNational Education Association\n\nSummary of changes proposed under this heading:\nA. Robert’s Rules of Order\nB. Change of name of Secretary\nC. The deletion of Article II, Sec. 11\nD. Qualifications of Delegates\nE. Qualifications of Directors\nF. Qualifications of Trustees\nG. Election of Resolutions Committee\nH. Provision for Committee on Bylaws and Rules\nI. Change in representation so that there would be no duplication\nJ. Change in scale for determining the number of Delegates\nK. Change in scale of fees paid by Affiliated Associations\nL. Provision for additional Committees\nM. Printed ballots for amendments to bylaws.\nChapter III—A\nROBERT’S RULES OF ORDER\nEver since the establishment of the Representative Assembly in 1921 the Dele¬\ngate’s Manual has carried a set of Rules of Procedure for the Representative As¬\nsemblies that follow. Among other items in this set of rules there was an item pro¬\nviding for the adoption of Robert’s Rules of Order as parliamentary authority. We\nhave been advised that it is proper for each Representative Assembly to consider,\naccept, or revise these sets of rules from year to year. The Delegates’ Manuals\nhave always carried the statement that the rules were adopted; the minutes, how¬\never, seem to indicate that they were formally adopted in certain years but not in\nothers. The Committee believes that there is no one who objects to Robert’s Rules\nof Order and, therefore, recommends a provision covering this matter to be placed\nin the bylaws that they be omitted hereafter from the Rules of Procedure.\nTo provide for an addition to the bylaws covering such a provision, it is sug¬\ngested that the following articles be amended as follows:\nARTICLE IX—QUORUM AND RULES OF ORDER\nSection 1. Elected Directors from twenty-five states shall constitute a quorum\nof the Board of Directors. A majority of all the accredited delegates, repre¬\nsentatives of not less than twenty-five states, shall constitute a quorum of the Repre¬\nsentative Assembly.\nSec. 2. Robert’s Rules of Order shall be the authority governing all matters of\nProcedure not otherwise covered in the Act of Incorporation and in these bylaws,\nand the Rules of Procedure adopted by the Representative Assembly.\nChapter III—B\nCHANGE IN THE NAME OF SECRETARY\nThe Committee feels that the title now given to our Secretary should be changed\nto Executive Secretary. Therefore, it recommends that in all portions of our char¬\nter and bylaws the title Executive Secretary be inserted in lieu of the title Sec¬\nretary.\nChapter III—C\nDELETION OF ARTICLE II, SECTION 11\nThe Committee could see no good purpose in this Section and therefore recom¬\nmends that Section 11, which reads as follows:\n[“ Sec. 11. Officers shall be permitted to hold meetings other than for busi¬\nness purposes and expenses therefor shall be provided,”] shall be deleted from\nthe bylaws.\n\n"}
{"page": 201, "printed_page": null, "text": "195\n\nReports of Committees\n\nChapter III—D\n\nQUALIFICATIONS\n\nOF DELEGATES\n\nThe Committee recommends that Article II of Section 8 of the bylaws be amended\nto read as indicated in the following:\nOnly Active Members of the National Education Association shall be eligible to\nbe delegates to the Representative Assembly, and to vote in the election of delegates\nin a State or Local Affiliated Association. No member shall be elegible to serve as\n\na delegate to the Representative Assembly who has not been for\ntvi'o years immediately preceding his election a member of the\nState, District, Territorial, or Local Affiliated Education Association and of the National Education Association. An Active Mem¬\n\nSelection of\nDelegates\n\nber shall be permitted to vote for the election of delegates in but one Affiliated\n[Local] Association. For determining the apportionment of the delegates, an Active\nMember may be counted in [two] one Affiliated [Associations] Association and no\nmore, [and that one of these shall be the State Association].\n\nChapter III—E\n\nQUALIFICATIONS\n\nOF\n\nDIRECTORS\n\nThe Committee is of the opinion that the Association should set up the specific\nqualifications to be required of Directors. The Committee recommends, therefore,\nthat Article II, Section 2, be amended to read as indicated in the following:\nAt the first business meeting of the Representative Assembly on the second\nday of the annual meeting of the Association nominations for the following\nOffices shall be made: President, Vicepresident, and Treasurer. Candidates\nfor said Offices shall be nominated from the floor upon roll call of the states.\nOn the first day of the annual meeting of the Association the delegates of each\nstate, territory, and district of the United States shall nominate one person for\nmember of the Board of Directors and the name of such person shall be re¬\nported to the Representative Assembly at the first business meeting upon roll\ncall of the states. Any person, to qualify to serve as Director, shall have been\n\nan Active Member with dues paid in the National Education Association and\nin the State or District or Territory or Local Association for a five-year period\nimmediately preceding the election. Only delegates who are Active Members\nof the National Education Association and whose dues have been paid in the\nState or District or Territory or Local Association, respectively, shall have the\nright to vote for such Directors. On the fourth day, etc. (to the end of Sec¬\ntion 2 of the old bylaws. Article II).\nChapter III—F\n\nQUALIFICATIONS OF TRUSTEES\nThe Committee is of the opinion, also, that the bylaws should set forth specific\nqualifications for Trustees. The Committee, therefore, recommends that Article III,\nSection 4(b), be further amended as indicated by the following:\nAt the first meeting of the Board of Directors held during the\nannual meeting of the Association at which they were elected they shall elect\none Trustee for the term of four years. All vacancies occurring in said Board\nSec. 4(b)\n\nof Trustees, whether by resignation or otherwise, shall be filled by the Board\nof Directors for the unexpired term; and the absence of a Trustee from two\nsuccessive annual meetings of the Board shall forfeit his membership. Only\n\nmembers who have the qualifications required for a Director may be elected\nTrustees.\n\n"}
{"page": 202, "printed_page": null, "text": "196\n\nNational Education Association\n\nChapter\n\nIII—G\n\nTHE ELECTION OF A RESOLUTIONS COMMITTEE\nThe Committee feels that the Resolutions Committee can be made more effective\nif the number of members is reduced to nine. The Committee believes further that\nthis Committee of nine should be selected in a manner that will represent a cross\nsection of the Representative Assembly. The system of voting known as proportional\nrepresentation is an excellent device for accomplishing this. The Committee, there¬\nfore, recommends that Article VI, Section 3, be amended as indicated by the\nfollowing:\nA Committee on Resolutions, composed of nine members, shall be\nelected by the Representative Assembly by the Hare System of Proportional\nRepresentation. The committee shall elect its oven Chairman. The Committee on\nResolutions shall report at the next annual business meeting of the Representa¬\ntive Assembly, and except by unanimous consent, all resolutions shall be referred\nto said Committee without discussion. The Committee shall receive and consider\nall resolutions proposed by Active Members, or referred to it by the President;\nsome time during the second day of the annual meeting of the Association the\nCommittee shall hold a meeting, at a place and time to be announced in the\nprinted program, for the purpose of receiving proposed resolutions and hearing\nthose who may wish to advocate them.\nSec. 3.\n\n(If the above revision of Section 3 is approved of, it will be necessary to amend\nSection 2 of the same article by striking out the word “ resolutions.” A separate\nmotion should be made to cover this item.)\nChapter\n\nIII—H\n\nPROVISION FOR COMMITTEE ON BYLAWS AND RULES\nThe Committee believes that it is desirable for the Association to have a standing\nCommittee on Bylaws and Rules. The Committee, therefore, recommends that\nArticle VI in the bylaws be amended by the addition of Section 6 as set forth below:\n6. There shall be a Committee on Bylaws and Rules which shall\nserve as an advisory and interpreting Committee. The Committee shall consist\nof five members appointed by the President as follows:\nSec.\n\nhi July 1935 the retiring President shall appoint two members, one to\nserve for three years and one to serve for four years. The incoming\nPresident shall appoint three members of this Committee, one to serve for\none year, one to serve for two years, and one to serve for five years. In\nJuly 1936, and in each July thereafter, the President shall appoint one\nmember to serve for five years. All proposed amendments to the charter\nand to the bylaws shall be referred to this Committee for comment.\nThis Committee shall be responsible for recommending and presenting\nrules of procedure to the Representative Assembly from year to year.\nThis Committee may render decisions on any points referred to it by\nthe Executive Committee, the Executive Secretary, or the President of\nthe Association.\nChapter\n\nIII—I\n\nCHANGE IN REPRESENTATION SO THAT THERE WOULD BE NO\nDUPLICATION\nThe Committee received many communications indicating a sentiment in favor of\nrevision of bylaws that would prevent duplication in counting the membership\nfor the purpose of apportioning delegates to state and local associations. The\nCommittee, therefore, recommends these additional changes to cover this point.\nThese changes have been set forth above in Chapter III—D.\n\n"}
{"page": 203, "printed_page": null, "text": "Reports of Committees\n\n197\n\nChapter III—J\nCHANGE IN SCALE FOR DETERMINING THE NUMBER OF DELEGATES\nAlmost every communication which came to the Committee included a suggestion\nthat something be done to reduce the size of the Representative Assembly. The\nCommittee, therefore, recommends that Sections 6 and 7 of Article II of the bylaws\nbe revised as indicated in the following:\n\nSec. 6. Each Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly, the number of delegates\nand alternates to the Representative Assembly indicated by the following\nschedule:\nFor the first 50 members or major fraction thereof, who are Active Mem¬\nbers of the National Education Association, one delegate and one\nalternate ;\nFor the next one hundred such Active Members or major fraction thereof,\none delegate and one alternate;\nFor the next two hundred such Active Members or major fraction thereof,\none delegate and one alternate;\nFor the next three hundred such Active Members or major fraction thereof,\none delegate and one alternate;\nFor the next four hundred such Active Members or major fraction thereof,\none delegate and one alternate;\n[for each one hundred of its members, or major fraction thereof, who are\nActive Members of the National Education Association, up to five hundred, such\nActive Members], and thereafter one delegate and one alternate for each [five\nhundred] one thousand of its members, or major fraction thereof, who are\nActive Members of the National Education Association; provided, however, That\nthe quota of delegates thus determined for a State Association shall be reduced\nby the number of delegates provided for from that State by Local Affiliated As¬\nsociations in accordance with Section 7 of this Article, and provided further,\nThat each Affiliated State Association shall be entitled to not less than three\ndelegates. Such delegates shall be designated State Delegates.\n\nSec. 7. Each Affiliated Local Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly [for each one hundred of its\nmembers, or major fraction thereof, who are Active Members of the National\nEducation Association] in accordance with the numbers in the schedule set forth\nin the preceduig section as amended. Such delegates shall be designated Local\nDelegates. Not later than 30 days prior to the date set for the election of the\nState Delegates in each state, the Local Associations shall give notice of their\nintentions in regard to the number of delegates which said Local Associations\nintend to select for the next meeting of the Representative Assembly, said notice\nshall be filed with the Secretary of the State A ssociation and also with the Ex¬\necutive Secretary of the National Education A ssociation. A Local A ssociation\nwhich fails to file said notice shall forfeit its rights to select delegates, for that\nyear, to the State Association of that State.\n\nChapter III—K\nCHANGE\n\nIN\n\nSCALE\n\nOF FEES\n\nPAID\n\nBY AFFILIATED\n\nASSOCIATIONS\n\nThe Committee received many suggestions to the effect that the affiliation fee of\na State Association should be reduced to the same amount as is required for Local\nAssociations. The Committee, therefore, recommends that Section 3 of Article II be\nrevised as indicated in the following:\n\n"}
{"page": 204, "printed_page": null, "text": "198\n\nNational Education Association\n\n3. The State Teachers Association or Educational Association of a\nstate, territory, or district, may become affiliated with the National Education\nAssociation and shall be designated an Affiliated State Association. Each\naffiliated State Association shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled to representation\nin the Representative Assembly as hereinafter provided. The annual dues of\nan Affiliated State Association shall be Five Dollars [$10 for each delegate to\nwhich said state shall be entitled, with a maximum of $100]. Said Association\nshall receive without application, or other condition, all regular publications of\nthe National Education Association, including the volume of Proceedings, re¬\nports of Committees, and all special bulletins and announcements when issued.\nSec.\n\nf\n\nChapter\n\nIII—L\n\nPROVISION FOR ADDITIONAL COMMITTEES\nVI, Sec. 8—The Representative Assembly may provide such additional\nCommittees as it may deem wise.\nArticle\n\nChapter\n\nIII—M\n\nPRINTED BALLOTS FOR AMENDMENTS TO BYLAWS\nThe use of the printed ballot in connection with voting on the amendments at\nthe Representative Assembly of 1934 met with great favor. The Committee, there¬\nfore, recommends the adoption of Section 2 of Article X as follows:\nSec. 2. In all voting on amendments printed ballots shall be used except\nwhere unanimous consent is given by the Representative Assembly.\n\nChapter IV\nProvisions of the Bylaws Which May Become Effective by a Two-Thirds\nVote at Denver\nChapter\n\nIV—A\n\nNOMINATING COMMITTEE\n\nThe items introduced at Washington may become effective by a twothirds vote because they were presented in substantially this form to the\nRepresentative Assembly of 1934.\nAt the meeting of the Representative Assembly in Washington an amend¬\nment to the bylaws was presented by Miss Adair of Virginia, providing\nfor the election of a Nominating Committee. At the same meeting of the\nRepresentative Assembly an amendment was proposed by Mr. Shaw of\nPennsylvania, providing for the use of preferential voting at all elections.\nThe Committee on Reorganization discussed these two proposals and de¬\ncided to combine the two ideas and present them to the Representative\nAssembly of 1935 as an amendment of Article VI by the addition of Sec¬\ntion 7. The proposed new Section will read as follows:\na. The Representative Assembly shall, at its first meeting of each annual\nconvention, elect a Nominating Committee of nine members which shall submit\nto the Representative Assembly the names of two candidates for each elective\noffice for the ensuing year. Nominations for membership on the Nominating\n\n"}
{"page": 205, "printed_page": null, "text": "Reports of Committees\n\n199\n\nCommittee shall be by petition signed by ten delegates. Petitions shall be filed\nwith the Secretary of the Association not later than 6 p. m. of the preceding\nday. Additional nominations may be made from the floor.\nb. Balloting for the Nominating Committee shall be on the afternoon of the\nday on which the first business meeting of the Representative Assembly is held.\nThe polls shall be open from 10 a. m. until 4 p. m. Provision shall be made\nfor the counting of the ballots as promptly as possible after the closing of the\npolls. The personnel of the Nominating Committee shall be announced at all\ngeneral sessions and at all meetings of the Representative Assembly until the\nCommittee submits its report.\nc. The Nominating Committee shall make its report on the morning of the\nfourth day, at which time nominations may be made from the floor. The polls\nshall be open for balloting for Officers and other Committees between the hours\nof 8 a. m. and. 6 p. m. on the fourth day and the vote shall be counted as soon as\nPossible after the closing of the polls. The results of the election shall be an¬\nnounced at the next general session of the Association and also at a subsequent\nsession of the Representative Assembly. All elections shall be by preferential\nvoting and the rules of the Proportional Representation League shall govern.\n(See also page 203)\nChapter\n\nIV—B\n\nPREFERENTIAL VOTING\nAt the 1934 meeting of the Representative Assembly held at Washington it was\nproposed that Section 2 of Article II be amended so as to provide for the use of\npreferential voting in all elections. In accordance with this proposal Section 2\nof Article II would read as indicated by the following:\nAt the first business meeting of the Representative Assembly on the second\nday of the annual meeting of the Association nominations for the following offices\nshall be made: President, Vicepresident, and Treasurer. Candidates for said\noffices shall be nominated from the floor upon roll call of the states. On the first\nday of the annual meeting of the Association the delegates of each state, territory,\nand district of the United States shall nominate one person for member of the Board\nof Directors and the name of such person shall be reported to the Representative\nAssembly at the first business meeting upon roll call of the states. On the fourth\nday of the annual meeting Officers shall be elected from the candidates by the dele¬\ngates to the Representative Assembly by ballot. Said ballots shall be printed and\nshall contain the names of all nominees as provided above. Polls for voting shall\nbe open from 8 a. m. to 6 p. m., at such place or places as the President of the\nAssociation shall designate. The election shall be by the method of preferential vot¬\ning and the rules of the Proportional Representation League shall govern. [The\ncandidates for President, Treasurer, member of Board of Directors from each state,\nterritory, or district, respectively, and the eleven candidates for the office of Vicepresident receiving the highest number of votes shall be declared elected.] The\nPresident of the Association shall appoint tellers and complete all arrangements for\ncarrying out the election. The results of the election herein provided shall be an¬\nnounced at the final business session of the Representative Assembly. The Officers\nthus chosen shall continue in office until the close of the annual meeting subsequent\nto their election, and until their successors are chosen, except as herein provided.\nThe Secretary 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 first\nof October and shall continue in office during the term for which they are sepa¬\nrately chosen and until their successors are duly elected.\nSec. 2.\n\n(See also page 203)\n\n"}
{"page": 206, "printed_page": null, "text": "200\n\nNational Education Association\n\n(Should Chapter IV-A, providing for a Nominating Committee, be adopted it\nwill be necessary to change Chapter IV-B in certain respects to conform to the\nidea of a Nominating Committee, rather than nominations made from the floor\nupon roll call of the states.)\n\nChapter V\nAmendments Which Might Be Made Effective by the Representative\nAssembly of 1935 But Only If and When the Proposed Plan of\nSimplification of the Charter Is Approved by Congress\n\nShould the Representative Assembly so desire, amendments could be\nadopted that would become effective if and when the charter simplification\nplan is approved by Congress. This group of items would fall under two\nclassifications as follows:\nA. Those requiring a two-thirds vote of the Representative Assembly.\nThe proposed change of responsibility for the election of the Secretary\nfrom the Board of Trustees to the Board of Directors.\nB. Those items requiring a unanimous vote:\na. Terms of Directors\nb. Terms of Trustees\nc. Election of Directors from and by the Representative Assembly\nd. Other items to be selected.\n\nChapter VI\nChanges in Bylaws Which May Be Proposed at Denver to Be Acted Upon\nOne Year Later\n\nThe Committee on Reorganization is formulating plans for dividing the\nNational Education Association on a geographic basis for meetings in alter¬\nnate years. These will be presented in more specific detail to the Repre¬\nsentative Assembly in 1935 but will not be voted upon until 1936.\n\nChapter VII\nGeneral Recommendations to Affiliated Associations\n\nThe Committee on Reorganization requests all Affiliated Associations to\nconsider matters of Reorganization seriously and to send in suggestions and\ncriticisms.\nIt is the opinion of the Committee on Reorganization that the Repre¬\nsentative Assembly should as far as possible be a cross section of the Asso¬\nciation. The proportion of teachers, administrators, and others in the\nRepresentative Assembly should approximate the proportion found among\nthe membership. It would be difficult to provide bylaws that would compel\nthis result. The Committee, however, recommends that Affiliated Associa¬\ntions give this matter careful consideration and do all in their power to\nselect delegations that will conform to this proportionate idea.\n\n"}
{"page": 207, "printed_page": null, "text": "Reports of Committees\n\n201\n\nChapter VIII\nThe Committee on Reorganization has had five subcommittees at work:\n1.\n2.\n3.\n4.\n5.\n\nCommittee on Amending Charter\nCommittee on Bylaws\nCommittee on Structure\nCommittee on Policy\nCommittee on Affiliations\n\nThe work of the first three named above has largely been consolidated\nin the various chapters of this report.. The tentative report of the Com¬\nmittee on Policy follows. This report is suggested for the consideration\nof the Representative Assembly and for such action as seems desirable.\nSome of these suggestions should be made the subject of extended study\nand research; others might well be acted upon at this time, that is, rejected\nor approved and the movement set in action.\nI. Relationship\nA. There should be established a closer relationship between the\nnational association, state and local associations. This might be\naccomplished in various ways, of which some one or combination\nof these suggestions is promising:\n1. Consolidated dues according all privileges of membership in local,\nstate, and national associations\n2. Closer relationship established thru field representatives employed\nas agents of the N. E. A„, assigned to regional divisions\n3. Greater emphasis on organization to effect greater professional re¬\nsponsibility and interest among members, which would oblige all\npresent teachers and new teachers to become members of the As¬\nsociation before certification is granted and active service permitted.\nThis interest should spread from the lowest to the highest realm\nof educational service, kindergarten thru college.\n\nB.\n\nThere should be established closer relationship with other pro¬\nfessional, business, and industrial associations, not direct affiliation\nbut advisory and goodwill affiliation:\n1. By cooperation with advisory Committees on policies relating to\nsocial, economic, and educational movements selected from outstand¬\ning leaders among the laymen\n2. By establishing a department of public relations in the N. E. A.\nhaving an adequate employed staff.\n\nII.\n\nRepresentative Assembly\nA. Size and working procedures of the Assembly\n1. The Representative Assembly should be reduced in size to overcome\nits unwieldy nature.\n2. A cross section of all groups of the profession on the basis of their\nmembership should be recognized in constituting the membership of\nthis Representative Assembly\n3. The working program of the Representative Assembly should be\nsimplified, devoting certain sessions to business and other sessions\n\n"}
{"page": 208, "printed_page": null, "text": "202\n\nNational Education Association\n\nto policy, delimiting minor matters, with authority over such minor\nmatters delegated to Committees or to other official groups, such as\ndirectors or the executive board.\n\nB.\n\nAuthority of the Representative Assembly\n1. The Representative Assembly should be given adequate and specific\nauthority principally legislative. This Assembly should be the final\nauthority for determining new policies and new adventures, as well\nas fixing the major control policies of the National Education\nAssociation\n2. The Representative Assembly should be set up so that at least onethird of the members would be in overlapping terms, so as to obviate\ntoo frequent and too complete turnover in membership\n3. The membership in the Representative Assembly should be chosen\nupon the basis of loyalty to the profession, of educational standing,\nand of ability to contribute service. No one should be a delegate to\nthis Assembly until he has been in service for an adequate preliminary\nperiod.\n\nIII.\n\nReorganization of the Executive Staff of the N. E. A.\n\nA.\n\nB.\n\nA survey and study should be made to determine the most effective\norganization for the administrative staff. This survey staff should\nbe one competent to make scientific study of the whole field of\nservice of the N. E. A. and should be prepared to determine the\nmost effective organization for executive service.\nThe Executive Staff should be organized along definite principles\nof service.\n1. The Secretary should be the executive officer and should be designated\nby some term to indicate his position, such as Executive Secretary\n2. The President should be the presiding officer and elected for a longer\nperiod of service. It should be the policy to elect a First Vicepresi¬\ndent who would automatically succeed to the presidency, so as to\nprovide one year of preliminary training for the office\n3. There should be distinctions to differentiate between the service and\nleadership of the staff, such as the line and staff organization in\nschool administration\n4. No person who holds an elective office in the N. E. A. or its sub¬\ndivisions should be eligible for employment until a period of time,\nperhaps four years, has elapsed from date of expiration of term\nof such elective service\n5. The basis of preferment for those who seek office should be educa¬\ntional service and leadership.\n\nIV.\n\nLeadership of the N. E. A. with Reference to Public Rela¬\ntions and Public Influence\n\nA.\n\nThe N. E. A. should be one of the agencies which help to mold\nsocial policy. In this field it should be largely an agent for fact¬\nfinding rather than propagandizing.\nB. The N. E. A. should be characterized by militant performance\nin behalf of public education and social progress.\nC. The N. E. A. should be the leader in promotion of cooperative\nenterprise looking toward the improvement of education in public\nwelfare.\n\n"}
{"page": 209, "printed_page": null, "text": "Reports of Committees\n\nV.\n\n203\n\nProfessional Improvement and Educational Service\n\nA.\n\nThe most needed advance in the N. E. A. would seem to be the\ntype of movement which would eliminate class and group preju¬\ndice and bias. There should be united effort in all undertakings.\n1. Establish equitable representation for all classes\n2. Provide a general code of ethics applicable to all members of the\nprofession\n3. Provide for group action when necessary to protect members from\nthe influence or impact of pressure groups.\n\nB.\n\nA definite program should be set up for the N. E. A., which will:\n1. Emphasize publicity and information regarding educational service\n2. Make the Association a militant organization for socio-economic\nprogress\n3. Seize the opportunity for places of leadership and action in com¬\nmunity movements\n4. Place the chief objectives of citizenship and character-building fore¬\nmost in the appeal to the public.\n\nVI.\n\nA Longer-Planned Service Program with Closer Integration\nAmong All Divisions of the N. E. A.\n\nA.\n\nB.\n\nSet up a Research and Planning Commission. Give it voice and\ninfluence thru membership of distinguished leaders, both educa¬\ntional and lay members.\nProject this plan over a longer period of years with provision for:\n1. Immediate steps\n2. Later steps.\n\nC.\n\nCoordinate national and state planning commissions in educa¬\ntional service and integrate this movement with the larger plan¬\nning commission for all welfare movements.\nD. Effect a cooperative organization for developing and maturing\nthe longer-planned program of the N. E. A.\nE. Make the N. E. A. an active and militant organization, cultivat¬\ning respect for leadership, social insight, and active participation.\n\nPROPORTIONAL REPRESENTATION (“P. R.”)\nEFFECTIVE\n\nVOTING\n\nProportional Representation in its best form is already in use in many\nparts of the world for the election of representative bodies. The list includes\nthe cities of Cincinnati, Toledo, and Hamilton (Ohio), Boulder (Colo.),\nthe provinces of Manitoba and Alberta for important provincial as well as\ncity elections, Great Britain for a few members of the House of Commons,\nand the Irish Free State for all elections.\nUnder\nvoters.\n\nthis method of election the ballots as marked express the real will of the\n\n"}
{"page": 210, "printed_page": null, "text": "204\n\nNational Education Association\n\nIt elects from candidates on the ballot a group truly representative of the voters\naccording to the ballots as marked.\nProportional Representation League Leaflet No. 5\nMarch, 1935\nThere are quicker and simpler systems of electing public officials, but there is no\nsystem which makes voting as true a representation of the real wishes and real\nopinions of the people as does P. R.\nCleveland Press\nEditorial, November 11, 1929\nIn 1924 I thought proportional representation a harmless element in the new\ncharter for Cincinnati. There is hardly a supporter of the City Charter Committee\ntoday who does not feel that Proportional Representation is the most important\nsingle element in the success of good government in the city and must be pre¬\nserved at all costs.\nCity Management—The Cincinnati Experiment,\nby Charles P. Taft, 1933\n\nThe Hare System of Proportional Representation has been in use in\nPennsylvania State Education Association for more than ten years. The\nN. E. A. delegates have been elected from that Association by this method.\nThis system was adopted by the Michigan Education Association in its\nnew constitution which was accepted by the Association in April 1935.\nDetailed information concerning the system may be obtained by address¬\ning the Proportional Representation League, 309 East 34th St., New York,\nN. Y.\nREPORT OF COMMITTEE ON RETIREMENT\nALLOWANCES 1\nANNA LAURA FORCE, PRINCIPAL, LAKE JUNIOR HIGH SCHOOL, DENVER,\nCOLO., Chairman\n\nForeword\n\nThis report of the Committee on Retirement Allowances, presented in\nJuly 1935, gives, first, a summary of the more significant developments in\nstate teacher retirement legislation since January 1, 1934. (Detailed infor¬\nmation concerning new laws enacted or proposed appears in a supple¬\nmentary, mimeographed report.) The second part of this report describes\npertinent provisions of the federal social security bill (H. R. 7260), which\nis now (June 7, 1935) before the United States Senate.\nI. Teacher Retirement Legislation, 1934-35\n\nA. Extent of legislative proposals—Twenty-five states considered definite\nlegislative proposals, since January 1, 1935, concerning aged or disabled\nteachers. Four states considered retirement bills during 1934. Most of the\nbills introduced in 1935 are still pending. A number have been defeated in\ncommittee. Recommendations of survey commissions and preliminary drafts\n1 Adopted by Representative Assembly, July 4, 1935.\n\n"}
{"page": 211, "printed_page": null, "text": "Reports of Committees\n\n205\n\nof retirement plans received publicity in a few states. Legislatures and\nteachers associations have organized committees to study teachers’ require¬\nments and the benefits available. Legislative programs of at least 11 state\neducation associations anticipate establishment of adequate, actuarially sound\nretirement systems or revision of present laws.\nB. Trends in retirement legislation—The following are some of the im¬\nportant aspects of teacher retirement legislation which was recently proposed :\n1. Plans for statewide systems advanced. One additional state adopted a state¬\nwide teacher retirement law. Bills proposing statewide retirement systems were pre¬\nsented to the legislatures in 7 other states. Two states found an opportunity to intro¬\nduce a bill which would reorganize state systems now in operation. School revenue\nrequirements made it necessary to postpone formal consideration or legislative vote\non some of these bills. In most cases, the proposed retirement systems were to be\nstate-administered. A few systems would have ‘been under the control of county\nofficials or local schoolboards. In general, the bills had been preceded by surveys\nof the teaching staff and extensive publicity.\n2. Scope of state provisions extended. Bills were introduced to extend the mem¬\nbership in present state systems to employees who had left service before the systems\nwere established, employees who had not yet elected membership, and certain em¬\nployees of the state education department. Several bills aimed to safeguard the\nretirement status of teachers who might be dismissed on account of elimination\nof school services, or teachers whose classification would be affected by subsequent\nchanges in tenure provisions. Special benefits for dependent aged teachers were\nproposed in two states.\n3. Financial support increased. Increased payments from public funds were pro¬\nposed in at least four states. However, reserve provisions suspended in a few states\nin 1933 have not yet been reinstated. Several bills would increase the deposits re¬\nquired of teachers. Percent-of-salary deposits, in place of flat-sum contributions,\nwere also proposed.\n4. Allowances and other benefits increased. Increased allowances for age, serv¬\nice, or disability retirement were proposed. More liberal refunds were also sought.\nAllowances composed of contributions from both teacher and public would be sub¬\nstituted in one state for straight pensions now granted. Proposed state plans gener¬\nally guaranteed teachers receiving pensions under present laws the amounts\npreviously granted.\n\nC. New laws and important proposals—Since January 1, 1934, nine\nstates adopted new laws or amendments, as follows:\nColorado in 1935 increased the maximum district levy for retirement purposes\nfrom 2/5 of 1 mill to 1 mill. (School districts of the first class have been authorized\nto establish retirement funds and to pay allowances therefrom in accordance with\ncertain state regulations.)\nIndiana in 1935 allowed teachers who were in service prior to June 1, 1921 (the\nyear in which the teacher retirement system was adopted), until October 31, 1936,\nto join the retirement system, if they have not previously elected membership.\nMassachusetts in 1934 authorized public school officials to retire janitors at age\n60 who have given 25 years’ service and who are physically incapacitated. A janitor\nwho has been physically incapacitated on account of injury received during per¬\nformance of duty, may be retired on a basis of 15 years’ service. The retirement\nallowance was fixed at one-half the final salary, but not more than $500 per year.\nMinnesota repealed in 1935 the 15/100 mill limit on the levy for retirement of\nteachers outside cities of the first class. The maximum amount to be raised in any\none year to meet state obligations toward the state teachers’ retirement fund was\nfixed at $250,000.\n\n"}
{"page": 212, "printed_page": null, "text": "206\n\nNational Education Association\n\nNew Mexico in 1935 authorized boards of county commissioners to retire public\nschool teachers who have given 35 years’ state service, and who are in needy cir¬\ncumstances. The annual allowance granted is not to exceed $1200 or one-half the\nmaximum annual salary during the last 5 years’ service. A levy is to be placed on\nreal property, from which annuities will be paid as they come due.\nOregon and West Virginia provided in 1935 for a commission to submit recom¬\nmendations concerning retirement provisions to the legislature.\nUtah in 1935 authorized the organization of a statewide teacher retirement system.\n(No appropriation was granted this year to put the law into effect.) The retirement\nprovisions applying to teachers in first- and second-class cities were strengthened.\nWisconsin in 1935 prescribed more definitely the procedures and conditions under\nwhich teachers may qualify for retirement benefits available in Milwaukee.\n\nEight states considered bills which would inaugurate for the first time a\nstatewide teacher retirement system. These states were: Colorado, Dela¬\nware, New Hampshire, North‘Carolina, Oregon, Texas, Utah (see above),\nand West Virginia. Plans have been in progress for reorganization of\nstatewide teacher retirement laws effective in Arizona, California, Illinois,\nand Washington. In California and Washington a bill embodying the pro¬\nposed revisions was introduced at the 1935 legislature. Bills of local appli¬\ncation were presented to legislatures in California, Colorado (see above),\nIowa, Massachusetts, Nebraska, New York, Pennsylvania, Utah (see\nabove), and Wisconsin (one local bill mentioned above).\nII. Social Security Bill—H. R. 7260\n\nThe social security bill, based on recommendations of the President’s\nCommittee on Economic Security, was introduced in Congress on January\n17, 1935. It was passed by the House of Representatives on April 19 and\nreferred to the Senate. The Senate Committee on Finance reported favor¬\nably on the bill and recommended it for passage.\nA. Important features of bill—The bill at present (June 7, 1935) con¬\nsists of a series of related measures which deal with (1) old-age security,\n(2) unemployment compensation, (3) aid to dependent children, (4)\npublic-health services, and (5) aid to the blind. The first of these five\nmeasures includes three important features:\n1. Old-Age Assistance.\na. Main provisions: Federal grants would be made to help states assist persons\nover age 65 who are not inmates of public institutions. (Until 1940 states may fix\nthe age limit at age 70.) No individual will receive over $15 per month from fed¬\neral funds. Otherwise, federal grants will match the assistance provided by state\nlaw. Federal funds for this purpose will be available only to states whose old-age\nassistance arrangements are approved by a federal Social Security Board, created\nin the Department of Labor. The bill authorizes a federal appropriation of\n$49,750,000, to carry out the provisions during the fiscal year 1936.\nb. Application to teachers: Teachers are eligible under the same conditions as\nother United States citizens. State residence requirements must not exceed 5 years\nwithin the last 9 years; one year’s residence immediately preceding application may\nbe required. The states are not required to assist non-residents. States must not\nrequire applicants to have been born citizens or to have been naturalized for a\ncertain period. Otherwise the states are rather free to determine the conditions\nunder which assistance may be granted.\n\n"}
{"page": 213, "printed_page": null, "text": "Reports of Committees\n\n207\n\n2. Joint Contributory Pla?i.\na. Main provisions: Persons age 65 and over who had earned wages totaling\n$2000 since December 31, 1936, and who are no longer regularly employed, could\nreceive monthly benefits varying from $10 to $85, depending upon the total wages\nearned between December 31, 1936, and the date the individual attains age 65.\nOther persons upon attaining age 65 may receive a sum equal to 3.5 percent of the\nwages received since December 31, 1936. The bill provides for raising funds from\ntaxes levied on employers and employees.\nb. Application to teachers: Teachers would be excluded from this plan—as would\nseveral other groups—agricultural workers, domestic servants, self-employed per¬\nsons, employees of charitable and religious organizations, farmers, professional\npeople, and others. This part, however, is of major importance with respect to the\nentire bill.\n\n3. Voluntary Social Insurance Plan.\na. Main provisions: United States citizens could purchase from the federal gov¬\nernment annuity bonds in amounts which would provide annuities of from $60 to\n$1200 in any one year. The federal government would not give funds with which to\npurchase the annuity bonds, but would make financial arrangements which would\nfacilitate purchase of these bonds.\nb. Application to teachers: Any citizen, including teachers, could purchase the\nbonds.\n\nB. Economic security for teachers—The teaching profession is not now\nadequately protected against the hazards of old age, disability, or unem¬\nployment. Any national plan designed to provide a maximum amount of\neconomic security for all citizens must not neglect the economic problems\nfaced by the teaching profession. This has been emphasized in a memo¬\nrandum presented by the National Education Association to President\nRoosevelt’s. Committee on Economic Security.1 The National Education\nAssociation plans to continue efforts to secure recognition of the needs of\nthe teaching profession.\n\nREPORT OF COMMITTEE ON RESOLUTIONS 2\nGEORGE T. AVERY, PROFESSOR OF PSYCHOLOGY AND EDUCATION, COLORADO\nSTATE COLLEGE, FORT COLLINS, COLO., Chairman\n\nFederal Aid to Education\nProgram—The National Education Association reaffirms its stand that\n\nadequate federal aid should be made available to the states to the end that\nevery child and unemployed youth should be enabled to enjoy his right to\nformal education, and to the end that adult education may be financed,\nprovided always that the expenditure of such funds and the shaping of\neducational policies shall be matters of state and local‘control.\n1 Teachers and Economic Security. (A statement presented by Willard E. Givens, secretary,\nNational Education Association, to President Roosevelt’s Committee on Economic Security,\nFebruary 16, 1935. Leaflet, 4 p.)\n2 Adopted by Representative Assembly, July 4, 1935.\n\n"}
{"page": 214, "printed_page": null, "text": "208\n\nNational Education Association\n\nCareful research studies have revealed that a minimum of $500,000,000\nannually is needed adequately to carry out such a program. The National\nEducation Association therefore pledges itself to renewed effort to secure\nlegislation providing for such appropriations.\nThe National Education Association strongly urges that all federal ap¬\npropriations for educational purposes, especially those of an emergency\nnature and those for adult education, be administered thru existing national,\nstate, and local educational agencies.\nNational Youth Administration—The National Education Association\ncommends President Roosevelt for creating the National Youth Administra¬\ntion, and for allocating $50,000,000 to assist needy youths, and records its\nwish that the money allocated be expended under the direction of the United\nStates Commissioner of Education.\nCivilian Conservation Corps—The National Education Association com¬\nmends the establishment and continuance of the Civilian Conservation\nCorps, and recognizes as a forward step the recent assignment by the Presi¬\ndent of the United States of the educational functions of the Corps to the\nUnited States Commissioner of Education.\nAcademic Freedom\n\nThe National Education Association believes that administrators, teach¬\ners, and schools should have full opportunity to present differing points of\nview on any and all controversial questions in order to aid students to\nadjust themselves to their environment and to changing social conditions.\nThe National Education Association is instructed to appoint a Committee\non Academic Freedom of five members, three of whom shall be classroom\nteachers. The duties of this committee shall be as follows:\n(a) To make known to teachers and other friends of education any proposed\nlegislation against freedom in teaching and to take the necessary steps to combat\nsuch legislation.\n(b) To investigate and to report upon cases of discharge of teachers in violation\nof the principle of academic freedom.\n(c) To seek public support for the right of teachers to academic freedom.\n(d) To assist in every way efficient teachers deprived of their positions in viola¬\ntion of the National Education Association principle of academic freedom as em¬\nbodied in Part II of the Platform.\n(e) To cooperate with other reputable and recognized national organizations\nwhich are actively engaged in maintaining the principle of academic freedom.\n\nAmerican Democracy\n\nThe National Education Association believes that the fundamental princi¬\nples of American democracy are the best so far devised by the mind of man\nto govern a free people, and pledges itself so to teach the youth of this land.\n#\n\nTeacher Tenure\n\nBecause teachers over the nation, in these times of financial depression,\nare subjected to threats against the security of their positions, more insistent\n\n"}
{"page": 215, "printed_page": null, "text": "Reports of Committees\n\n209\n\nand unjust than ever before, the National Education Association reaffirms\nwith emphasis its stand in full support of tenure of position for teachers\nas a means of insuring to the children of the land the best possible instruc¬\ntion. The Division of Research and the editor of the Journal are instructed\nto continue gathering and publishing information concerning tenure. The\nNational Education Association endorses the work and the program of the\nCommittee on Tenure, and instructs the Board of Directors to appropriate\nthe sum of ten thousand dollars when and as needed by the Committee on\nTenure.\nCurriculum Considerations\nKindergarten-primary emergency—In view of decreased offering of kin¬\n\ndergarten training, and reduced efficiency of primary instruction in great\nnumbers of school systems, the National Education Association urges as a\nnecessary form of federal aid to the schools provision thruout the nation\nfor complete restoration and extension of kindergarten training and for\nadequate primary instruction, in the hands of adequately trained kinder¬\ngarten and primary teachers.\nCompulsory military training—The National Education Association is\nopposed to compulsory military training in the public schools. The National\nEducation Association further urges that, where military training is in¬\ncluded in the school curriculum, it be under the direction and administration\nof regular school authorities.\nSocial Legislation\nRecreational programs—The National Education Association favors an\n\nextension of constructive recreational programs thruout the nation.\nChild labor—The National Education Association reaffirms the statement\nmade in its platform concerning child labor, and again urges the educational\nprofession actively to work for the passage of the Child Labor Amendment\nby states.\nWilliam Torrey Harris Centennial\n\nIn this year of the centennial of the birth of William Torrey Harris,\ngreat educational philosopher, superintendent of the schools of St. Louis,\npresident in 1875 of the National Education Association, and United States\nCommissioner of Education for seventeen years, the National Education\nAssociation pays special tribute to his memory and to the influence of his life.\nNational Education Association Administration\nCommittee on Amending Charter—The National Education Association\n\ncommends the efforts of the Committee on Amending Charter and hereby\ndirects the continuance of the committee and authorizes it to take immedi¬\nate steps to secure necessary federal legislation for the simplified charter.\nCommittee of Seven on Reorganization of the N. E. A.—The National\nEducation Association commends the work of the Committee of Seven on\nReorganization and hereby directs the continuance of this committee.\n\n"}
{"page": 216, "printed_page": null, "text": "210\n\nNational Education Association\n\nRepresentative Assembly—It is essential for the welfare of the National\n\nEducation Association that the adoption of policies by the Representative\nAssembly be binding on the administrative officers. The National Educa¬\ntion Association therefore reaffirms with emphasis the importance of the\npowers and functions of the Representative Assembly.\nAppreciation\n\nThe National Education Association expresses its great appreciation of\nthe generous hospitality and unfailing courtesy of the city of Denver and\nthe state of Colorado. It extends special thanks to Superintendent A. L.\nThrelkeld of Denver and Mrs. Inez Johnson Lewis, state superintendent\nof public instruction of Colorado, to state and local teachers associations,\nto the teachers of Denver and Colorado, to the institutions of higher learn¬\ning, to the Denver Chamber of Commerce and the Denver Convention\nBureau, to pupils who assisted in arrangements, to all who contributed to\nthe musical programs of the convention, to the press, to the National Broad¬\ncasting Company and the Columbia Broadcasting System, and to all others\nwho in any way contributed to the success and pleasure of the convention.\nSpecial thanks are tendered for the exceptionally generous Official Recrea¬\ntion Day trips and for the outstanding courtesy of the citizens in general.\nPlatform of the National Education Association\n\nThe 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\nof democracy. Looking to the future of our country the Association calls\nupon laymen and teachers to examine and to support the following state¬\nments of educational policy:\nPart I\nThe Child—The National Education Association believes that Ameri¬\n\ncan fathers and mothers desire to lift their children to higher opportunities\nthan they have themselves enjoyed. This zeal for the happiness of the next\ngeneration, kindled in our country by its first pioneers, has been passed on\nundimmed from one generation to the next. As a people we are convinced\nthat human 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.\nHealth—Since it is impossible for children to learn while suffering from\nmalnutrition, while ill clad, or while suffering from physical ailments, the\n\n"}
{"page": 217, "printed_page": null, "text": "Reports of Committees\n\n211\n\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 in\nneed.\nEffects of alcohol and narcotics—The National Education Association\nurges complete and scientific instruction in the schools regarding the effects\nof alcohol and narcotics on the human body and the social organization,\nand expresses its disapproval of any false advertising or propaganda on the\nsubject.\nMoving pictures and radio—The moving picture and the radio are im¬\nportant means of education today. The National Education Association\ninsists on moving pictures and radio programs of high standard for the\nboys and girls of America.\nInitiative—Children should be taught how to think more than what to\nthink. Education should prepare the rising generation to meet the social\nand economic problems of an ever-changing world.\nLabor—In order that every child, no matter what his economic status,\nshall fully enjoy the right of a free education from nursery school thru\nuniversity, the educational profession should actively work for the passage\nof the Child Labor Amendment by states.\nPart II\nThe Teacher—The National Education Association believes that prog¬\n\nress in education depends largely upon the preparation and character of\nthe individual teacher. No nation can afford to intrust its children to in¬\ncompetent teachers.\nDemocracy in the profession—Teachers, regardless of position or title,\nare workers in a common cause. Efforts to capitalize the talents of all\nteachers thru curriculum committees and other shared responsibilities should\nbe encouraged and extended. Teachers of equivalent training and experience\ndoing the same kind of work should receive equal pay regardless of sex.\nTeachers should not be discriminated against because of race, color, belief,\nresidence, or economic or marital status.\nAcademic freedom or the American child’s right to unfettered teaching—\nTeachers should have the privilege of presenting all points of view, in¬\ncluding their own, on controversial issues without danger of reprisal by\nthe school administration or by pressure groups in the community. Teachers\nshould also be guaranteed the constitutional rights of freedom of speech,\npress, and assembly, and the right to support actively organized movements\nwhich they consider to be in their own and the public interest. The teacher’s\nconduct outside the school should be subject only to such controls as those\nto which other responsible citizens are subjected. The sudden singling out\nof teachers to take an oath of allegiance is a means of intimidation which\ncan be used to destroy the right of academic freedom.\nImprovement in service—Every teacher should be a student of profes¬\nsional problems seeking in every way to know and to advance better educa¬\ntional practises.\n\n"}
{"page": 218, "printed_page": null, "text": "212\n\nNational Education Association\n\nEthics—As individuals and as groups, teachers should observe the princi¬\n\nples of conduct set forth in the code of ethics adopted by the Association.\n[This code will be found in the March 1935 issue of the Journal. For a\nmore complete discussion see Research Bulletin, Volume IX, Number 1,\nJanuary 1931, entitled “ Ethics in the Teaching Profession.”]\nAssociations—Teachers in every department of education shall have the\nright to organize within their own groups in order to give them a voice\nin school policies and management.\nPart III\nLocal School Systems—The National Education Association believes\n\nthat the continuous maintenance of efficient local school systems is of funda¬\nmental importance. Conditions in every school must be such that children\nand teachers may work together with the maximum of effectiveness.\nFinancial support—A modern program of education requires generous\nsupport from public revenues. Local districts should add to state and na¬\ntional sources of income the funds necessary to provide a complete program\nof education.\nUnit of administration—To the end that classroom instruction may be\nmost effective, the local unit of school control should be large enough to\njustify the employment of men and women with special training in educa¬\ntional leadership, administration, and supervision of instruction. Outside\nthe urban areas this unit should be large enough to provide an educational\nprogram commensurate with rural needs.\nDistinction of functions—There should be general recognition of the\ndistinction between the lay control of public education and the professional\nadministration of schools. Lay boards should not nullify expert services by\nunnecessary interference with the professional activities of their employees.\nSchool budgets—School budgets should be prepared by the school super¬\nintendent and his staff and presented to. the board of education for con¬\nsideration. There should be no retrenchment in school budgets without due\nconsideration both of the immediate and the ultimate consequences. Where\ngenuine economies seem advisable they should be made with the advice of\nthe professional staff. Education should be one of the last governmental\nfunctions to be restricted or curtailed.\nBasis of selection and promotion—All teachers should be selected and\npromoted on the basis of their professional qualifications and attainments.\nSchoolboards—Local and state boards of education should be chosen on\na nonpartisan basis, selected at large from the area which the board is to\nserve, and granted terms of office of such length and arrangement as to\nmake it impossible to choose a majority of the board at any one time.\nCurriculums—The educational program should take into account the\ninterests, needs, and abilities of individuals. It should prepare pupils for\ncultural, vocational, recreational, and civic responsibilities.\nEducational interpretation—The educational program today needs the\nactive support of all citizens and organized community agencies. Educators\n\n"}
{"page": 219, "printed_page": null, "text": "Reports of Committees\n\n213\n\nshould make a practise of keeping the aims, practises, and achievements of\nthe schools constantly before the public.\nPart IV\nThe State and Education—The National Education Association be¬\n\nlieves that the control and the organization of education are state func¬\ntions. Upon the state fall the major responsibilities of organizing a system\nof schools, preparing the teachers, providing adequate financial support, and\nmaintaining the necessary educational standards. The quality of future\ncitizenship depends largely upon the effectiveness of the state in discharging\nthese functions.\nState school systems—Each state should provide and support from public\nfunds a system of free schools, beginning with the nursery school and extend¬\ning thru the university, with a full school day, a full school year, and class\nenrolments not to exceed thirty, with provision for special attention to\ngroups of exceptional children.\nEqualization of educatiorial opportunity—The National Education As¬\nsociation reaffirms its belief in such a combination of national, state, and\nlocal support of public schools as will provide adequate educational oppor¬\ntunities in all sections of a state.\nAdult education—Opportunities should be provided for adults in every\nstate to enrich the cultural aspects of life, to prepare for parenthood, to\ndevelop personal talents, to improve or to reeducate vocational abilities, to\nremedy deficiencies in education, and to learn the responsibilities of social life.\nRural education—Schools for children in rural communities should be\nrecognized as integral parts of the state public school system, and children in\nrural communities should be provided with an education as generously sup¬\nported as that given to urban children. State and national school authorities\nare urged to study curriculum and supervisory needs and administrative reor¬\nganizations, particularly as these affect rural education.\nSpecial education—Gifted, exceptional, and handicapped children should\nreceive instruction, guidance, and special care in accordance with their re¬\nspective needs. Surveys by local, state, and. national authorities are needed\nto provide the basis for an adequate educational program for these children.\nGuidance—Provision should be made for systematic programs of guidance\nand counseling in state school systems. The programs should be balanced so\nas to include the educational, the social, and the vocational problems of the\nindividual student. Such programs should be in charge of competent per¬\nsons, especially equipped for the work.\nVocational education—Every state should provide a complete program\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 preparation—Upon the character, preparation, selection, place¬\nment, and freedom of the teacher depends in large measure the ultimate\nsuccess of education. It is important that the preparation of teachers should\n\n"}
{"page": 220, "printed_page": null, "text": "214\n\nNational Education Association\n\nbe adequate, rich in professional and subjectmatter content, and adapted to\nthe demands of actual service.\nCertification standards—Professional and academic requirements for be¬\nginning teachers should be increased and enriched in many states. The mini¬\nmum standard recommended by the Association is four years of preparation\nbeyond the high school.\nTenure of service—There should be legislation to protect teachers from\ndischarge for political, religious, personal, or other unjust reason, but the\nlaws should not prevent the dismissal of teachers for incompetence, im¬\nmorality, or unprofessional conduct.\nRetirement systems—To promote efficiency in public education every state\nshould adopt a sound plan for the retirement of aged and disabled teachers.\nSchool finance—Adequate support of a modern system of schools requires\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\nbest sources for local and state governmental revenues. Such unbiased studies\nof public finance should be followed immediately by legislation which will\nprovide adequate support for education. The units of taxation and the\ndistribution of public funds should insure a reasonable minimum education\nfor every child.\nState departments of education—It is an obligation of each state to pro¬\nvide a state department of education equipped to certify as to the adequacy\nof local programs of education in meeting state standards. This state de¬\npartment should, thru experimentation and thru personal leadership, stimu¬\nlate local communities to provide increasingly more adequate programs of\neducation, to the end that the state minimum program may from time to\ntime be advanced.\nState education associations—The splendid growth and development of\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\nNational Relations in Education—The National Education Asso¬\n\nciation believes that there are functions in the education of children which\nonly the national government can discharge. General recognition should be\ngiven to the federal government’s obligations to unite, to guide, to stimulate,\nand to support education in the interest of a high type of national citizenship.\nFederal aid—Funds should be provided by the federal government to\nassist the states in making an adequate education available to every child and\nadult. Special funds should be available to prevent the interruption of edu¬\ncation in areas devastated by floods or other widespread disasters. The\nseveral states should use these funds for the foregoing purposes without\nfederal dictation.\nEducation by radio—Legislation should be enacted which will safeguard,\nfor the uses of education, a reasonable share of the radio broadcasting chan-\n\n"}
{"page": 221, "printed_page": null, "text": "Reports of Committees\n\n215\n\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 requirement for natural¬\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 of Education—The federal government should promote edu¬\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 Secretary\nin the President’s Cabinet.\nOffice of Education—The research activities and informational services of\n\nthe Office of Education deserve the sympathetic interest of all teachers.\nUntil Congress establishes a Department, the funds of the Office of Educa¬\ntion should be augmented to the end that its efforts may be increasingly\neffective.\nParent movements—National movements among parents to safeguard the\n\nwelfare of children and to bring the school and the home in closer coopera¬\ntion should enlist the enthusiastic support of teachers.\nIlliteracy—The number of persons who are illiterate, or who use the\nfundamental skills with great uncertainty, presents an insistent challenge\nto laymen and teachers alike. Illiteracy defeats the purposes and practises of\ndemocracy, and hinders the development of world understanding. The As¬\nsociation commends local, state, and national efforts to eradicate this menace\nto national progress.\nPart VI\nInternational Relations in Education—The National Education\n\nAssociation believes that improvement in communication, international busi¬\nness relations, and social intercourse have established many common inter¬\nnational interests. In view of these actualities, education should prepare\nchildren and adults for cooperative living in a community of nations. Chil¬\ndren should be taught the truth about war and its costs in human life and\nideals and in material wealth.\nInternational exchange—Provision should be made for the exchange of\nstudents, professors, and educational publications. State school legislation\nshould make such international exchanges possible and effective.\nCurriculums—A modern program of education should include the study\nof the history, the interests, and the problems of other nations. History\nshould be taught in such a manner that, while at all times presenting ac¬\ncurate statements of fact, it will emphasize the virtues and the achievements\nof all nations and increase international goodwill. This study should\ninclude such instruments of world understanding as the organization for\ninternational cooperation, the courts for arbitration, and the treaties of peace.\n\n"}
{"page": 222, "printed_page": null, "text": "216\n\nNational Education Association\n\nWorld education associations—Local, state, and national associations of\n\nteachers should be linked internationally for the systematic exchange of pro¬\nfessional knowledge, visits, and conferences.\n\nREPORT OF COOPERATIVE COMMITTEE ON\nRURAL EDUCATION 1\nRICHARD E. JAGGERS, DIRECTOR OF TEACHER TRAINING, STATE\nDEPARTMENT OF EDUCATION, FRANKFORT, KY.\n\nWhen we who are interested in rural education get up to speak we are\noften amused at the fact that we look upon the problem as a separate one.\nI agree with you, however, that the difference between the general problem\nof education and rural education in particular is basically economic. We\nhave had organizations of all types in this country interested in education\nin all lines and most of them have looked upon rural education with an air\nof pity and set up special devices to handle rural problems. They have had\nrural committees. All of them have gone down roads with the hope they\nmight meet the needs and solve some of the problems on rural education,\nneither of which was conscious of what the other was doing. The result\nhas been, of course, we have always been in the role of the underprivileged,\nnot because rural education wanted to be but because of the unsocial attitude\nof those of us who have been in other educational fields.\nIn the past five years we have been reorganizing our ways of living, and\nthis reorganization has been going on in all avenues of life—social, political,\neconomic, and otherwise—and that reconstruction has begun. It was hoped\nthat education would have its part in that reconstruction and that councils\nof educators would be called together to be consulted to plan and help\ndirect the educational program in this country. Rural education has not\nbeen represented in those councils and it has been the hope of us who have\nbeen particularly interested in rural education that we might exploit what\nleadership we had in order that, when these councils came and when we\nstarted the program of reconstruction, we might have representation, not\nas a separate body but as an integral part of this educational program.\nI need to refer only to the map of the United States. If you would have\npainted a map of educational relief last year and put black on the places\nwhere educational relief money had been procured, you would have found\nall the money had been spent in rural areas excepting a special place up\nhere on the Lake and three special questions entered into that. That in itself\nis an indictment against us of our impossible, may I say, way of treating\nthe entire educational program in the country. So with that idea in mind\na group of us met in Washington about a year ago and the result of that\nmeeting was that the president of the National Education Association was\nasked to appoint a Planning Committee which would attempt to bring\n1 Received and referred to president and secretary of National Education Association for\nfurther consideration.\n\n"}
{"page": 223, "printed_page": null, "text": "Reports of Committees\n\n217\n\nabout a coordinated program of activities. This program would result in\nthe exploitation of our leadership, concentration of our efforts upon a definite\nprogram of correlating all of our activities, taking up as much waste as\npossible.\nHe appointed that committee on December 12. That committee worked\nthru correspondence, met once in Atlantic City, submitted a tentative pro¬\ngram to a group of consultants; those consultants met and looked with favor\nupon the thing we recommended. In substance that recommendation is this:\nWe do not want another organization as such. We want ourselves dis¬\ncharged as early as we can conveniently be discharged. We want all other\ncommittees dealing with rural problems discharged as early as possible. But\nwe do think they should not be discharged until some sort of a body which,\ncould interpret the public needs, which could speak on this program planning,\nis provided; and we are suggesting that a National Conference Board on\nRural Education be set up.\nIt in substance would bear the same relationship to rural programs that\nthe tenure group would bear to the needs and problems of the community.\nIt would have no hand in the movements of the National Education Asso¬\nciation. None of the members of that conference board, the organizations\nrepresented, would be bound to accept the rural program, but they would\nbe privileged to accept the program that was adopted by that conference\nboard. It was recommended that the conference board be composed of repre¬\nsentatives of all those organizations, educational, semi-educational, and other¬\nwise, who had shown a genuine interest in rural education. It was further\nrecommended that the board members come together and examine the move¬\nments; that the secretary study their implication for the rural field, bring\nforward recommendations thru whatever established agencies the National\nEducation Association might have, and thru publications, and carry those\nmessages thru those avenues. Whatever action came in an official way from\nthe N. E. A. and its departments would be carried back to the member\norganizations by the representatives in order that whatever program we\nmight project would reach the people.\nIt is going to take a long time to equalize that educational dollar because\nhe who hath does not like to give it to him that hath not and we have\ngot to reach all sides of professional organizations, lay, and semi-professional\norganizations, and it cannot be done without participation on their part, and\nwe believe it ought to be done.\nWe are submitting this report and are hoping you will recommend and\napprove the idea in general. I understand some individual will be employed\nby the N. E. A. who will have particular interest in rural education. We are\nrecommending such an arrangement as early as possible so that rural edu¬\ncation will have its part in whatever planning may take place in the future.\n\n"}
{"page": 224, "printed_page": null, "text": "218\n\nNational Education Association\n\nREPORT OF COMMITTEE ON SOCIAL-ECONOMIC GOALS\nOF AMERICA1\nFRED J. KELLY, CHIEF, DIVISION OF COLLEGES AND PROFESSIONAL SCHOOLS,\nUNITED STATES OFFICE OF EDUCATION, WASHINGTON, D. C.,\n\nChairman\n\nThe report of this Committee for 1935 consists primarily of a descriptive\nbibliography of forward-looking practises in various schools and school sys¬\ntems designed to secure an effective program of social education. The follow¬\ning is an abstract based on material in the foreword and introduction to\nthis bibliography:\nIn 1931 the National Education Association created the Committee\non Social-Economic Goals of America to propose to the Association de¬\nsirable social-economic goals and to indicate the materials and methods\nwhich the schools of the nation should use to attain these goals. In 1933\nthe Committee presented a report which dealt with the first of the two\nproblems assigned to it, setting forth, with brief explanatory statements,\nthe social-economic goals of America in terms of ten inalienable rights\nfor each individual:\n1.\n2.\n3.\n\nHereditary strength\nPhysical security\nParticipation in an evolving culture\na. Skills, technics, and knowledges\nb. Values, standards, and outlooks\n4. An active, flexible personality\na. Personal initiative\nb. Discriminating judgment and choice\nc. Flexibility of thought and conduct\nd. Individual differences\ne. Cooperativeness\n5. Suitable occupation\na. Guidance\nb. Training\nc. Placement and advancement\n6. Economic security\n7. Mental security\n8. Equality of opportunity\n9. Freedom\n10. Fair play.\nDifficult as it was to extract from the cross-currents of contemporary\nthinking a fairly specific and acceptable statement of social-economic\ngoals, the second task of the Committee has proved to be even more\noverwhelming. Any attempt to state how the school s5rstem may con¬\ntribute to each goal is bound to oversimplify the problem. A good school\n1 Adopted by Representative Assembly, July 4, 1935.\n\n"}
{"page": 225, "printed_page": null, "text": "Reports of Committees\n\n219\n\ncontributes to all of these goals by every one of its varied activities.\nNo single committee could possibly hope to cover such a broad field\nadequately. It was accordingly decided to appoint a series of ten sub¬\ncommittees of specialists to consider how the schools may contribute\nmost effectively to each one of the ten goals. Most of these subcom¬\nmittees have already submitted at least preliminary reports, and we\nlook forward to the early publication of a volume bringing together\nthe reports of the subcommittees.\nWhile these statements were in preparation it seemed desirable to\nattempt to discover some of the outstanding work already being done\nin our schools which is consciously directed to the attainment of social,\neconomic, and civic objectives. The Committee requested the Research\nDivision of the National Education Association to carry out this part\nof its project. The complete report, simultaneously issued as a Com¬\nmittee report and as a Research Bulletin, is the result of this work, as\ndeveloped from time to time by conferences between the chairman of\nthe Committee and the director of the Research Division.\nSeveral methods of securing an overview of forward-looking prac¬\ntises with reference to the attainment of social and economic goals were\nconsidered. The expense of conducting extended field surveys, as well\nas the difficulty of selecting the communities to be studied, barred this\nmode of attack on the problem. The Committee also considered the\npossibility of inviting the heads of outstanding schools and school sys¬\ntems to prepare descriptions of their work. This plan was also rejected,\nprimarily because the statements might be too long for practical use\nwhen brought together.\nIt was finally decided, therefore, to follow a bibliographic method.\nThis plan is not free from its own difficulties. In particular, it is likely\nthat this report omits many important school systems which have not\npublished descriptions of their work in the sources consulted. Never¬\ntheless, it is believed that this review of some of the high spots of educa¬\ntional advance, with reference to the attainment of social and economic\ngoals, will provide a useful finding list for teachers and school officials,\nwho desire to see the schools make a significant contribution to the\nsocial and civic welfare of the nation.\nA primary concern of universal education has been the promotion of\nliteracy. Presentday living, however, is characterized by interdepen¬\ndence, standardization, acceleration, increased leisure, economic inse¬\ncurity, centralization of government control, and collective action.\nBook learning alone is no longer adequate to prepare individuals for\ncomplete living. The schools need therefore to direct their efforts to¬\nward broader objectives.\nNot only is the society for which the child must be prepared making\nnew and ever-increasing demands upon the schools, but the number of\nchildren to whom the schools are expected to minister still continues\nto expand. Formerly this increase in enrolment occurred primarily in\n\n"}
{"page": 226, "printed_page": null, "text": "220\n\nNational Education Association\n\nthe elementary schools at the level where it has been customary to\ndevote chief attention to a mastery of the rudimentary skills of read¬\ning, writing, and arithmetic. Today, however, the elementary-school\npopulation is actually decreasing, while the enrolment in secondary\nschools is increasing at a rate which is more than sufficient to offset\nthe declining enrolments in elementary schools.\nThis increase in secondary-school enrolment is not merely an in¬\ncrease in numbers. It also represents a great expansion in the variety of\neducational needs represented in the student population. When the\nhigh school was primarily a college preparatory institution, its problems\nwere relatively simple. Even if it failed to accomplish its social mission\nit might take refuge in the fact that large numbers of its graduates still\nlooked forward to several years of further education. Under existing\nconditions the high school has become the people’s college, and its re¬\nsponsibilities accordingly more complex. Some degree of maladjustment\nhas been inevitable. But the remedy is not exclusion of all but the few.\nSuch a course is treason to the ideal of equal opportunity. The remedy\nis modification of studies and methods to meet varying needs and direc¬\ntions of ability. At all levels of instruction the tools and skills needed\nfor abundant living must be multiplied far beyond the three R’s that\nonce sufficed.\nDiverse social assumptions and philosophies have produced divergent\nviews among educators with regard to the extent of participation by\nthe schools in the guidance of youth toward wholesome group living.\nSome would do little directly, but would present social-science material\nas a body of facts with which everyone should be familiar. Others be¬\nlieve that the study of all viewpoints on social problems will result in\nattitudes of open-mindedness which will ultimately lead to intelligent\ndecisions. Still others would provide deliberate guidance in the forming\nof definite opinions on social issues.\nWhatever be the philosophy back of it, however, social-economic\neducation is everywhere recognized as an essential part of the educa¬\ntional program. Some schools and school systems have given an unusual\namount of thought and effort to the improvement of social and civic\ntraining. All schools should be able to profit by the best programs that\nhave been developed. Unfortunately, however, the results of such pro¬\ngrams are limited to a single community, or at best, to communities in\nthe immediate vicinity. Many missteps could be avoided if school sys¬\ntems were able to profit more generally by the experiences of others and\nto build upon their successes. This report is a first step in the direction\nof providing a central finding list of some of the schools and school\nsystems giving unusual attention to the development of social-economic\neducation.\n\n"}
{"page": 227, "printed_page": null, "text": "Reports of Committees\n\n221\n\nREPORT OF COMMITTEE ON TENURE 1\nDONALD DU SHANE, SUPERINTENDENT OF SCHOOLS, COLUMBUS, IND.,\n\nChairman\nThe National Education Association and Tenure\n\nThe National Education Association in its resolutions on tenure adopted\nin 1934 reaffirmed its position in favor of tenure legislation for the pro¬\ntection of teachers from discharge for political, religious, personal, or other\nunjust reasons. It also adopted and approved the report of the Tenure\nCommittee. This report stated as the major purposes of this Committee\nthe following:\n1. To study tenure laws and practises for the purpose of furthering the tenure\nmovement.\n2. To assist state teachers associations and federations in their efforts to secure\ntenure legislation.\n3. To create among members of our Association and the general public, a better\nunderstanding of the justice, reasonableness, and need of tenure.\n\nAs far as the Tenure Committee is concerned, it is not its chief function\nto decide whether tenure is desirable or needed. That question has been\nrepeatedly decided by resolutions of the National Education Association.\nThe main duty of the Tenure Committee is to assist the teachers of the\ncountry in securing reasonable tenure protection.\nThe Extent of Teacher Tenure\n\nThe first tenure law in the United States was passed by the state of\nNew Jersey in 1909. This law provided for a three-year probationary\nperiod; the discharge of tenure teachers for specified causes only; the right,\nprior to discharge of a teacher, to a hearing before the board with witnesses\nand counsel; and the right to appeal from the board’s decision to the com¬\nmissioner of education. In subsequent years this law has been amended and\ncorrected so that it is now one of the most satisfactory tenure laws.\nIn 1913 Oregon passed a tenure law limited to the two largest school\ndistricts. This law was rewritten in 1935, but was still limited to the same\nterritory. Massachusetts passed a statewide law in 1914 applying to super¬\nintendents as well as teachers. A number of weaknesses in this law were\ncorrected by an amendment passed in 1934.\nA new type of tenure law was passed by Montana in 1915 which pro¬\nvided that teacher contracts should be continuous unless terminated by the\nappointing board. It made no statement of causes for which teachers could\nbe discharged nor did it provide for hearings or appeals. This type of law,\nwhich gives but little protection to teachers, has been followed subse¬\nquently by several states. In 1917 Illinois passed a tenure law applying only\nto the city of Chicago. This law was an outgrowth of a wholesale discharge\nl Adopted by Representative Assembly, July 4, 1935.\n\n"}
{"page": 228, "printed_page": null, "text": "222\n\nNational Education Association\n\nof teachers in that city. In 1919 the state of New York passed a tenure law\napplying to cities but not to rural districts. This was followed by a state¬\nwide law in California, a law in Colorado applying to the three largest\ncities, a law in Wisconsin applying to Milwaukee, a statewide law in\nMaryland, a Louisiana law applying to New Orleans, a Minnesota statute\napplying to Minneapolis, St. Paul, and Duluth, a statewide law in Indiana,\na continuous contract law in Pennsylvania, and a continuous contract law\nin Nevada.\nIn 1919 the territorial legislature of Hawaii passed the following brief but\neffective tenure law:\nNo person, who shall have received a certificate from the Department of Public\nInstruction of the Territory of Hawaii to teach in any school in the Territory and\nwho has been legally employed, shall be dismissed or dropped for cause from the\nservice of the department without the opportunity of a trial and hearing had before\nthe Department of Public Instruction upon charges presented in writing by the\nsuperintendent of public instruction, and a full and complete hearing had before\nthe department, and for good and just cause. Any contract, the terms of which are\ncontrary to the provisions of this section, shall be of no force and effect.\n\nThe tenure statutes in the various states differ greatly, yet most of them\nhave provisions for a probationary period, discharge for specified causes\nonly, and the right to a hearing with witnesses and counsel.\nTenure Campaigns\n\nPartly because of the increased injustices to teachers, probably directly\nor indirectly due to the depression, and partly because of the increased ac¬\ntivity and interest of the National Education Association in the tenure\nmovement, 1935 has seen a renewed effort on the part of teachers in many\nstates to secure tenure laws. Tenure bills have been introduced this year\nin several states, including Colorado, Florida, Michigan, Ohio, Oklahoma,\nOregon, Pennsylvania, South Dakota, Tennessee, Utah, and Washington.\nWhile the majority of these bills were defeated, a few are still pending.\nA number of these states called for and received direct assistance from the\nTenure Committee.\nThe Need of Tenure\n\nInvestigations of the Committee show a noticeable increase in unjust\ndischarge of teachers during the years from 1930 to 1935. Numerous\ncases have been reported of discharge of teachers for: (a) political reasons,\n(b) non-residence in the community, (c) the purpose of replacing them with\ncheaper and inexperienced teachers, (d) the purpose of eliminating valuable\nand justifiable subjects and activities, (e) the purpose of making places for\nfriends and relatives of board members or “ influential ” citizens, and (f)\nthe purpose of unjustifiably increasing the teacher load.\nAlso there have been reported to the Tenure Committee cases of dis¬\ncharge of teacher-leaders because of: (a) their opposition to reactionary\nschool policies, and (b) their efforts to maintain school taxes. Likewise,\n\n"}
{"page": 229, "printed_page": null, "text": "Reports of Committees\n\n223\n\nthere have been reported cases of demotion or transfer of teachers because\nof: (a) their political beliefs, and (b) their opposition to school retrench¬\nments.\nFollowing is a statement of reasons for teacher tenure:\n1. To prevent political control of schools and teaching positions.\n2. To permit and encourage teachers to devote themselves to the practise of\ntheir profession without fear or favor.\n3. To encourage competent and public spirited teachers to remain in the schools.\n4. To discourage school management based on fear and intimidation.\n5. To prevent the discharge of teachers for political, religious, personal, or other\nunjust reasons.\n6. To protect teachers in their efforts to secure well-financed and adequate\neducation for the children in their charge.\n\nWork of the Committee\n\nIn the past year the Tenure Committee has had one meeting at Atlantic\nCity. Its executive committee also had a meeting in Chicago in May.\nWork of the Committee may be summarized as follows:\n1. Addresses on tenure before state teachers associations and classroom teacher\ngroups.\n2. Assistance in various state tenure campaigns.\n3. Investigation of cases of unjust discharge and mistreatment of teachers.\n4. Preparing of tenure articles and bulletins. During the year the Research\nDivision of the National Education Association has prepared for the use of the\nCommittee two studies on teacher tenure. Developments in this field have also\nbeen discussed in other publications of the Association from time to time. The\ntwo special reports deal respectively with: (1) teacher tenure legislation in 1935\nto date; and (2) recent court decisions on teacher tenure. The first study sum¬\nmarizes laws proposed, considered, and enacted in 32 states, the District of\nColumbia, and the Territory of Alaska. This report also includes the text of a\nnumber of proposed teacher tenure laws. The report on court decisions summarizes\n69 decisions rendered by higher courts in 24 states in 1932, 1933, and 1934, dealing\nwith the contractual and tenure rights of teachers. Copies of both of these reports\nare distributed to delegates at the Denver convention and have been, or will be,\ngiven additional distribution to key people thruout the country.\n5. Correspondence with teachers and groups interested in tenure or tenure\nproblems.\n\nThe work of our Committee during the past year has been much more\nextensive than in the past, but in view of the increasing need of tenure and\nthe large number of state campaigns planned during the next two years\nthe Committee recommends that the following activities be carried on by\nthe Committee:\n1. A continuous and effective campaign should be made to secure publication of\ntenure articles by educational magazines.\n2. The Committee should promote the discussion of tenure in state teachers\nassociations and classroom teacher groups. To assist in such discussions, the Com¬\nmittee should be prepared to provide speakers upon request by state associations\nand teacher organizations.\n3. The Committee should prepare monthly clip sheets of tenure material to be\nsent gratis to local and state teacher publications.\n4. Upon call from state associations who are conducting tenure campaigns, the\nCommittee should be prepared to: (a) evaluate proposed tenure bills and assist in\n\n8\n\n"}
{"page": 230, "printed_page": null, "text": "224\n\nNational Education Association\n\ndrafting such legislation, (b) give advice as to methods of securing such legisla¬\ntion, and (c) provide tenure material and literature for use in such states.\n5. The Committee should make careful studies of adverse teaching conditions\nthat may be corrected by tenure.\n6. The Committee should make a careful comparative study of existing tenure\nlegislation and should draft a model tenure law.\n7. The Committee should at its discretion investigate and report cases of unjust\ndischarge of teachers.\n\nAppropriations\n\nAt the last meeting of the delegate body $10,000 was appropriated for use\nby the Tenure Committee during the current year. While this amount of\nmoney was not neecTed to carry on the work of the Committee, j^et if the\nabove increased work of the Committee is approved, an increase in the\nexpenditures of the Committee will be necessary. Owing to the large number\nof tenure campaigns in prospect during the next two years it is recommended\nthat $10,000 be again appropriated to be used as needed by the Committee.\n\n"}
{"page": 231, "printed_page": null, "text": "Rational Council of £ ducat ion\n\n"}
{"page": 232, "printed_page": null, "text": "HISTORICAL NOTE\nThe national council of education was\n\norganized in 1880, growing\nout of a paper read by Thomas W. 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 1935-36 are: president,\nWilliam C. Bagley, Professor of Education, Teachers College, Columbia\nUniversity, New York, N. Y.; vicepresident, Lida Lee Tall, Principal,\nState Normal School, Towson, Md.; secretary, Adelaide S. Baylor,\nChief, Home Economics Education Service, United States Office of\nEducation, 1800 H Street, N. W., Washington, D. C.; executive com¬\nmittee : Anna Laura Force, Principal, Lake Junior High School, Den¬\nver, Colo. (term expires 1936); Margaret Kiely, Principal, Bridgeport\nCity Normal School, Bridgeport, Conn. (term expires 1937); A. L.\nThrelkeld, Superintendent of Schools, Denver, Colo. (term expires\n1938).\nThe Council meets twice 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.III:P\n1885 -.405-551\n1886:259-331\n1887:255-328\n1888:251-321\n1889:345-440\n1890:287-364\n1891:275-378\n1892:745-806\n\n1893:925\n1894:593-678\n1895:430-509\n1896:393-470\nT897:317-583\n1898:489-588\n1899:380-529\n1900:297-364\n1901:349-499\n1902 -.306-408\n1903:301-376\n\n1904 -.333-377\n1905:271-340\n1906:607-623\n1907:329-454\n1908:313-500\n1909:331-435\n1910 -.307-375\n1911:331-476\n1912:499-605\n1913:355-424\n1914:293-404\n\n[ 226 ]\n\n1915:527-627\n1916:195-287\n1917:129-219\n1918:135-149\n1919:675-739\n1920:107-190\n1921:269-368\n1922:349-574\n1923:425-551\n1924 -.350-428\n1925:266-336\n\n1926:281-327\n1927:247-292\n1928:221-262\n1929:229-274\n1930:199-245\n1931:275-311\n1932:221-257\n1933:225-266\n1934:229-262\n\n"}
{"page": 233, "printed_page": null, "text": "THE FUTURE OF THE NATIONAL EDUCATION ASSOCIA¬\nTION AS ENVISIONED BY ITS PRESIDENT\nHEfrRY LESTER SMITH, DEAN, SCHOOL OF EDUCATION, INDIANA UNIVERSITY,\nBLOOMINGTON, IND.; AND PRESIDENT, NATIONAL\nEDUCATION ASSOCIATION\n\nT\n\nis an awakening power of\ntremendous proportions with significant achievement behind it and\nwith possibilities ahead of it as yet untapped. It has been, is now, and can\nbe a most significant factor in developing a statesmanlike relationship\nbetween society as a whole and its educational agencies, and a most signifi¬\ncant factor also in the realization of desirable educational activities.\nI see the National Education Association functioning increasingly as the\none large, all-embracing, powerful, and understanding organization that\nfurnishes the framework thru which all of the subdivisions of educational\norganizations may finally find their way toward the ideal integration of\nthe growing phases of education and our whole social order. I see clearly\nin this organization the embryo of such a realization and I see no other\neducational organization now existing or projected or in the offing that\ngives any promise of performing this service. I feel justified therefore in\ncalling upon our whole profession for renewed and continued support of\nthis organization and of any desirable changes in it that will increase assur¬\nance of its continued success.\nI am not sure enough of just what concrete modifications should be made\nof our organization and of its program to speak with conviction in making\nrecommendations. I prefer to leave that task to the Committee on Re¬\norganization that has been appointed for the purpose of making a study on\nthe basis of which to make a recommendation. The following are a\nfew personal observations, however, that I should like to present for\nconsideration.\nThe N. E. A. should embrace all phases of education and should stimu¬\nlate virile growth and organization in all phases of the profession. There\nshould be strong organizations of all levels and phases and these should be\nlinked together by a comprehensive organization like the National Educa¬\ntion Association that would synthesize all interests and consolidate all forces\nbehind the full and harmonious development of these interests. Such a\ncompact organization would make more possible the task of properly visual¬\nizing the function of education and of realizing its purposes.\nOur task is that of developing individual powers and assets and of show¬\ning the obligations to use those powers and assets not for selfish purposes\nbut for the general welfare. Its primary purpose must be the improvement\nof the service it is under obligation to render. It must insist on freedom of\nexpression and on security in doing the work for which it is responsible.\nhe\n\nnational\n\neducation\n\nassociation\n\n[ 227 ]\n\n"}
{"page": 234, "printed_page": null, "text": "228\n\nNational Education Association\n\nThe National Education Association is within its rights in working vigor¬\nously for adequate compensation, tenure, and working conditions of its\nmembers because its members constitute one group in society and every social\ngroup is entitled to such successful protection. The second and even more\nimportant reason is that the work of teachers for the general social welfare\nis most vitally connected with proper conditions. Consequently this latter\nand larger social aim should predominate in our thinking and activity.\n1 he National Education Association should suggest technics for making\nand interpreting self-surveys in all phases of education. This parent asso¬\nciation should moreover develop a better line of contact than now exists\nfor reaching with this information right down from the central office thru\naffiliated organizations to the individual member at work on the job.\nOur association should be prepared to furnish material for educational\naddresses by lay members for broadcasts, for papers in club programs, and\neducational items for club or organization publications.\nIt should seek to strengthen any laudable educational endeavor, support¬\ning without stint the United States Office of Education and the state depart¬\nments of education.\n*\nIt should serve in coordinating the services of the many educational\njournals, particularly those supported by state and local education associa¬\ntions, by surveying the fields that are over- and under-supplied and by\nstimulating entrance into new fields and the elimination of useless or even\ndetrimental overlapping.\nThe National Education Association should seek to strengthen and ideal¬\nize the human relations between the members of the profession, between\nthese members and the children under their charge, between these members\nand the parents and laymen in general, and between the children and their\nparents as well as other members of society.\nThere are, of course, threats constantly in the offing, threats of unbridled\nselfishness on the part of leadership or membership, threats of blindness to\nfull opportunities and obligations, threats of waning courage in the face of\ninevitable setbacks, threats of lack of will and hope and confidence. But\nwith a conviction that is essential with knowledge, energy, and enthusiasm,\nwith experimentation that has originality, initiative, imagination, with\npatience, faith, tact, decision definite and swift when emergencies are ready\nto spring, with maintenance of the confidence of members and of the public\nabove suspicion, the successful future of the National Education Association\nis assured. That future means the amalgamation of interest, the consolida¬\ntion of force, united defense and attack and cooperative pathfinding, intelli¬\ngent penetration, construction, and maintenance of the way.\nFor this performance we need a perfected organization and a continuous,\nintelligent, safe leadership. The strength of this leadership must naturally\nbe in the headquarters staff at Washington, and above all in the personality\nof the executive secretary. Fortunate have we been in the past in the selec¬\ntion of this official. Fortunate are we now in the individual succeeding\nMr. Crabtree, who has reached the retirement age. We all have confidence\n\n"}
{"page": 235, "printed_page": null, "text": "National Council of Education\n\n229\n\nin the continuation of the fine leadership we have had in the secretaryship\nof the National Education Association, and we will count upon the future\nunder the direction of Mr. Givens to lift us to another high level on our\njourney towards perfection.\n\nTHE FUTURE OF THE NATIONAL EDUCATION\nASSOCIATION\nEDGAR G. DOUDNA, SECRETARY, STATE BOARD OF REGENTS OF NORMAL\nSCHOOLS, MADISON, WIS.\n\nThe N. E. A. has a great past and there is every prospect that its future\nwill be still greater. However no miracles of reorganization or personnel\nshould be expected. Growth is better if it is slow, and when it increases\nin depth as it expands its area. We shall always have the perpetually dis¬\ncontented. While never reconciled to things as they are, they serve a useful\npurpose in preventing the activities of the N. E. A. from hardening into\nan inflexible tradition.\n*\nThere are just two or three suggestions I want to add to the discussion.\nThe first is the necessity of making the N. E. A. the all-inclusive educa¬\ntional organization that speaks with the voice of authority for all engaged\nin any form of school work. It doesn’t mean the absorption of the multi¬\ntudinous organizations to which many of us belong, but rather their co¬\nordination. Within reasonable limits this can be done without destroying\nthe autonomy of any.\nSecond, I think the accomplishment of this end can best be done by a\nprocess of decentralization. Groups of states should be brought together\nunder regional assistants to the general secretary at Washington and thru\nthis type of organization develop a federation of state and local associations.\nThe machinery for this purpose would follow somewhat that of the Federal\nReserve System. Some such federalization is inevitable.\nThe eventual success of all our efforts for better schools depends upon\nlay support. To win this permanently and solidly we need to emphasize\nless the external and mechanical evidences of education and more those\nqualities which distinguish the educated man and woman. We should in\nsome way attempt to bring about a balance between quantitative and\nqualitative standards. This can be done best by the leadership of the\nCouncil. We used to regain some of the old beliefs in learning for its own\nsake. I suggest we quit being peddlers of paper evidences of scholarship and\nculture, and trade in realities. We have had educational inflation. I sug¬\ngest that we return to the gold standard.\n\n"}
{"page": 236, "printed_page": null, "text": "230\n\nNational Education Association\n\nTHE FUTURE OF THE ASSOCIATION\nWILLARD\n\nE. GIVENS,\n\nEXECUTIVE\n\nSECRETARY,\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION, WASHINGTON, D. C.\n\nI have been giving this particular field much thought since the first of\nJanuary, when I assumed the duties of executive secretary of the National\nEducation Association. I seek help on thinking thru these problems in the\nN. E. A.\nI want to run over very hastily and in outline form some of the things\nthat seem vital in a forward look of the N. E. A. Like charity, I want to\nbegin at home with the headquarters staff.\nIt seems to me that the Washington office ought to render the utmost\nof real service to all fields of education. Our service ought to be courteous\nand prompt and, above everything else, accurate. I have never been in\nany organization where human relationships are any finer than in the head¬\nquarters staff in Washington. The service we render, however, can be\nimproved, and should be improved. We should seek ways and means of\nrendering finer service, no matter how good the service is now.\nIn the field of service we have our Research Division, and I want to say\nto you frankly that I thought I knew what the Research Division was doing\nwhen I came to Washington, but I did not. The Research Division is\nturning out a tremendous amount of fine, accurate work that is very helpful\nin meeting educational problems and outlining educational policies. There\nare forty-three people in that department in the Washington office, working\nevery day on vital problems and presenting the findings for the good of the\nschools of America.\nOur Publications Division is also doing much more than I had ever\ndreamed it was doing. The Journal, yearbooks, research studies, bulletins,\nand various other publications constantly go thru that department.\nIt seems to me that there is one place, particularly in the headquarters\noffice, that we are not rendering the service that we should be rendering,\nand that is to the various departments of the N. E. A., particularly those\ndepartments that have no paid help. It is my hope that we may be able\nto be of real service to all those departments as the years go on, to draw\nthem in and unify them into a strong organization, with the headquarters\nstaff giving all possible assistance out in the field where many are struggling\nwithout any help.\nE. E. Oberholtzer’s committee is at work on the reorganization now,\nand Reuben T. Shaw is at work on one phase of that reorganization. The\nwhole question of charter and bylaws is being given serious consideration\nand will be given more before the Denver meeting. I believe with Mr.\nThrelkeld that the time has come when the attitude of the school people\nthruout the country will welcome a revision of the Association that will\nmake the charter, as it is not now, a simple fundamental document. It is\nquite complicated at the present time and is a federal charter. It is im¬\nportant that it be kept a federal charter. Many things that cannot be done\n\n"}
{"page": 237, "printed_page": null, "text": "National Council of Education\n\n231\n\nwithout going to Congress can be modified, since going to Congress in these\ndays, unless it is a vital matter, is a thing that should be avoided. I believe\nthat when this is worked out (by the time of the Denver meeting) the\ncharter will be so drawn up that all those functions that belong to the\nN. E. A. can be changed when the Association believes they should be\nchanged, without going to so much procedure to bring it about.\nUnification of the organization seems to be one of the important tasks.\nThe field should be strengthened. There exists between the United States\nOffice of Education and the National Education Association a fine spirit\nand attitude. The Office of Education has a different relationship with\nthe government. There are many things we can do that the Office of\nEducation wants done.\nThere are state, territorial, and district associations—fifty-two in num¬\nber—with which I believe we should build up a stronger relationship and\nmake that relationship as effective as possible. There are several state groups\nwith which we ought to work very closely. I am not naming these in any\nparticular order, for they are all important:\n\nState superintendents—meeting as a group here at this convention.\n\nI\nknow at one of their sessions they are considering ways and means for\nstrengthening their relationship with the N. E. A. There is a tremendous\namount they can do for the Association, and much the N. E. A. can do for\nstate departments of education. The present legislative program in Wash¬\nington, in which the N. E. A. is taking an active part, ties in much more\ndirectly with state superintendents than with any other group in the country.\nThe relationship there should be made just as strong as possible for the\nmutual benefit of state departments of education and the N. E. A. It seems\nto me if we are to meet our problems we must have a federation of asso¬\nciations in the N. E. A. We are now planning to make a trip thruout the\nUnited States, to meet in small groups with state superintendents, N. E. A.\ndirectors, and state secretaries, by districts, to discuss our problems.\n\nN. E. A. directors—one in each state who up to the present time, in most\ncases, has not had a very clear-cut assignment of duties. There is much\nwork here for the N. E. A. directors to do. I believe that by working\ntogether we can outline a good many things which will be very helpful\nfrom a state and national standpoint.\nSchools of education thruout the United States—I have looked over the\nrecords of the deans, and started to name deans of education really active\nin the N. E. A. at the present time. I have not yet used up all the fingers\non one hand. Why is that? I think the main reason is that the N. E. A.\nhas not rendered any particular service to schools of education. If we can\nrender service we shall get fine cooperation, and I know of no group thru¬\nout the country that could have more influence for the N. E. A. than that\nof deans of education. It is thru institutions and thru departments presided\nover by such officers and state college presidents that future membership\nmust all come, and if professionally-minded when they come thru those\ninstitutions, we are going to find them active supporters when they go out¬\nside and into active duties.\n\n"}
{"page": 238, "printed_page": null, "text": "232\n\nNational Education Association\n\nState college presidents—There has been in the past year a very fine\nstart made in that field by Joy Elmer Morgan of the Division of Publica¬\ntions. A good many state colleges are taking part in a program in which\nthe N. E. A. is sending, without any cost at all, the Journal to the graduates\nof those institutions to be used as professional literature, with the hope that\nwhen these teachers go out and secure work they will continue as members\nof the Association in which they have been given membership while in state\nteachers colleges. Both these fields have been almost untouched, and they\nhave a tremendous potentiality.\n\nKey people—to say who they are would be difficult. They are superin¬\ntendents, college professors, principals, teachers, and leaders of all kinds.\nSome are most enthusiastic supporters. We know that very much of the\nprofessional attitude in any given school depends upon the principal; the\nprofessional attitude in the system depends upon the superintendent. Many\nclassroom teachers are doing excellent work in the building up of profes¬\nsional enthusiasm in all kinds of situations. If we can only tie all these\ntogether in a common cause there is no limit to what we can accomplish.\nThe next problem is that of facing some of our real educational prob¬\nlems. It seems to me the N. E. A. ought to give some leadership in facing\nthese vital problems. We have resting upon our profession the educational\nwelfare of some 30,000,000 youth. We have just published within the\nlast few days, a little leaflet on the economic security of teachers. Approxi¬\nmately 40 percent of the teachers in America at the present time are not\nreceiving a living wage—40 percent of a million employees. I am not\ntalking about salary—but 40 percent are not receiving a living wage. These\nare in rural sections largely, where the N. E. A. has as yet done practically\nnothing. Recently William G. Carr and I called on the man doing the\nwork on the Economic Security bill. Until I talked to him I thought that\n$4,880,000,000 was a great amount of money. When he said, “ Get out\nyour paper and pencil and figure out how far $4,880,000,000 goes with\n10,000,000 families,” I could see it was a very small amount. Five billion\ndollars is not a tremendous amount of money when you have 10,000,000\nfamilies to take care of thruout the country. The President feels very\ndefinitely that whatever other problems he faces, the feeding of these unem¬\nployed people is his first responsibility and must go ahead of everything else.\nThe following are not being served as they should be:\n1. Rural schools. President Oberholtzer has a splendid program, but when we\nlook around we find how few county superintendents are here. In California we\nhave fifty-eight county superintendents, and during the years I was there, so far\nas I am aware, only one county superintendent found it possible or desirable to go\nat all regularly to the Department of Superintendence meetings. County super¬\nintendents of schools and rural teachers have not yet been reached. They do not\nbelong to our Association in any large numbers. I again come back to our own\norganization and think it is because we have not rendered any particular service\nto them. I believe we should render service to that area which has 40 percent\nworking for less than a living wage.\n\n"}
{"page": 239, "printed_page": null, "text": "National Council of Education\n\n233\n\n2. Higher education. This is a tremendous field to which we have not been able,\nso far, to render much service. I believe there is possibility in that field for subject\norganization.\n3. Teachers colleges and schools of education. I have already touched upon\nthis and will not give more time to it. It has been much neglected up to the\npresent time.\n4. Social and economic educational policies. Too often in the past education\nhas rushed up just as the parade was passing and said, “ My land, we should have\nhad a float in there,” whereas the situation we face now is that we should not only\nhave a float in that parade, but we should help determine the line of march.\n\nWe have come to the place where we must recognize relationships be¬\ntween adequate financing for schools and taxes. Elmer Stafflebach, director\nof research for the California Teachers Association, has just issued a\npamphlet in that field, in which he has pointed out that California has\nadequate finances to take care of educational institutions, and that if every\ncitizen in that state paid taxes on the same basis as wage-earners, the state\nwould have so much money it would not know what to do with it. Our\norganization appreciates constructive suggestions. Our program must reach\nall levels of education and challenge the interest of all to give as much\nservice as possible.\nOur educational conventions should be the most important meetings in\nthe entire world. Are they? Well, some of them are and some are not.\nI am not at all sure that the summer meeting is held when it should be.\nIt comes at a time when deans of education, professors of education, and\nmany others are in the midst of summer sessions. We cannot build a summer\nprogram to equal the one that President Oberholtzer has this week so\nlong as we have it the first week in July.\n\nACADEMIC FREEDOM IN A PERIOD OF TRANSITION\nJOHN L. CHILDS,\n\nPROFESSOR OF EDUCATION, TEACHERS COLLEGE,\n\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nThe discussion of educational policies involves, in the last analysis, a\ndiscussion of social policies. Hence any consideration of the subject of\nacademic freedom, and the related problem of the liberties and rights of\nteachers, is necessarily conditioned by our interpretation of the nature and\nmeaning of American society. It is my conviction that the core of the\nAmerican ethical tradition is found in that configuration of national ideals\nand purposes which is called social democracy. Democracy is a vague term\nsubject to many interpretations, but in the actual experience of the American\npeople it has acquired certain characteristic meanings.\nThe crux of the matter for the present discussion is that American\ndemocracy represents, among other things, an attempt to institutionalize\nthe right of revolution—meaning by the right of revolution, the right of a\npeople to change its historic forms of government and economy whenever\nthese forms tend to perpetuate processes which work to the serious disad¬\nvantage of the mass of the people.\n\n"}
{"page": 240, "printed_page": null, "text": "234\n\nNational Education Association\n\nEvidence accumulates which suggests that we are entering upon a period\nof profound social change which will put these democratic ideals and insti¬\ntutions to the supreme test. For example, our society, is now marked by\nan intolerable waste of both human and material resources, by a growing\ntension between the practises of economic individualism and the closely\nintegrated, highly interdependent life-conditions of our power-economy, and\nby a deepening conflict of interests and purposes between various groups\nand classes. Underlying the multitude of specific maladjustments is the\ncentral contradiction between a productive plant—potentially possessed of\nthe capacity tp supply the basic needs of all our people, able to free them\nfrom hunger, want, and economic insecurity, capable of providing the\nmaterial foundations for a humane and creative experience for each indi¬\nvidual on the one hand, and, on the other, a system of economic practises,\nlegal rights, and social relations which prevents the productive plant from\noperating effectually, and which directs its operations not primarily to meet\nthe needs of our people but to produce profits for private owners.\nAt this moment in American life no one can predict how we shall move\nas a people to reshape our institutions so as to get rid of this fundamental\ncontradiction. Certain broad principles are clear, however. If our inter¬\ndependent, industrial order is to function adequately, some type of con¬\ntinuous social planning and control is necessary. If this scheme of planning\nis to be in harmony with our historic democratic purposes, it must possess\ncertain definite characteristics: it will seek to utilize fully our material,\ntechnical, and human resources, and not to waste them; it will stoutly\nresist any attempt to adjust to an economy of plenty by a process of restric¬\ntion of production which would eliminate the plenty; it will be designed to\nserve the interests of all, and not to perpetuate the privileges of the present\nowners; and it will recognize the worth of individual personality and will\nseek to provide conditions favorable to the development and expression of\nindividuality.\nIn order to evolve a type of social planning competent to utilize the\nresources of the power economy, suited to the genius of the American people,\nand acceptable to them as a social system, much constructive work will have\nto be done. If this huge task of technical and social engineering is to be\ncarried out successfully conditions favorable to critical inquiry, discussion,\nand experimental activity will have to be maintained.\nCan opportunity for such free inquiry, discussion, and bold social action\nbe provided within the framework of our democratic institutions? This\nquestion raises a crucial issue for American civilization. No one can be\ntoo confident about the eventual outcome. History affords few, if any,\nillustrations of a social transformation of this type ever having been achieved\nby peaceful, educational, and experimental methods. To carry out this\nkind of social reconstruction, not only will basic institutions have to be\nremade, but shifts in the control of groups over economic and social processes\nmust also be brought about. Already there are a variety of groups in\nAmerican society who by deed and by word declare that it is both senti-\n\n"}
{"page": 241, "printed_page": null, "text": "National Council of Education\n\n235\n\nmental and dangerous to assume that American democracy gives sanction\nto any such procedure.\nAt one extreme we have powerful property groups, organizing under\nthe name of “ liberty ” and “ patriotism ” already engaged in an active\ncampaign to discourage and thwart fundamental social exploration and\nreconstruction. Thru the manipulation of old stereotypes and subtle control\nof the major means of communication they are seeking to mislead the\nAmerican people as to the real nature of the issues involved. In the name\nof “ democracy ” and “ liberty ” they call for the continuance of a system\nthat denies economic liberty to the many and protects the interests of the\nfew. In addition to this persistent propaganda of the public this group is\nalso busy launching “ red ” drives and seeking to get laws passed which\nwill block freedom of search and discussion. Of special concern to edu¬\ncators is the fact that already fourteen states have passed laws demanding\nthat teachers take loyalty oaths, and a number of other state legislatures\nhave similar bills now before them.\nAt the other extreme we find doctrinaire radical groups who see America\ndivided into two warring and mutually exclusive classes. The smaller of\nthese classes, numbering less than 5 percent of the population, owns the\nessential tools of production, and by virtue of its economic power also has\nthe dominant political and social power. In fact, the state is really the tool\nof this owning group and in any real crisis will always use its power thru\nthe executive, legislative, and judicial branches of the government to protect\nthe barons of wealth at the expense of the interests of the masses. It is sheer\nillusion, therefore, to suppose that this state can be neutral, and any freedom\nof expression and experiment which exists today is tolerated by the ruling\nclass because it does not feel the fundamentals of its system of exploitation\nare in any way threatened. It is childish to suppose that once its position\nis challenged any of these bourgeoisie democratic rights will be continued.\nAn increasing number of liberals are accepting the main elements of this\nanalysis and point of view.\nA third group may also be described which thinks it folly to attempt to\naccomplish this social transformation by an educational method which\ndirects its appeal to the intelligence of the rank and file. It points to the\nfact that the results of our intelligence tests do not give much support to\nthose who believe the vast majority of our citizens can really understand\nwhat of value is involved in these complicated economic and political mat¬\nters. It also affirms that man is much more a creature of interest, impulse,\nand habit than he is a being of critical intelligence. If you expect the masses\nto get interested in any broad movement for social change the movement\nmust be tied to the immediate interests about which these individuals are\nconcerned.\nConfronted with groups which are moving in the American scene in\nways as diverse as these, what policy should the American educator adopt ?\nSome urge us to retire from the field of controversy and politics and to\nstay within the zone of agreement, teaching only that which is accepted\n\n"}
{"page": 242, "printed_page": null, "text": "236\n\nNational Education Association\n\nby our society. They assert that any attempt on the part of the school\nto enter the field where basic institutions are undergoing reconstruction\nwill do irreparable damage to the cause of public education. To this, others\nreply that in education today to refuse to act, to attempt to stay above the\nbattle, is in effect to throw the influence of the school on the side of present\narrangements and the classes they protect.\nOthers invite us to enter the zone of controversy, but as inquirers only,\nwhose one purpose is impartially to review all the facts and every shade of\nopinion and then to permit each pupil to reach his own conclusion free of\nall pressure from his teachers. To this the reply is made that actually some\nframe of reference, some scheme of things deemed relevant, possible, and\ndesirable is bound to enter as a factor to bias this impartial search. It is\nalso held that educators cannot be true to their historic democratic ideals\nand pretend to be neutral between movements designed to serve the privi¬\nleges of the few, and those organized to care for the needs of all. More¬\nover, it is said that intelligence which amounts to anything does not stay\nforever in a suspended state. In fact it is only as conclusions are reached,\nemphases are given, experiments projected, that the act of thinking really\ncompletes itself. To say that we trust the method of intelligence implies,\nif we are sincere, that we are willing to carry our processes of criticism\nand inquiry thru to the point where conclusions are reached. Moreover,\ntoday the crucial question becomes, What sort of general social orientation\nor social outlook are the schools going to accept?\nBut, it is urged, if the school adopts an orientation other than that\nfriendly to the interests of the most powerful groups in present society it\nis bound to suffer reprisals. No matter how much we may assert that edu¬\ncators have the “ right ” to freedom of thought and teaching we must be\nrealistic and recognize that altho such a right may be in the traditions of\nAmerican society, it is not the kind of right which can be relied upon in\nsituations of conflict where the mind of the public is not as yet clearly\nformed.\nIn spite of all that has been said about “ natural rights,” apparently\nnature, apart from man, is not much concerned about what rights we school\npeople enjoy. But it is a matter of paramount concern to educators who\nbelieve in the democratic way of life and who want the schools to continue\nto do their part to make that way of life prevail in industrial America.\nAmerican traditions undoubtedly do support us in the right to have a\nschool program that is genuinely open intellectually. Those traditions were\nestablished by men who were willing to battle for them. If these rights\nare to be continued we shall have to struggle to place power back of them\ntoday. Rights without power cannot win, no matter how much they are\nbacked by honorable traditions. On the other hand, the historic rights\nbacked by the aspirations of the American people might develop consider¬\nable power if they were to be incorporated in a movement led by intelligent\nand fearless leaders. Will the N. E. A. give such militant national leader¬\nship to the forces of education which are seeking to let the light of intelli-\n\n"}
{"page": 243, "printed_page": null, "text": "237\n\nNational Council of Education\n\ngence shine upon our problem today? Difficult and as unpromising as the\noutlook may seem to many, we dare not let the light of reason be dimmed\nby the forces of brute power, for as Charles E. Merriam has well said,\n“ when the lights go out, the machine-guns begin to fire.”\nUnless isolated teachers and administrators are supported in their posts\nby a powerful national professional organization, there is real danger that\nthey will be intimidated by pressure groups seeking selfish gains, and that\nthe light of education may be dimmed in many communities in our land.\n\nSHOULD THE PROFESSION THRU THE NATIONAL EDU¬\nCATION ASSOCIATION PROVIDE FOR THE PROTEC¬\nTION OF TEACHERS AND ADMINISTRATORS\nWHO ARE UNJUSTLY TREATED?\nJ.\n\nHERBERT KELLEY,\n\nEXECUTIVE SECRETARY,\n\nPENNSYLVANIA\n\nSTATE\n\nEDUCATION ASSOCIATION, HARRISBURG, PA.\n\nTeachers are sometimes unjustly treated:\n1. By society, which denies them social justice, by failing to enable them to\nprovide a competence for old age, or by failing to provide an adequate retire¬\nment system.\nTo assist such teachers, the National Education Association might well establish\na welfare fund, made up of voluntary contributions by members, to supplement the\nincome of those in financial distress.\nThe Pennsylvania State Education Association has established such a fund, and is\nnow assisting seventy beneficiaries with monthly checks ranging from $5.22 to $30.\nThe monthly payroll to these elderly teachers totals $1400.\n2. By employers, who destroy teacher morale by dismissal for personal, political,\nor trivial causes, thus destroying all sense of security of position. The glaring abuse\nof such authority is the “ blanket dismissal ” of an entire corps of teachers for the\npurpose of reducing salaries. Such procedures require tenure or civil service legis¬\nlation. The National Education Association should become actively interested in\nthis important professional problem.\n3. By employers who abridge academic freedom by seeking to determine the\nbrand of economic and social principles taught. While I do not advocate that\nevery cracked-brained college professor should be given free rein to exploit his\nhalf-baked, unsound, pet theories, I do advocate that the National Education As¬\nsociation should carry in its budget a substantial item to protect teachers and\nprofessors of sound judgment in their right to teach sound doctrines unhampered.\nThis fund could be used to assist such teachers in retaining their positions or in\nmaintaining them, if ousted, until they are satisfactorily located.\n4. By associates who act in an unethical way. The National Education As¬\nsociation has a code of ethics which sets desirable ethical goals for members,\nbut the Association has no ethics commission to interpret the code, to investigate\nviolations, to see that members live up to the code, and to provide redress for those\nwho suffer from unethical procedures of fellow members of the profession. The\nwork and investigations of such a commission on professional ethics should be\nfinanced by the National Education Association.\n\nMay I suggest one additional way in which the N. E. A. may protect\nits members? Namely, by providing legal counsel. I realize that neither\n\n"}
{"page": 244, "printed_page": null, "text": "238\n\nNational Education Association\n\nlocal, state, nor national associations can provide attorneys for members\nwho bring suits from which they alone, if successful, would benefit, but\nthere are cases in which general procedures, principles, and interpretations\nare involved where it is most appropriate for such associations to pay for\nlegal counsel to assist in proper adjudication.\n\nCONCLUDING DISCUSSION ON THE FUTURE OF THE\nNATIONAL EDUCATION ASSOCIATION\nJ. W. CRABTREE, SECRETARY EMERITUS, NATIONAL EDUCATION\nt\n\nASSOCIATION, WASHINGTON, D. C.\n\nThe Association has already declared itself on the question of academic\nfreedom. It could hardly add to that declaration. The next step is that of\nputting the policy into effect. In doing that, due consideration must be given\nto our affiliated groups, state and local, and to their wishes and recommenda¬\ntions. The plan of disregarding the state associations has been suggested.\nIn my own judgment the N. E. A. would not retain its leadership many\nyears were it to force investigations against the wishes of the state and local\ngroups, even for worthy purposes. At present there is quite a definite under¬\nstanding between the national and state associations on matters of that kind.\nIt would not be difficult for the association of state secretaries and the secre¬\ntary of the N. E. A. to work out a definite plan to make more extensive use\nof the national association and to render better protection to teachers thruout\nthe nation. I would certainly recommend that procedure.\nI have given a lot of thought to this matter of protecting teachers and\nthose in administrative positions against unfair treatment. I have tried to\nhelp in scores of cases where complaints have come to the Association.\nTeachers in many instances have shown appreciation for the help they re¬\nceived, and so have boards of education. In doing this work for the Asso¬\nciation I have about reached the conclusion that our most important, if not\nour most difficult problem, is that of protecting large numbers of teachers\nand superintendents against themselves. According to their reports, agencies\nthat have investigated charges of injustices in colleges have found that in a\ngreat majority of cases the college professor was largely responsible for his\ntrouble. In cases in the public schools, coming under my own observation,\nI should say that the board has been clearly at fault in about one out of\nten instances.\nThis does not mean that assistance should be denied teachers or superin¬\ntendents who are in trouble. It ought to mean, however, that before any\nformal investigation is ordered, a determined effort should be made to\nquietly settle the matter, and thus prevent the usual results of a formal\ninvestigation—a divided community, damage to the good name of a teacher,\nand a set-back to the harmonious work of the school. These observations\nlead me to recommend that in setting up new machinery for carrying out\nthe policy of the Association on academic freedom, provision be made for\n\n"}
{"page": 245, "printed_page": null, "text": "National Council of Education\n\n239\n\na committee on better understanding between teacher and superintendent\nand board of education. This committee would quietly consider each com¬\nplaint, and only in case of a failure to settle the same, would it be referred\nto the committee on investigation. As you know, I am a strong believer in\nearly arbitration. If attention can be given to a case before ill will has been\naroused in the community, there is a good chance of reaching an understand¬\ning which will give the teacher a square deal. I hope the authorities will\ngive attention to this suggestion in plans now under way.\nI am sure I could only approve of what has been said on the future of\nthe Association by President Smith, Secretary Doudna of the Board of Trus¬\ntees, Superintendent Threlkeld, and Secretary Givens. I would do well to\nsee ahead as wisely as any one of these. Their knowledge of what has con¬\ntributed to the growth of the Association in recent years, and of the ten¬\ndencies that will count for success for the years immediately ahead, is equal\nto my own close-up knowledge. Then, they have seen better than I have\nfrom the outside. They certainly see the need for extending the service of\nthe N. E. A. Let us hope they can get the funds. They point with pride\nto the wonderful growth of the Association, beginning with the enrolment of\n7800 in 1917, and going beyond the 200,000 mark when the depression came\nupon us; but they did not refer to the similarity of conditions during and\nafter the war as compared with the conditions during and following the\nrecent depression. Perhaps the depression touched bottom in 1933.\nThe war upset economic conditions very much as the depression has\ndone. It made reconstruction in education necessary much the same as at\npresent. There was at that time the same uncertainty. Some of our people\ncontributed so much to the war that they did not have enough to eat them¬\nselves. As Mr. Givens has said, 40 percent of our teachers are not now\nreceiving a living wage. There were as now those who would tear down\nrather than build. In other words, there were those who had courage and\nlooked ahead and there were those few who could not see anything worth¬\nwhile ahead. Teachers held up better than others. They were the most faith¬\nful and the most loyal. Teacher devotion is now about the same as then.\nTheir reactions facing war conditions were much the same as today in facing\ndepression conditions.\nLet us see how their minds worked on the question as to what should\nbe done, when it should be done, and how it should be done. The organiza¬\ntion of a joint commission on the emergency in education was one of the\nimportant steps taken. It was composed of the best men and women of the\nday, not so much of the older perhaps as of the younger and more active.\nGeorge D. Strayer, one of the leaders among the younger men was made\nchairman, and another young leader and fighter for the best in education,\nWilliam C. Bagley, was made secretary.\nWe do not yet half-way realize what was accomplished by that com¬\nmission and by the Association which promoted plans and policies worked\nout by that group. Do you think that it just happened that the following\nthings came about: Teacher participation in all matters pertaining to the\n\n"}
{"page": 246, "printed_page": null, "text": "%\n\n240\n\nNational Education Association\n\noperation of the schools; great advances in teacher tenure; the development\nand expansion of adequate retirement plans; and by far the highest salaries\never paid to the members of the teaching profession? I have tried to get\nsomeone to write a history of the achievements of that commission. It looks\nas if I may have to do it myself.\nWe now have another commission at work. Perhaps its work will be duly\nappreciated. Perhaps this will lead us to look back and to express appre¬\nciation again for what was accomplished by that early commission. Have\nyou observed that the chairman of the new commission, John K. Norton,\nis a young man of exactly the same age as that of Dr. Strayer when he was\nchairman, and that the commission is again composed largely of the younger\nand more active men.\nAs secretary, I looked ahead and saw an enrolment of 7800 mounting in\na few years to 50,000, but I must confess that I did not see 100,000 until\nsome time later. I was surprised myself when I could see ahead an enrol¬\nment that went beyond the 200,000 mark. Now as I look ahead, com¬\nparing conditions of today with those of 1918 and comparing plans and\npolicies and tendencies with those of the early day, I feel as sure of an enrol¬\nment of 500,000 within a decade as I was of 50,000 to 100,000 in the decade\nand a half following the World War. We have greater solidarity now than\nat that time, the foundations are more substantial, teachers are more pro¬\nfessionally-minded, they have better vision, they are more willing to take\nhold, our leaders are more tried, our officers have before them the inspira¬\ntion of the achievements of that early period.\nJust a little added enthusiasm will assure an increase in enrolment for\nthis year, and larger increases will follow. Let the goal for the decade be\nnot less than half a million. Give Mr. Givens the same fine cordial support\nthat you have given me, and the rest is assured.\n\nTEACHERS COLLEGES VERSUS LIBERAL ARTS COLLEGES\nIN THE EDUCATION OF TEACHERS\nSHELDON E. DAVIS, PRESIDENT, STATE NORMAL COLLEGE, DILLON, MONT.\n\nWith honest zeal and emphasis which seems to lose nothing by being\ndogmatic, we are a thousand times told that only education can lead us out\nof our social wilderness and that it will require a more capable body of\nteachers than we have been to do the job. What type of institution is most\nlikely to find and educate these teachers ?\nOne may admit the general indispensableness of the teacher without\nbeing stampeded by catastrophic alternatives. We have no reason to expect\nsudden revolution in the public attitude toward the teacher’s work. Amer¬\nica has never led the procession in the preparation of teachers, nor has the\nknowledge of this fact greatly jarred our complacent egotism. By no means\ncan we make selection and education of teachers much of a national issue.\nInstitutionally speaking, we shall continue for some time letting everybody\neducate teachers since we have so long been committed to that policy.\n\n"}
{"page": 247, "printed_page": null, "text": "National Council of Education\n\n241\n\nTheoretically all may agree that this lack of effective direction is un¬\nfortunate, but it will be continued because we shall not soon secure agree¬\nment as to anything better. The supporting public would not readily follow\neven if educationists were agreed, which of course they are not. We need\nexpect no rapid fundamental changes if society waits for harmony among\nthose who furnish headlines for the education of teachers.\nI shall note, quite unstatistically, a few of the standards toward which we\nseem to be moving. In the admirable surveys and studies which I have\nexamined, there is given much fuller expression to these goals of teacher\neducation than to concrete means of realization. I shall raise a few specific\nquestions as to what type of institution by virtue of past performance\npromises most for the future.\n1. All agree that selection of candidates to be educated as teachers should\nbe far more exclusive than we have ever made it. Twenty-five years ago,\nacquaintance with students in an excellent institution persuaded me that\nabout 40 percent of them should not, would not, and probably could not\nreally prepare for useful teaching. We have made progress, but too many\nare still coming who do not promise genuine social usefulness.\nThere is some evidence that students in liberal arts colleges upon the\naverage have had in their precollege experience certain cultural advantages\nnot in so great a degree characteristic of students entering teachers colleges.\nMoney, family tradition, and social prestige are part of this kind of selec¬\ntion. A dash of hard times may drop the student of most meager cultural\nbackground from the teachers college; the student from a more liberal\nenvironment now financially unable to attend the liberal arts college takes\nhis place. The students are better for any increase in the proportion of their\nteachers who have grown up with art, music, books, a reasonably ample\nvocabulary, and affiliation with such constant social agencies as the church.\nTo me, the studies which have been made comparing the average quality of\nstudents entering different types of institutions are not altogether conclu¬\nsive. Neither do the groups of students which hard times put into teachers\ncolleges all enrich us with their superior culture since some who would not\nconsider the teacher’s vocation during prosperity ought not to walk in upon\nus in their adversity. Has the liberal arts college the advantage in this\ntype of general selection of its students? Possibly, but assuredly no such\nclaim can well be made for most small institutions with a local clientele.\nTheoretically the private or denominational college may have an ad¬\nvantage in its direct measures for selection of entering students. It may be\nmore free to say, “ Only upper-third high-school graduates admitted,” or\nto pick candidates in some more intelligent way than anyone has yet dis¬\ncovered. Supported by the public, the state teachers college is still expected\nto be the door of opportunity for all who wish to enter. It seems far easier\nto put out the unfit after a trial period than to keep them from entering.\nSelection by elimination of the incompetent scholastically is being carried\non by both types of institutions, and by neither vigorously enough for the\ngood of the public schools. The unfit socially, personally, temperamentally,\n\n"}
{"page": 248, "printed_page": null, "text": "242\n\nNational Education Association\n\nand physically are not being eliminated completely from any type of insti¬\ntution. In dealing with these, we cannot make a case that would stand in\ncourt, or we simply lack demonstrated standards which can guide us.\n2. All agree that ample cultural opportunities must be available for those\nin college preparation for teaching. Buildings, libraries, and the best faculty\nwhich can be assembled in a remote village are not always equal to build¬\nings, libraries, and the faculty which can be brought to a larger center of\npopulation. The insularity and “ smallness ” which some associate with\nteachers college affairs are frequently reflections of the unwisdom of locating\nthese institutions where they are out of touch. No one has proved what the\noptimum size of an institution for education of teachers should be, but\nthere is more danger of its being too small than too large. Adequate pro¬\nvision for individual aptitudes and preparation for many kinds of specialized\nwork are improbable if not impossible in very small institutions. The dis¬\nappearance of some small teachers colleges and many small private and\ndenominational institutions from the list of teacher preparation agencies will\nrepresent educational gain. “ Courses for teachers ” designed to care for a\nlocal clientele or to attract a few students have too often been an unfortunate\ninstitutional annex. Many states yet need to correct the folly of according\ncertification privileges directly or indirectly to struggling small institutions\nwith no department of education which can command respect.\n3. All agree that extreme specialization, the symbol of academic thoroness,\nworks badly in some thousands of small high schools. Few are the teachers\nin such schools who teach but a single subject. Rigid major requirements\nmay insure scholarship in the English period, but the ignorance of the\nspecialized teacher may be devastating when the same pupils appear an hour\nlater in a different subject. With minimum training of five years for all\nsecondary-school teachers, fewer pathetically ignorant persons will be found\nin charge of senior high-school classes. Possibly the number of too small high\nschools may be reduced, thus eliminating the need for many-subject teachers.\nMeanwhile the extreme specialization often characteristic of liberal arts\nstudents presents a puzzle to those who must formulate teaching programs\nfor small schools.\n4. All agree that teachers being educated need the example of instructors\nwho know how to do vital teaching. It seems probable that shocking awk¬\nwardness and ineffective teaching are a little less frequently encountered in\ninstitutions with a dominant teaching note than in those academic pre¬\nserves where all reference to teaching technic or its improvement is scorned\nwith cold and scholarly arrogance. This attitude is often a defense mecha¬\nnism of the crude teaching artisan; it is a defense less likely to be used in a\nteachers college than in most other types of higher institutions.\n5. All agree that the seasoning of actual teaching experience is of ad¬\nvantage to instructors who would direct the education of teachers. Teachers\ncollege faculties are largely composed of persons who have taught children\nin public schools.\n6. It is generally agreed that an absurd proliferation of courses in “ edu¬\ncation ” has in a very real sense interfered with the fundamental education\n\n"}
{"page": 249, "printed_page": null, "text": "National Council of Education\n\n243\n\nof many teachers. To a certain type of student there is an element of\nreminiscent, almost ritualistic joy in repetition of overlapping content, but\ndoes such reiteration take the student anywhere? Statistical evidence indi¬\ncates that on the average, teachers colleges are inclined to carry too much of\nthis vacuous professional structure. But when an applicant for a college\nposition writes proudly that he has completed one hundred or more semester\nhours in education, there is something to think about for the university which\nmade him a doctor of philosophy.\n7. Some claim that an intangible professional attitude is most likely to\ndevelop in a teachers college. The feud between professional and academic\nis less pronounced. Professors of history and science are a bit cautious about\nproclaiming to their students that time spent in education courses is wasted.\nAs a result of the entire situation the novitiate from the teachers college is a\nlittle less filled with a knowledge of his own eternal rightness, and a bit\nmore ready to concede that pupil viewpoints, limitations, and levels are\nwhere education must begin.\nThe best of differing types of institutions educating teachers are more alike\nthan the best and the worst of the same type. I have seen too much excel¬\nlent work done in both teachers colleges and liberal arts colleges to be an\nextreme proponent of either. Every point of advantage which has been so\nsketchily set forth in the foregoing can be offset by valid experience and\nsomebody’s honest research. Yet the writer believes that we are making\nprogress in the education of teachers. The wavering line of advance is and\nwill remain a resultant of clashing viewpoints. The algebraic sum of oppos¬\ning opinion somehow is always on the positive side of zero. Neurotic cru¬\nsaders who contrast a static yesterday which never existed with an ideal\ntomorrow may excite us by their frenzy. The same kind of argument which\ncontrasts something a little worse than the worst institution of one type\nwith the best of another makes exciting reading, but the real structure of\ntomorrow rests upon present conditions as they are—less good and less bad\nthan extremists believe.\n\nSECRETARY’S MINUTES\n\nAtlantic City, N. J.\nFirst Session, Saturday Morning, February 23, 1935\nThe meeting was called to order by the president at 9:30 a. m. in the Japanese\nRoom of the Ambassador Hotel.\nThe general topic for this session was “The Future of the National Education\nAssociation.” Henry Lester Smith, president of the National Education Associa¬\ntion, opened the meeting with a paper on “The Future of the Association as Envi¬\nsioned by Its President.” (This paper appears in the preceding pages.)\nLeaders in the discussion of the paper presented by Dr. Smith were Edgar G.\nDoudna of Madison, Wisconsin; A. L. Threlkeld of Denver, Colorado; and Willard\nE. Givens of Washington, D. C.\nMr. Doudna emphasized the importance and the necessity for reorganizing the\nNational Education Association in order to meet present needs.\n(This paper\nappears in the preceding pages.)\n\n"}
{"page": 250, "printed_page": null, "text": "244\n\nNational Education Association\n\nIn Mr. Threlkeld’s discussion of Dr. Smith’s paper, he, too, emphasized the need\nfor coordination of the various educational organizations. There should be no need\nfor separate organizations for various educational interests, as it should be the\npurpose of the National Education Association to include all types. Mr. Threlkeld\nwonders if it would not be a good idea to develop some method for visiting teacher¬\ntraining institutions in order to check on what they are doing and to make closer\ncontacts with them. He also stated that in his opinion the president of the National\nEducation Association should not be the chief executive of the Association, but the\nexecutive secretary should serve in that capacity. Many details that still rest upon\nthe president should be taken away from that office and placed where they belong.\nThe office of the president of the National Education Association, according to\nMr. Threlkeld’s thinking, should be accepted as an honorary position to which is\nelected some outstanding member of the profession who can go before the country\nfor a year and thru his ability stimulate, feed, and lead people to see what the\nobjectives of the National Education Association are, and to perform a real ser¬\nvice in shaping public opinion.\nMr. Givens introduced his paper by saying that since assuming the duties of secre¬\ntary of the National Education Association in January, he has given much thought\nto the future of the National Education Association and is desirous of receiving\nsuggestions as to the ways in which the service of the headquarters staff may be\nimproved. (This paper appears in the preceding pages.)\nFollowing Mr. Givens’ paper, Superintendent Oberholtzer requested suggestions\nfrom the members of the Council, bearing on the relation of the Council to the\nN. E. A., and reactions to the recommendations of Secretary Givens.\nThomas E. Benner of Illinois suggested that greater emphasis be placed on a\ncarefully planned program for the stimulation of colleges and universities in\ncooperating with the Association. He feels that when state superintendents are\nselected with care equal to that given to the selection of a president of a state\nuniversity, we shall be able to interest colleges and universities, and that we shall\nget a type of consideration of state problems which will have its influence on state\nassociations in a very important way.\nMiss Adair reported that she had done some work on Dr. Oberholtzer’s com¬\nmittee, and that Mr. Givens’ talk had paralleled very closely letters received in\nreply to the committee’s request for suggestions.\nIn the opinion of Carroll G. Pearse of Milwaukee, Wisconsin, if groups in¬\nterested in a particular field of education would be satisfied to consider their own\nproblems as a part of the entire educational program, and cease setting up\nseparate organizations and associations, a great step toward unification would have\nbeen made.\n\nSecond Session, Saturday Afternoon, February 23, 1935\nThe meeting was called to order by the president at 2:30 p. m. in the Japanese\nRoom of the Ambassador Hotel.\nThe theme of this session was “ Should the Profession thru the National Educa¬\ntion Association Provide for the Protection of Teachers and Administrators Who\nare Unjustly Treated?” John L. Childs, Teachers College, Columbia University,\nNew York City, presented this topic to the assembly. (This paper appears in the\npreceding pages.)\nJ. Herbert Kelley of the Pennsylvania State Education Association, opened the\ndiscussion of Dr. Childs’ paper by pointing out ways in which members of the\nprofession are often unjustly treated. (An abstract of this paper appears in the\npreceding pages.)\nObjection was raised to the use of Dr. Kelley’s terms “ sound doctrine ” and\n“ crack-brained.” The question was asked as to how these could be recognized,\nand who would be the judge. Dr. Kelley replied by saying that there are certain\nobvious codes of ethics and laws to be observed, and in his opinion the man who\n\n"}
{"page": 251, "printed_page": null, "text": "National Council of Education\n\n245\n\ndoes not understand his responsibilities is “ crack-brained ” and should not be\npermitted to speak.\nAfter further discussion on the subject of academic freedom a motion was made\nand seconded to request the executive body of the National Education Association\nto appoint a committee to consider ways and means of assisting teachers who have\nbeen unjustly treated, and to make some specific recommendations. Responsibility\nfor action on this motion was placed upon the Committee on Resolutions to report\nfor the July meeting in Denver. This committee was announced by the president\nof the Council as follows: L. A. Pechstein, University of Cincinnati, chairman;\nE. E. Oberholtzer, Superintendent of Schools, Houston, Texas; Henry Lester Smith,\nIndiana University, Bloomington, Ind.; A. L. Threlkeld, Superintendent of Schools,\nDenver, Colo.; Thomas E. Benner, University of Illinois, Urbana, Ill.; Daisy Lord,\nWaterbury, Conn.; Caroline S. Woodruff, State Normal School, Castleton, Vt.\nDaisy Lord of Connecticut, who was scheduled to participate in the discussion\non academic freedom, found it necessary to attend an important board meeting\nand was therefore unable to be present at the appointed time. She arrived at the\nclose of the discussion, however, and spoke briefly on the topic. In the opinion of\nMiss Lord, much more progress would be made in this line if the average citizen\nunderstood the term “ academic freedom.” The Department of Classroom Teachers,\nof which she is president, has a Committee on Academic !Freedom which stated in a\nreport at last summer’s meeting that what is needed is a group study among the\nmembers of the profession, especially classroom teachers, of what academic freedom\nreally means and should involve. It is the firm belief of that group that permanent\ntenure is a vital part of academic freedom.\nFrederick L. Redefer, secretary of the Progressive Education Association, who\nwas scheduled to participate in the discussion of Dr. Childs’ paper, was not present.\nJ. W. Crabtree, secretary emeritus of the National Education Association, summed\nup and supplemented the discussions of the morning and afternoon programs of the\nCouncil. (This paper appears in the preceding pages.)\n\nDenver, Colorado\nFirst Session, Monday Afternoon, July 1, 1935\nThe meeting was called to order by the president of the Council in the Senate\nChamber of the State Capitol at 2 p. m. He explained that the limiting of the 1935\nsummer meeting to a one-half day session seemed necessary to avoid overlapping\nwith the meeting of the American Library Association on Friday and Saturday of\nthe preceding week, and important meetings of the National Education Association\nthis week.\nThe program centered around a discussion of the problem, “Teachers Colleges\nversus Liberal Arts Colleges in the Education of Teachers.”\nS. E. Davis of the State Normal College at Dillon, Montana, presented the present\nstandards toward which we are moving in the training of teachers. (This paper\nappears in the preceding pages.)\nCharles Russell, president of the State Teachers College at Westfield, Massa¬\nchusetts, next discussed the question, disagreeing with President Davis in several\npoints. He emphasized that teaching is a profession, altho many teachers come from\nnon-professional institutions. Professional training in education calls for as much\nspecialized preparation as other professions, such as law or medicine, but too many\nteachers come from institutions which are not professional. The only fair thing to\npupils and teachers is to push toward an educational program for teachers equal\nto that of lawyers and doctors. He interpreted the problem as “ Shall we have\nteachers from professional colleges or liberal arts institutions?” The usual\narguments in favor of the liberal arts colleges have been based upon three points:\n(1) better selection of students, (2) better men and women go to liberal arts\ncolleges, and (3) higher scholarship is demanded in liberal arts colleges. Dr. Russell\nbelieves that these are not sound arguments, contending that the quality of students\n\n"}
{"page": 252, "printed_page": null, "text": "246\n\nNational Education Association\n\nin his own college is on a par or above students from liberal arts colleges. As a\nwhole, teachers college students compare favorably with liberal arts students. He\nsees the problem not as one of selection of students or of content of the curriculum,\nbut as centering in whether or not the curriculum is a professional one. If it is\nwhat it should be in teachers colleges he contends that it is as cultural as any\nliberal arts curriculum. He also pointed out that the students coming to teachers\ncolleges are guided in their selection of subjectmatter and professional courses, and\nthus have a better preparation for teaching than is often true in a liberal arts\ncollege where the student is left more or less to himself in choosing his sequence of\ncourses. Dr. Russell firmly believes that in this present time with imminent ex¬\npansion in the teaching field, the professional implications of teaching cannot long\nbe ignored.\nIn the absence of R. J. Walters from the University of Denver, G. S. Willy of\nthe same institution discussed the problem as a representative of liberal arts col¬\nleges. He pointed out that his understanding of the issue is whether liberal arts\ncolleges or professional colleges are preferable for the preparation of teachers. To\nhim it seems impossible to take a definite stand that one type of institution is better\nthan the other. He sees the need in the preparation of teachers to be that of the\nhighest quality of preparation, and believes that this may be obtained in either a\nliberal arts college or a teachers college, depending upon the particular situation.\nIn teachers colleges, ideally the common purpose of all of the instructional staff\nis to train teachers, while on the liberal arts college staff there is apt to be a varying\npoint of view as to the function of the college. However, at the University of\nDenver, which Dr. Willy represented, the president has appointed an educational\ncommittee of which he, Dr. Willy, is chairman, the aim of which is to give to all\nmembers on the staff the point of view of teacher education. He called attention to\nthe fact that at liberal arts colleges the student has a broad choice of subjects, and\nthat there is definitely a trend in these colleges toward a guidance program which\nis insuring students coming thru with a well-selected combination of courses for\nteaching.\nAs teachers colleges move toward the five-year program Dr. Willy sees also a\nmove toward the strengthening of the subjectmatter courses in them and points\nout that this is in line with what liberal arts colleges have been doing, that is, re¬\nquiring the two-year background of subjectmatter prior to a three-year profes¬\nsional training program. This seems to indicate that the two types of institutions\nare coming together. The adequacy of any program, in his opinion, lies in the\nlocation of the institution and the point of view and ability of the staff to see and\nmeet the prevailing needs of teachers.\nFollowing these three presentations the chairman gave each speaker an oppor¬\ntunity to make any additional comments if he so desired. Dr. Davis reminded the\ngroup that nothing will happen very soon. However, statistical evidence indicates\nthat the machinery must be put into operation to train many more teachers and\nthat the trend is constantly toward programs which will do a better job. He main¬\ntained that the problem of selecting teachers is the big issue. Teachers colleges\nshould not claim too much and should be patient with the academic members of the\nstaff who are not teaching from the point of view of training teachers. He predicts\na carefully worked out selective plan for all colleges which are to assume the\nresponsibility of training teachers.\nDr. Russell pointed out that he was not talking about the professional work done\nat liberal arts colleges, or the academic work done at teachers colleges. He sees an\never-broadening gap between academic and professional groups and contends that\nyou cannot make successful teachers without giving them a professional educa¬\ntion. He subscribes to the requirement that prospective teachers ought to have\na minimum of 60 semester hours out of the total 126 devoted to the two fields which\nare selected as the major and minor teaching interests. The courses which 200\nstudents took at liberal arts colleges were analyzed by Dr. Russell, and it was\nfound that not one of them met this standard. He also found, thru his analysis, a lack\nin the fields of the arts.\n\n"}
{"page": 253, "printed_page": null, "text": "National Council of Education\n\n247\n\nDr. Willy made the additional point that in Colorado the liberal arts colleges\nare required by law to maintain the state standard, e. g., for teaching in secondary\nschools, teachers must have a major in one field and minors in two or three addi¬\ntional ones, plus 30 hours professional training. He brought out, also, the fact that\nliberal arts colleges, many of which are privately endowed, can refuse to accept stu¬\ndents applying for entrance, while in state institutions the doors cannot be closed to\nany students desiring to enter. The scholarships which many liberal arts colleges\noffer also tend to bring in good timber.\nThe chairman then declared the topic open for general discussion from the floor.\nSome of the outstanding points made by those contributing are herewith given:\nIt is a question in which sharp lines of differences cannot be brought out.\nSome teachers colleges are giving the better training while at the same\ntime some liberal arts colleges are doing the better job, depending upon the\nparticular situation and opportunities.\nThe question was raised as to when professional training should begin—\nin the sophomore or the freshman year? The chairman called attention to a\ntendency toward a program in which the junior college is a basis for the\nprofessional training. On the other hand, he reports that New College at\nColumbia University, which is definitely organized for the training of teach¬\ners, begins its program with the assumption that students are going to teach\nin elementary and secondary schools, and therefore it is professionalized from\nthe outset. This college, in spite of rather high tuition, is attracting a good\nnumber of students.\nThe recent change in names of the teachers colleges in California to state\ncolleges was reported. The main argument for the change was that more\nstudents might be attracted by such a title, than where the name of the\ninstitution specifically designates training for teaching only.\nSuch a move was questioned by some in the group on the basis that it\nmay pave the way for something other than the training of teachers. The in¬\nability of liberal arts colleges to meet the standards which teachers colleges\ncould and would maintain has operated in several instances to block and\neven put back progress in professional training of teachers. In some instances\nliberal arts colleges have operated to lift standards for teachers colleges as\nwell as to pull them down. For example, where public city schools are used\nfor students’ teaching, more effective types of experience are provided than can\nbe afforded in small training schools. Teachers colleges need to strengthen\ntheir academic preparation.\nEvery state should have a certification law which safeguards the pro¬\nfessional training of teachers.\nIn states where there is a certification law there is no concern over the\nchannel thru which the applicant has received his education, provided he has\nthe specified clock hours in practise teaching and his major and minors in\nspecific fields.\nWith the question centering around “ which type of institution gives the\nsuperior training for teaching—liberal arts or teachers colleges?” further\nquestions arose. Should subjectmatter courses be professionalized or should\nprofessional training be added on to subjectmatter training? What should\nbe the relationship of the academic faculty to the education department? Is\nthere not a need for clearly defining student teaching? Should not superin¬\ntendents and principals be called upon to determine the needs of teachers?\nWhat constitutes adequate teacher preparation varies in each state.\nWilliam C. Bagley at this point raised the question as to whether or not\nthe group wished to specify more definite issues relating to this topic for con¬\nsideration at the mid-winter meeting. There seemed to be a consensus of\nagreement to carry out such a plan.\nAmong those who participated in this general discussion were: Frank G.\nPickell, Miss Golden, J. M. Gwinn, Edgar C. Higbie, Mr. McGrath, Mrs.\nClement, Grady Gammage, and Mrs. Davenport.\n\n"}
{"page": 254, "printed_page": null, "text": "248\n\nNational Education Association\n\nIn the absence of the chairman of the Committee on Resolutions, L. A. Pechstein,\nand because of the brief space of time before the meeting in which to compile the\nmaterials he had forwarded, it was decided to delay the presentation of the\nreport of the Committee on Resolutions until the next meeting of the Council.\nThe report of the Committee on Nominations follows:\nI. Officers:\n1. Reelected with term expiring in 1938 :\nSecretary.Adelaide S. Baylor, U. S. Office of Edu¬\ncation, Washington, D. C.\nCommittee on Membership. . .M. E. Pearson, 2214 N. 12th Street, Kan¬\nsas City, Kans.\nCaroline Woodruff, Principal, State\nNormal School, Castleton, Vt.\n2. Elected with term expiring in 1938:\nExecutive Committee .A. L. Threlkeld, Superintendent of\nSchools, Denver,\nColo. To succeed\nDavid A. Ward.\nII. Membership:\nReelected with term expiring in 1941:\nEmma Colbert, Dean of Teachers College, Indianapolis, Ind.\nBessie Bacon Goodrich, Assistant Superintendent of Schools, Des\nMoines, Iowa\nFlorence Hale, Editor, The Grade Teacher, 425 Fourth Avenue, New\nYork, N. Y.\nEdgar W. Knight, University of North Carolina, Chapel Hill, N. C.\nUel W. Lamkin, President, Northwestern Missouri State Teachers\nCollege, Maryville, Mo.\nDaisy Lord, 1027 W. Main Street, Waterbury, Conn.\nMary McSkimmon, 205 Tappan Street, Brookline, Mass.\nMary E. O’Connor, Supervisor of Elementary Schools, Natick, Mass.\nM. E. Pearson, 2214 N. 12th Street, Kansas City, Kans.\nL. W. Rogers, Assistant Superintendent of Schools, State Department\nof Education, Austin, Texas\nLida Lee Tall, Principal, State Normal School, Towson, Md.\nGeorge L. Towne, University Publishing Company, Lincoln, Nebr.\nL. A. White, Superintendent of Schools, Minot, N. D.\nElected with term expiring in 1936:\nH. V. Holloway, State Superintendent of Public Instruction, Dover,\nDel. To succeed M. L. Brittain.\nElected with term expiring in 1938 :\nGrady Gammage, State Teachers College, Tempe, Ariz. To succeed\nthe late Charles McKenney.\nElected with term expiring in 1939:\nMattie E. Thomas, Director, Elementary Education, State Department\nof Education, Columbia, S. C. To fill vacancy created in 1933 by\nduplication in election of Mrs. Joynes.\nElected with term expiring in 1941:\nGeorge F. Zook, Director, American Council on Education, Washing¬\nton, D. C. To succeed the late Augustus O. Thomas.\n\n"}
{"page": 255, "printed_page": null, "text": "5Departments of the ^Association\n\n"}
{"page": 256, "printed_page": null, "text": "INTRODUCTION\n\nin the Association began in 1870 when ■\nthe American Normal School Association became the Department of\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 Iwger independence and responsibility. This led to the establish¬\nment of fees by the stronger departments, to the selection of an executive\nsecretary by the Department of Superintendence, and later to the selection\nof full-time secretaries by several other departments.\nThere are now twenty-four departments. Information regarding their\norganisation 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 organisation is as follows :\nThe growth of departments\n\n1932\nADULT EDUCATION . 1921\nART EDUCATION. 1933\nBUSINESS EDUCATION . 1892\nCLASSROOM TEACHERS . 1914\nDEANS OF WOMEN.\n1918\nEDUCATIONAL RESEARCH . 1930\nELEMENTARY SCHOOL PRINCIPALS. 1921\nKINDERGARTEN-PRIMARY EDUCATION. 1884\nLIP READING . 1926\nMUSIC EDUCATION . 1884\nRURAL EDUCATION . 1907\nSCHOOL HEALTH AND PHYSICAL EDUCATION. 1894\nSCIENCE INSTRUCTION .,. 1894\nSECONDARY EDUCATION . 1886\nSECONDARY SCHOOL PRINCIPALS. 1928\nSOCIAL STUDIES. 1925\nSPECIAL EDUCATION . 1930\nSUPERINTENDENCE . 1870\nSUPERVISORS AND DIRECTORS OF INSTRUCTION. 1928\nSUPERVISORS AND TEACHERS OF HOME ECONOMICS. 1930\nTEACHERS COLLEGES. 1925\nVISUAL INSTRUCTION . 1923\nVOCATIONAL EDUCATION . 1875\nADMINISTRATIVE WOMEN IN EDUCATION.\n\n[ 250 ]\n\n"}
{"page": 257, "printed_page": null, "text": "DEPARTMENT OF\nc.Administrative\n\nWomen in\n\n£ du cat i on\n\n"}
{"page": 258, "printed_page": null, "text": "HISTORICAL NOTE\nThe national council of administrative women in education was\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\npurposes set forth in its constitution at that time was to strengthen the\nfriendly and professional relations of administrative women in educa¬\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.\nThe officers of the Department for the year 1935-36 are: president,\nMary Elizabeth O’Connor, Supervisor of Elementary Schools, Board of\nEducation, Natick, Mass.; vicepresident, Mrs. Inez Johnson Lewis,\nState Superintendent of Public Instruction, Denver, Colo.; secretary,\nMrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver,\nColo.; treasurer, Elizabeth Wells Robertson, Supervisor of Art, Board\nof Education, Chicago, III.; directors, Kate Bell, Head, Department of\nMathematics, The Lewis and Clark High School, Spokane, Wash.;\nMrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Nor¬\nfolk, Va.; Sue M. Powers, Superintendent, Shelby County Schools,\nMemphis, Tenn.; Agnes Samuelson, State Superintendent of Public In¬\nstruction, Des Moines, Iowa; Annie C. Woodward, Somerville High\nSchool, Somerville, Mass.\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\n\n1933:269-274\n\n1934:265-271\n\n[ 252 ]\n\n"}
{"page": 259, "printed_page": null, "text": "SECRETARY’S MINUTES\nDenver, Colorado\nBoard Meeting, Sunday Morning, June 30, 1935\nThe meeting was held at the Brown Palace Hotel, at ten o’clock, Mary Elizabeth\nO’Connor, presiding. The following members were present: Mary Elizabeth\nO’Connor, Annie Carleton Woodward, Mrs. Inez Johnson Lewis, Sue Powers, Agnes\nSamuelson, Mrs. Margaret M. Smith, and Cornelia Adair.\nBy invitation, Mrs. Julia Miller White, local chairman of arrangements for\nthe program on July 3, was present to present her plans. Moved by Miss Samuel¬\nson that secretary’s report as presented in the minutes be approved. Motion\ncarried.\nMiss Woodruff’s letter dated June 21, 1935, gave notice that her committee was\nready to re'port on revision of the bylaws. The secretary was instructed to write\nasking Miss Woodruff for report at the annual business meeting in February 1936.\nSecretary Givens’ letter dated April 2, 1935, stated that the request for an ap¬\npropriation for the Department would be brought to the attention of the Budget Com¬\nmittee in May.\nMotion by Miss Woodward that the president appear before the Budget Com¬\nmittee before February meeting to present the case of the Department in relation\nto need for appropriation. Motion carried.\nAt the request of the president, Mrs. White presented plans for the luncheon\nmeeting and explained the matter of transportation. A motion was made by Mrs.\nSmith that Emily Griffith be made an honor guest at the luncheon. Motion carried.\nMrs. White and committee were voted an expression of appreciation for the work of\nthe luncheon committee.\nThe matter of the special committee’s action regarding the study of the status\nof Administrative Women in Education was discussed by Mrs. Lewis who sug¬\ngested reading Study of the Economic Status of Women by Mary Branch. A motion\nwas made by Miss Powers that the committee be empowered to ask a western uni¬\nversity to conduct a study. Miss Powers suggested the University of Chicago.\nMotion carried. The chairman of the committee, Miss O’Connor, was asked to\nwrite a letter to Kate Bell of Spokane calling upon her for further suggestions\nabout the study of the status of Administrative Women in Education.\nMotion by Miss Adair that $25 from the miscellaneous fund be paid to the\npresident in view of increased expense because of distance. (This in addition to\nthe $50 allowed.) Motion carried.\n\nLuncheon and Program Meeting, Wednesday Noon, July 3, 1935\nThe summer luncheon and program meeting was held at the Lakewood Country\nClub, Mary Elizabeth O’Connor, presiding.\nDuring the luncheon the president presented the honor guests, the officers, and\nthe local chairmen, Mrs. Julia Miller White and Anna Laura Force.\nAfter the luncheon, which was attended by two hundred and twenty guests,\nthe program meeting was called to order. The invocation by Mrs. Mary C. C. Brad¬\nford and the singing of “America the Beautiful” preceded the following program:\n\nGreetings From Colorado\nMrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver,\nColo.\n\nEducation and the Press\nCharles B. McCabe, President and Publisher of the Denver Rocky Mountain News\n[ 253 ]\n\n"}
{"page": 260, "printed_page": null, "text": "254\n\nNational Education Association\n\nMrs. Inez Johnson Lewis, state superintendent of public instruction of Colorado,\nin her greetings made an impressive plea for such service on the part of Adminis¬\ntrative Women in Education that recognition could not be withheld and that work\nof women in this field would be recognized.\nCharles B. McCabe, president and editor of the Denver Rocky Mountain News,\nspoke of the attitude of all educators toward the press, maintaining that frequently\nthe service which the press could render was hampered by the attitude of educators.\nHe made a plea for closer cooperation between school people and newspaper\npeople and for a suggested study on the part of both writers and educators which\nwould establish a better understanding of school programs and policies. Mr. Mc¬\nCabe indicated that school people could do much to bring about a favorable reaction\non the part of the press by taking a more active interest in the problems and\npolicies of the newspapers in the community. He called for free expression and\nmuch tolerance on the part of both school and press in discussing the problems\narising in the work of each.\nPayson Smith who was to have spoken on the topic, “ Some New Demands in\nEducation,” was unable to be present. His message will be published later.\n\n"}
{"page": 261, "printed_page": null, "text": "DEPARTMENT OF\nADULT £ DU CAT I ON\n\n"}
{"page": 262, "printed_page": null, "text": "HISTORICAL NOTE\n\nwas established by vote of the\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 to the Department of Adult Edu¬\ncation. See proceedings, 1924: 566.\nThe officers of the Department for the year 1934-35 are: president,\nMarguerite Burnett, State Director of Adult Education, 11th and Wash¬\nington Streets, Wilmington, Del.; vicepresident, Maude E. Aiton,\nAdministrative Principal, Webster School, 10th and H Streets, N. W..\nWashington, D. C.; secretary, Robert C. Deming, 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.\n(term expires 1936); Mary L. Guyton, State Supervisor of Adult Alien\nEducation, 217 State House, Boston, Mass. (term expires 1936).\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:\nThe department of adult education\n\n1921:460\n1922 -.905-968\n1923:669-703\n1924 -.565-582\n\n1929:277-316\n1930:249-274\n1931:315-341\n1932:263-281\n\n1925:337-353\n1926:329-371\n1927:293-334\n1928:263-304\n\n[ 256 ]\n\n1933:275-308\n1934:273-296\n\n"}
{"page": 263, "printed_page": null, "text": "D iscussion—Education of Leaders for Adult Education\n\nAN INTERPRETATION OF BASIC ENGLISH\nMARY L. GUYTON, SUPERVISOR OF ADULT ALIEN EDUCATION,\nSTATE DEPARTMENT OF EDUCATION, BOSTON, MASS.\n\nM\n\ny experience in Basic English under C. K. Ogden of the Orthological\n\nInstitute, London, England, has been a great inspiration and help. I\nhave returned from my trip filled with a better understanding of the logical\nand psychological approach to this most interesting analysis of the English\nlanguage.\nThe Orthological Institute at Cambridge, England, is the center where\nBasic English originated and has been carried on. Perhaps you would first\nbe interested in knowing the meaning of “ Orthological.” “ Orthos ” comes\nfrom the Greek word meaning “ correct ” or “ right ”; “ logos ” is a Greek\nword meaning “ word.” Philosophically, the word “ orthology ” means\nliterally “ the science of the correct use of words ” or more idiomatically\n“the Normative Science of language (or symbols, or symbolism).”\nProfessor Ogden, psychologist, and scholar of note, is the originator of\nthis interesting study and analysis of the English language. He is a research\nworker at Magdalene College, and he was the editor of the Cambridge\nMagazine, a weekly journal which was issued during the World War. He\nhas done extensive research in logic and psychology, and his present activities\nare those carried on at the Orthological Institute, an organization which is\nresponsible, among other learned publications, for more than one hundred\nvolumes in an international library of philosophy, psychology, and scien¬\ntific methods. The Orthological Institute issues Psyche, a research organ\nof yearly publication. Along with this work, the Institute is a world center\nfor Basic English, and acts as a clearing-house for the work of its repre¬\nsentatives in all the nations of the world which teach English to nonEnglish speaking persons, minors or adults, thru this system.\nProfessor Ogden has said:\nLanguage enables us to record our thoughts and feelings and to communicate\nthem to others. When we communicate we exchange ideas about things, and we\nare able to do so because words have certain accepted values. The elements of the\nlanguage exchange are the speaker and the listener. The three essentials of every\nact of communication are words, thoughts, and things. Our first job is to learn\nto keep these three constituents—words, thoughts, and things—apart. Most of our\ntroubles come from overpopulating the universe by false interpretations of words\nwith all sorts of imaginary entities. We forget that words, as such, do not really\nmean or stand for things; there is always someone’s thought involved to give them\ntheir meaning. A word has so many senses and language has so many uses, that\nthere is a very real danger in talking about the meaning of a word. The belief\nthat words have a meaning of their own account is a relic of primitive word magic.\nReferential language refers to things, and its symbols direct your attention to\n[ 257 ]\n\n"}
{"page": 264, "printed_page": null, "text": "258\n\nNational Education Association\n\nwhat is being talked about. Emotive language is used to arouse feelings and to\ncreate attitudes towards these things.\n\nIt is said that science tends to be referential while poetry is generally con¬\ncerned with the emotive side. Scientists are not without feelings, however,\nand poets allow themselves to refer to facts. It is a question of degree, but\nin ordinary discussion the two uses are combined.\nProfessor Ogden has made a lengthy study of the methods of language\nteaching in Germany, France, Italy, and other countries. The translation\nof certain works of international significance resulted in questions of inter¬\nnational terminology in signs and diction. Out of this study came the ABC\nof Basic English, which presents Basic English and the science of language\nas a system of verbal signs in a clear, simple way in a vocabulary of 850 words.\nThis study was approached by him very scientifically. The first step\ntoward the simplification of the vocabulary consisted in the systematic\nelimination of verb proper; that is, of all verb-forms which in addition to\nthe operation of one body or another, or of the human body as a whole,\nthe direction of the action was also specified. The combination of operators\nand directives (prepositions) gave one a preliminary survey equivalent to\nsome 2000 common verbs. At the same time a preliminary reduction of\nabstract and emotive terms accounted for another 150 items. At this stage\nabout half the Basic necessities were readily determined, and more than\nhalf the elementary test material of the dictionaries had been covered. The\nmajor problems then were:\n1. The elimination of the remaining 3000 common words\n2. The establishing of the remainder of the Basic English vocabulary\n3. The insuring for all international purposes the field of references covering it\nin such a way that the general vocabulary could be expanded into a total scientific\nvocabulary, not exceeding a thousand words for any particular science.\n\nWith these 850 words it is possible to say almost everything we normally\ndesire to say in English. By the addition of 100 words required for general\nscience and 50 for particular science a total of 1000 were made by means of\nwhich any scientific congress or periodical can achieve internationalism.\nWord order is explained by a special educational device and sentence builder\nillustrating the essential parts of speech and their relations to one another\nwith a series of concentric circles on which the words are printed. This\ndevice is called a panopticon.\nProfessor Ogden again has said:\n•\n\nBasic English is your solution of the international language problem. The\nordinary linquist in English talks at a 10,000 word level which is about Pocket\nDictionary level. So a Finn, listening on his radio, would have to have at least\n10,000 words in his head to be quite certain that he would get all the points. If any of\nthese 10,000 gave trouble to any of the hearers, Basic English would have made the\nsense quite clear. The 850 are a sort of key to all the others, unlocking the door\nby which we may get free from the power of language over our thoughts, our\ndiscussions, and our sense of values. There is no suggestion that Basic English is\nto be used by an Englishman or an American in place of normal English. It is not\ndesigned for writing verse; or for advertisements which get their effect by playing\n\n"}
{"page": 265, "printed_page": null, "text": "Department of Adult Education\n\n259\n\non our feelings. It is simply an apparatus for keeping our thoughts straight. In\npractise particular words which stir up strife are not necessary, and we can\nalways substitute, as it were, what we really wanted to say.\n\nThe five chief principles which are involved may be claimed in Basic\nEnglish in the sense that their obligation has made so radical a reduction\nfeasible are: (1) elimination of verbs; (2) the analysis of the 10 main\noperators and 20 directives which replace them in universal grammar; (3)\nthe use of panoptic conjugation in systematic definition; (4) the projectional interpretation of emotive adjectives; and (5) the development of\nBentham’s Theory of Fictions in the treatment of metaphors.\nThe 850 words are grouped in the following way: The words giving the\nname of 400 general things, 200 pictured things, 100 operators, 100 quali¬\nties, and 50 adjectival opposites. Proper names of measurements, the metric\nsystem, and international terms are not included in the 850 words.\nAn international language has to be as simple as possible for the learner;\nand for this reason all words which are truly international are naturally\nlooked upon as part of the Basic system. To give a new word in place\nof one which is common to all the chief languages would not be wise. In\nchoosing international words the first decisions were made by a small\nrepresentative committee of experts who went thru the material with\ncare to get a selection of words which in their opinion would not be ques¬\ntioned. In addition, there is a waiting list of suggestions which will not be\ntaken as international until the general reaction to them has been tested\nmore fully by a special committee of radio authorities. The hundred words\nwhich the experts have come to a decision about are printed in a book called\nThe Basic Words. In addition to what has been listed, measuring words,\nnumbering words, and words in the money system of different countries are\ngiven in their English form. The days of the week and months of the\nyear are also outside the system.\nIf one is going to make himself clear in Basic English, he will have to\nsay his words as far as possible in a way in which they are generally said\nby those to whom English is a natural language. The learning of the sounds\nof a new language is generally hard because the learner has to get used to\nhundreds of new tricks, and if he makes use of the tricks of his natural\nlanguage when he says English words then it will not be surprising if an\nEnglish person is unable to get the sense of what he is saying. There are\nthree sorts of tricks, (1) making the sounds, (2) making the rhythm, and\n(3) making the music. Basic English stresses the need of these three. The\nlearner must get the idea of using his tongue, lips, nose, teeth, and all the\ntalking apparatus in new ways. Every language has a rhythm and in Eng¬\nlish it is one of the strangest in all the range of languages. Professor Ogden\nhas several records to which a student can listen in order to get aid in\nhearing the rhythm of English. The Orthological Institute has also per¬\nfected a repeater for these victrola records which makes it possible for a\nstudent learning the English language to repeat portions of the records and\ndrill himself on words which are troublesome to him.\n\n"}
{"page": 266, "printed_page": null, "text": "260\n\nNational Education Association\n\nThe rhythm of English is closely mixed up with the more important ques¬\ntion of “ stress ” or emphasis. If anyone takes the trouble to get this trick,\nhe will be able to say much more in English. Stress can be used in English\nin a way which would not be possible in many other languages where new\nwords would be necessary to get the expressed meaning. Therefore, em¬\nphasis in English is a very important thing. The method of developing this\nidea in the Basic English system will, I believe, assist in many of the diffi¬\nculties which we have in overcoming very poor pronunciation of English.\nDuring my month’s study at the Orthological Institute in London, I\nworked out an, adaptable plan for the teaching of the Basic English system\nto teachers. I have regraded and reorganized the Massachusetts readings\nin Basic; studied charts, word lists, illustrative materials which are available,\nor will soon be made available; examined all texts and method books now\nready for use by teachers and pupils; studied the underlying principles of the\nsystem, using as standard books, Theory of Fictions by Jeremy Bentham,\nand Ogden and Richard’s Meaning of Meaning; coordinated all materials\nand information for adaptation to our problem in Massachusetts; prepared\na bibliography for readers’ use and one for use of classroom texts.\nThe Division of University Extension of the Massachusetts State De¬\npartment of Education is offering a course in Basic English this summer.\nThis course will give an analysis of the 850 word vocabulary compiled by\nC. K. Ogden of the Orthological Institute, London, England. It will trace\nthe development and use of the system of Basic English internationally, and\nit will also make applications of its possibilities and advantages in classes\nfor the adult foreign-born. Three of the conferences will be demonstra¬\ntions on Basic English to a class of foreign-born under the direction of\nAnna Kelley, who studied with me at the Orthological Institute in London\nduring the past spring. The world situation in Basic English will be\nillustrated from such countries as China, Czechoslovakia, Denmark, and\nthe United States. The underlying philosophy of the system, which is\nprimarily to bring clarity, tolerance, and elasticity in the use of English\nto those persons learning the language for the first time, will be stressed.\nThere are more than 200,000,000 persons in the world speaking Eng¬\nlish. Financial reasons alone should convince even those who resent the\nfact, that it is bound to expand in the near future, and the main reason for\nmaking English the basis of a universal language, as stated by Professor\nOgden, is the fact that English is the only major language in which the\nanalytic tendency has gone far enough for purposes of simplification. The\nstrength of Basic English as the word vocabulary lies in its determination\nto discard nothing that is essential from the standpoint of continuity.\nWith the vocabulary of Basic English original texts can frequently be\nmade much more natural, and the translations of the world’s most famous\nworks into Basic offers an opportunity to bring the best of literature and\nscience within easy range of the learner of English. Its far-reaching result\nis bound to bring clarity, tolerance, and elasticity in the use of English to\nthose persons learning the language for the first time.\n\n"}
{"page": 267, "printed_page": null, "text": "Department of Adult Education\n\n261\n\nA NEW EMPHASIS IN EDUCATION FOR CITIZENSHIP\nMARY L. GUYTON, SUPERVISOR OF ADULT ALIEN EDUCATION,\nSTATE DEPARTMENT OF EDUCATION, BOSTON, MASS.\n\nWith information and help from the Naturalization Service in Wash¬\nington, we, in Massachusetts, began our work in the fall of 1934. It was our\nintention to see how we could set up a program of work which would co¬\nordinate with the interpretation given to naturalization examiners. A\ncourse for citizenship teachers and supervisors of adult alien education was\nopened by the Division of University Extension of the Massachusetts State\nDepartment of Education, where a study of the Constitution was made as a\nbackground for our work. Next a series of several hundred questions was\ndrawn up to test the applicant’s “ functional knowledge ” of government,\ni. e., to learn what the applicant knows about the governmental services with\nwhich he comes in daily contact, and to ascertain whether in his everyday\nlife his actions give evidence that he comprehends the principles of the\nConstitution. This group asked for a joint conference with Mary Ward,\nthe commissioner of immigration and naturalization, the naturalization ex¬\naminers in the Boston district, and Alice W. O’Connor, supervisor of social\nservice in the Division of Immigration and Americanization of the Massa¬\nchusetts State Department of Education. Many conferences followed this\nfirst one during the year 1934-35.\nWe first discussed the mechanical weaknesses and worked out plans for\ncloser cooperation. We arranged thru the cooperation of the Division of Im¬\nmigration and Americanization and the federal office to have taken from the\nfiles the names and addresses of every person who took steps for naturaliza¬\ntion, either for first or second papers, also names of all persons whose cases\nhave been continued or dismissed. These names were relayed thru the State\nDepartment of Education to every community in Massachusetts where\nsupervisors and citizenship teachers established contacts with these appli¬\ncants thru letters, postcards, or personal visits.\nA list was prepared for the naturalization examiners including the loca¬\ntion of citizenship classes with the days and hours of meeting. This list was\nkept both in the Division of Immigration and Americanization in the State\nDepartment of Education and at the federal office by examiners, clerks of the\ncourt, and the commissioner of immigration and naturalization. A definite\nunderstanding was reached that in every case where education for citizen¬\nship was needed, declarants and petitioners were told the location of the\nclasses, and it was strongly recommended that they begin attendance at once.\nThen came our joint study with the examiners, supervisors, and citizen¬\nship teachers on the educational materials to be used in citizenship classes.\nOur next step was to make simple lesson plans on the nine principles of the\nConstitution as outlined by the Service at Washington.\nOther groups are now at work making similar lesson plans on other\nprinciples of the Constitution. Many of these lesson plans have been circu¬\nlarized thru citizenship classes in Massachusetts and are being tested as to\n\n"}
{"page": 268, "printed_page": null, "text": "262\n\nNational Education Association\n\ntheir practicability. A great deal of work is still ahead, but we feel that\nprogress is being made.\nThe National Council on Naturalization and Citizenship has recently\norganized a Committee on Cooperation with Public School Programs. The\ncommittee has outlined a program of work which it hopes will help spread\nthe opportunity for citizenship thruout the United States. Its program is as\nfollows:\n1. Compile a list of communities where definite programs on naturalization and\ncitizenship are being followed under the supervision of boards of education. This\nlist to be composed of places which have shown over a period of time a construc¬\ntive program of work and where contributions and worthwhile courses of study\nand suggestions on naturalization may be obtained on request.\n2. Report on special teacher-training courses in progress in these and other\ncommunities. Outline significant ones in detail.\n3. Prepare lists of lesson materials adaptable for programs of naturalization and\ncitizenship.\n4. Prepare reports where coordination and cooperation with the Department of\nLabor and departments of education are being carried on and explain the nature\nof the programs. Specify, if possible, the results, or at least give reports of\nprogress in these communities.\n5. Prepare a report on special helps in the field of naturalization and citizenship\nwith cooperating social agencies, either public or private.\n6. Prepare a report on public recognition of citizenship.\n\nThe future citizens from the twelve million adult illiterates or near\nilliterates in the United States are a problem which few of us fully realize.\nIn my own state of Massachusetts, according to the 1930 federal census, we\nhave 121,000 adult illiterates. I believe there is a necessity for our setting up\nclasses for those who are now taking steps toward citizenship who do not\nand may never be able to read English. I believe that our lesson plans for\ncitizenship and naturalization will have to be a constantly evolving piece of\nwork. It will be necessary for us to meet the changing conditions and times.\nIt is work that will take the greatest patience. It is a program of work that\ncannot be completed in a short time. It means educating our citizenship\nteachers, federal examiners, local supervisors, and the public.\nThe situation varies in different parts of the United States. I am giving\nyou the progressive program of citizenship in Massachusetts and telling you\nof our approach. I believe the most vital things necessary in order to make\na comprehensive program for citizenship is for the Immigration and Natural¬\nization Service at Washington first to know what the situation is in regard\nto cooperation in each district, and know what school facilities are available.\nI believe it is the duty and the work of every supervisor and teacher of adult\nalien education to make his influence and strength felt in the community in\nwhich he is working if a comprehensive program is to be made available for\nthose applying for naturalization. In most communities there should be a\nyear-round center for these classes. Every good supervisor and teacher should\nstart newly made citizens on the way to courses for higher education and\nencourage all those who are becoming naturalized citizens to continue in\ntheir studies thereby assisting them in the better use of their leisure time.\n\n"}
{"page": 269, "printed_page": null, "text": "Department of Adult Education\n\n263\n\nIt is not only for the happiness of the citizens who become naturalized that\nall this educational program needs such careful planning, but better social\nadjustment in every community in the country will result. It has its value\nand effect not only for this generation, but for the generations to come.\nDiscussion—Education of Leaders for Adult Education\n\nWHAT OF THE FUTURE OF DEMOCRACY?\nBEN M. CHERRINGTON, DIRECTOR, FOUNDATION FOR THE ADVANCEMENT OF\nTHE SOCIAL SCIENCES, UNIVERSITY OF DENVER, DENVER, COLO.\n\nThruout the nineteenth century one central problem dominated the intel¬\nligence of the Western world. It was a problem which had intrigued the\nthought of man thruout history, but not until the last century had it been\nbelieved possible of solution. It had been felt strongly in education, especially\nhigher education, for over a century. Stated briefly, that problem was\nman’s mastery of his physical environment.\nAt last that age-old search has been rewarded. In our day man has found\nthe key to unlock the treasures of Mother Earth. Thru applied science we\nhave achieved approximate mastery over nature. For the first time in the\nlong struggle of man for security it is now possible to move from an economy\nof scarcity to an economy of plenty. It is now possible to command the\nearth to bring forth in abundance sufficient to provide all the races and\nnations of this planet with the necessities and comforts of life. In his\nrecent book, The Economy of Abundance, Stuart Chase estimates that with¬\nout additional improvement in our productive machinery, but by merely\nutilizing to their full capacity productive processes in the factory and on\nthe farm, and with a decent system of distribution, it would be possible to\nguarantee to every family in America a standard of living equal to that\nenjoyed by a family in 1929 whose income was ten thousand dollars a\nyear.\nGranted that this may be an exaggeration, yet it points to the fact that\nscarcity and want would be things of the past if we willed it so.\nBut in solving this problem man has created another and equally baffling\none. For the conquest of the material world has been achieved thru the\ncreation of a complex, integrated society. We paid a price—the future may\nprove it to be a very dear price indeed—for our victory. That price was the\nsurrender of our individual economic independence. It is because of this\nintricate economic and financial system that we are able to produce goods\nand services almost without limit; and to this system all of us are tied. If it\nfails to perform, most of us are left the helpless victims of its impotence.\nAnd who, in the face of the distressing spectacle of twenty million human\nbeings on the dole in an age of plenty, would question that it is failing to\nperform ?\nThe new problem then, which must be dominant above all other issues\nin our day, may be stated as man’s mastery over his ‘social environment.\n\n"}
{"page": 270, "printed_page": null, "text": "264\n\nNational Education Association\n\nIf we fail to achieve control over this new order, which we ourselves have\ncreated in the process of controlling the physical world, the fruits of ap¬\nplied science may elude our grasp and twilight descend upon our present\ncivilization.\nCan we master this new social environment? No one knows. But if it is\ndone, it will be accomplished in one of two ways: either thru the command¬\ning will and mind of dictatorship, which is Fascism, or thru the application\nof collective intelligence, which is democracy. Either method will require\na vast program of adult education. The Fascists have been quick to recog¬\nnize this. Italy and Germany each has a stupendous program of mass edu¬\ncation. Those programs are directed primarily toward the emotions and\nsecondarily toward the intellect. The mind produced is the rubber stamp\nmind—“ Their’s not to reason why, theirs but to do and die.” Every con¬\nceivable agency that makes its impress upon the feelings and attitudes and\nopinions of the people is mobilized under an all-comprehensive organization\nof propaganda. The press, the drama, the cinema, the radio, even religion—\neach is controlled and directed to a common end, that there may be one\nmind, one purpose, one rhythm, one will, in the nation.\nCan democracy summon enough collective intelligence to solve the prob¬\nlem? The Fascists say not. The cynics declare that democracy is dead, that\nthe involved questions of modern civilization are beyond the competence of\nthe common people. Many of us believe they are wrong, but we do not\nknow. This, however, we do know: that if democracy does meet the issue,\nit will be by means of a program of adult education in proportions hitherto\nundreamed of. That the mass of American citizens are illiterate before the\nintricate social and economic issues that confront them, is self-evident. But\nthat they are incapable of bringing order out of the present confusion if\nproperly informed and instructed is by no means an established fact. At\nleast those who believe in democracy are determined that democracy shall\nhave its opportunity to prove its capacity.\nThis means that the federal government and the states must summon the\nbest experience of the nation and the world to counsel in the inauguration\nof a movement of adult education that will give the American people an\nopportunity to demonstrate whether they have the capacity to master their\nown destiny. This program must create new technics and facilities whereby\nthe people may have quick access to all of the relevant facts upon which it\nis important that they should form sound judgments.\nThe controlling objective of this program must be the development of a\nnew mental attitude on the part of the common man toward social, economic,\nand political change. Physical science over a hundred years has conditioned\nthe American mind to accept as inevitable constant change in the material\nrealm of life. Gladly does the average citizen cast aside appliances and\ngadgets and his established ways of doing things in favor of new inventions\nwhich will add to his comfort or prosperity. The average American, how¬\never, has not been conditioned to recognize the inevitability of constant\nchange in social institutions and practises in an integrated society. It is the\nbusiness of education to develop among the people a willingness to experiment\n\n"}
{"page": 271, "printed_page": null, "text": "Department of Adult Education\n\n265\n\nwith untried social institutions and procedures. It is also the task of edu¬\ncation to make clear the place of the social engineer and to develop a public\ndisposition to support his leadership. If the new education fails to create\nthis scientific mind toward social change, the effort to control the social\nenvironment thru the democratic processes is doomed to failure.\nIt is a stupendous undertaking, and the difficulties appear well-nigh in¬\nsurmountable. Yet how intriguing is the goal!\nPlato dreamed of a new republic, a republic in which men should be free to\nlive like the gods. But only a few were to be free, and freedom was to be\nhad at the expense of the masses who as slaves were condemned to the\ndrudgery and toil of the necessary work of society. Today, by virtue of the\ntriumph of science over nature, it is within our power to make the machine\nour slave and to set men—not some men, but all men—free to live like gods.\nHitherto this would have been a vain dream. Now we can bring it to pass,\nif we will summon the collective will and the collective intelligence. This\nis democracy’s challenge. This is the meaning of adult education in America\ntoday.\nTHE CHALLENGE OF LEISURE\nGEORGE W.\n\nBRADEN,\n\nWESTERN\n\nREPRESENTATIVE,\n\nNATIONAL\n\nRECREATION\n\nASSOCIATION, PASADENA, CALIF.\n\nThe solution of the problem of the larger leisure is one of the most chal¬\nlenging factors in the present social and economic transition. It was in¬\nevitable that in the earlier years and also with the advent of power and later,\nsuper-power, that the energies, resourcefulness, and ingenuity of that com¬\nposite creature we call the typical American be concerned primarily with\nfelling trees, mining ore, bridging streams, spanning a continent with ribbons\nof rails, hogs and hominy, bank exchange, and subdivisions.\nA review of the British Who's Who shows large emphasis on the leisure¬\ntime hobby achievements of the British. Achievement in hunting, gardening,\nscientific experimentation, music, arts, and literature is covered in much\ndetail. In sharp contrast, Who's Who in America reviews the clubs and\norganizations in which the American carries membership.\nThe workers of early industrial England, period 1770, worked fourteen,\neighteen, and even twenty hours a day and their only pastimes were of the\nbrutalizing sort; of education there was none. This is a far cry to present\nworking and living conditions and off-the-job freedom.\nDuring the first third of this present century the production of electric\npower rose from two billion kilowatt hours to ninety billion hours, an\nincrease of forty-five times. Consumers grew in number from 500,000 to\n24,500,000. Eighty million Americans live in homes that use electricity for\nnearly everything from cooking meals to washing the clothes and running\nthe radio.\nThe old fetish that people should not be guided and directed in their\nleisure and that all we need to do is to provide the opportunity for play\n\n"}
{"page": 272, "printed_page": null, "text": "266\n\nNational Education Association\n\nexpression is giving way to a better philosophy of planned recreation expres¬\nsion. During the past quarter-century the dead-line of participation in adult\nsports has been pushed back more than ten years. Men and women of fifty\ntoday are more active in this direction than the people of forty were in 1900.\nMiss America in 1935 could never get into the clothes worn in the midVictorian period. The safer sports for girls are dancing, aquatics, gardening,\nhiking and camping, Badminton and tennis, archery, golf, and horseback\nriding.\nThe school is an especially important factor in leisure-time education\nbecause of the interests and habits which it develops in the adults of the\nfuture, because young people form the principal leisure class, and because the\nschool is a leading recreational center of the community. If the larger\nleisure is to be made an asset in the nation we must secure a vast expansion\nof recreational open spaces and the protection of our natural recreational\nresources, a broad expansion of recreation structures and facilities, ugliness\nmust give way to beauty in landscaping and structural design, schools must\ngive vast attention to avocational training, and recreation leaders must be\ntrained and placed in every urban and rural school district.\n\nSECRETARY’S MINUTES\n\nDenver, Colorado\nDiscussion—Education of Leaders for Adult Education\nJuly 1-2, 1935\nThe midwinter meeting of the Adult Education Department of the National\nEducation Association (held in Atlantic City during the last week in February)\nwas marked by a new vitality of interest, the participation of workers from fields\nseldom before represented, and a notable widening of the scope of problems con¬\nsidered pertinent to adult education.\nAs a departure from the usual program of prepared speeches, informal dis¬\ncussion was scheduled for all of the four sessions. About twenty persons repre¬\nsenting many states and cities, numerous organizations, and widely varying points\nof view were invited to participate in a discussion of the following topics: Prob¬\nlems in Emergency Education, Goals in Public School Adult Education, Education\nof Leaders for Adult Education, and Adult Education as Related to the Youth\nMovement. A sufficiently wide range of experience and opinion was represented\nto make the discussion unusually stimulating.\nIt was the consensus of this group and of adult education workers in the area\nto be served by the Denver meeting that the summer meeting should continue the\ndiscussion of problems concerned with the education of leaders for adult education\nbegun in Atlantic City.\nA committee consisting of G. C. Mann, director of emergency education, Los\nAngeles, Calif.; Hilda Smith, specialist in workers’ education, U. S. Office of\nEducation, Washington, D. C.; Katherine Kohler, director of extension education,\nboard of education, Minneapolis, Minn.; C. L. Maxwell, director of emergency\neducation, state department of education, Denver, Colo.; John M. Jacobson, state\nsupervisor of adult education, St. Paul, Minn.; Winston Riley, educational adviser,\nstate emergency relief administration, Indianapolis, Ind.; Edmund des Brunner,\nprofessor of adult education, Teachers College, Columbia University; Caroline A.\n\n"}
{"page": 273, "printed_page": null, "text": "Department of Adult Education\n\n267\n\nWhipple, supervisor of adult education, state department of education, New York,\norganized the suggestions which were received from those in the field regarding\nproblems to be considered at the Denver meeting.\nThe following people came together as members of a specially invited group to\ndiscuss these problems: J. E. Border, state department of education, Mont.; Eugene\nS. Briggs, state supervisor of adult education, Mo.; John M. Chancellor, assistant\nin adult education, American Library Association; Ethel Clark, director of work¬\ners’ education, Colo.; Paul Essert, director of adult education, Denver, Colo.; H. C.\nGossard, president of New Mexico Normal University, Las Vegas; Mary L. Guyton,\nsupervisor of adult alien education, Mass.; Robert Hudson, director of the Denver\nCouncil of Adult Education; G. L. Maxwell, director of emergency education,\nstate department of education, Colo.; G. C. Mann, director of emergency education,\nstate department of education, Calif.; Ward Miller, superintendent of schools, Fort\nCollins, Colo.; E. E. Oberholtzer, superintendent of schools, Houston, Texas; James\nA. Moyer, director, extension division, state department of education, Mass.; Winston\nRiley, Jr., educational adviser, state emergency relief administration, Indianapolis,\nInd.; R. W. Tallman, director of emergency education, department of education,\nIowa; Kirby Walker, director of emergency education, department of education,\nMiss.; Goodwin Watson, professor of education, Teachers College, Columbia Uni¬\nversity; Frances Wetmore, supervisor of public school adult education, Ill.; Caroline\nA. Whipple, supervisor of adult education, state department of education, New\nYork.\nThe discussion was begun on Monday afternoon, July 1, under the leadership\nof Lyman Bryson, professor of education, Teachers College, Columbia University,\nand was concluded on Tuesday afternoon under the leadership of Ben M. Cherrington, executive secretary, Foundation for the Advancement of the Social Sciences,\nUniversity of Denver.\nThe topics suggested for discussion were presented to the group by Mr. Mann,\nchairman of the Committee which assembled them and emphasized the following\naspects of the problem:\nI. Relation between the objective of adult education and a program of education\nfor leaders\nII. Professional status and qualifications of leaders\n1. How can adult education be made a profession to which able men and\nwomen will be attracted and in which they will wish to remain?\n2. How can the work in this field be organized so that employment can be\nassured on a basis comparable to that which exists in other levels of education?\n3. What attitudes, abilities, and qualities are desirable for professional\nleaders ?\n4. What background of training and experience should they have?\nIII. Implications of the conclusions of the Atlantic City group. Certain conclusions\nwere reached at the conference of the Adult Education Department of the National\nEducation Association held at Atlantic City in February:\n1. In all phases of adult education, there are a common body of knowledge\nand a common fund of technics and skills which constitute the indispensable\nequipment of all teachers of adults\n2. The training of educational leaders of adults must be extremely realistic\nin nature.\nWith regard to the first conclusion the following questions are relevant:\n1. What shall be our criteria of judgment in determining that “common\nbody of knowledge ”?\n2. What shall be our criteria of judgment in determining that “common\nfund of technics and skills” which the adult education leader must have?\n3. Where shall that “ common body of knowledge ” be obtained by the adult\neducation leader in order to be most effective in his work; from the institu-\n\n"}
{"page": 274, "printed_page": null, "text": "268\n\nNational Education Association\n\ntions offering courses in adult education or from his actual experience in the\nteaching field or from a combination of both?\n4. Granted that the ultimate objective of adult education is the same as\nthat of all public education, namely, the development of the individual in his\nenvironment, shall we hope to agree that there is a specific objective in adult\neducation separate and apart from the other fields of public education?\n5. Shall we hold to the belief that a part of the “ indispensable equipment”\nof the adult education leader can be acquired at the outset or shall we\nconstrue it as the possible result of accumulated experiences in the course\nof his work?\nWith regard to the second major conclusion reached at the Atlantic City meeting\nlisted above, the following questions seem to pertain:\n1. How may we reconcile the liberalized philosophy of adult education with\nthe fact that specialized instruction is needed to fit it to the needs of various\npersons engaged in adult education?\n2. How may we best transplant the actual situation in the teaching field\ninto demonstrations and methods in training programs?\nIV. Nature and scope of programs for the education of leaders\n1. What kind of program can be developed to stimulate more professional\ngrowth in teachers and leaders?\n2. How can we relate our education to the basic and fundamental changes\nwhich must be made in our economic and social life?\n3. What are the main general fields in which leaders in adult education\nshould be given training and supervision?\nA. On what matters common to all adult education can general train¬\ning be given to all teachers without distinction as to fields of training?\nB. On what matters should training and supervision be provided\naccording to the specific fields of training?\n4. For each of the general fields, what are the most effective methods of\nteaching adults, as proved by experience?\n5. What types of training courses can be offered to prospective teachers\nof adults, to prepare them for their services?\n6. What are the most helpful types of in-service supervision and training?\n7. How can the success of leaders of adult education be evaluated?\nA summary of the two-day discussion indicated general agreement on the follow¬\ning points:\n1. Since it is inevitable that educational programs will be extended at\nboth the upper and lower levels, adult education will ultimately be a part of\nall publicly supported systems of education. The work which is being done\nnow is awakening administrators, leaders, and adult students to the possi¬\nbilities in this field.\n2. Able leadership will be available when those who enter the field can be\nassured of a reasonable degree of security in employment, a real need for\nwork to be done, and adequate measurements of the effectiveness of\naccomplishment.\n3. Leaders should be superior people of good educational background,\nbroad experience in living, with insight in meeting situations and ability to\ndiscount personal reactions and see the other person’s point of view.\n4. Education for leaders of adult education should be planned to meet\nneeds growing out of vocational adaptations, increased leisure, and solution\nto economic and social problems.\n5. Leaders should be prepared to study social and economic problems in all\ntheir ramifications and be free to think and act as the result of this study\ndictates.\n6. Teacher-training institutions should study the needs of the adult educa¬\ntion field for the education of new and in-service workers and provide facili¬\nties for meeting these needs.\n\n"}
{"page": 275, "printed_page": null, "text": "Department of Adult Education\n\n269\n\nBusiness Meeting, Tuesday Afternoon, July 2, 1935\nThe regular annual business meeting of the Department was called to order by\nthe president. The minutes of the previous meeting, the report of the treasurer, and\nthe report of the secretary were read and approved.\nThe report of the committee which had been appointed to study the problem of a\nDepartmental publication was presented and accepted. The recommendation that\na separate publication be issued by the Department was given favorable considera¬\ntion, and was referred to the Executive Committee with instructions to take such\naction as might seem advisable after the resources of the Department for issuing\na separate publication, were fully explored.\nIt was agreed that the program for the next meeting of the Department provide\nfor the presentation of reports of significant experiments which are being carried\non in the field, in addition to the discussion of problems of general group interest.\nIt was voted that a committee be appointed to collect and distribute materials\nof value to workers in the field of adult education, and to cooperate with the\nUnited States Office of Education and the director of emergency education in any\nplans which might be developed for the preparation and publication of materials.\nThe service which the United States Office of Education can render workers in the\nfield of adult education has been curtailed by the fact that the time of the specialist in\nadult education in the Office of Education is now devoted almost entirely to the\nadministration of the emergency education program. Therefore, it was voted that\nthe United States Commissioner of Education be requested to consider the advis¬\nability of an arrangement whereby more of the time of the specialist in adult\neducation in the Office of Education can be made available for service in the field.\nThe report of the Committee on Resolutions, following amendment, was adopted\nas follows:\nThe Department wishes to express its appreciation for the hospitality\nand cooperation offered by the University of Denver, by the director and\nstaff of the emergency education division of the Colorado State Depart¬\nment of Public Instruction, and by the Denver Council of Adult Education.\nFurthermore, Be It Resolved,\nThat the Department of Adult Education of the National Education Associa¬\ntion urges that the federal program of emergency adult education be placed\nunder the administration and supervision of state and local education officials,\nthereby increasing the educational value of the program and avoiding the\ndisadvantages resulting from a dual system of organization and control.\nThat a copy of the last resolution be given to the Resolutions Committee\nof the National Education Association with the request that it be adopted\nand forwarded at once to the director of the Federal Emergency Relief Ad¬\nministration in Washington.\nG. C. Mann\nR. C. Deming, Chairman\nG. L. Maxwell\nE. S. Briggs\nR. W. Tallman\n\nMeeting with the National Commission on the Enrichment of Adult Life,\nWednesday Afternoon, July 3, 1935\nJames A. Moyer, director of university extension, State Department of Education,\nBoston, Massachusetts, presided, as president of the Commission.\nElmore Petersen, director of university extension, University of Colorado, spoke\non the subject “Programs of Adult Education in Colorado.” He pointed out the\nobjectives that a state program should seek and what Colorado had thus far done\nin the way of:\n1. Supplementing lack of early opportunity\n2. Developing inborn interests and potentialities\n3. Helping individuals to comprehend civic and social environments\n\n"}
{"page": 276, "printed_page": null, "text": "270\n\nNational Education Association\n\n4. Acquiring better mental attitudes\n5. Refining individual tastes\n6. Obtaining a truer sense of values.\n\nin thought\n\nand\n\nstudy\n\nThe major problems in Colorado are to coordinate local programs within them¬\nselves and to obtain a statewide program.\nPaul Essert, principal of the Denver Opportunity School, spoke on the work of\nthe Opportunity School and described the motivating spirit of it as “ the opportunity\nfor anyone to enter and overcome his own deficiency himself.” The school is tuned to\nthe growing out of changing times, and now faces problems of readjustment, a need\nfor creative citizenship and for establishing social confidence in individuals. In each\npupil must be found “ the sources of existing vitality.”\nUnder “ The Challenge of Leisure,” George W. Braden, western representative of\nthe National Recreation Association, spoke most interestingly on the influences that\nbeset those with too much leisure, such influences being for both evil and good, both\ncasual and organized.\nFollowing a short address by the president of the Commission the meeting\nadjourned.\n\n"}
{"page": 277, "printed_page": null, "text": "DEPARTMENT OF\na.Art £ ducat ion\n\n"}
{"page": 278, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nThe department of art education became a part of the National Edu¬\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.\nThe officers of the Department for the year 1935-36 are: president,\nElizabeth Wells Robertson, Director of Art, Chicago Public Schools,\n228 North LaSalle Street, Chicago, III.; secretary, Dora Hatfield,\nJohn C. Hill High School, Akron, Ohio; treasurer, Marcela Jackson,\nHead of Art Department, State Normal College, Castleton, Vt.\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:\n1933:309-310\n\n1934:297-299\n\n[ 272 ]\n\n"}
{"page": 279, "printed_page": null, "text": "SOCIAL ASPECTS OF ART\nLOUIS CHESKIN, DIRECTOR OF ART, CENTRAL Y. M. C. A., CHICAGO, ILL.\n\nT\n\nhe contemporary business man objects just as much to interference\n\nwith his affairs as does the artist. The characters of the banker, the\nbroker, and the artist are equally filled with the individualistic germ. The\nartist is not at all different from his fellow-man. He never was different.\nThe depression has actually produced a new school of art. Art like other\nsocial affairs has taken on an entirely different character. The question in\nart criticism today is not whether American art is modern or conservative,\nexpressionist or impressionist, academic or free, but whether it is the “Ameri¬\ncan scene,” or art for art’s sake.\nFranklin D. Roosevelt is the virtual leader of the new school of Ameri¬\ncan art. President Roosevelt swung public opinion in matters of art just\nas much as in matters of commerce and industry. He took the artist out of his\nattic and put him into a modern shop just as Napoleon took the artist out of\nMme. Pompadour’s chamber and put him into a Greek temple.\nWhen Roosevelt set out to employ professional and nonprofessional\nworkers he included the artist among them. He took the artist out of his\nidealist haven and put him right next to the engineer, the farmer, and the\nbricklayer.\nThe American scene is the living slogan in American art today. We have\nsuddenly ceased to admire all of French art, and we have become very\nproud of our own art, which only a few years before we neglected, even\ndespised. European countries and America turned nationalistic, not only\npolitically, not only economically, but also artistically. Art always goes\nwhere politics and economics go. Nationalism is the present tempo. The\nAmerican scene in art will undoubtedly last as long as the nationalist creed\nwill last. Art has always been the result of social forces, and not inde¬\npendent from life.\n\n[ 273 ]\n\n"}
{"page": 280, "printed_page": null, "text": ",\n\n.\n\n•!\n\n.\n\n’\n\n"}
{"page": 281, "printed_page": null, "text": "DEPARTMENT OF\n‘Business\n\nEducation\n\n"}
{"page": 282, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of business education was created in response to a\n\npetition read at the meeting at Saratoga Springs, New York, July 12,\n1892, from the Business Educators’ Association, requesting admission\nas a department of the National Education Association. The Business\nEducators’ Association was 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.\nThe officers of the Department for the year 1935-36 are: president,\nRaymond C. Goodfellow, Director of Commercial Education, Board of\nEducation, Newark, N. J.; first vicepresident, Ernest A. Zelliot, As¬\nsociate Professor of Education, University of Denver, Denver, Colo.;\nsecond vicepresident, Lola Maclean, Detroit Commercial College,\nDetroit, Mich.; secretary-treasurer, Mrs. Frances D. North, Western\nHigh School, Baltimore, Md.; editor, Herbert A. Tonne, Assistant\nProfessor of Education, New York University, Washington Square\nEast, New York, N. Y.; executive committee: M. E. Studebaker,\nHead, Department of Business Education, Ball State Teachers College,\nMuncie, Ind. (term expires 1936) ; E. G. Blackstone, Associate Professor\nof Commerce, State University of Iowa, Iowa City, Iowa (term expires\n1936); G. F. Cadish, St. Peter’s College, Jersey City, N. J. (term expires\n1936); Joseph L. Kochka, Eastern High School, Washington, D. C.\n{term expires 1937); Mary Stuart, Roxbury Memorial High School\nfor Girls, Roxbury, Mass. (term expires 1937); Benjamin R. Haynes,\nProfessor of Business Education, University of Southern California,\nLos Angeles, Calif. (term expires 1937); Jessie Graham, Associate\nProfessor of Commerce, State Teachers College, San Jose, Calif. (term\nexpires 1938); C. D. Cocanower, Head, Department of Commerce,\nPhoenix Junior College, Phoenix, Ariz. (term expires 1938).\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\n1893:757- 807\n1894:957- 994\n1895:562- 890\n1896:791- 835\n1897:792- 824\n1898:556- 592\n\n1899:998-1030\n1900:542- 581\n\n1901:721-757\n1902:644-701\n1903:719-752\n1904 -.709-736\n1905:669-705\n1906:637-639\n1907:877-903\n1908:871-906\n1909:701-718\n\n1910: 833- 872\n1911: 827- 868\n1912:1031-1093\n1913: 619- 635\n1914: 649- 662\n1915: 883- 940\n1916: 361- 395\n1917: 315- 344\n1918: 235- 247\n\n[ 276 ]\n\n1919:259-269\n1920:263-270\n1921:369-376\n1922:575-590\n1923:553-567\n1924:429-438\n1925 -.354-364\n1926:373-391\n1927:335-352\n\n1928:305-324\n1929:317-334\n1930:275-292\n1931:343-358\n1932:283-302\n1933:311-325\n1934:301-312\n\n"}
{"page": 283, "printed_page": null, "text": "TRAINING BEYOND HIGH SCHOOL TO MEET REQUIRE¬\nMENTS OF PRESENT EMPLOYMENT LEVELS\nWILLIAM R. ODELL, ASSISTANT PROFESSOR OF EDUCATION, TEACHERS\nCOLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nI\n\nN the first place, I believe that all of education can be divided fairly\n\nwell into two main parts. The first of these is general education which\nincludes social appreciation and understanding aspects as well as personaluse knowledges and skills with respect to all of the activities in which an\nindividual must engage. These essentially are the same for all students re¬\ngardless of their future occupations. The second part of education is voca¬\ntional education. Thus in addition to extending the social appreciations and\nunderstandings of each individual, it is also necessary to develop certain\nvocational-use knowledges and skills. These courses will differ for each occu¬\npation and in large measure for each individual. While vocational courses\nhave non-vocational values, it seems clear to me that no person should enrol\nin such courses if he wishes only the general education values from his work.\nIn the second place, I believe that vocational education should be post¬\nponed as long as possible in the school program of every student. There\nare several reasons for this belief. First, there is more chance for the train¬\ning to function since the individual will have less occasion for changing his\nmind as to his future occupation. In addition, motivation is better if the\nperson has a feeling of immediacy of need for the work. Moreover, a mature\nindividual commonly has less difficulty in learning vocational skills than\ndoes one who is less mature. And finally, if vocational education is post¬\nponed into a compact unit at the end of the school period, it is possible to\nhave really effective vocational education which often requires violation of\ntraditional school organization.\nThe third point I should like to make is that there are many different\nlevels for entrance into business occupations. These differ first in terms of\nthe age or maturity of the individual. For example, accountants must be\nmature persons, as likewise must be storeowners. The characteristics of the\nworker likewise determine to a large extent the level upon which he enters\nbusiness. A person’s skill in stenography is an important consideration. Also\nhis social intelligence and personality as well as his intelligence and general\neducation determine to a large extent the type of initial job which he can\nsecure. And finally, the sense of values of the worker himself determines in a\nlarge measure the type of initial job which he will select.\nThe need for adequate vocational guidance is so clear at this point that\nthere is scarcely need to comment upon it at length. It should be said, how¬\never, that at present we do not have an adequate guidance program in com¬\nmercial education which takes these factors sufficiently into account. This\nis especially true for the higher level types of jobs or especially for leader¬\nship positions.\n[ 277 ]\n\n"}
{"page": 284, "printed_page": null, "text": "278\n\nNational Education Association\n\nThe fourth and final point that I wish to make is that knowledge of\nthe requirements for the various types of jobs are sketchily known to us\nat present. Good job analyses in our field are few and far between.\nSeveral things seem clear. First, I believe that vocational education will\ncontinually be moved higher and higher in the grades as the average length\nof schooling increases. Second, I think that the commercial education pro¬\ngram above the ordinary high-school grades will be essentially the same in\nobjective as that of the present high-school commercial education program.\nIt will include both aspects of general education and aspects of vocational\neducation, but the variety of types of courses will be much greater because\nthe needs of students become more and more diverse as they become older.\nMore specialization, therefore, must be provided for above the high-school\ngrades. And third, any really effective program of commercial education\neither above or in the high school will have to wait on a better guidance\nprogram and upon better job analyses of business positions than are at\npresent available.\nt\n\nGUIDANCE IN THE SELECTION OF SUBJECTS IN JUNIOR\nAND SENIOR HIGH SCHOOLS\nEUGENE H. HUGHES, HEAD, DEPARTMENT OF COMMERCIAL EDUCATION,\nWESTERN STATE COLLEGE, GUNNISON, COLO.\n\nProviding a program of guidance in order to interpret the problems per¬\ntaining to the selection of occupations for the American youth in the\njunior and senior high school is now the most difficult task confronting\nteachers and administrators. What the vocational guidance and subjectmatter selection program should be and the way it may be most effectively\nconducted are points on which a uniformity of opinion may not always exist.\nWith the rapid change in our social and economic relationships, the prob¬\nlem of giving accurate information to students about vocations is becoming\nmore hazardous.\nEvery high-school student, regardless of his conceptions about his chosen\noccupation or profession, should have a broad, economic background in\nbusiness training. More effort should be made to develop a “ business\nsense.”\nWe have reached the ultimate limits in academic educational accomplish¬\nments. Our schools now must turn their attention to vocational education\nand concentrate on a more effective guidance program. Therein rests the\nfuture success of education and a more equitable distribution of student\nabilities.\nThe difference between success and failure in training students can prop¬\nerly be attributed to the correct selection of courses in accordance with\nindividual abilities.\nCounselor effectiveness in any school cannot be secured unless there is a\nconsiderable degree of familiarity on the part of the adviser with business\nrequirements.\n\n"}
{"page": 285, "printed_page": null, "text": "Department of Business Education\n\n279\n\nA new era in education is approaching in America. It will be a developed\nsociety embodying a program of education combining academic and voca¬\ntional training made so attractive that the interest lag in secondary schools\nwill be at a minimum. Its ultimate objective will be the elimination of\nmisfits in business and professions.\nAmerica has passed the point in progress where society will tolerate the\nwaste of educating people for given occupations, when such occupations are\nnot adaptable to the person’s individual abilities.\n\nPLACEMENT OF GRADUATES IN THE\nCOMMERCIAL FIELD\nLOLA MACLEAN, EDUCATIONAL DIRECTOR, DETROIT COMMERCIAL COLLEGE,\nDETROIT, MICH.\n\nWhat the United States needs today is more employers. The time is long\npast due for giving the employer the encouragement to which he is entitled,\nfor unless we can increase the number of employers and thus increase employ¬\nment opportunities, the future of the Republic is not encouraging.\nWhat have high schools and colleges done to popularize the employer and\nemphasize his vital importance as the creator of employment? What have\nstate and federal legislatures done to foster and develop business? These\nquestions are of vital public concern and constitute a challenge to educators\nand legislators.\nIt requires but little imagination to realize that the present number of\nemployers cannot possibly employ all of the hundreds of thousands to be\ngraduated each year from our schools and colleges. Unless we can increase\nthe number of employers, the employment of our graduates will be limited to\nthe expansion of and resignations from existing firms—a very uncertain and\nalarming situation.\nI believe that the high schools and colleges can solve the employment\nproblem by giving students competent vocational guidance and graduates\nintelligent employment service. The all-important point to bear in mind\nin this connection is that our graduates should be started in the commercial\nfield in occupations for which nature intended them—occupations in which\nthey are interested—for when they are placed in this manner they will enjoy\ntheir business careers and be constantly in the line-up as potential employers.\nA young man interested in insurance should not be placed with a firm\nengaged in the manufacture of steel, neither should a young man who would\nmake a successful plumber be placed with a firm engaged in stocks and bonds.\nChoosing between a profession and the commercial field has been an active\nand practical subject for discussion for a century or more, but the choice of\none of the many occupations in the commercial field, in preference to others\nin this field, is a comparatively new idea.\nThe study of the principal commercial occupations should be made part\nof the curriculum of all high schools and colleges, and competent vocational\n\n"}
{"page": 286, "printed_page": null, "text": "280\n\nNational Education Association\n\nguidance and placement service should ultimately solve the employment\nproblem and make it possible for schools and colleges to place their graduates\nintelligently and profitably in the commercial field.\n\nSENIOR HIGH SCHOOL—CURRICULUM CONTENT\nE. E. WASHBURN, HEAD, COMMERCIAL DEPARTMENT,\n\nFREMONT\n\nHIGH SCHOOL, OAKLAND, CALIF.\n\nThe objectives of curriculums should be to develop youth along right\nlines and to help them adjust themselves to their environment. A committee\nof educators in a large school system, after making a careful study for a\nconsiderable time, formulated the purpose of the senior high school in the\nfollowing statement:\nThe senior high school concerns itself primarily with all adolescents between\nthe ages of fifteen and eighteen years, inclusive. Its purpose is to develop an\nethical attitude toward life, an appreciation of the finer things of life, and better\nstandards for the use of leisure time. The high school should provide a foundation\nfor future training, basic understanding of modern sociological, economic, scien¬\ntific, and political questions, and guidance in the choice of a vocation.\n\nThe objectives of the senior high school were summarized in the following\nwords:\nA graduate of a senior high school, within the range of his intelligence, social\nbackground, and vocational tendency, should have:\n1. A wholesome personality with ability to make necessary adjustments in human\nrelationships\n2. A realization of his abilities, his emotions, and his interests, together with\nthe factors that constitute his limitations\n3. A background of information about, and an understanding of, the culture\nnecessary for rich living\n4. Ability to participate satisfactorily in organized society as a citizen and home\nmember\n5. An appreciation of the arts and sufficient skill for avocational interests\n6. A background of information about, and an understanding of, natural\nphenomena\n7. Information and knowledge sufficient to make a tentative choice of vocational\nfield and to have formulated wisely the next steps in a planned future\n8. A developed interest in recreational reading, sports, arts, and hobbies\n9. Knowledge of such bodily care and exercise as will promote physical health\n10. Such skills as are necessary to attain the foregoing objectives.\n\nIf we adapt this purpose and these objectives to the commercial curriculum\nin the secondary schools and meet the challenge which the social and eco¬\nnomic changes of today present to us, we shall have to select with care the\nsubjects which are to remain, those which are to be added, and discard wisely\nthose that are no longer of value. We shall have to adopt new methods\nof teaching and we shall have to select wisely the content of the subjects,\nif we do our part in aiding the youth to acquire necessary skills and to\nunderstand business relationships and business institutions. The curriculum\n\n"}
{"page": 287, "printed_page": null, "text": "Department of Business Education\n\n281\n\ncannot be static in form or content but must be a constantly growing and\nchanging plan of work. A perfect curriculum will never be attained but we\nas leaders must always be reaching out toward perfection and we must con¬\nsider it a living, growing, changing plan of work suited to the changes of\nan ever-changing civilization.\nWe can determine which subjects to teach vocationally by making a survey\nof the needs in business and industry in our community. This should not be\nconfined to one community because our pupils move from place to place and\nscatter widely, and their training in school should prepare them for employ¬\nment in other localities as well as the one where they attend school. It is\nunfair to the pupil to handicap him by educating and training him in those\nsubjects and skills used only in his neighborhood.\nThe commercial curriculum in senior high schools should provide means\nto give pupils a thoro education and training in commercial subjects and\ndevelop skills that can be used in business. It is also the function of the com¬\nmercial departments to offer instruction to those who desire to use what¬\never skill they acquire in their everyday affairs. And it is still further the\nopportunity of the commercial departments to give instruction and impart\ninformation that will aid the pupil to live a richer, fuller, more satisfactory\nlife.\nJUNIOR HIGH SCHOOL—CURRICULUM CONTENT\nANN E. McCORMICK, UNIVERSITY HILL JUNIOR HIGH SCHOOL,\nBOULDER, COLO.\n\nThe discussion is based on the following fundamental educational con¬\nclusions :\n1. That the junior high school may now be regarded as a part of our system of\nuniversal education while the senior high school still ministers to a smaller, selective\ngroup. This makes it essential that all common knowledge which should be known\nby all the people must be taught below the senior high school\n2. Junior high-school electives should be only those subjects which are not\nnecessary for all citizens to study\n3. Changes in civilization make the teaching of much new material imperative\n4. Because of their environment children of junior high-school age can now grasp\nmany subjects which even a quarter of a century ago were unintelligible to\nchildren of the same age.\n\nThe subjects represented in business training should now be required,\nfor they are as necessary for successful living as a study of social science,\nEnglish, or any other required subject. Every child is to grow up to be a\nbusiness man or woman, no matter whether he be artist, musician, farmer,\nwriter, doctor, teacher, truck driver, nurse, or what-not. Therefore, it\nis no longer sensible to think of commercial courses as elective or exploratory.\nThere should be courses in individual and family finance taken by all\nstudents. When the depression came it engulfed hundreds of thousands of\nfamilies immediately in financial distress because they had had no adequate\ntraining in saving, budgeting, and various phases of household economy.\n\n"}
{"page": 288, "printed_page": null, "text": "282\n\nNational Education Association\n\nThey had mortgaged the future for everything they possessed and when the\nincome ceased they were sunk.\nI have a growing conviction that the use of the typewriter might\nprofitably be begun in the lower grades. It is as necessary knowledge as\npenmanship.\nA course in simplified principles of law is urged because it does more than\nany other subject to make logical, consistent thinkers. Since that kind of\nthinkers can help most in the solution of the complexities which confront\nthe Republic it seems that every boy and girl should have this training.\nThen, too, it will make for economical living for the masses.\n\nJUNIOR COLLEGE—CURRICULUM CONTENT\nLLOYD L. JONES, FORMERLY OF OHIO STATE UNIVERSITY, BEREA, OHIO\n\nInasmuch as something has happened during the past six years to broaden\nthe field of usefulness of commercial education, it is only natural that the\njunior college should be presented as one of the important fields for curricu¬\nlum adjustment in business education.\nThe following four factors must be included in any junior college\nprogram:\n1. Information—continuation of good citizenship instruction—a consumer’s edu¬\ncation—a preparation of students for good businesslike living\n2. Guidance—plenty of information about business positions on all the various\nlevels—examples of qualifications, duties, responsibilities, and typical tasks\n3. Semi-vocational preparation—investigation of and practise in the semi-voca¬\ntional lines—areas in which both training and experience are necessary for suc¬\ncess—particularly in selling and positions requiring social ability\n4. Vocational preparation—precise practise—definite preparation for office posi¬\ntions on the higher levels of responsibility and service.\n\nWithout consideration of these factors, it would be impossible to make\nany adequate curriculum adjustment in the field of business education, par¬\nticularly on the junior college level.\n\nSECRETARY’S MINUTES\nDenver, Colorado\nExecutive Committee, Monday Morning, July 1, 1935\nThe meeting was called to order by President Studebaker at 10 a. m. Members\npresent were: M. E. Studebaker, Paul S. Lomax, proxy for Mary S. Stuart; Wilbur\nS. Barnhart, proxy for E. G. Blackstone; G. F. Cadish, R. C. Goodfellow.\nPresident Studebaker gave a summary of the accomplishments and activities of\nthe Association for the year 1934-35. A motion was made by Lomax, seconded by\nCadish, and carried, that the president appoint a committee of three members as a\npublication committee for the school year 1936-37.\nA motion was made, and carried, that a vote of thanks be extended to President\nStudebaker for the excellent work that he had accomplished during the year. A\n\n"}
{"page": 289, "printed_page": null, "text": "Department of Business Education\n\n283\n\nmotion was made and carried that a vote of thanks be extended to the secretarytreasurer for the work of the year.\nA motion was made by Lomax, seconded by Cadish and carried, that the auditor’s\nreport be acted upon and that the budget be adopted. A motion was made and car¬\nried that printing of the program be paid by the Department of Business Education.\nA motion was made, seconded, and carried that $10 be allowed for the expenses\nof the joint meeting of the Council and the Department of Business Education. A\nmotion was made by Lomax, seconded by Zelliot, and carried that the sum of $100 be\npaid to President Studebaker, $100 to Secretary Goodfellow, and $100 to Editor\nTonne for their services and expenses during the past year.\n\nFirst Session, Monday Afternoon, July 1, 1935\nThe first session of the Department of Business Education convened in the Conoco\nAuditorium, at 2 p. m., with President Studebaker presiding. The theme for the\nmeeting was “ Guidance, placement, and training of youth in the field of business\neducation.” The subject was ably discussed by three speakers in a very interesting\nand enlightening manner. Each speaker took one of the topics of the theme. (These\npapers appear in the preceding pages.)\n\nMonday evening a Cowboy Chuck Wagon Supper was served on the lawn of the\nMary Reed Library which was attended by approximately one hundred. A quartet\nof cowboys provided excellent entertainment. An Indian chief from a neighboring\ntribe entertained as did a troop of Denver Boy Scouts dressed in Indian costumes.\nThe affair was very unusual and everyone enjoyed the social opportunity that was\nafforded.\n\nLuncheon Conference, Tuesday Noon, July 2, 1935\nAbout one hundred and ten attended the luncheon. Annie C. Woodward honored\nus with her presence. Henry I. Chaim of San Francisco introduced the luncheon\nspeaker, A. D. Kaplan, professor of economics and director of social studies, Uni¬\nversity of Denver, Denver, Colorado. Mr. Kaplan’s address on the topic “ Econom¬\nics of Leisure” was very convincing. He cited facts to show that the thirty-hour\nweek in business cannot supplant the forty-hour week without serious results to our\neconomic structure.\n\nSecond Session, Tuesday Afternoon, July 2, 1935\nE. A. Zelliot presided and the session was given over to a discussion by three\nspeakers regarding the curriculum content of the work of the junior and senior\nhigh schools and the junior college. (Papers presented at this meeting appear in\nthe preceding pages.)\nFollowing the afternoon program the business meeting of the Association was\nheld. President Studebaker gave a report of the activities of the Association for\nthe year. The secretary-treasurer’s report was then read. It was stated that the\nfinal report would not be available until August 1, 1935, the close of the fiscal\nyear. Motion was made, seconded, and carried that the report be accepted.\nThe auditor’s report was read with recommendations that the Association have\nall payments made using a voucher system. Motion was made, seconded, and car¬\nried that the report be accepted.\nThe report of the Constitution Committee proposed that the Department of\nBusiness Education of the National Education Association operate under the pro¬\nposed revised constitution for the year 1935-36, that said constitution be published\nin the October Quarterly, that the president appoint a committee to receive sug¬\ngestions from members, and that final action be taken at the annual meeting in\n1936. Seconded and carried.\n\n"}
{"page": 290, "printed_page": null, "text": "284\n\nNational Education Association\n\nA motion was made, seconded, and carried that the incoming president appoint\na committee of three members to prepare a program for the annual meeting in\n1936. A motion was made, seconded, and carried that reports be mimeographed\nand passed out at the annual meeting in 1936. The purpose was to save time at\nthe business meeting.\nA motion was made, seconded, and carried that the papers that were to be\ngiven at the annual meeting in 1936 be printed in the May issue of the Quarterly.\nThis would give time for discussion.\nWilbur S. Barnhart, head of Commercial Department, Emmerich Manual Train¬\ning High School gave the report of the Nominating Committee. (See Historical\nNote, p. 276.)\n\nDinner Meeting, Tuesday Evening, July 2, 1935\nA joint dinner meeting with the National Council of Business Education was\nheld at the Hotel Shirley-Savoy at 6:30 p. m. Paul S. Lomax presided. The topic\nof the program was “ The development of better understanding between business\nleadership and school leadership with regard to the study of business in American\nsecondary schools.” A short business session of the Council was held after the\nprogram.\n\n"}
{"page": 291, "printed_page": null, "text": "DEPARTMENT OF\nClassroom Teachers\n\n"}
{"page": 292, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nheld its first session at the\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 amendments see proceedings, 1923:578; 1929: 365;\n1931: 390-91; 1932: 333-34. The Department of Classroom Teachers\ncooperates with the National League of'Teachers’ Associations.\nThe officers of the Department for the year 1935-36 are: president,\nMary C. Ralls, 6529 Jefferson Street, Kansas City, Mo.; vicepresident,\nMrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J.; secretary,\nFrances Jelinek, Room 150, Hotel Wisconsin, Milwaukee, Wis.; direc¬\ntor ex officio, Daisy Lord, 1027 West Main Street, Waterbury, Conn,;\nregional directors: Western Region, Albert M. Shaw, 2833 Estara\nAvenue, Los Angeles, Calif. (term expires 1936); Eastern Region,\nEmily A. Tarbell, 235 Glenwood Avenue, Syracuse, N. Y. (term expires\n1937); Midwestern Region, Mrs. Myrtle Hooper Dahl, 312 South Eighth\nStreet, Minneapolis, Minn. (term expires 1938).\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:\nThe department of classroom teachers\n\n1914 : 909- 916\n1915:1161-1177\n1916 : 637- 652\n1917: 615- 622\n1918: 381- 389\n\n1919-.375-292\n1920 -.343-355\n1921 -.399-406\n1922-.683-691\n\n1923:569-620\n\n1924-.460-499\n1925 -.365-402\n1926:393-423\n1927:353-390\n1928:325-352\n\n[ 286 ]\n\n1929-.335-368\n1930 -.293-307\n\n1931:359-392\n1932-.303-335\n\n1933:327-355\n1934 -.312-344\n\n"}
{"page": 293, "printed_page": null, "text": "AROUND THE YEAR WITH THE PRESIDENT\nDAISY LORD, WILBY HIGH SCHOOL, WATERBURY, CONN.\n\nG\n\nod is ever patient with\n\nthe classroom teacher. He has given her an\nabiding faith in the saving grace of high ideals when voiced and lived\nby this lover of America’s childhood. Already I think she visions the dawn\nof a new national era and as she gazes on the horizon of that new day I know\nshe discerns the watchword of a reborn democracy emblazoned in letters of\ngold: All for each, each for all, and to each to the measure of his needs!\n“ This is the tribute which humbly I lay at the feet of her in whose hands\nthe future destiny of our precious freedom and independence lies. Hats off,\ncomrades, for a classroom teacher passes by! ”\nWhen the president of the Department of Classroom Teachers heard the\nabove closing to a most beautiful tribute given by a teacher of teachers,\nThomas Gentle, at the breakfast of the Department of Classroom Teachers\nof the Oregon State Teachers Association, it brought many thoughts and\nmany resolutions to her mind. The speaker had called the teacher “ that other\nmother of America’s youth,\" and eulogized the classroom teachers for what\nthey had done in the past five years when they carried on with increased\nduties and decreased compensation—compensation which had always been\ntoo low.\nSo it is today with people thruout our country. They realize what has\nbeen done in the schools for the children in this crisis—that the teachers\nhave helped, as no other group has, to preserve our republic by making an\neducation possible for our future citizens. The citizens give the teachers\nmuch credit, but it seems to be only spoken credit. It has always seemed a\nlamentable fact that teachers have had to ask for the things which make for\nthe betterment of the school—yes, they have even had to fight for them. So\nthe thought came as I heard that wonderful tribute, that if the audience had\nbeen people outside the profession instead of within it, they would have\nhonestly agreed with the tribute and would have applauded it—then they\nwould have gone their way and forgotten it.\nH ere is where our organizations come in. Today our teachers must unite\nin order to better conditions in the schools and thereby make our republic\nsafer. Teachers organizations must explain our schools—what they are\ndoing, and why changes are necessary in a changing social life—so that our\ncitizens will be ready and willing to assist. Our organizations must obtain\nthe teacher welfare measures that will continue to attract to our profession\nthe type of teacher who will be worthy to be called “America’s other mother.”\nOur Department of Classroom Teachers of the National Education Asso¬\nciation is “of age ” this year—it is twenty-one years old. As we look back\nin retrospect we marvel at the foresight of the early leaders who planned and\nstarted the Department. Real pioneers they were, and they built well, for\nwith very few changes in its original constitution the Department has had\n10\n\n[ 287 ]\n\n"}
{"page": 294, "printed_page": null, "text": "288\n\nNational Education Association\n\na continuous healthy growth. Our teachers have chosen leaders wisely, for¬\ngetting personalities for the “ good of the Department.” Never was a depart¬\nment more dear and sacred to its members than this one and the more an\nofficer travels to distant places, the more this is evidenced.\nEach year has seen some advance, something more accomplished, tho at\ntimes it has taken several years to get results. There were many evidences\nof this during the past year:\n1. There has seemed to be a better understanding between our Department and\nother departments\n2. Classroom teachers have been given more places on important committees\n3. More classroom teachers have been invited to speak on the programs of state\nconventions and state representative assemblies\n4. We have increased the number of issues of our News Bulletin to five.\n\nThese accomplishments have not just happened this year; they have come\nabout thru years of careful planning and steady progress.\nYearbooks\n\nWhile the Department’s yearbooks have seemed to fill a particularly\nprominent phase of work or particular need of the time in the realm of teach¬\ners’ welfare, we find that we still have calls for all of our eight yearbooks.\nThree are out of print. It was a great satisfaction and tribute to the com¬\nmittee that prepared it to find it necessary to reprint the Seventh Yearbook\non character education. It was even a greater compliment to learn that\nmany teacher-training institutions were using it as a text in that subject.\nA steady sale of the Eighth Yearbook, Teacher and Public, continues and\none finds many school executives as well as classroom teachers speaking of it\nin a complimentary way. The executive secretary of one state association,\nwho purchased and distributed many copies, wrote as follows: “ I am under\nvery great debt to this extraordinary department of the N. E. A. for the\npublication of your yearbook, Teacher and Public. I think this yearbook is\none of the most extraordinary contributions on this question that I have ever\nseen!f ”\nMuch work has been done on our Ninth Yearbook which will deal with\nthe teacher’s health. On every side one hears about the need for a book on\nthis subject. The yearbook committee members are Mrs. Mary D. Barnes,\nchairman, Sara H. Fahey, Dr. Thomas D. Wood, Mary O’Connor, and\nGeorge O. Ross. The officers and members appreciate the willing service\nrendered these yearbook committees by the Research Division of the N. E. A.,\nespecially by Ivan A. Booker and William G. Carr.\nNews Bulletin\n\nThis year has brought the fulfilment of one of the Department’s hopes—a\nlarger number of issues of our official publication. We have had five issues\nof the News Bulletin (October, December, February, April, June) and as\nthe editorship of this has been one of my great joys, let me analyze what we\ntry to do and what we hope to accomplish thru this publication.\n\n"}
{"page": 295, "printed_page": null, "text": "Department of Classroom Teachers\n\n289\n\nWe have tried to give to teachers, and particularly to busy organization\nleaders, ideas which they can adopt and adapt. The Bulletin:\n1. Lets the members, particularly those unable to attend, know about the action\ntaken, the views expressed, recommendations made, and social events enjoyed that\nare of particular interest to classroom teachers, at both the mid-winter and summer\nconventions\n2. Tells of unusual, timely, or novel events that other organizations have had\n3. Gives a complete program for each convention and tells of interesting and\nhistorical places in the vicinity of the convention city\n4. Reports in full the main speeches given at our Department’s meetings\n5. Has articles on teachers’ welfare by authorities on this subject\n6. Gives reports of officers’ activities and conferences\n7. Announces activities of the National Education Association and changes that\nare taking place\n8. Pays particular attention to American Education Week\n9. Contains messages to classroom teachers from N. E. A. officers and others\n10. Gives a list of members, and gives reports of all Department committees\n11. Includes descriptions with pictures of memorials erected to teachers.\n\nPractically all of the editorials in the Bulletin are written by our officers,\nand these, as well as many other articles, have been reprinted in local and\nstate teachers publications thruout the nation. That the Bulletin is fulfilling\nour great desire to have it assist in unifying the classroom teachers of the\ncountry is shown in this way and by the scores of letters of commendation\nand appreciation received after each issue has been published and by the\nincreased demand for copies.\nField Work\n\nDuring the year I visited twenty-five states holding conferences and ad¬\ndressing large groups of educators and citizens. Thruout the country class¬\nroom teachers welcomed and honored their president. Many receptions, teas,\ndinners, and other social affairs were given which afforded an excellent\nopportunity to contact members and others. Administrators joined with the\nclassroom teachers in these. I spoke at state meetings and conventions in\nCalifornia, Connecticut, Indiana, Louisiana, Michigan, New Jersey, New\nYork, Oklahoma, Oregon, and Virginia. (The entire account of these visits\nis included in the Official Report of the Department of Classroom Teachers,\nJuly, 1935.) Several radio broadcasts were given during the year. On\nMarch 23, I gave a nationwide broadcast on the N. E. A. program, “ Our\nAmerican Schools,” under the direction of Florence Hale. This brought\nmany letters and telegrams and several teachers magazines have printed\nmy talk.\nConclusion\n\nAt our annual dinner when I became president I told the delegates, who\nrepresented thousands of teachers “ back home,” that while I fully realized\nthe seriousness of the times, I started my duties with faith—faith in the\nidealism of the classroom teachers of the country—and now as I end my\nterm of service as president of the Department of Classroom Teachers,\nI still have that faith. PYr their loyal support, for their many acts of thought-\n\n"}
{"page": 296, "printed_page": null, "text": "290\n\nNational Education Association\n\nfulness and kindness, for their efforts to add to the pleasure of my work,\nI extend my sincere appreciation to the teachers of the United States.\nThe times spent at N. E. A. headquarters have always been joyous oc¬\ncasions with everyone there willing and eager to assist me in my work for the\nDepartment and to show me many personal courtesies. For these I am\nmost grateful.\nAny “ commander-in-chief ” is able to carry on only because of an excellent\narmy, and efficient, loyal officers. To the army I have already paid my re¬\nspects. Here I acknowledge my indebtedness to those who have worked with\nme as officers. , It has been a pleasure and a privilege to work with them and\nto find them always acting as a unit for the betterment of our Department.\nSuch loyal cooperation, unselfish devotion, and high idealism cannot fail to\nhave worthwhile results for the teachers of America and the boys and girls\nthey are privileged to teach.\nRecommendations\n1. News Bulletin: That we continue to publish five issues as we have this year\nand that we consider carefully better and wider means of circulation.\n2. Conferences: That we give more time to planning conferences. Many times\na return conference is desirable.\n3. N. E. A. Journal: That we plan very carefully the space that is to be allotted to\nour Department.\n4. State Convention: That we continue to urge classroom teachers to participate\nin state programs. In many states there is a very unfair representation of class¬\nroom teachers among state officers and on state executive committees. Classroom\nteachers should take whatever action is necessary to remedy this situation.\n5. Rural Teachers: That we seek further means of making these teachers familiar\nwith the work of the Department.\n6. Meeting of Executive Committee: That the Executive Committee consider the\nadvisability of a meeting of the Committee during the month of August, perhaps at\nheadquarters in Washington.\n7. Yearbook Committee: That a Tenth Yearbook Committee be appointed now\nso that work on the book may be started.\n8. Retired Teachers: That we devise some plan to bring about closer contact\nwith these teachers and the Department.\n9. Exhibit: That we endeavor to formulate plans whereby a nationwide exhibit\ndepicting the progress of school work be held at the next N. E. A. convention.\n10. State Classroom Departments: That we recommend the formation of class¬\nroom departments in states where they do not now exist.\n11. Packets on Teacher Welfare: That we assemble for distribution packets of\nmaterial on all teacher welfare problems.\n\nPanel—What Next in Legislation?\n\nDISCUSSION\nROBERT H. WYATT, CENTRAL HIGH SCHOOL, FORT WAYNE, IND.\n\nThe theme of modern professional organization is individual security thru\ngroup action. We in Indiana feel that we have reason to rejoice in the suc¬\ncess of our organizations. As far as technics are concerned we have, for the\nmost part, followed the accepted practises of questioning and endorsing candi¬\ndates with respect to issues affecting schools and taxation.\n\n"}
{"page": 297, "printed_page": null, "text": "Department of Classroom Teachers\n\n291\n\nFor the purpose of molding public opinion the ingenious local organiza¬\ntion can use such devices as lectures, showing how education can aid in solv¬\ning our social problems, and dinners or round tables where outstanding\nleaders can discuss the contributions of the school. State organizations in\nIndiana are two in number, the state federation consisting of about sixty\nlocal federations of teachers, and the state teachers association.\nThese organizations have in the past thirty years secured the passage of\nthe accepted laws protecting teachers’ contracts, retirement, salary, tenure,\ntraining, and compulsory attendance. Our problem of financing the schools\nhas been partially solved. Before 1933 about 6 percent of our school costs\nwere paid by the state. In 1933 laws were enacted providing for state\nassumption of about 25 percent of school costs and this is being met by a\n1 percent gross income tax. The system, from the standpoint of the schools,\nis quite satisfactory for the present. Eventually, however, it will become\nnecessary for the state to assume more of the costs of education.\nA new state minimum wage law was enacted in 1935 which has several\ninteresting and desirable features. The law provides for a monthly wage\nbeginning with $100 and increasing by increments for additional years of\ntraining and experience up to $135 per month. The obvious advantages of\nthis law are recognition of training and experience, and the ease with which\nminimums and increments can be amended without changing the character\nof the law.\nAnother interesting subject and one whicli should engage the increasing\nattention of teachers organizations is the selection of schoolboard members.\nWhere board members are chosen by election much the same procedure can\nbe practised as in the questioning and endorsement of legislative candidates.\nWhere they are appointed, a vigorous attempt should be made to secure the\nselection of men and women who understand and sympathize with the school\nand its problems. Such practises are followed with considerable success in\nsome Indiana cities.\nWith the commonly accepted laws for the protection of teachers already\nadopted, organizations should be alert to efforts of certain forces to circum¬\nvent and defeat these laws. Numerous efforts have been made to circumvent\nour minimum wage laws and at the same time to deny teachers the security\nof contracts by placing them on substitute pay instead of on contract. In the\n1935 session of the legislature the state teachers federation wrote and\nsponsored a law providing that the state distribution of funds to local school\ncorporations should hereafter be dependent upon the existence of signed\ncontracts between teachers and local school corporations. This law will\nprevent the use of state-distributed funds to pay teachers less than the mini¬\nmum wage law requirement. These examples illustrate the type of thing for\nwhich teachers organizations must be alert.\nThe making of teachers in our teacher-training institutions should engage\nmore of our attention. These institutions and their problems must be studied\nboth as to selection of candidates for training and as to types and amount of\ntraining that best suits them for the work of the profession. We have made a\ngood start in these two respects, but more remains to be done. The guidance\n\n"}
{"page": 298, "printed_page": null, "text": "292\n\nNational Education Association\n\nand placement of these trained teachers must be undertaken by the group—\nprobably by the state. Care for them in sickness, unemployment, and old\nage must be undertaken and extended beyond the present beginnings.\nAnother of the obstacles to progress in education is its decentralization\nof administrative units. This condition forces the friends of education to\nfight the battle for schools on many fronts instead of one, and on many of\nthese fronts failure is the issue. We must adjust the size of administrative\nunits in keeping with present conditions and thus draw into positions of\nauthority a higher quality of school official.\nThe whole theme of modern education is community cooperation. This\ntheme must be made manifest within the profession as well as in the com¬\nmunity. The agency which, more than all others, can and will bring about\nthe attainment of these objectives is a dynamic, organized profession.\n\nPanel—What Next in Legislationf\n\nDISCUSSION\nFREDA L. HAYES, FRANKLIN STREET SCHOOL, NUMBER EIGHT,\nKINGSTON, N. Y.\n\nThe outstanding points in legislation in New York state in which teachers\nshould be especially interested are the maintaining of state aid for schools\nand the extension of tenure.\nA new law effective in September 1936 has raised the compulsory school\nage from fourteen to sixteen years of age. This, of course, means the neces¬\nsity of not only continuing the granting of state aid but an increase of state\nmoney for schools, for the jump in attendance will come in the secondary\nschools where the costs are higher.\nThe governor has appointed a commission of seven to study the question\nof state aid not only in regard to education but in connection with highways\nand all those functions for which the state returns money to communities.\nOf this commission five are bankers.\nThe state teachers association has called together representatives of several\nteachers associations in the state and several state lay groups. The letter\nincludes the parent-teacher association, League of Women Voters, Associa¬\ntion of University Women, Associated School Boards, and the American\nFederation of Labor. A committee of seven appointed from this group is\nplanning to study the tax situation and to be ready next fall to propose a\nprogressive program, if there is any danger of the quota for state aid not\nbeing proportionately increased.\nLast year the state gave approximately $117,000,000 to education. None\nof this money came from a tax on real estate. Among the taxes were income,\ninheritance, stock transfer, motor vehicle, motor fuel, and mortgage. An\nequalization quota is used to apportion the money so that those communities\nwhich are the poorest shall receive the largest quota. The real estate men are\nbacking a movement to limit tax on real estate to 2 percent of the true\n\n"}
{"page": 299, "printed_page": null, "text": "Department of Classroom Teachers\n\n293\n\nvalue. The passage of such a law would seriously cripple school revenues\nunless other sources of taxation are available.\nWe should work for the preservation and extension of tenure in New\nYork. At present only teachers in cities of first, second, and third classes are\nprotected. Our next step is to extend tenure to teachers in towns and villages\nunder a superintendent. The state department of education ruled last year\nthat after September 1935 only temporary, rather than permanent, certifi¬\ncates would be issued. This, of course, was a definite blow to tenure. After\nprotests the department agreed to extend the time to 1936 while a teacher\ncommittee might confer with the department as to raising the standards. In\nthe meantime classroom teachers introduced bills into the legislature to guar¬\nantee their tenure rights.\nA bill granting permanent certificates to teachers in Buffalo and New\nYork City, after three years of satisfactory teaching, was passed by the\nlegislature. That law will undoubtedly temper the action of the state depart¬\nment in regard to certification for the rest of the state. The sentiment of the\nteachers seems to be: (1) That standards of teaching might well be raised\nbefore the certificate is first issued; (2) that in-training service be en¬\ncouraged but not arbitrarily demanded of the teachers in order to secure\nthe best cooperation. The problem of taxation and tenure is one to which\nall teachers associations should give thoro thought and study. Where teach¬\ners organizations have study-your-own-problem classes, a group on taxation\nwould be most stimulating and profitable.\n\nPanel—What Next in Legislation?\n\nDISCUSSION\nWINIFRED JONES, MARY DILL SCHOOL, CINCINNATI, OHIO\n\nTo answer this question properly, one must review briefly what has gone\nbefore. Some years ago, from a state survey and from the report known as\nthe Mort Plan, we learned what was good, what to avoid, and what to\nincorporate in a new school bill. Now, after much travail, study, watch¬\nfulness, and lobbying, we have passed a school foundation program known as\nthe Traxter-Kiefer-Matthews Bill which is good, but our next step is to\nfind the ways and means to finance it.\nThis bill represents continued study by educational interests in Ohio,\nheaded by the staff of the Ohio Education Association. Our state director of\neducation, B. O. Skinner, says it is the best school law ever put upon the\nstatute books of any state. It was opposed by the state chamber of com¬\nmerce, as well as the press, representing large moneyed interests. Much\ncredit should be given to the efforts of our state secretary, Walton B. Bliss,\nwho secured cooperation thruout the state of organizations and individuals,\nand met every situation as it arose with effective results.\nIn signing the bill, the governor said that it has many objectionable fea¬\ntures, but he did it for the following reasons: (1) It represented the con¬\nsummation of the hopes and labors of those most interested in schools; (2) it\n\n"}
{"page": 300, "printed_page": null, "text": "294\n\nNational Education Association\n\nmade possible the payment of salaries to some 10,000 teachers, some of whom\nhad been unpaid for three years; (3) it required that budgets of boards of\neducation must be prepared now and available sources of revenue must be\nknown.\nIt is not possible in a limited time to outline this bill in detail but briefly\nthe principal provisions are: It guarantees a flat distribution of 84 cents per\nday for kindergarten children five years and over; 17 cents a day for ele¬\nmentary pupils, grades 1-8; and 25 cents a day for high-school pupils, grades\n9-12. Twenty cents a day is allowed for pupils of school age attending parttime, continuation, and evening schools. This apportionment is based on\ndaily average attendance and on a school year of 180 days. It guarantees\nto every school a levy of 3 mills out of the 10 mill tax limitation on real\nestate, which was passed by the state instead of a 15 mill limit. This levy\nis mandatory if a weak district asks state aid before it receives its flat\nallotment.\nThe minimum foundation program for schools with 180 or more pupils in\nattendance is 124 cents a day for kindergarten, 25 cents for elementary,\n37^ cents for high school, or $22.50 for kindergarten, $45 for elementary,\nand $67.50 for high-school pupils per year. In addition, the program pro¬\nvides for an approved budget of transportation and tuition.\nIn a one-teacher school, $1150 plus transportation and tuition is allowed,\nand in a two-teacher school $2400 plus transportation and tuition. In any\nother cases of smaller schools the allotment is under the state director of\neducation as regulated by law. Elementary and high schools, even if housed\nin the same building, are treated as separate units. When the 3 mill levy\nplus the flat distribution does not come up to the minimum foundation pro¬\ngram the state will supply aid to bring it to that level.\nA free textbook bill for the state was passed providing that the maximum\ncost of texts should not exceed 75 percent of the list price, and limiting the\npurchase to six texts each year. Another bill allows teachers who have with¬\ndrawn funds from the retirement system to secure reinstatement by repaying\nthe money with interest at 4 percent. This privilege expires in June 1936.\nAnother bill carries an emergency clause whereby boards of education\nmay borrow up to 50 percent per pupil distribution against the estimated\nsales tax revenues for the last half of the year.\nWhile we congratulate ourselves that this foundation program puts Ohio\nin the forefront of those states which recognize their obligation to provide\nadequately for schools, we are faced with the problem of financing it. Under\nthis program, our school costs would be increased about $8,000,000 on an\neducational cost of $67,000,000. The state must raise $48,000,000; the\nlocal communities the rest.\nOf the proposed plans the income tax seems the most probable—one bill\nprovided for 6 percent on $1100 income, increasing by 1 percent up to\n$4000. From that point it increased until a $1,000,000 income was taxed\n7 percent. A second plan put a 1 to 5 percent tax on earned and unearned\nincomes with repeal of the tax on intangibles. This would not raise sufficient\n\n"}
{"page": 301, "printed_page": null, "text": "Department of Classroom Teachers\n\nrevenue.\n\n295\n\nA third plan from 2 to 6 percent with 50 percent surtax over\n\nnormal would not yield enough.\nWe have a 3 percent sales tax which was passed for one year, but will\nhave to be reenacted, if we meet old-age pensions, relief, as well as school\nfinances.\n\nCertain interests in the state are working for the repeal of the\n\nsales tax. Our state universities have had their budgets reduced in order to\ncut down state costs.\n\nTenure is dormant “ for the nonce,” but may arise\n\nat any time to protect our rural teachers.\nIn conclusion, at the present outlook, our “ next ” will have to be an\nincome tax or a very good substitute, a reenactment of the sales tax with a\nprobable broadening of the base and the so-called “ nuisance taxes.”\n\nPanel—What Next in Legislation?\nPROGRESS OF PUBLIC EDUCATION IN TEXAS\nRUSH M. CALDWELL, WOODROW WILSON HIGH SCHOOL, DALLAS, TEXAS\n\nFor the past eight years there has been continuous improvement in the\nsystem of public education in Texas.\n\nThese changes show a definite trend\n\ntoward increased aid for rural schools, equalization of educational oppor¬\ntunities in general, more efficient administration of public school affairs for\nthe state at large, new sources of revenue, and a growing interest in all those\nthings that pertain to teacher welfare—tenure, retirement, and the teaching\nload. Finally curriculum revision has become a dominant question and is in\nprogress thruout the state.\nIn 1929 the legislature created a state board of education composed of\nseven members, appointed by the governor from the state at large, which\ntook the place of the former ex-officio board of education. At the same session\nof the legislature our first tenure law was passed, which empowered local\nboards to employ administrative officers and teachers for a term of five years\nin independent school districts,\n\nand\n\nfor three years in common school\n\ndistricts.\nDuring the present year the legislature proposed an amendment to the\nconstitution of the state, which will make possible a teacher retirement\nsystem. This amendment is to be voted on in the November election, 1936,\nand is the result of a campaign of education on the subject extending over\nseveral years.\nIn the fall of 1934 the school forces of Texas defeated a proposed tax\namendment to the constitution of the state, which, if adopted, would have\nput a definite limit on school revenues.\n\nThe proposed amendment would\n\nhave limited the annual state revenue from all sources to $11.25 per capita.\nThis amendment was defeated by the combined efforts of all the school\nagencies thruout the state.\nThe recent session of our legislature appropriated about $10,000,000 for\naid to rural schools and for the equalization of educational opportunity thru¬\nout the state. Much remains yet to be done in this field, but there is general\n\n"}
{"page": 302, "printed_page": null, "text": "296\n\nNational Education Association\n\napproval of the idea that all of the children of the state should have, as far\nas possible, equal opportunities for public education.\nFinally, there is the problem of financing the schools. The expansion of\nschool plants everywhere and the increase in functions and activities, as\nwell as in school population, have resulted in mounting costs for the whole\nsystem.\n\nEvery incoming session of the legislature is confronted with the\n\nendless task of finding new sources of revenue for the support of the schools.\nAs the burden increases the public seems to be developing greater tax resis¬\ntance ; especially has this been true during the depression.\nI would urge teachers everywhere to study the relation between increasing\nschool costs and teachers’ salaries.\n\nIs it better for the public to have more\n\nand more buildings and other activities and poorer teachers, or better teach¬\ners and only such buildings and activities as sane experience and essential\nneeds would justify?\n\nHere is a big subject for study both on the part of\n\nteachers and the public.\n\nPanel—What Next in Legislationf\nDISCUSSION\nEDWARD B. COUCH, LOS ANGELES, CALIF.\n\nFor most of the states I feel that the next thing in legislation is tenure,\nfor at present we have but three states having adequate tenure laws. Twentythree other states have various forms of so-called teacher tenure.\n\nNone of\n\nthem, however, gives adequate protection to the children of these states\nagainst the widespread spoils system which is proving so wasteful from both\neducational and financial points of view.\nTeacher tenure is in a way a misnomer, for the protection extended to\nthe teacher is merely incidental. The real protection is to the children and\nto the public at large, in that it guarantees the best service possible by\nstabilizing the teaching profession so that teachers can afford to prepare\nwell for their life work.\nThe first call for teacher tenure came from an episode occurring in San\nFrancisco in 1857. The annual new teacher appeared. A boy in the school¬\nroom met him with, “ My Heavens—another new teacher! ”\nthere the tenure idea as a protection for pupils began.\n\nThen and\n\nA short time after\n\nthat the board of education of that city passed, by resolution, an agreement\nnot to dismiss teachers except for cause. In 1881 the state legislature passed\na law giving teacher tenure to San Francisco, and a few years later another\nlaw was passed which applied to the rest of the state giving what is known\nas indeterminate tenure.\n\nThis law merely provided that if a teacher were\n\nnot notified of his dismissal on or before June 10 in any given school year\nhe was automatically reemployed for the coming year.\nThe teachers of the United States represent the only large group of public\nservice employees who are not under any type of civil service protection.\nFederal, state, county, and city employees, whose numbers are about the\n\n"}
{"page": 303, "printed_page": null, "text": "297\n\nDepartment of Classroom Teachers\n\nsame as the number of teachers in the country, in most cases are under some\nsort of civil service protection.\n\nIn every instance where the matter of civil\n\nservice has been submitted to the vote of the people, it has been established\nand upheld by such vote.\nTeacher tenure or civil service is an economy.\n\nIt does away with the\n\nannual necessity of breaking in new teachers, thereby doing away with a\nserious loss educationally and financially.\n\nThe teachers themselves after\n\nan adequate period of probation feel that they are a distinct part of the com¬\nmunity and as such assume their duties as citizens and social entities.\nFor the sake of the children, I appeal to you, as representatives from the\n48 states, to insist upon the type of protective legislation which will guar¬\nantee tenure of position to a teacher after a probationary period so long as\nthat teacher’s work is efficient and his conduct above question.\n\nAlso insist\n\nthat distinct, definite, and careful supervision be given the teacher in his\nprobationary period, so that when he is passed beyond probation there should\nbe no question that he is the best person for the given position.\n\nShould he\n\ndevelop traits that would classify him as incompetent or in any way unfit, he\nmay be removed by the governing board.\nA study of the tenure laws of California, Indiana, and New Jersey will\nbe helpful in formulating codes for your states. You should feel free to call\nupon the Tenure Committee of the National Education Association for\nfurther information and help along these lines.\n\nI, personally, shall be glad\n\nby correspondence or personal visit to give any help that I can to any state\nwith regard to teacher tenure.\nIn all of your advocacy of teacher tenure, remember the pupil is first and\nthat the teacher protection is incidental only. It will be necessary to educate\nyour teachers and your public along these and similar lines, and then no\ndifficulty will arise in obtaining adequate legislation.\n\nADDRESS\nJOSEPHINE ROCHE, ASSISTANT SECRETARY OF THE UNITED STATES\nTREASURY, WASHINGTON, D. C.\n\nAny group of citizens, as you are today, in an organized effort to advance\nhuman welfare along some particular line, finds as perhaps never before\nthat its own struggles and special objectives are interwoven with those of\nother specialized groups, that our battle for social and economic justice\nmust advance from many fronts.\nNo one victory in one field can bring us to that goal visioned by the\npioneers, “ equal opportunity to all and special privilege to none.”\n\nThat\n\ncommon objective cannot be attained until all lagging and neglected phases\nof human welfare are brought into full recognition and joint participation in\nour never-ending march toward social and economic justice.\nWe often refer in this country to the early pioneers, their courage, the\ndangers and the hardships they faced and conquered, and we do so with just\n\n"}
{"page": 304, "printed_page": null, "text": "298\n\nNational Education Association\n\npride and honor to them. Yet the heritage they handed us was more spiritual\nthan material; and the cities of stone and marble they left will crush us with\ntheir dead weight unless a new pioneering vision, like the old, masters the\nmaterial tendencies of our time and converts them to the needs, uses, hap¬\npiness, and well-being of mankind.\nCourageously applied to social science, economics, and government, the\npioneer virtues which built America never were more necessary than now.\nMan is fighting today those forces which disregard human cooperation and\nhuman rights in seeking that kind of individual profit which is gained at\nthe expense of his followers.\n\nIt is just as hard to achieve harmonious and\n\ncooperative action among human beings as it is to conquer the forces of\nnature.\n\nOnly thru the submerging of individual desires into unselfish and\n\npractical cooperation can civilization grow.\nThose who are trying to build rather than to tear down, to conserve rather\nthan uproot, to save rather than waste human values, must accept the task\nof patiently pointing out the facts, of opening up minds, whenever possible,\nto an acceptance of truth, and to a willingness to apply in the field of human\nscience the knowledge and intelligence which, in the field of natural science,\nhave liberated and so vastly aided mankind. It is no easy task, because there\nare, as there have been in all times, obstructionists all busily engaged in\nratifying existing ignorance and mistakes of the past and discouraging crea¬\ntive thought.\nIntelligence has well been called the untested hope in its application to\nhuman relations. It has never been tried on any large scale outside the realm\nof natural science where it has produced miraculous results.\n\nDespite the\n\nchallenging and fascinating opportunities of this new type of pioneering in\nthe field of human science, the force which obviously has dominated our\nsociety in recent years has been waste rather than conservation of our\nhuman economic resources.\nThis winter I had the privilege of working with the Cabinet Committee\non Economic Security charged with the responsibility of outlining a pro¬\ngram to set up certain safeguards for our people against the hazards of\nunemployment, old age, illness, and other dependency. The Social Security\nBill which has recently passed the Senate and House, based on the Cabinet\nCommittee’s report, is a measure both of prevention and alleviation, reach¬\ning into the vitally important work problems of our people, into the prob¬\nlems of involuntary idleness, of dependency in old age and illness, and into\nchildhood’s challenging needs. It does not, cannot, make provisions that will\nbring about the millennium, but it writes into our national law the principle\nthat human beings’ welfare is a first charge on government. Full significance\nof such recognition comes to us only as we grasp fully the facts revealing the\nsocial and economic wastes we have permitted to grow thruout our land.\nThreats to our social security have for years been audible and obvious\nto anyone who would stop, look, and listen. In the so-called “ normal times ”\nof the superficially prosperous twenties, a large part of our population had\nlittle security. From the best estimates which are obtainable, it appears that\n\n"}
{"page": 305, "printed_page": null, "text": "Department of Classroom Teachers\n\n299\n\nin the years 1922 to 1929 there was an average unemployment of 8 percent\namong our industrial workers.\n\nIn 1929, at the peak of the stock market\n\nboom, the average per capita income of all salaried employees at work was\nonly $1475.\nEighteen million gainfully employed persons, constituting 44 percent of\nall those gainfully occupied, exclusive of farmers, had annual earnings of less\nthan $1000; 28,000,000 or nearly 70 percent, earnings of less than $1500.\nMany people lived in straitened circumstances at the height of prosperity;\na considerable number lived in chronic want.\nnumber of\n\npeople\n\ndependent\n\nupon\n\nprivate\n\nThruout the twenties, the\nand\n\npublic charity steadily\n\nincreased.\nAt least one-third of all our people, upon reaching old age, are dependent\nupon others for support.\n\nLess than 10 percent leave an estate upon death\n\nsufficiently large to be probated. These are but some of the facts recently set\nforth by the President’s Cabinet Committee on Economic Security in its\nreport to the President recommending the Social Security legislation.\nThe public health section of the Social Security Act looks to the stimulation\nof a comprehensive, nationwide program of public health, financially and\ntechnically aided by the federal government but supported, so far as possible,\nand administered by states and local communities.\nOffering a further opportunity, similar to that offered by the Security\nBill for the blending of various interests and activities, for cooperation in a\nunified effort, is the action recently taken by the President in establishing\nthe National Youth Administration, whose functions and duties are pre¬\nscribed to be:\nTo initiate and administer a program of approved projects which shall provide\nrelief, work relief, and employment for persons between the ages of sixteen and\ntwenty-five years who are no longer in regular attendance at a school requiring full\ntime, and who are not regularly engaged in remunerative employment.\n\nOur national, state, and local forces; our forces in the field of education,\nlabor, industry, and agriculture, and particularly the infinite possibilities\nof youth itself, can thru their joint planning and action in this new Youth\nAdministration be responsible for another forward step in the conservation\nof human resources.\nThe Youth Administration cannot, of course, completely meet the needs\nof youth. The President has stressed this fact in his statement accompanying\nthe Executive Order:\nIt is recognized that the final solution of this whole problem of unemployed youth\nwill not be attained until there is a resumption of normal business activities and\nopportunities for private employment on a wide scale. I believe that the National\nYouth Program will serve the most pressing and immediate needs of that portion\nof unemployed youth most seriously affected at the present time.\n\nSurely we should have learned, out of our coming to grips with the un¬\nprecedented human denials and suffering of these recent years, how com¬\npletely interwoven and interdependent our various responsibilities in chang¬\ning the old order are. We have long talked about our age of specialization—*\n\n"}
{"page": 306, "printed_page": null, "text": "300\n\nNational Education Association\n\nthe field of education, of industry; the field of child welfare, of health—and\nnow we realize that our various fields are but small lots, separated from\neach other only by imaginary lines, in one great general field where we must\ndo joint battle for our common cause, security for all human beings. Under\nour developing conception of a related program we can and must go forward\ntogether, pooling our special interests and knowledge, keeping our minds\nalert and trained to generalize on our vast social and economic problems, as\nwell as to specialize in one of them.\nIt has been well said:\n\n“ No previous generation has been so perplexed\n\nas ours, but none has ever been justified in holding higher hopes if it could\nbut reconcile itself to making bold and judicious use of its growing resources,\nmaterial and intellectual.”\n\nREPORT OF 1935 COMMITTEE ON ACADEMIC\nFREEDOM\nEMILY TARBELL, VOCATIONAL HIGH SCHOOL, SYRACUSE, N. Y.\n\nThe Committee on Academic Freedom this year has conducted a study\nof the status of academic freedom thruout the country by questionnaires sent\nto leading teachers associations.\n\nThe returns show a wide divergence.\n\nIn\n\nsome communities so inherent a right of citizenship as belonging to political\nclubs is denied by boards of education, while in others teachers serve as\nofficers of such clubs. In other cities teachers are forbidden to run for office\nor take part in a political campaign, yet one state has five teachers in the\nlegislature. In many communities women teachers must not marry. Within\nthe classroom, teachers have been asked to refrain from giving both sides of\nquestions as important as public utilities and have been prohibited from\ndiscussing as moot a subject as munitions.\nThe results of the study make more apparent the need for further educa¬\ntion of the public as to academic freedom and its place in democracy. Teach¬\ners themselves should realize that academic freedom is one phase of free\nspeech and should be deeply concerned with its preservation.\nThe Department has affiliated with the Joint Council on Academic Free¬\ndom, a national advisory body—composed of two members from each of\nthe various national educational associations cooperating. This Council plans\nto coordinate present efforts and to stimulate further attempts toward\nsecuring academic freedom. In addition to carrying on work for the educa¬\ntion of the public and of the teaching profession, it will provide thru the\nmember organizations for the dissemination of information about cases\ninvolving the principles of academic freedom.\nThe Committee has placed on file at headquarters data concerning the\nHighland Park and West Dearborn, Michigan, cases, which the\n\n1934\n\ncommittee investigated. These two specific cases seem to have arisen as the\nresult of the activity of the leaders of the teachers local association. Schoolboard members or school authorities seemed to regard this activity, in some\ndegree, as a challenge to their authority. Altho the leaders were threatened\n\n"}
{"page": 307, "printed_page": null, "text": "Department of Classroom Teachers\n\n301\n\nwith dismissal the incidents in both cities were finally settled amicably and\nwithout dismissals. The official inquiries of the Committee into these inci¬\ndents may have contributed in some degree to this satisfactory outcome. A\nsomewhat similar incident occurred at Muskegon, Michigan, this year.\nThe Committee reendorses the recommendations of the previous reports,\nnamely: that a public opinion that will appreciate and defend academic free¬\ndom be developed; that groups composed of members of the profession be\ncreated to judge violations of professional rights and obligations; that help\nbe extended to teachers who are victims in the cause of academic freedom ;\nthat classroom teachers have their own organizations in order that these\norganizations may reflect the opinion of the teachers themselves; that class¬\nroom teachers be encouraged to form study-your-own-problem classes to\nstudy—for college credit or not—social, economic, professional, and political\nproblems confronting the group; that local and state associations appoint\nindividual academic freedom committees.\nRecognizing that one form of hysteria which the present disregard of\ncivil rights has taken is that of requiring special loyalty oaths for teachers\nin several of the states, the Committee considers these special oaths as dis¬\ncriminatory. Teachers have a record of loyalty for generations which may\nbe regarded with pride and should not be singled out to take an oath of\nallegiance. The Committee urges the repeal of these laws.\nThe Committee wishes also to call attention to the vicious attempt to\nterrorize teachers which has been carried on by certain members of the press\nduring the past year. This has taken the form of a “ red hunt ” in the schools\nand especially in the colleges.\nThis campaign was evidently predicated upon the assumption that explana¬\ntion of current social and political problems should not be tolerated. This is\nunwarranted by the whole tradition of free thought and free speech which\nhas been implemented into American life, the Bill of Rights in our Constitu¬\ntion. It is unjustified in the light of history which has upon numberless occa¬\nsions demonstrated that doctrines once proscribed both by law and religion\nhave nevertheless turned out to be right in whole or in part. This campaign\nwaged by a portion of the press confused public thinking by identifying with\nCommunists any teachers who are liberal in their social thinking or educa¬\ntional doctrine.\nTo avoid possible misunderstanding the Committee in making the fore¬\ngoing statements wfishes to state explicitly that not one of its members is a\nCommunist or has any intention of becoming one. Teachers, however, should\nbe as free as the members of any other group of citizens to entertain and to\nmake clear their opinions upon appropriate occasions and in an appropriate\nway, either in school or out of it.\nThe Committee further recommends that: the Department of Classroom\nTeachers prepare publicity material on academic freedom for use of the\nlocal associations; the Committee on Academic Freedom be empowered to\ninvestigate violations of cases of academic freedom and to take such action\nas it seems feasible; the Committee be further empowered judiciously to\npublicize such cases.\n\n"}
{"page": 308, "printed_page": null, "text": "302\n\nNational Education Association\n\nSECRETARY’S MINUTES\n\nDenver, Colorado\nFirst Session, Tuesday Afternoon, July 2, 1935\nThis session convened at two o’clock with Daisy Lord, president of the Depart¬\nment, in the chair.\n\nAfter a few remarks by the president she turned the meeting\n\nover to Faye Read who presided during the program.\nAt the close of the program, Mrs. Mary D. Barnes, chairman of the Resolutions\nCommittee, presented several resolutions for consideration and action.\n\nThe presi¬\n\ndent announced that the full report of the Committee on Resolutions would be taken\nup at the Thursday meeting.\n\nSecond Session, Thursday Afternoon, July 4, 1935\nThe annual business meeting convened with the president in the chair.\n\nBefore\n\nentering, all classroom teachers registered and received a ballot for voting.\nIn opening the meeting Miss Lord announced that owing to the large amount of\nother business to be taken up her report and those of the other officers would not be\npresented, as they are printed in full in the Official Report of the Department for\n1934-35. She stated that these reports would be sent out from the Washington office\nlater in the summer.\n\nShe said:\n\n“We feel that this has been a year of accomplish¬\n\nment; accomplishment it is true because of the wonderful work of the officers and\nmembers over a period of years. We realize that the early people in this Department\nbuilded on strong foundations and that today we are beginning to experience the\nresults of their well-planned effort.”\nShe then called special attention to the recommendations made at the end of her\nreport. (An abstract of this report is found in the preceding pages.) In concluding\nthe recommendations Miss Lord said: “I recommend also to the teachers of this\nUnited States that they stand back of this Department. This convention has proved\nto us how much a united group of classroom teachers are able to accomplish, and\n1 feel that our Department has had a large share in the accomplishments of this\nconvention.\n\nLet us stand united, but always\n\nremember this, too, that we work\n\nwith every other department of our great national organization for the welfare\nof the educators of this country, and in working for them we work for the children\nand for the citizens of our country.” Mrs. Myrtle Hooper Dahl moved that the\npresident’s report be approved. The motion was seconded by Faye Read and\nunanimously carried. The officers were introduced but gave no reports.\nThe president then made the following announcements:\n1. Hereafter one page in the N. E. A. Journal is to be devoted entirely\nto the news of the Department as the result of a conference with Joy Elmer\nMorgan, editor.\n2. The American Educational Research Association has offered to appoint\na committee to work with a committee from the Department for the purpose\nof preparing and publishing a yearbook, the expense to be shared equally by\nthe two groups.\n\nThe joint committee will consist of nine members, six from\n\nthe\n\nand\n\nDepartment\n\nthree\n\nfrom\n\nthe Research\n\nAssociation.\n\nAccording to\n\nWilliam G. Carr, N. E. A. director of research, the purpose of the plan\nis to publish a practical yearbook that will include material on various pro¬\nfessional problems, some of which has already been collected but which has\nnot been presented in a practical way.\n\nThe offer has been accepted by the\n\nExecutive Committee and the publication will be the Department’s Tenth\nYearbook. The Ninth Yearbook, which will deal with the health of the\nteacher, is well under way.\nThe next order of business was the report by the chairman, Mrs. Mary D. Barnes,\nof the Committee on Resolutions, copies of which had been distributed.\n\nThe chair-\n\n"}
{"page": 309, "printed_page": null, "text": "Department of Classroom Teachers\n\n303\n\nman read the four resolutions that had been discussed at the Tuesday meeting and\nread the changes that had been made before they were adopted.\n\nShe then presented\n\nthe rest of the resolutions taking each one up separately. The one referring to re¬\ntirement systems was discussed at length particularly the part which read: “Re¬\nsolved that we advocate a flat pension plan.”\nThose participating in this discussion were:\n\nAbraham Lefkowitz of New York,\n\nN. Y.; Emily Tarbell, Syracuse, N. Y.; Mrs. Johanna Lindlof, New York, N. Y.;\nFrances Harden, Chicago, Ill.;\n\nMary Abbe, Chicago, Ill.; Sara H. Fahey, New\n\nYork, N. Y.; Mrs. Clara M. Olson, Gainesville, Fla.; Robert Wayne Clark, Phila¬\ndelphia, Pa.; Lillian Broderick, Yonkers, N. Y.; J. Wynn Quigley, Philadelphia,\nPa.; and S. M. Wixman, Los Angeles, Calif. As there seemed to be some difference\nof opinion on the meaning of “ flat pension,” it was voted to refer this part of the\nresolution back to the committee for further consideration and present it again at\nthe 1935 convention.\npage 306.\n\nThe report of the Resolutions Committee will be found on\n\nThe following resolution was presented by Frances Harden, seconded by Mrs.\nLindlof, and adopted:\nThat the Department of Classroom Teachers go on record as favoring a\nsecret ballot on all amendments where the vote is not unanimous, and also\non other issues where the vote is not unanimous and where a secret ballot\nis called for; and,\n\nBe It Further Resolved, That the Department take every step during the\ncoming year to inform classroom teachers of the United States of the neces¬\nsity for such a secret ballot and, in particular, urge them to send instructed\ndelegates to the next meeting of the Representative Assembly to vote for\nthe proper amendment to article XII, section 2, of the bylaws, which amend¬\nment provides for the secret ballot on amendments.\nAnother resolution pertaining to the funds of the Association was offered by\nRobert C. Keenan of Chicago and discussed.\n\nThe resolution as adopted follows:\n\nWhereas,, the intelligent allocation of the revenues of the N. E. A. is of\nthe utmost importance; and\nWhereas, the Delegate Assembly cannot intelligently determine such\nallocations without sufficient opportunity to study the anticipated revenues and\nexpenses of the N. E. A. for the coming year, as well as the financial state¬\nment of the year just completed; therefore,\n\nResolved, That the Department of Classroom, Teachers petition the Na¬\ntional Education Association to furnish each delegate, immediately upon\nregistration, at each annual meeting, the report of the treasurer, and also\nthe tentative report of the Budget Committee.\nThe officers of the Department were instructed to present this action concerning\nthe financial reports to the N. E. A. Executive Committee and the Board of Directors.\nMiss Broderick of New York offered another resolution as follows:\n\nResolved, That the Department of Classroom Teachers use such of its re¬\nsources, agencies, and facilities as will be necessary adequately to advance\na program having as its purpose the rejection by the 1936 Representative\nAssembly of the N. E. A. the recommendations contained in paragraph 3, sub¬\ndivision (a) of section 1, chapter VIII, of the report of the Committee on\nReorganization of the N. E. A., as said report was submitted to the 1935\nRepresentative Assembly and referred\nto the 1936 Representative Assembly.\n\nby\n\nthat\n\nRepresentative\n\nAssembly\n\nThe section of the report on Reorganization of the N. E. A. to which Miss\nBroderick referred reads:\nGreater emphasis on organization to effect greater professional responsi¬\nbility and interest among members, which would oblige all present teachers\nand new teachers to become members of the Association before certification is\n\n"}
{"page": 310, "printed_page": null, "text": "304\n\nNational Education Association\n\ngranted and active service is permitted. This interest should spread from\nthe lowest to the highest realm of educational service, kindergarten thru\ncollege.\nIn speaking to the resolution Miss Broderick said: “I am amazed that any\nsuch recommendation could be embodied in the report of an education committee.\nI certainly shall be interested in knowing whether that section was ever submitted\nto the legal advisers of the N. E. A., for I have an opinion as to its validity. But\nwaiving all questions of the legal points involved, let us analyze for a minute and\nsee what it aims to do.” She then gave her interpretations as follows:\nFirst, it would make membership in the N. E. A. a part of our consideration\nfor fine types of teachers, a part of our consideration with local communities,\nor with whatever subdivision of any state employs us.\nThe second provision would make membership a prerequisite to certification\nas teachers.\n\nThat, of course, would be most unjust to all young men and\n\nwomen who are to follow us in the teaching profession. Let us analyze still\nfurther. What does certification mean? It simply means some duly established\nauthority has granted the right to an individual to practise a profession, in\nthis particular case, the profession of pedagogy.\nscience. Its practise is a profession.\n\nNow pedagogy itself is a\n\nThe practise of a profession implies the\n\nmastery of a mass of specialized knowledge, plus skill in the application of\nits technics. Nowhere, either expressed or implied, is there the necessity for\nmembership in any given organization, even that of the church itself. I can¬\nnot deny because I am an organization woman and I know that the need for\nfunds becomes most pressing at times, so I cannot deny that the N. E. A.\nneeds funds, ample funds, to advance its program and to further its purposes,\nbut to\n\nobtain\n\nthose\n\nfunds\n\nit certainly\n\nis\n\nnot\n\nnecessary for\n\nus\n\nwho\n\nare\n\nresponsible to the young people who are coming behind us as teachers, to\nobtain funds thru any such method as this. I leave with you the question\nto decide when you vote upon the resolution which I have offered, Will the\nclassroom teachers of America’s professional security bend a knee before the\ngreat god of financial expediency?\nMrs. Myrtle Hooper Dahl explained that the classroom teachers who sat on the\ncommittee did not recommend the section under discussion.\n\nMiss Lord stated that\n\nthe points included in the section were only meant as suggestions and would prob¬\nably not be included in the final report. Miss Broderick said that it was her under¬\nstanding that chapter VIII had been referred to the 1936 Representative Assembly\nand at that time the delegates would decide on its acceptance or rejection. Others\nwho took part in the discussion were: Mrs. Johanna Lindlof, Helen Bradley, Con¬\nstance Friend, and Sara H. Fahey.\nThe resolution under discussion was not voted on but the president asked those\nwho were opposed to the policy expressed in section VIII to stand.\n\nThe vote was\n\nunanimous and the president promised to take back to the Reorganization Committee\nthe views of the Department that were brought out in the discussion.\nThe following resolution was presented by S. M. Wixman, seconded, but when\nvoted upon was lost.\n\nWhereas, there is a tendency to coerce teachers to join organizations not\nof their own choosing, as well as to prevent teachers from joining organiza¬\ntions of their own choice,\nBe It Resolved, That the Department of Classroom Teachers of the N. E. A\ngo on record as in favor of legislation in the various states to remedy the\nabove.\nMrs. Lindlof made the following motion and spoke to it briefly:\nThat the officers or Executive Committee of the Department of Classroom\nTeachers do everything in their power to inform the classroom teachers\norganizations thruout the nation of the importance of choosing as many dele¬\ngates as they are allowed to attend the National Education Association, and\n\n"}
{"page": 311, "printed_page": null, "text": "305\n\nDepartment of Classroom Teachers\n\nthat it be impressed upon these delegates sent to the convention that it is\ntheir duty to attend any and all of the meetings of the Representative As¬\nsembly, and that they remain present from the beginning to the end of the\nsession, of each session.\nIn speaking to this motion Mrs. Lindlof said: “I expect you are going to support\nit but I just want to say this one thing. This morning we were almost faced with the\npossibility of having an important motion lost, not even being allowed to present it,\nbecause the question of a quorum came up just because many of the delegates had\ngone out elsewhere. So if you will carry back to all your organizations this—the\nvery great importance of being present at the meetings.”\nMiss Fahey and carried.\n\nIt was seconded by\n\nEmily Tarbell was then called upon to give her academic freedom report.\n\nAs\n\nthe hour was late she called the attention of those present to the copies which\nwere in their hands and read the recommendations at the end of the report. (This\nreport is found in the preceding pages.)\n\nDr. Lefkowitz of New York moved that a\n\nrising vote of thanks be extended to the Committee on Academic Freedom and to the\nResolutions Committee. This was duly seconded and unanimously carried.\nSara H. Fahey was then recognized.\n\nShe paid tribute to the professional work\n\nof Howard Hanna of Los Angeles who has passed away during the year.\n\nShe\n\nasked to have spread on the minutes “ our deep regret and our deep appreciation\nof the great work of this man, who was a nobleman among teachers.” After putting\nit in the form of a motion it was seconded by Mrs. Preble, and carried.\nThe next order of business was the report on elections but before this was pre¬\nsented Miss Lord thanked the teachers of the country for the support they had\ngiven her. She said in part: “ I was proud to be your president, and I will continue\nto do everything that I possibly can do for the good of teachers. Miss Ralls has told\nme that if elected she would continue me as the editor of the News Bulletin. That\nis the work I love. But let us hear from you, and if you need more News Bulletins—\nand it is my idea that we should send the News Bulletin to places where it will be\nof use, even tho there may be few members in that place, and it will perhaps en¬\ncourage membership and affiliation—let us know and we will furnish copies.”\nMrs. Lindlof then spoke as follows:\n\n“I would like on behalf of the Department\n\nof Classroom Teachers to extend a vote of thanks and sincere appreciation of the\nsplendid work done by Miss Lord as the president of this Department, not only this\nlast year as president, but during her term as director.\n\nI am sure that we all will\n\nheartily support Miss Lord and hope we will have her continued work for us in\nwhatever way she feels most able to give it to us.” This was seconded and unani¬\nmously carried with hearty applause.\nAlbert Shaw was then called upon for the report of the Elections Committee but\nbefore presenting it he suggested that in future elections no campaigning or cam¬\npaign literature should be distributed at the polls.\n\nHe said that as classroom teach¬\n\ners we can well set an example and observe in our own organization meetings the\nsame rules that we find outside.\nHe then proceeded to the result of the balloting which was as follows:\nwere 313 votes cast.\n\nThere\n\nFor the first three officers, president, vicepresident and secre¬\n\ntary, the vote was unanimous for the candidates. (See Historical Note, p. 286.)\nFor the office of midwestern regional director there were 313 votes cast, of which\n162 were for Mrs. Dahl and 151 for Miss Ewing. The officers were then called to\nthe platform and Miss Lord announced that the new president would be formally\npresented at the dinner that evening.\nMrs. F. Blanche Preble then spoke as follows:\nI have heard a good deal of talk in and about the convention among class¬\nroom teachers this year that we ought to have in the Department a field\nsecretary. For this reason I should like to recommend or I should like to\nmove that this body recommend to the Executive Board of the Department for\ntheir careful consideration the suggestion that we have a field secretary for\nthe Department of Classroom Teachers.\n\n"}
{"page": 312, "printed_page": null, "text": "306\n\nNational Education Association\n\nThe motion was seconded and after a brief discussion from the floor Mrs. Preble\nrestated her motion as follows:\nI move this body recommend to the Executive Board of the Department of\nClassroom Teachers that they take under consideration the matter of hiring\na field secretary for the Department, and that if they decide that this is the\nproper action we authorize them to hire such a secretary.\nThe motion was carried.\n\nReport of the Committee on Resolutions 1\n.\n\nTenure\n\nr\n\nWhereas, Teacher tenure during efficiency,\n\nafter the\n\nprobationary period,\n\nis\n\nessential to attract and hold the ablest, most courageous, and most socially-minded\nmembers of our profession; and\n\nWhereas, Without such tenure our schools will be manned by teachers under the\ncontrol and domination of fear, of extramural influences, political, religious, and\neconomic; and\nWhereas, Such fear militates against teaching efficiency and the development of\ncourageous, critical, tolerant, and socially-minded citizens; therefore, the Depart¬\nment of Classroom Teachers\nResolves:\n\nTo recommend to the National Education Association that\n\n1. Tenure be made the central theme for the next year’s work of the\nNational Education Association\n2. The National Education Association Committee on Tenure make a re¬\nport to each annual session of the Representative Assembly, and that there\nbe detailed monthly reports in the Journal of the work of the Committee\nand of various teachers organizations to secure tenure\n3. The National Education Association appropriate a substantial sum, not\nless than $10,000, for the use of the Tenure Committee\n4. The secretary of the National Education Association be instructed to\nwork with the Committee on Tenure, using all the services of the National\nEducation Association to support, assist, and initiate struggles to secure tenure,\nor to improve tenure laws, or to repel attacks on tenure, in as many or all\nplaces which the Committee deems strategic.\n\nRetirement Systems\nWhereas, The assurance of old-age security is necessary to secure and hold the\nbest type of teachers; therefore, the Department\nResolves: That in order to promote efficiency in public education every state\nshould establish reasonable and actuarially sound retirement systems to the support\nof which the state and/or locality and the teachers contribute.\n\nEducational Opportunity and Teacher Load\nWhereas, Education is the fundamental basis of a democratic society; and\nWhereas, The complexity of modern society makes increasing demands for\nindividual instruction; therefore, the Department\nResolves: That each state should provide and support from public funds a system\nof free schools beginning with the nursery school and extending thru the university,\nthat the public school year be not less than 180 days, and that class enrolment or\nregistration be not in excess of thirty, with special provision for classes dealing\nwith atypical children or for industrial groups.\n1 Resolutions introduced from the floor will be found in the Secretary’s Minutes.\n\n"}
{"page": 313, "printed_page": null, "text": "307\n\nDepartment of Classroom Teachers\n\nCertification\nWhereas,\n\nTeaching\n\nstandards\n\nshould\n\nhe\n\nprogressively\n\nraised,\n\nwith\n\nspecial\n\nemphasis upon high admission requirements to the teaching profession; and\n\nWhereas, In-service training is highly desirable, it should nevertheless be broad\nenough to include within its scope participation in civic affairs, travel, teacher\norganization activities, as well as study and research ; therefore, the Department\nResolves:\n\nTo oppose certification proposals that specify mandatory in-service\n\ntraining, or which tend to undermine tenure.\n\nAcademic Freedom\nWhereas, The Department of Classroom Teachers goes on record as supporting\nthe plank on “Academic Freedom or the American Child’s Right to Unfettered\nTeaching,” as adopted by the Representative Assembly of the National Education\nAssociation, July 1934, which plank reads as follows:\nTeachers should have the privilege of presenting all points of view, in¬\ncluding their own, on controversial issues without danger of reprisal by the\nschool\n\nadministration or by pressure groups in the community.\n\nshould also be guaranteed the constitutional\n\nTeachers\n\nrights of freedom of speech,\n\npress, and assembly, and the right to support actively organized move¬\nments which they consider to be in their own and the public interest. The\nteacher’s conduct outside the school should be subject only to such controls\nas\n\nthose\n\nto\n\nwhich\n\nother\n\nresponsible\n\ncitizens\n\nare\n\nsubjected.\n\nThe\n\nsudden\n\nsingling out of teachers to take an oath of allegiance is a means of intimida¬\ntion which can be used to destroy the right of academic freedom.\n\nWhereas, The Department of Classroom Teachers affirms its belief in the sound¬\nness of the American Declaration of Independence\nUnited States; therefore, the Department\nResolves:\n\nand the Constitution of the\n\nThat in support of this belief, it will actively oppose any attempts\n\nto violate the Bill of Rights of the Constitution of the United States which guarantees\nfreedom of speech, press, and assembly, and\nResolves:\n\nThat it condemns as un-American the attacks upon academic freedom\n\nand the efforts of certain minority interests to have Congress and the state legisla¬\ntures enact measures to suppress freedom of speech and teaching under the guise\nof so-called alien, sedition, criminal syndicalism, and special loyalty oath laws,\n\nand\nResolves:\n\nThat it petition the National Education Association to select a Com¬\n\nmittee on Academic Freedom of five members, three of whom are classroom teachers\nThe duties of this Committee shall be as follows:\n1. Institute a nationwide educational campaign for the support of academic\nfreedom for teachers\n2. Publicize among teachers and other friends of education any repressive\nmeasures proposed before Congress or any state legislatures or instituted by\nboards of education\n3. In the case of any teacher who has been discharged directly or indi¬\nrectly for exercising his right of academic freedom, investigate and upon\nthe basis of the investigation take whatever steps are necessary to restore\nthe teacher to his position\n4. For the work of this Committee, that the National Education Association\nappropriate the\n\namount of money recommended by the Committee.\n\nSalary Schedule\nWhereas, We recognize that as fully prepared teachers are needed for the\nyoungest child as for the university student; and\n\n"}
{"page": 314, "printed_page": null, "text": "308\n\nNational Education Association\n\nWhereas, Differentials in salaries tend to divide the teaching profession at a\ntime when it is most essential that they be closely united; therefore, the Department\nResolves: To reaffirm its endorsement of the principle of the single salary\nschedule which provides equal pay for equal training, service, and experience, and\nResolves:\n\nTo oppose the unwarranted differential between the salary of the\n\nclassroom teacher and those in supervisory and administrative positions.\n\nClassroom Teachers Organizations\nWhereas, Teachers are still unduly influenced by the power of position of super¬\nvisors and administrators; and\n\nWhereas, Teachers must learn to think for themselves and take an active interest\nin their own problems; therefore, the Department\nResolves: To urge the continuance and organization* of\nassociations whose membership\n\nshall\n\nclassroom\n\nbe exclusively classroom\n\nteachers\n\nteachers who\n\ndo\n\nnot have power to fix efficiency ratings or to exercise other disciplinary power over\nother teachers.\n\nTeacher Training\nWhereas, Teacher-training institutions are failing to prepare teachers to under¬\nstand the problems of their professional and economic interest as teachers, such\nas tenure, retirement laws, and academic freedom; therefore, the Department\nResolves: To circularize all teacher-training schools thruout the country, urging\nthe establishment of courses\n\ndealing with tenure,\n\nretirement,\n\nacademic freedom\n\nand showing the need for protective legislation for those who have spent a life¬\ntime serving the nation.\n\nApprentices and Substitutes\nWhereas, The practise of using substitute teachers for extended periods is in¬\ncreasing in many localities; and\nWhereas, The practise of using apprentices in regular teaching positions is being\ninstituted in certain localities, as for instance the internship system instituted by\nNorthwestern University, in Illinois, whereby graduate students are employed to\nteach in high or grade schools in the neighboring community for $50 a month; and\n\nWhereas, This constitutes a lowering of teaching standards and an infringement\non the maintenance of salary schedules which have been secured after many years\nof effort; therefore, the Department\nResolves: To oppose the employment of substitutes or apprentices or teachers\nin training to fill regular teaching positions.\n\nChild Labor Amendment\nWhereas, The children of our nation are its most valuable assets and are en¬\ntitled to their full educational and physical heritage before being thrust into in¬\ndustry to compete with adults for jobs; and\n\nWhereas, The inevitable result of child labor is not only to lower wage and\nliving standards but also to undermine the health, education,\n\nand happiness of\n\nthese children; and\n\nWhereas, Twenty-four states have already ratified the Child Labor Amendment;\ntherefore, the Department\nResolves: To reaffirm its support of the Child Labor Amendment, and\nResolves:\n\nTo urge the\n\nNational Education Association to secure the support\n\nof all affiliated organizations to put the adoption of its amendment on their pre¬\nferred legislative list and to work for its immediate ratification in those states\nwhere it has not been ratified.\n\n"}
{"page": 315, "printed_page": null, "text": "Department of Classroom Teachers\n\n309\n\nCooperation with Labor\nWhereas, The majority of the children of the public schools come from the homes\nof laboring people; and\nWhereas, The welfare of teachers and of the educational system can best be\nserved by obtaining the support of labor and civic organizations; therefore, the\nDepartment\nResolves: To recommend that the National Education Association call a con¬\nference of all national teacher organizations to consider ways and means of united\naction on basic educational problems, in cooperation with organized labor and civic\nmovements of the United States.\n\nFederal Aid for Education\nWhereas, The schools of the nation have been among the worst sufferers of the\ndepression; and\nWhereas, The maintenance of our schools is essential to the perpetuation of a\ndemocratic government; and\nWhereas, Many states and local communities are unable properly to finance the\neducational needs; therefore, the Department\nResolves: To urge the National Education Association to secure the immediate\nintroduction of a bill in the present session of Congress, or to amend bills now in\nCongress, which will provide a direct grant of not less than $500,000,000 to be\ndistributed to all public school districts, according to\nand the lack of adequate tax resources, and\n\naverage daily attendance\n\nResolves: That this money be appropriated without in any way interfering with\nthe educational autonomy of the states.\n\nLoyalty Oaths\nWhereas, The number of states requiring loyalty oaths has increased; and\nWhereas, These loyalty oaths have been introduced and supported by those forces,\nsuch as state and city chambers of commerce, state economic councils, and other\nagencies who have been most active in campaigns to curtail expenditures for public\neducation and to reduce teachers’ salaries; and\n\nWhereas, These loyalty oaths do in effect intimidate teachers and prevent them\nfrom the free exercise of their right to submit economic, political, and educational\nevils to critical analysis, and such intimidation, moreover, obstructs the organization\nof teachers in defense of their economic standards and political rights; and\nWhereas, These loyalty oaths are being extended to students and to other\nspecial groups, such as first voters; and\n\nWhereas, These loyalty oaths are concurrent with intensified preparations for\nwar; therefore, the Department\nResolves: To unqualifiedly oppose all legislation requiring loyalty oaths of teach¬\ners, students, or any other special groups, and\n\nResolves: To urge the National Education Association to carry on a vigorous\ncampaign against such loyalty oaths.\n\nUnemployment and Social Insurance\nWhereas, The Federal Emergency Relief Administration estimated that at the\npresent time there were 19,000,000 people on relief; the American Federation of\nLabor reported that there were 11,459,000 unemployed in November 1934; and the\nUnited States Office of Education and the National Education Association estimated\nthat there are between 150,000 and 200,000 certificated teachers who are unem¬\nployed; therefore, the Department\nResolves: To endorse the principle of unemployment insurance for all workers—\nprofessional as well as industrial.\n\n"}
{"page": 316, "printed_page": null, "text": "310\n\nNational Education Association\n\nBlock Booking of Moving Pictures\nWhereas, The practise of block booking of pictures to exhibitors whereby worthy\n\npictures and objectionable ones must be taken in lots is recognized as largely\nresponsible for the unsavory character of contemporary moving picture programs;\ntherefore, the Department\nResolves: To condemn block booking, without reserve, and\nResolves:\n\nTo urge the National Education Association to secure needed legisla¬\n\ntion anywhere or wherever needed to prohibit this practise.\n\nResolution Against War\nWhereas, The recent investigations by the Senate Committee on Munitions have\n\nshown that profits on the manufacture and sale of munitions and other war equip¬\nment has been one of the main causes of war; and\nWhereas,\n\nWar is the\n\ngreatest menace to civilization\n\nand\n\nto our democratic\n\ninstitutions, and we as teachers are committed to the ideals of a democratic form\nof government; therefore, the Department\nResolves: To urge the abolition of private ownership and manufacture of arms\nand munitions and recommends to the classroom teachers of the United States that\nthey teach the truth about war and its costs in human life and ideals and in ma¬\nterial wealth, and\nResolves: To oppose all preparations for war in whatever form they may take—\ntraining camps, R. O. T. C., budget appropriations, war propaganda by superpatriotic organizations and publications.\n\nRadio\nWhereas,\n\nschool\n\nWe\n\nseeking\n\nto\n\nrecognize\n\nthe\n\nimprove\n\nconditions\n\nsignificance\n\nof\n\naffecting\n\nthose\n\nmovements\n\neducation,\n\nand\n\noutside\n\nof\n\nseeking to\n\nthe\n\nbring\n\nabout the educational program necessary to realize American ideals; therefore, the\nDepartment\nResolves: To favor a provision for better radio programs with more time for\neducation and the establishment, if necessary, of a United States government net¬\nwork of radio stations with control of programs under the direction of a committee\nrepresenting the\n\nforemost\n\nnon-profit national\n\neducational\n\nand\n\ncultural\n\nagencies,\n\nthese agencies to be designated by the President of the United States.\n\nLocal Hospitality\nWhereas, The teachers of the Denver public schools and the state of Colorado\n\nhave given most generously of their time and energy to prepare for this convention;\ntherefore, the Department\nResolves:\n\nTo\n\nexpress\n\nits sincere\n\nappreciation to\n\nthe\n\nColorado\n\nteachers\n\nand\n\nadministrators and to all of those whose courtesies and hospitality have con¬\ntributed so greatly to our comfort and happiness during this convention.\nMrs. Mary D. Barnes, Chairman\n\nHelen F. Holt\n\nFred A. Brainerd\n\nMary Kennedy\n\nEdith E. Armitage\n\nMrs. Johanna M. Lindlof\n\nIrma Bullard\n\nHilda Maehling\n\nA. R. Ebaugh\n\nMrs. Helen M. Rueben\n\nCarrie Grehan\n\nMary B. Womack\n\n"}
{"page": 317, "printed_page": null, "text": "DEPARTMENT OF\nT>eans of women\n\n"}
{"page": 318, "printed_page": null, "text": "HISTORICAL NOTE\n\n(National Association of Deans\nof Women) associated itself with the National Education Association in\n1918.\nThe officers of the Department for the year 1935-36 are: president,\nIrma E. Voigt, Dean of Women, Ohio University, Athens, Ohio; first\nvicepresident, Harriett M. Allyn, Dean of Women, Mount Holyoke\nCollege, South Hadley, Mass.; second vicepresident, Ruth V. Pope,\nDean of Women, Hood College, Frederick, Md.; secretary, Evelyn W.\nJones, Dean of Women, University of Arizona, Tucson, Ariz.; trea¬\nsurer, Agnes Helmreich, Girls' Adviser, East High School, Des Moines,\nIowa; headquarters secretary, Gwladys W. Jones, 1201 Sixteenth\nStreet, Washington, D. C.\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings, as follows:\nThe department of deans of women\n\n1918:391-417\n1919:393-426\n1920:357-364\n1921 -.407-420\n1922:693-793\n\n1927:391-418\n1928:353-374\n1929:369-390\n1930:309-330\n\n1923:621-636\n\n1924:500-536\n1925:403-449\n1926:425-457\n\n[312]\n\n1931:393-413\n1932 -.337-356\n1933:357-376\n1934 -.345-360\n\n"}
{"page": 319, "printed_page": null, "text": "THE PLACE OF WOMEN IN THE COMMUNITY\nMRS. FRANKLIN DELANO ROOSEVELT, WHITE HOUSE, WASHINGTON, D. C.\n\nI\n\nT is A very great privilege\n\nfor me to be here with you today, but\n\nI confess that it makes me a little nervous to talk to so many people\nwho are experts when I am but an amateur.\n\nSo I have only one excuse,\n\nand that is that this subject of the place of women in the community is a\nsubject of interest to every woman and, therefore, I am glad to be able to\nsay some of the things which are in my mind on this subject.\nI feel, of course, that it is very, very important that we emphasize today\nin our education the fact that girls are going to be part of a community\nand that no matter what they do—whether they go into a profession,\nwhether they go into business, whether they marry and remain homemakers\nexclusively, it does not matter—they are part of the community, and the\ncommunity will be what they make it.\nNow, of course, I should think that a great many of the deans and the\nvocational guidance experts would feel that it was a good deal to ask that\nthey prepare girls for living in their communities.\n\nThat should be part\n\nof the home preparation, and I will agree it should be. The example of the\nhome should lead them naturally to that. But frequently it does not. And,\nbesides, all young people get more inspiration from the atmosphere of the\npeople they touch outside their homes, I think, than they do, as a rule, from\nwithin their homes.\n\nLater, when they grow older, they go back to what\n\nthey saw in their own homes, and they appreciate it, and frequently they\nrealize what the example meant.\n\nHowever, there is a great responsibility\n\non the people with whom they associate in their working time.\n\nSo I think\n\nthat now every educational institution has to take a greater part than ever\nbefore in the life of the community in which it happens to be.\n\nOf course,\n\nthat means that every individual connected with an educational institute\nmust take, as an individual, a greater part and a great responsibility in\nthe community he happens to be in.\n\nThere was a time when one could\n\napparently fulfil one’s duty by thinking solely of one’s own interests, what¬\never they might be. There was in fact that necessity in our pioneer days,\nbut that time is past and if we are going to build a more interesting and\na better world, it has to begin in every individual community. Each one of\nus is responsible for the spirit and the life lived in her own community, no\nmatter where we are.\n\nI remember the advice given years ago by a very\n\nwise woman to a young friend of mine who was marrying when she was\nvery young and going out into the world quite far away from her own home.\nThis old friend of mine said:\n\n“ Remember, wherever you are, put down\n\nroots; mean something to the people who live around you. Otherwise you\nwill be just a parasite and life will not be very interesting to you.”\nI have had that proved to me many, many times.\n\nI have a number of\n\nfriends who belong to what might be called the “ fortunate group ” in the\n[313]\n\n"}
{"page": 320, "printed_page": null, "text": "314\n\nNational Education Association\n\nworld. They have always been able to do whatever they wished to do, from\nthe point of view of material things.\n\nWhen they do not like the climate\n\nin one place, they move back up North or go to another, or if they get a\nlittle bored doing one thing, they go off and do something else.\n\nSometimes\n\nI wonder if that freedom has done anything to make them any happier.\nIf something had forced them to put down roots so that they could not\npick up and go away for any long period of time because they would be\nleaving interests that to them were vital, I wonder if they would not he\nhappier.\nSo when people tell me they haven’t had this advantage, or that ad¬\nvantage—my young friends sometimes bewail the fact that they cannot do\nthis or that that their mothers did—I always tell them that probably they\nare going to be happier in the long run, because they will have to learn to\nmake of their community a place that is worth living in, and they will\nhave to do that by cooperation with everyone else in the community. They\nwill have to study whatever the other people have to give, and they will\nhave to give the best that they themselves have to give.\n\nIn any community\n\nthere are people who have gifts. We may have to look for them sometimes,\nbut they can be developed if we take the trouble.\nSo it seems to me that in our education the thing we need to emphasize\ntoday is that the young things we are interested in must learn to fit into\nthe community that they are going to live in.\nNow, among the younger boys and girls to whom I talk, because of the\neconomic conditions prevailing, I find that after we have had, as a group,\na good deal of conversation on the subject of what part they should take\nin political life, and how responsive the government should be to their ideas,\nand how they can register with the government—it all sounds very objective\non our part and as tho our thinking is very detached—but I find, when you\nget into smaller groups of three or four, that those who have to earn their\nliving are primarily concerned with “ How are we going to fit in with a\ncommunity and find a job? ” or, having found that job, if they find some¬\none they want to marry, “ How are we going to get married on our joint\nearnings ? ”\nOf course, nobody—none of us older people—can solve these questions\nfor the youth of today, but we can help them tremendously; first of all,\nI think, by making them realize that in whatever community they live the\nfirst thing to do is to find out what is needed, what really could be done\nin that community.\n\nSomehow or other if they go at it from the point of\n\nview of making themselves useful in any little way that they find, oppor¬\ntunities do come and they grow.\nWe hope, of course, that the economic situation will improve, and im¬\nprove rapidly, and we hope that we older people will be able to help the\nyounger to find more jobs by doing more to develop jobs, and that they\nthemselves, when they have learned to use their minds, will be better able\nto find jobs for themselves. So many of them feel that, if they have trained\nthemselves to do certain things and cannot find a job along the lines in\nwhich thev were trained, thev are not fitted to do anvthiner else. Of course,\n\n"}
{"page": 321, "printed_page": null, "text": "Department of D^ans of Women\n\n315\n\nwe have not as yet learned to survey the necessities around us, and to try\nto direct young people according to their aptitudes, and to help them not\nto swell the ranks of the professions where already the supply is greater\nthan the demand.\n\nIn any case if someone has a vocation for a thing, he is\n\ngoing to do that thing, and he is going to work at it until he finds the\nparticular place that he can fill.\n\nBut with a training which has taught\n\nyoung people to use their minds they can do many other things along the\nway, and if they have learned they are not living for themselves alone, and\nif wherever they are they put down roots, they will become a part of the\ncommunity in a way which would make that community miss them if they\nwere taken out of it.\nA young friend of mine travels, travels, travels. She never settles down\nanywhere and she is always bored. While she is traveling to a new country\nshe gets a temporary interest.\n\nBut, interesting as it is to travel, the most\n\ninteresting part is to come home again, to come back and bring the results\nof what we have seen and what we have learned to some community that\nwill be benefited by it or be interested in it, because we mean something to\nthe community.\nSo in all our education I think we need to emphasize more and more\nthe fact that we are moving toward a world in which we think about each\nother.\n\nWe think not only about ourselves, or our particular group of\n\nfriends, or our particular small section of people.\n\nWe think of our com¬\n\nmunity as a whole, and how useful we can be in that community; and then\nwe broaden out and think of our use in our state and what influence we\ncan have on the broader aspects of community living, because what happens\nin other parts of our country we shortly find affects our own community.\nTherefore, it is part of our community life.\nNow we know that various parts of this country have had all kinds of\nconditions, but because we were fairly comfortable we never bothered to\nfind out what type of conditions existed in different parts of the land.\nIf there is one thing about the depression for which I am grateful it is\nthat the depression has forced upon us the knowledge of conditions which\nwe do not like in many parts of our own country, and having acquired\nthat knowledge I believe that we will not allow those conditions to continue.\nThat will mean that cooperatively we will make this country constantly\nmove forward to better conditions, and as conditions improve everywhere,\neach community will gain from the improvement.\nI do not stop at our national cooperation. I believe, of course, that com¬\nmunity living can extend our interest until we realize that as a liberal\ncommunity we have the interest of other peoples, also, at heart.\n\nI know\n\nthat other people are different, that other people in other nations frequently\ndo things that we do not understand, that we do not approve of.\n\nBut I\n\nalso know that we do things that they do not understand and of which they\ndo not approve, and I hope that, as we learn to live in our own community\nwith an understanding of each other as individuals, and then broaden out\nto do so nationally, we will learn to do it internationally.\n\n"}
{"page": 322, "printed_page": null, "text": "316\n\nNational Education Association\n\nAll of these possibilities which the youth of this nation has before it\nmust spring from the people who teach youth.\n\nWhether you teach as a\n\nmother, whether you teach as a teacher, you cannot teach what you do not\nhave, and you must acquire the things which you want young people to\nhave thru you.\nSo, in my vision of the country that I hope we are going to live in, you\npeople here today play a very big part, for it will be, I believe, very much\nthe kind of country that you make it.\n\nAll I can say is that I wish you\n\nall the greatest success and that I hope we, as a nation, are as grateful\nas I am as an individual, for the leadership and the example which all\nof you give to us who are amateurs.\n\nTHE COLLEGE WOMAN IN THE WORLD COMMUNITY\nMARY E. WOOLLEY,\n\nPRESIDENT,\n\nMT.\n\nHOLYOKE\n\nCOLLEGE,\n\nSOUTH HADLEY, MASS.\n\nThe college woman has appeared on the stage in many different roles\nduring these last years. “ The College Woman in the Home,” “ The College\nWoman in Business and in the Professions,” “ The College Woman as a\nCitizen ”—these and many other parts have been hers.\nsee how the emphasis has changed.\n\nThe inevitable question is no longer\n\n“ Should a girl go to college? ”—in other words,\nCollege Woman? ”\n\nIt is interesting to\n\n“ Should there be a\n\nShe is taken for granted. Not that there is unanimity\n\nwith regard to her. She is still a favorite target for criticism, but the arrows\nare more often aimed at what she has not done that she ought to have\ndone, rather than at the fact that she belongs to the genus “ college.” Un¬\nreasonable as these criticisms often are, impossible as it is for one human\nbeing to “ box the compass ” in this day of limitless opportunity for service,\nnevertheless it is not a mistaken assumption that the twin of privilege is\nobligation, that noblesse oblige applies as directly to the citizen of a twentieth\ncentury democracy as to a number of the medieval nobility, and the privi¬\nleged class of today is composed of human beings who have had a chance\nfor the development of their powers, in other words, who have been educated.\nOne opportunity for service which has developed with extraordinary\nrapidity within the last quarter of a century, which is in fact a twentieth\ncentury development, is that implied in my subject. Every normal woman,\nwhatever her vocation—be it in the home, in the school, business or pro¬\nfession, conspicuous or inconspicuous—has a community responsibility in¬\nherent in the fact that she is a citizen. Today that community responsibility\nhas widened—widened to a world community. The world has been drawn\ntogether within the last fifty years, within the last twenty-five, until there\nis no longer such a possibility as isolation.\n\nIt simply does not exist.\n\nOur\n\nmechanical inventions have made the world a neighborhood, and have put\nupon us the responsibility of being a good neighbor.\n\n"}
{"page": 323, "printed_page": null, "text": "Department of Deans of Women\n\n317\n\nA thoughtful student of world affairs says: “ The fact is, no community,\nno nation, no world can do anything but disintegrate if composed of the\nnationalist type of ‘ neighbors.’\n\nOur civilization can survive only in the\n\nspirit of the village, in which neighbors share the community burdens and\nresponsibilities.”\n“ Our civilization can survive only.” It is not a “ doctrine of preferables ”\nin the old Stoic sense. Upon the choice between the international relations\nbased upon reason and those based upon brute force may depend the survival\nof Western civilization.\nWhat should the college woman do?\n\nShe should consider this problem\n\nher problem, hers as definitely as if she were the only person in the world\nto face it. We have been too impersonal in our attitude toward international\nquestions.\n\nThey have seemed big, remote, and hence they have remained\n\nin their “ academic ” stage, impersonal and therefore ineffectively dealt\nwith as far as we are concerned.\n\nIt is not necessary to ask for personal\n\ninterest from an altruistic point of view; ask for it from the point of view\nof enlightened selfishness, if you will. You have interest in things, things\nintellectual and artistic and scientific and social and moral and spiritual.\nThat has been one of the hallmarks of the college woman of America.\nIf you care for the preservation, to say nothing of the development, of\nthese great enterprises, you will see to it that the world is saved from another\nwar. War undercuts civilization; another war might well sweep all these\nhuman achievements into the discard.\nThe college woman has human interests as well as interests in things.\nThey are generally very personal interests, for which the. word itself sounds\ninadequate. The mother does not speak of an “ interest ” in her son, the\nwife of an “ interest ” in her husband, the child of an “ interest ” in her\nfather!\n\nThe feeling goes so much deeper that the word is feeble by con¬\n\ntrast. How can a thoughtful woman question the responsibility resting upon\nher as an individual to work with all her heart and soul and mind and\nstrength against the human waste that we call war?\nIt is easy to state an ideal without indicating the way to attain it.\n\nBut\n\nimpossible as it is to outline a program for everyone, there are certain\ndefinite lines along which we can all travel. The first is to know what we\nare talking about; in other words, learn. That does not necessarily imply\nexpert knowledge—we cannot all have that. But intelligent understanding\nof the issues at stake is not too much to ask of any college woman.\n\nIt is\n\nnot difficult today to have an intelligent understanding of the situation.\nThru the various international organizations of the country, thru the inter¬\nnational relations committees of our federations, thru the leading news¬\npapers, it is entirely possible to keep up-to-date in the international field.\nNo, there is slim excuse for not being intelligent today on the international\nsituation.\nIf my first injunction is learn, my second is teach—a second far more\nimportant for an audience like this one.\n\nCollege women are interested,\n\nI believe, in world understanding, but not yet have they enlisted as a great\narmy in a crusade to free not the “ Holy Sepulchre,” but the human mind.\n\n"}
{"page": 324, "printed_page": null, "text": "318\n\nNational Education Association\n\nT he genesis of the movement for moral disarmament is interesting.\n\nIn\n\n1932, the political commission of the disarmament conference, following\nproposals submitted by the Polish government in memorandums of Septem¬\nber 1931, and of February and March 1932, and recognizing the obvious\nconnection which exists between material and moral disarmament, set up\na committee to study the various aspects of this question.\nThe Polish memorandums listed various channels of education, news¬\npapers, periodicals, the radio, the cinema, and the stage, all of them influ¬\nential in the formation of public opinion. Above all else “ the future peace\nof the world depends upon the spirit in which the young are brought up.”\n\"That places a large share of responsibility squarely upon the shoulders of\nschool and college—altho I would by no means exempt the home and the\nchurch—responsibility for the promotion of a spirit of understanding and\ngoodwill.\nTo a certain extent, the colleges are realizing their opportunity and\nimproving it. The exchange of teachers and students with other countries,\nfellowships for Americans to study in foreign countries and for foreign\nstudents to study here, courses on international relations, flourishing inter¬\nnational relations clubs, knowledge of the League of Nations and what\nit is accomplishing—these and other methods are making our college students\n“ world conscious ” as they were not before the war.\nWe have had a good beginning in our colleges, but only a beginning.\nThe attitude toward the World Court is an appalling reminder of the dense\nignorance in this country—call it “ misapprehension,” if you are euphe¬\nmistically inclined—concerning international affairs.\nMy third injunction, possibly the most important of the three, is be\narticulate.\n\nIt is a conservative estimate that forty thousand telegrams\n\nagainst the World Court reached the United States Senate in the last hours\nbefore the vote was taken, thereby changing the mental attitude of some\nof our senatorial friends.\n\nDid forty thousand telegrams in favor of the\n\nWorld Court reach the Senate during those crucial hours?\n\nI doubt it!\n\nDoes that mean that there were not forty thousand American citizens on\nthe side of the Court? That hardly needs an answer.\n\nI have never heard\n\nan opposing voice in all my connection with the American Association of\nUniversity Women, whose membership is nearly forty thousand.\n\nSuppose\n\nthat in the eleven organizations cooperating with the Conference on the\nCause and Cure of War, every member in favor of the World Court—and\nit is difficult to imagine that anyone within the radius of Mrs. Catt’s in¬\nfluence would not be in favor—had wired her two senators!\n\nThe forty\n\nthousand adverse telegrams would have been nil in their effect upon the\nsensitive vote-getting nerve of our representative government!\nAll along the line, a marked weakness of the movement for a more\nrational world order has been its inertia. People want something better, but\nthey do not want to pay the price of effort necessary to bring it about. To\nwhom may we look to turn the world tide if not to the leaders in our colleges ?\nMy closing word is based on a message from former Justice Oliver\nWendell Holmes on his ninetieth birthday: “ The chief worth of civilization\n\n"}
{"page": 325, "printed_page": null, "text": "Department of Deans of Women\n\n319\n\nis just that it makes the means of living more complex; that it calls for great\nand combined intellectual efforts, instead of simple, uncoordinated ones.”\nI think that that is meant especially for us, for us to whom is given rare\nopportunity of influence over human life. It is a call to a great and combined\neffort. Intellectual? Yes, and spiritual. The two go hand in hand in this\nday, so in need of both. May we not fail or he discouraged !\n\nTHE FACTS AS EMPLOYERS FIND THEM\nJEAN L. SHEPARD, CONFERENCE OFFICE, R. H. MACY AND COMPANY,\nNEW YORK, N. Y.\n\nThe work of a department store is usually discussed under the general\nterm—“ merchandising.” It is more accurately described as “ retailing.”\nWork in retailing has assumed many of the aspects of our more honored\nprofessions and has become a field which has attracted some of the ablest\nand most talented men and women. It is interesting to you particularly be¬\ncause it is a field in which there is little discrimination against women, in\nwhich the feminine touch has a definite place.\nBefore the war, the department store was not an attractive field to the\ncollege girl in general. This was of course due largely to the fact that\nwomen had not yet broken away from the social prejudice which bound\nthem to teaching or those positions more directly related to the home.\nThere are many jobs other than merchandising which are vital to the life\nof the store and which present possibilities for interesting careers. It is also\ninteresting that there are more women in merchandising than men. Besides\nmerchandising proper, there is the management division, consisting of the\nsales force and their supervisors, the many operating departments such as\ndelivery, receiving, cashiering, store maintenance, and the warehouse division.\nEach of these departments is headed bv managers and assistants. Naturally,\nthese jobs are open more readily to men. Then there is the personnel divi¬\nsion, including employment, training, executive placement, social service,\nand employee recreation. Most of the jobs here are held by women and call\nfor highly-trained, able people. All of the accounting, auditing, organization\nand corporate statistics, merchandise control, and inventory are in the finance\ndivision and offer opportunities to those who have an aptitude for and a\ntraining in statistics, research, accounting, and finance. Lastly, there is the\npublicity division, which does all the advertising, creates and puts into effect\nthe interior and exterior displays, handles the comparison and personal shop¬\nping departments, and maintains a well-organized style bureau. Here are\nopportunities for those having a flair for writing, for promotion and style\ncreation, jobs for which women have a distinct aptitude. Besides these five\ndivisions of merchandising, management, personnel, finance, and publicity,\nthere are other departments in the store which call for highly intelligent and\ntrained people, such as the planning department. This department is made\nup of a group of research and efficiency experts who are continually evolving\n11\n\n"}
{"page": 326, "printed_page": null, "text": "320\n\nNational Education Association\n\nnew systems and determining the safest, quickest, and most economical meth¬\nods for performing jobs. Interestingly enough, this division at Macy’s is\nheaded by a woman and some of the outstanding members of this group are\nwomen. I emphasize here the opportunities for women in the department\nstore field because I have sometimes detected among the college groups, often\nin the personnel departments, a tendency to regard a job in a department\nstore as one lacking the prestige and the interest of jobs in other fields.\nAs a matter of fact, the movement for taking the college girls into the\ndepartment store, which gained ground steadily, at least up until the time\nof the “ great depression,” came not from the college or from the college\ngirl herself but from the department store. The department store not only\nopened its door to the college girl but made a definite bid for her entrance.\nIn this the department store was following the general trend of all industry\nin seeking future executive material right from the colleges. The war had\ngiven a tremendous impetus to this. As men by the scores left their jobs,\nthe younger men and particularly women coming out of college were taken\ninto their places. These youngsters, with no real business experience but\nwith well-trained minds and with the natural enthusiasm of youth, did\nsurprisingly well, proved themselves adaptable, able to cope with practical\nproblems with a new and fresh point of view, and pushed themselves into\npositions of responsibility and trust. The process of inducting the college\ngraduate into business and industry with its subsequent methods of training\nand developing them for future executives has become a part of the employ¬\nment program of practically all large industrial organizations.\nWhen the college girl came into the department store, she found it the\nfield for the uneducated, shrewd girl who went to work at an early age\nand came up thru the ranks by slow promotion. She was shrewd and keen\nand often hard, but she knew values; she could strike a hard bargain; no\none could put anything over on her because she had been striking hard bar¬\ngains with life for a long time. The problem of the department store became\none of selecting a person who has a combination of both types: the girl who\nhad the shrewdness, the keenness, the capacity for hard work, the awareness\nof reality of the girl who came up from the ranks, but also the intelligence,\nthe vision, the good taste, and the poise of the college girl.\nWe began our training squad for college people in 1919, and it is still our\nsource for executives. Over a period of sixteen years we have taken in many\npeople. We have watched many struggle and fail; we have watched others\nstruggle and succeed. We have experimented much and we have tried to\nbe intelligent about the failures as well as the successes. We have learned a\ngreat deal about the problems of the college person in industry. The factors\nwhich make for success in industry are pretty fundamental and consequently\ndifficult to detect. Furthermore, unfortunately for us both they do not have\na direct relation to either scholastic or extracurriculum success in college.\nHowever, there are certain qualities which we have found to be closely\nconnected with success in a department store and, while they are not always\nnecessary for a successful academic career, I believe they can be developed\nat college within the limits imposed by the nature of the academic life.\n\n"}
{"page": 327, "printed_page": null, "text": "Department of Deans of Women\n\n321\n\nI believe, too, that some thought should be given to their development in\nfairness to the girl who wants to go into industry when she leaves college.\nThe first of these qualities is appearance. Now appearance is more than\nknowing how to dress neatly, appropriately, and in good taste. It is the\nexpression of personality, one measure at least of one’s insight into one’s\nown individuality. Style is coming more and more to play an important role\nin the life of the American woman: in her dressing, in her home furnishings,\nand in her general surroundings. Yet in college, these values receive little\nofficial recognition; effort is concentrated rather in the intellectual field,\nwhich is quite natural. Furthermore, the girl has slight appreciation of the\nbusiness value of style and appearance; for her it has a social significance,\nbut she fails to give it the place it deserves because of the emphasis at college\non values which have been considered more worthwhile. Yet a style con¬\nsciousness is important in any business where women are employed with a\nview to promotion, but it is especially important in a department store. Here\nthe girl is a part of an organization which caters to the wants of a more or\nless style conscious public and which aims to make that public constantly\nmore style conscious in order to maintain the demand for its merchandise.\nYou can readily see that a girl in this organization must be able to uphold\nthe standards which it sets for the public. This is the problem as we see it;\nthis is one phase of the college girl as she comes to us. What you can do\nabout it I am not in a position to say, but I am presenting this aspect of\nthe problem to you for your consideration.\nTurning to another angle of the situation, it is obvious that when the de¬\npartment store made a bid for the college girl it was with the idea of bring¬\ning in a person of superior intelligence. Our first selections showed a prefer¬\nence for the girl of high scholastic standing. The assumption must have\nbeen that the girl who made high marks was necessarily more intelligent\nthan the girl who made mediocre ones, and probably it was also assumed\nthat the girl who had been to college and had a “ trained mind ” was more\nvaluable than the girl who had not been to college. It soon became evident\nthat success on a job has little if any relation to high scholastic attainment.\nEvidently, the mind which produces outstanding grades in college does not\nnecessarily enable one to do an outstanding job in a department store. The\ndistinction, it seems to me, lies in the application of intelligence. In college,\nintellectual achievement is too often a matter of good memory and of\nfacility in accepting the ideas of others, whereas in industry the individual\nmust be able to stand on her own feet and think for herself. I have already\nreferred to the “ trained mind.” A college education does train the mind\nalong certain lines which are definitely helpful in business. The girl is\nable to grasp instructions and methods quickly, and she brings to her job\na breadth of outlook, an ability to organize and analyze, and an intelligent\napproach to problems which give her an advantage over the non-college\nperson. In other words, as far as the technic, the mechanics of thinking are\nconcerned, the college girl does have a trained mind. The manner in which\na student is trained to apply her intelligence in college is reflected later in\n\n"}
{"page": 328, "printed_page": null, "text": "322\n\nNational Education Association\n\nher job performance, and, if she is trained to think for herself, her selfreliance manifests itself in many ways aside from the creation of ideas. For\nexample, she is able to plan out her work over a period of time without super¬\nvision, she can generalize abstractly from concrete situations, and she can\nrelate ideas and facts to each other. She stands up for her own ideas; she\ncan be left to work on her own; she uses discretion in carrying out assign¬\nments ; and she is able to sort out the important from the unimportant in\nher job operation. Furthermore, she looks around for things to be done\ninstead of sticking literally to her job, and she is not easily balked by ob¬\nstacles. If one method doesn’t work she will try another, and she is on the\nlookout for short-cuts and more efficient ways of doing things. These are\nthe qualities we should like to find in the college girls who come to us; some¬\ntimes we do find them, but too often we do not.\nPersonality has more relation to success than superior intelligence or\nappearance. By that I mean that I have watched a person with only\naverage intelligence and the handicap of a poor appearance forge ahead of\none with more native ability because of a well-adjusted, purposeful per¬\nsonality. Promotion comes most readily to the mature, outgoing, fairly extraverted individual who has a good sense of reality, an objective viewpoint,\nand a well-directed drive. Yet I am inclined to think that this is the field\nwhich is least touched by the college. The personal problems and difficulties\nwith which the college person struggles are perhaps not so evident in the\ncollege atmosphere where she is pretty much protected, but they become\nimmediately evident when she gets into a business situation where she has\nnone of the gold securities and is thrown on her own to sink or swim in\ncompetition with others.\nIn general, the college, and particularly the woman’s college, tends to\ncarry on parental patterns of overprotection and dependence instead of\nfostering an emotional and intellectual independence in the student. Thus,\nthe college girl has at best some difficult adjustments to make when she\nleaves the sheltered academic atmosphere, even though she has no serious\npersonality conflicts. A girl twenty-one or twenty-two is young; yet given\nthe right sort of training a girl of twenty-one should be able to tackle a\njob in a fairly mature fashion. In college, however, her daily life is planned\nfor her; she lives to a large extent by the decisions of others and she follows\na pretty set routine. No wonder she sometimes flounders when she is cut\nloose. Girls occupied with the process of conflict and adjustment cannot fit\nsmoothly into a huge organization which only adds to their insecurity; they\ncannot show poise, resourcefulness, initiative, and all the other qualities we\ndemand when they are in the midst of “ finding themselves.” Hence their\nnative charm, intelligence, and ability are of little use to them until they can\nget themselves adjusted.\nSo far I have been speaking of the normal girl with no particular per¬\nsonality problems, who gets along well in college scholastically and socially.\nNow I should like to discuss the girl who has certain definite personality\ndifficulties. Suppose we take the girl who comes to an eastern college from a\n\n"}
{"page": 329, "printed_page": null, "text": "Department of Deans of Women\n\n323\n\nsmall midwestern high school where she was outstanding. She suddenly\nfinds herself in competition with girls of better background, smarter appear¬\nance, and more adequate scholastic preparation. She is no longer able to be\na leader, and this fact creates in her a sense of inadequacy with which she\nis often unable to cope. Or take the girl who has more fundamental prob¬\nlems which grow out of an early childhood situation; the girl, for instance,\nwho has been in unfavorable competition with other members of the family.\nIn college, she may respond to her need for recognition by being overaggressive and actually disagreeable to the group in which she seeks a place\nfor herself. Or, on the other hand, she may resort to a different type of\nbehavior. She may withdraw into herself, retreat into her shell, and wait for\nothers to make advances. She becomes sensitive and suspicious of slights.\nAt this point, industry can give her little real aid, for at the age of twentytwo her behavior is pretty well set, and furthermore industry has no facilities\nfor long and intensive treatment. I am not prepared to say to what extent\nthe college can help its students with these personal problems, but I am sure\nthat if something could be done during this formative period the later job\nadjustment would be less difficult and there would be a higher percentage\nof success in business among college students.\nThe two qualities which seem to bother the young college girl most are\nshrewdness and aggressiveness. These are both important and necessary for\nsuccess in merchandising in a department store, and, I believe, for success\nmore or less in any business situation. They are also closely related to this\nproblem of intellectual independence and the well-integrated personality.\nOne thing which strikes the person who interviews the college girls is the\nvast number of applicants who are obviously unsuited for department store\nwork and who are pitifully in need of guidance—guidance which would help\nthem evaluate their own assets in terms of some real job and give them an\nappreciation of their limitations. Girls not only have little insight into\nthemselves but know little of the reality of work.\nIn college a girl should be able to get vocational information from the\npersonnel department or, as it is more correctly termed, the placement\ndivision; yet it seems to me that those engaged in women’s colleges in placing\nstudents are not as aggressive or as alert to the problems of industry as\nare those in men’s colleges. The placement person in a woman’s college seems\nto be so much a part of the collegiate and academic atmosphere that she\ndoes not effectively represent to the girl the viewpoint of the outside world.\nSeldom has such a person been in business herself, and only occasionally is she\nfamiliar with the different business concerns to which she refers applicants.\nTo my mind the chief qualification of such a person should be her identifica¬\ntion with business and the professions rather than with the college.\nIf such a set-up were possible, I should like to see a personnel depart¬\nment in every woman’s college, which carries out a threefold function;\nthat is to say, one which advises along vocational lines, which helps the\ngirls with their personal problems, and which thereby assists in placing\nthem after they graduate. I believe that the girl should be encouraged to\nthink in terms of her plans for the future as early as possible in her college\n\n"}
{"page": 330, "printed_page": null, "text": "324\n\nNational Education Association\n\ncareer and that all available information should be placed at her disposal.\nIn order that she may receive the sort of guidance in her emotional adjust¬\nments which will help her to arrive at a satisfactory solution of her prob¬\nlems and emerge from college with a well-integrated personality, I would\nsuggest that the personnel department include competent individuals with\nthe training to provide this guidance. Given such a set-up, the college would\nprobably then have to go a step further and encourage the girl to avail\nherself of the opportunities afforded. In this connection, I have wondered\nwhether there could not be closer cooperation between the faculty advisers\nand the personnel department, since the faculty advisers necessarily come\nin contact with the girls and are in a position to be aware of their interests\nand needs.\nAs for industry and its role in the development of the college girl, I think\nthat it should work toward establishing closer relations with the colleges and\ntheir placement bureaus. The personnel workers in the colleges might be\ngiven the benefit of the information we can supply them in the form of\nfollow-up studies of their graduates and records of successes and failures.\nIn this way, they will come to have a better understanding of what we are\nlooking for and we will in turn have a better appreciation of the needs and\nnature of the college girl.\n\nTHE EXPEDITION OF YOUTH\nAGNES SAMUELSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nDES MOINES, IOWA\n\nHundreds of young Americans received diplomas from our high schools\nthis spring. Whither are they bound ? Will they find their way into colleges\nor into employment ? How may their enthusiasm be captured and capitalized ?\nWill they drift here and there? Will they swell the numbers of idle youth\nfor whom the United States Office of Education is proposing a community\nyouth program? Will they find satisfying experiences as they are turned\nloose in the world ? Will their morale hold up while they are finding them¬\nselves in the new situations and environments?\nFor the purposes of the next few moments, let us envision them at a\nlanding field ready to take off on the expedition of life. All who have had\nto do with bringing them up to this point have done their best to provide\nblueprints, to teach them to acquire the proper controls, to steer the machine\nand use the equipment, to meet emergencies, to make a safe landing, and\nso on. They have followed the careers of such former high-school pupils\nas Amelia Earhart, Colonel Lindbergh, and Admiral Byrd in their famous\nexpeditions. They have contrasted these expeditions with the one of Co¬\nlumbus, for example. His discovery of a new world was incidental. He had\nthe opposition of ignorance and tradition of a doubting world, while these\nmodern explorers have approval and admiration. His ships were like egg\nshells tossed about on uncharted seas believed to be inhabited by dangerous\nmonsters. His crew, criminals released from the jails, was mutinous and\n\n"}
{"page": 331, "printed_page": null, "text": "Department of Deans of Women\n\n325\n\nfearful. Today’s explorers have expert crews. He had as equipment the\ncompass and the astrolabe. They have all the scientific equipment which\nprogress has produced.\nThey were thrilled that a Boy Scout representing youth in its quest for\nhigh adventure accompanied Admiral Byrd. But have they learned that in\nthe expedition of life each one is a participant? No one is represented by\nanother. Each has his own first-hand experiences as he searches for new\nworlds to conquer from the crib to the arm chair.\nDoes this young generation have a goal? Do these young passengers on\nthe airline of life have an objective? What are these young Sir Galahads,\nBeowulfs, Ponce de Leons, seeking? In general terms they seek the sig¬\nnificant life. They would know the meaning of life, and play a satisfying\npart in interpreting it. They seek the kind of experiences, thrills, and\nrelationships that make life more adequate.\nIf that seems too hazy and not specific enough, it is for each one to\nmake the best use of his personality, ability, opportunity, and interest and\nwill to work. How will they arrive? How will they make their lives count?\nHow will they avoid disappointments? You have been helping them to\nfind the answers. You have been encouraging them to seek the relation¬\nships that broaden, achievements that reward noble effort, poise that balances,\nexperiences that enrich, ideals that inspire, satisfactions that reward, habits\nthat control, will that guides, ambition that motivates, religion that spiri¬\ntualizes, character that stabilizes, and service that spells happiness.\nIt is theirs to look to their equipment with which the home, school, and\nchurch have been girding them. Have they gained health ? acquired mental\nacumen? developed moral courage that will refuse to yield to the alluring\nsirens all along the way? to couple their desire to win by their will to work?\nto complete a job without being checked up? to put first things first? to\nskim off the froth ? to discover true values ? to see that life is more than\nfood and raiment ? more than any of its details ?\nSomehow this young generation must not grope around too long before\ndiscovering that no miracle of science has changed the definition of the\nvirtues, that character is still required, that the only way to freedom is\nthru discipline. It is ours to furnish the right action patterns.\nScience outfits them with equipment that is a modern wonder of the world.\nJust look at the achievements of engineering, medicine, electricity, transporta¬\ntion, and others. The task is not simply to take them for granted, but to\nimprove them. Banish war, poverty, and crime. Make the world a happier\nand a better place in which to live. Make educational equality the reality\nas well as the dream of the American people. Remember that contentment\nis the red light of progress, and improvement the green signal to go.\nThat is not all. They have also to learn that the great aids of civilization\ncan be used and abused. The automobile may lead to the questionable resort\nas well as the great cathedral. The movie screen can show the sensual as\nwell as the sublime picture. The radio can bring the cheap jazz as well as\nthe symphony. The newsstand can exhibit the salacious as well as the whole-\n\n"}
{"page": 332, "printed_page": null, "text": "326\n\nNational Education Association\n\nsome literature. The instruments of modern civilization are so powerful as\nto carry the expedition upon which they are embarking to greater heights\nthan the world ever dreamed of or to lower depths than ever known, depend¬\ning upon their use or abuse. It is theirs to learn discrimination, to seek the\ngood things in life. Education should teach them to recognize these good\nthings without their having any tags on them.\nNow what has all this to do with the deanship? Everything. Do you\nnot find yourselves in this picture contributing much to this training for\nthe expedition of life ? Are you not in many ways called upon every day to\nhelp these teen-age pupils to stand on their own feet in search of character,\nto face life, to set their faces in the direction of the things that are most\nexcellent? It is certain that sympathy, leadership, and guidance will accom¬\nplish more than criticism, ridicule, and impatience when dealing with\nadolescents. You have a large place in this youth program. It is a tangible\nprogram, too, as you cope with the problems of human relationships and of\nindividual adjustments. As a spokesman, guide, counselor, and friend you\nare called upon to give both individual and group service. While you are\nnot a matron, nurse, clerk, registrar, disciplinarian, police woman, chaperon,\nor attendance officer, you may be called upon to serve in any of these\ncapacities. You are all things to all men.\nThe position may still be in the pioneer stage when you think of the\ndifficulties to be met in the attitude of young people toward problems of\nsex and discipline and their aversion to restraint, lack of special training,\nidea that the dean is a disciplinarian, lack of sympathy on the part of teach¬\ners, too much teaching and routine work, lack of trained people to whom\nto refer serious cases, and danger of being misunderstood. But there is no\nbetter time than now for persons to enter this field of service and become\nprepared to fill this important place of leadership in our high schools.\nThis expedition requires us all to think in terms of tomorrow and not yes¬\nterday. We cannot turn the clock back to 1492. As you go about your duties\nin that unpretentious manner which characterizes your service, as you help\nthe ones who are to embark soon, as you teach discrimination, as you offer\nguidance in hard situations, as you teach them to meet new situations as\nundreamed of to them as alphabet combinations were to their grandparents,\nas you push the skylines ahead for them and point their feet in the direction\nof life, liberty, and the pursuit of happiness, as you cause them to seek ideals\nwhich are the blueprints of the machine, you are preparing these young pilots\nand passengers for a safe and happy landing. Yours is no small task, but the\npossibilities for service are as unlimited as the skyways thru which they will\ntravel.\n\n"}
{"page": 333, "printed_page": null, "text": "DEPARTMENT OF\nEducational Research\n\n"}
{"page": 334, "printed_page": null, "text": "HISTORICAL NOTE\nThe American educational research association was formed at 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\nin 1929, and final action in creating the Department was taken at the\nColumbus, Ohio, meeting on July 2, 1920. The research organization\nbrings with it a history rich in achievements and places the National\nEducation Association in closer touch with colleges, universities, and\nresearch agencies.\nThe officers of the Department for the year 1925-26 are: president,\nPhilip A. Boyer, Director, Division of Educational Research, Board of\nEducation, Philadelphia, Pa.; vicepresident, Hollis L. Caswell, Pro¬\nfessor of Education, Division of Surveys and Field Studies, George\nPeabody College for Teachers, Nashville, Tenn.; secretary-treasurer,\nWilliam G. Carr, Director, Research Division, National Education Asso¬\nciation, 1201 Sixteenth Street, Washington, D. C.; executive commit¬\ntee: Philip A. Boyer, Director, Division of Educational Research, Board\nof Education, Philadelphia, Pa.; Hollis L. Caswell, Professor of Educa¬\ntion, Division of Surveys and Field Studies, George Peabody College for\nTeachers, Nashville, Tenn.; William G. Carr, Director, Research Divi¬\nsion, National Education Association, 1201 Sixteenth Street, Washing¬\nton, D. C.; T. C. Holy, Professor of Education, Ohio State University,\nColumbus, Ohio; Paid T. Rankin, Board of Education, 1254 Broadway,\nDetroit, Mich.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1931 -.415-421\n\n1932:357-375\n\n1933:377-394\n\n[ 328 ]\n\n1934:361-286\n\n"}
{"page": 335, "printed_page": null, "text": "EDUCATION IN THE TENNESSEE VALLEY AUTHORITY\nFLOYD W. REEVES, DIRECTOR OF THE PERSONNEL AND SOCIAL AND ECONOMIC\nDIVISIONS, TENNESSEE VALLEY AUTHORITY, KNOXVILLE, TENN.\n\nT\n\nwas approved on May 18,\n1933. The first meeting of the members of the Board as incorporators\nof the Authority was held on June 16 of the same year.\nThe immediate purposes of the Tennessee Valley Authority were to main¬\ntain and to operate the Wilson Dam and power plant, to administer the\nfertilizer plants at Muscle Shoals, and to build Norris Dam on the Clinch\nRiver.\nThe more general purposes of the Authority are to promote the national\ndefense; to further the proper use, conservation, and development of the\nnatural resources of the Tennessee River area and of related adjoining terri¬\ntory ; to further agricultural and industrial development; and to promote\nthe economic and social well-being of the people of that region. The methods\nprovided by the Act for bringing about these results are the maximum devel¬\nopment of the Tennessee River for navigation purposes, flood control, and\ngeneration of electric power incidental to and consistent with flood control\nand navigation, the disposition of the surplus power thus produced, experi¬\nments in the development of cheaper and better fertilizers, promotion of the\nproper use of marginal lands, development of proper methods of reforesta¬\ntion, the making of surveys, plans, experiments, and demonstrations for\nguiding and controlling the extent, sequence, and nature of development\nthat may be equitably and economically advanced thru public funds or thru\nthe guidance and control of public authority, and the fostering of orderly\nphysical, economic, and social development, all within the limits of the\npowers of the federal government.\nNorris Dam in East Tennessee, and Wheeler Dam in Northern Alabama\nare now about one-half completed; and work on Pickwick Dam in West\nTennessee is just beginning.\nThe organization of the Tennessee Valley Authority includes three operat¬\ning departments—Electricity, Engineering and Construction, and Fertilizers;\nsix service divisions—Personnel, Finance, Materials, Legal, Land Acquisi¬\ntion, and Information; six planning divisions—Agricultural, Industrial,\nLand Planning, Engineering Planning and Geology, Social and Economic,\nand Forestry; and a division for coordination.\nUp to the present time most of the planning divisions have carried on\nsome educational work. This work will now be centralized in an education\nsection in the Social and Economic Division, which is now in process of\norganization. This section will include units dealing with visual education\nand educational publications. Much research is being carried on by the\nplanning divisions of great value to the country as a whole. Thru the edu¬\ncational publications unit results of this research will be edited and put in\nhe Tennessee valley authority act\n\n[ 329 ]\n\n"}
{"page": 336, "printed_page": null, "text": "330\n\nNational Education Association\n\nform for publication. The visual educational unit will include educational\nexhibits and a history of the Tennessee Valley Authority in moving pictures.\nThe first moving picture available for distribution was shown here this\nafternoon. Some of you may have had an opportunity to see it. Other reels\nare available showing actual engineering operations at Norris and Wheeler\nDams. These would be of particular interest to engineering schools, altho\nthey have great educational value for the layman as well. These films show\nthe “ why ” and “ how ” of the engineering planning and construction of\nthe dams. They explain to a non-technical audience the engineer’s function\nand particularly the care he exercises in doing this work. To a technical\naudience the exact facts are presented in a pictorial record of accomplish¬\nments. Other instructional films will be made for specific training purposes.\nFor example, a film is being prepared for use in the Reservoir Clearance\nDivision which will show the right way to chop down trees, to tie brush\ndown, etc. This type of work always carried a high accident rate, and it is\nbelieved if these common laborers can be taught to do their jobs in the right\nway, the accident rate can be materially reduced. The educational exhibits\nwill also portray specific phases of the work of the Authority, such as rural\nelectrification, flood control, and reservoir clearance.\nThe Forestry Division has been carrying on educational work in the CCC\ncamps assigned to TVA work, in cooperation with the educational advisers\nin these camps. It has consisted primarily of motion picture programs,\nlantern slide lectures, and forestry classes. In addition, forestry literature\nis distributed to the camps and made available for the use of the boys. No\nattempt is being made to make foresters out of the men in the camps, but\nmerely to create in their minds a general attitude of conservation and forest\nconsciousness.\nThe other unit dealing specifically with education is the Training Section\nin the Personnel Division. Since it has been organized for some time there\nis much more to tell about it than about the Education Section.\nIn an effort to spread employment, the Tennessee Valley Authority set\nup its program for the construction of dams*on a five-day week, five and\none-half hours a day. This left the men in the construction camps with con¬\nsiderable leisure time, and much thought has been given to its profitable\nutilization. Many of the men are dependent on common labor jobs for a\nliving and when the construction of the dams is completed many of them\nwould be without work unless other construction activities are developed in\nthe meantime. This might mean that a number of them would return to\nthe relief rolls. It seemed desirable, therefore, to provide facilities whereby\nthese men could, during their leisure time, learn some skill or trade which\nwill assist them in earning their living when their work on the dams has\nended.\nThere is also some difficulty at the present time, even tho this is a period\nwhen many men are unemployed, in finding a sufficient number of men\ntrained in certain specific trades to fill positions which are now available\nin the Authority. In a number of instances, therefore, training courses have\n\n"}
{"page": 337, "printed_page": null, "text": "Department of Educational Research\n\n331\n\nbeen set up to train men for specific jobs on our own construction activities.\nIn this way the men, some working as common and semi-skilled laborers,\ncan learn a trade, and as jobs become available be transferred to them.\nAlso, many of those now classified as skilled workmen enrol for training\nin order to make themselves more proficient.\nWhen it was decided that a training program would be set up, it seemed\nadvisable to select as laborers men who were not only qualified for labor\njobs, but who were also qualified to benefit from the advantages of the train¬\ning that was to be offered. As a means of selecting these men an examination,\nconsisting of a mechanical-aptitude test, a test of ability to follow printed\ninstructions, and a non-language test of ability to follow oral instructions,\nwas prepared by Dr. L. J. O’Rourke and administered by the Personnel\nDivision in cooperation with the United States Civil Service Commission.\nApproximately 40,000 men in 138 examination centers located in the Ten¬\nnessee Valley and adjacent territory, took this examination. Part of the\nexamination and examining procedure was especially designed for those\nmen who had not had the advantages of a formal education. The examina¬\ntion, however, was not the only basis for the selection of this group of\nemployees. Personal interviews and other methods ordinarily employed in\nselecting laborers were also used. At the present time, after there has been\nample opportunity to check the quality of the labor group selected, it is\ngenerally agreed that the “ combination method ” employed in selecting\nlaborers has resulted in securing a group of men who are not only excep¬\ntionally efficient as laborers, but who also have the intelligence to enable\nthem to receive maximum benefit from a training program.\nParticipation in the program is entirely voluntary and no tuition fee is\ncharged. Except in the few extension classes that are offered in cooperation\nwith certain colleges, the training program is administered without use of the\nartificial awards of grades, credits, and degrees employed almost universally\nby colleges and secondary schools. The only rewards that the participants\nreceive are those resulting from increased skill, greater efficiency, and intel¬\nlectual stimulation.\nAt the present time there are two main training centers, one at Norris,\nin East Tennessee, and the other at Muscle Shoals, in Alabama. The Muscle\nShoals center includes workers at the fertilizer and power plants at Wilson\nDam and the workers constructing Wheeler Dam, fifteen and one-half miles\nup the river from Wilson Dam. A third training center will be estab¬\nlished shortly at Pickwick, in West Tennessee.\nMany of the classes have been organized at the request of employees.\nFor this reason the classes offered at each location differ considerably. This\narrangement seems desirable, since it offers an opportunity to experiment\nsomewhat in the organization of the training programs at different locations,\nand makes possible a comparison of the effectiveness of different curriculums\nand methods. As a result of such a comparison a decision as to the best pro¬\ncedure to set up for this type of training program may be arrived at. Another\nfactor in determining the organization of the training program in each area\n\n"}
{"page": 338, "printed_page": null, "text": "332\n\nNational Education Association\n\nis the type of opportunity which will be available to trainees following their\nemployment with the Authority. At Norris, where a construction camp and\na permanent town have been built, there will no doubt be more opportunity\nfor various trades to develop than is true in the Pickwick area, which is\nlargely rural. One reason for this is the location of Norris, which is near\nKnoxville, an industrial center in Tennessee. A much more diversified pro¬\ngram will be found at Norris, therefore, than in the other two centers. In\naddition, while the new community at Norris was being planned it was\npossible to construct the operating units in such a way that they could also\nbe used for specific training projects. At Muscle Shoals, on the other hand,\nthe program is much more closely allied with the construction work.\nThe Norris Training Unit recently set up a statement of its objectives\nand a syllabus of courses and offerings. A review of some of these will serve\nto describe the program at that location.\nSpecific objectives of the engineering and construction training are to find\nand develop foremen for future projects, and to qualify men in sub-profes¬\nsional work in engineering and construction. The course in foremanship\nconsists of a series of lectures and discussions on phases of foremanship such\nas labor relations, safety, management, records, employment, and health and\nsanitation. There is another group which has an opportunity to secure ex¬\nperience on several phases of the work at the dam and thru study and in¬\nstruction to prepare themselves better for various kinds of construction work.\nEach member of the group rotates six weeks from one work crew to another.\nAlong with the plan of rotated employment, an opportunity for study and\ninstruction is given. The program includes courses such as mathematical\nanalysis, drawing, carpenters’ arithmetic, topographic mapping, the theory\nand practise in use of the slide rule, photography, and surveying.\nTraining in the trades has been set up in connection with the following\nservice projects, an auto shop, metal shop, electrical shop, woodworking\nshop, and a saw mill. Trades training aims to increase the efficiency of\nskilled mechanics that they may function more efficiently on the present job,\nto prepare skilled workers for electrical work in the area, to train men in\nfarm and home maintenance, and to train unskilled workers in trades. The\ncourse in carpentry covers all of the elements involved in practical carpentry,\nincluding house framing, roof framing, interior trim, stair building finish¬\ning, the use of the steel square, estimating, etc. One in electricity covers\nall phases of electrical practise and theory, such as annunciator and bell\ncircuits, house wiring, the Underwriters’ Code, meter maintenance and in¬\nstallation, armature winding, transformer installation and maintenance,\npower transmission, and the servicing of electrical household equipment.\nOther offerings include machine shop practise, welding, blueprint reading,\nand forge practise.\nLocated at Norris is a dairy farm, creamery, and poultry plant which\nserve as demonstration and service projects, inasmuch as they provide Norris\ntown and camp with their products, and provide a place for training those\ninterested in agricultural pursuits. In connection with this program classes\n\n"}
{"page": 339, "printed_page": null, "text": "Department of Educational Research\n\n333\n\nin forestry are being offered to men employed in the Reservoir Clearance\narea. The Tennessee Valley Authority will own a strip of forest land\naround the Norris reservoir. From the group taking training in forestry\nwill be selected the men who will care for this land. This job will not require\ntheir entire time. Therefore, if the particular plot of land is suitable for\ncultivation, a man trained in forestry and agriculture will be selected. The\nland will be rented to him, he will be paid for his services in caring for the\nforest land, and will earn part of his living from the land.\nThe women as well as the men have training opportunities at Norris,\ncentering about a demonstration house which is completely equipped with\nelectrical appliances. A large number of the houses at Norris are not only\nequipped with electrical appliances, but are also heated by electricity. Many\nof the women have had no experience with electrical equipment, and it\ntherefore seemed desirable to provide instruction in its use and care. In\nconnection with this instruction it was possible to organize foods classes.\nWith this as a beginning the program has expanded to include classes in\nclothing, child study, home furnishing, weaving, health, accident prevention,\nmetal crafts, and pottery making.\nThe general education program is intended to stimulate greater ability\nto discern primary issues among contemporary problems. Prominent outside\nspeakers are invited to discuss topics such as the essential factors in rural\nrehabilitation, consumers’ research, cooperative achievement, and com¬\nmunity organization. Special attempts are made to obtain different view¬\npoints so as to make a balanced presentation. Other groups meet to study\nand discuss economic problems. While all programs center directly about\nthe library service this is particularly true of the general education courses.\nIn addition there is a recreation program managed largely by an em¬\nployees recreation association.\nThe training program in the Muscle Shoals area was started considerably\nlater than the one at Norris, and much of it is still in the organization stage.\nThe problem of developing a training program in the Muscle Shoals area\nwas more difficult because the employees there are much more scattered,\nmany of them living in nearby towns, and driving to and from work daily.\nIn addition, much of the instruction is carried on by volunteer teachers. In\nsome courses it has seemed desirable to organize the work on a home-study\nbasis, using correspondence school material. In this way it is not necessary to\nhave class meetings as often as otherwise, altho the groups do meet together\nfor discussion purposes occasionally and the instructor is available for ad¬\nvisory purposes. Some classes for carpenters have been organized in this\nmanner, and to date the method seems to be effective.\nIn this area a much greater interest in practical electricity is evidenced\nthan at Norris. This is probably due to the fact that the power plant is\nin operation at Wilson Dam. Since there will probably be a demand for\npeople trained in various phases of electricity, classes will be set up to\ndevelop skills applicable to electrical power transmission and distribution\nwork, and to power house construction and operation work. Classes will\n\n"}
{"page": 340, "printed_page": null, "text": "334\n\nNational Education Association\n\nalso be given for wiremen. This training will serve the double purpose\nof providing better trained men for the Authority, and providing more\nefficient service in the area.\nIn the construction training program there has been what is known as\na “ flying squadron ” group of trainees who are assigned to specific jobs as\ncommon laborers with the understanding that the foreman will assist them\nin learning as much as possible about that particular job. These trainees\nare then shifted from one job to another, and on the basis of this experience\nit is possible to place employees in the type of work which they will do best.\nThis method gives the men an opportunity to learn about more than one\nphase of the construction job.\nA class in foremanship training has recently been started. It has been\ndifficult to secure enough men from the valley area who have had experience\nas foremen in heavy construction operations. It is believed that the com¬\nbination of training in the flying squadron group and the specific foremanship\ntraining will provide a group of men with excellent background for fore¬\nmanship positions, and will ultimately result in greatly improving the quality\nof the foreman group. In addition to the specific courses in various trades,\nclasses in arithmetic, English, and other basic subjects are being taught.\nA very definite effort is being made to counsel with the men and guide them\nin the types of training they take in order that the training will be most\nprofitable, both to the men and to the Authority.\nThe recreation program in the Muscle Shoals area has a much broader\nscope than is ordinarily thought of as recreation. As is typical of all train¬\ning in that area, an attempt is being made to tie the program in very definitely\nwith the communities in that locality. There are twenty distinct com¬\nmunities where the workers live. The recreational leaders have organized\nrecreation leaders institutes, the immediate aim of which is to train leaders\nin recreation. The ultimate aim is to build a nucleus of leaders in recreation\nin each community. The institutes are being organized by counties. One in¬\nstitute has a membership ranging in age from seventeen to fifty-four, repre¬\nsenting twenty-five different occupations. On inquiry to determine what\ntypes of groups they would be interested in organizing or leading for recrea¬\ntional purposes, it was discovered that twenty-seven different types of activi¬\nties were represented. By types is meant churches, schools, Y. M. C. A.’s,\netc. In setting up the program in this manner the volunteer assistance neces¬\nsary to carry on the program in the twenty communities will be provided.\nPerhaps the best feature, however, is that there will be a self-perpetuating\ngroup in each community, and when the construction work in that area is\ncompleted, the program will not die out because of the withdrawal of the\npaid leadership.\nThe same men have organized classes in parent education under the\nsponsorship of the parent-teacher associations in that locality. These courses\nare organized in a similar fashion. The training program is carefully planned\nwith the idea that when it is once developed the people now enrolled can\nprovide leadership in offering similar classes later on. These groups are\n\n"}
{"page": 341, "printed_page": null, "text": "Department of Educational Research\n\n335\n\nstudying the relationship between the parent and the child, and the physical\naspects of child care. General emphasis is placed on what the parent can do\nin a practical way, with little or no expense, to further the play life of\nthe child.\nAnother innovation is the village community nights program. Instead of\ncalling meetings for groups having specific interests, village community\nnights have been organized to which everyone is invited, and out of which\ndefinite related and coherent interests have been developed. Following the\ncommunity hour program, classes are held for those interested in both voca¬\ntional and general subjects. This approach seems to have had excellent\nresults.\nOne especially interesting phase of the work in the Muscle Shoals area\nis the negro training program. At the present time over five hundred negroes\nare participating. This program has developed mainly along two lines: the\nprogram at the negro bunkhouse at Wheeler, and the clubs. In the bunkhouse an organization called the Negro Welfare Association of the Ten¬\nnessee Valley Authority has been effected. This group elects officers, and\nconducts regular meetings. A new president is elected every month. This\npolicy has been established to give the men greater interest and experience\nin conducting meetings. There is a permanent steering committee of seven\nmen. These men head up the following commissions: Health, Education,\nSanitation and Safety, Mechanic Arts, Welfare, Discipline, Religious. Thru\nthese commissions the men handle their own problems of discipline, sanita¬\ntion, etc. Each member of the steering committee organizes clubs within\nthe bunkhouse to study specific problems falling within the province of the\ncommission he heads up.\nThe training program for this group is considerably different from that\nfor the white group inasmuch as many of the negroes are illiterate and it is\nnecessary to start from the very beginning and teach them the three R’s.\nFor the same reason the training is largely of a practical nature, and the\nmen are taught to do many of the things which they might otherwise have\nto pay to have done for them, or do without. For example, they are taught\nbrickmasonry, paper hanging, carpentry, how to make screens, how to put in\nwindow panes, how to build rafters, to build steps and porches, and how to\nput in floors, so that the men can make repairs on their own homes, and in\nsome cases even build simple houses. Other classes are held in shoe repair¬\ning, repairing cars, and other trades. The reading, writing, and arithmetic\nclasses are taught with practical applications. For example, the classes in\narithmetic relate their work to cotton so that the men will be able to\nfigure out how much cotton they have picked, and how to multiply the\nprice they should receive for it by the number of pounds. They are being\ntaught lessons in thrift, and in their arithmetic classes they learn how to keep\nrecords of their money. In writing they learn how to make out checks and\nother simple everyday tasks. Training on the job for advancement in their\nwork is also included in the negro training program.\nClubs have been organized in the negro village at Wheeler and in nearby\ntowns, to serve the group of negroes who do not live in the bunkhouses.\n\n"}
{"page": 342, "printed_page": null, "text": "336\n\nNational Education Association\n\nThe organization of the clubs and the training offered is similar to that\nin the camp. However, these men have an opportunity to tie their training\nin with the work at their homes. In addition to learning how to build and\nrepair houses, the men are learning how to make furniture for their homes.\nWomen’s clubs are organized and the women are learning how to make rugs\nand quilts with which to beautify their homes. In this connection they have\ndecided that every negro home should have a TVA room, i. e., they will put\nin practise some of the things they are learning and try to make at least one\nroom in the house as attractive as possible. Some of the architects have\noffered to assist by going into some of the homes and suggesting changes\nwhich can be made by the man and his wife, which will make the home\nmore attractive and livable. These will then serve as patterns which other\nfamilies can follow, more from the point of view of suggesting ideas than\nas models.\nIt is not possible in the time available, to set forth in detail the training\nprogram. The most important feature is the approach and the group re¬\nceiving the training. The program is in no wise static, but constantly chang¬\ning as experience teaches that there is a better way to achieve the objectives.\nResponse to this type of vocational education by both white and negro groups\nis indeed very encouraging.\nSummary\nThere are then two sections in the Tennessee Valley Authority dealing\nspecifically with education. The one is largely an adult education program\nfor its employees and their families, the other of educational value to the\ncountry as a whole. The written and pictorial history of the Tennessee\nValley Authority and the results of its research will be of inestimable value\nto private individuals and to public concerns all over the world.\n\nPROBLEMS IN THE MEASUREMENT OF TEACHING\nABILITY\nGILBERT L. BETTS, DIRECTOR OF INSTRUCTION, WEST ALLIS PUBLIC SCHOOLS,\nWEST ALLIS, WIS.\n\nTeaching ability is the ability of teachers to stimulate desirable changes\nin pupils. One may approach its measurement in two ways: thru differ¬\nences between teachers or thru differences in the teaching process. In the\nfirst approach, one will attempt to discover traits that invariably differentiate\nbetween teachers that produce desirable changes in pupils and teachers\nthat do not produce them. In the second approach, one will attempt to dis¬\ncover what procedures are most effective in producing these results. Some\nproblems are common to both these approaches, and some are peculiar to\none but not to the other.\nDetermining what changes in pupils are desirable, is a problem common\nto both approaches. The writer suggests that educators go to the persons\n\n"}
{"page": 343, "printed_page": null, "text": "Department of Educational Research\n\n337\n\nwho support the schools in order to discover their purposes in giving this\nsupport. These purposes constitute the goals of education. Prescribing\nindependently of its own wishes in the matter what kind of an education\na society shall have, is the way of autocracy, not democracy. Knowing the\nchanges in pupils that society wishes produced, one must measure these\nchanges, since the greater the change the more effective is the agent causing\nit. This necessitates the development of more adequate measuring devices.\nNot only must change be measured, but that part of it due to the influence\nof teaching must be separated from that part due to other influences. This\nhas not yet been done. Furthermore, the influence of one teacher must be\nmeasured independently of the influence of other teachers. Some pupils are\nmore susceptible to desired changes than others; hence change in relation\nto pupil-ability must be measured. These problems must be met and solved\nwhether one attempts to measure teaching ability thru trait differences or\nthru differences in teaching method.\nOne problem at least pertains only to the approach thru trait differences.\nSignificant differences between eminent teachers and gross failures are in¬\nadequate indexes; these do not enable one to distinguish between the ordinary\ngood and poor teacher. Discovering these subtle traits is extremely difficult.\nWhen one approaches the matter from the functional point of view\nseveral problems appear. Educational nomenclature is unsuited to exact\ndescription. It too often carries approbation or subtle odium along with\ndescription, or the terms are too general. To develop adequate descriptive\ntechnic probably will require the audio-visual records of a wide variety\nof classroom situations be taken into the educational laboratory for analysis.\nWhen one is able to adequately describe a method of teaching, one then must\nreproduce it under controlled conditions and test its efficacy. Having done\nthis for all the commonly used methods, one can arrange them on a scale\nof merit and thus measure a teacher’s ability by observing the teaching\nprocedure.\n\nTHE MEASUREMENT OF TEACHING ABILITY\nA. S. BARR, PROFESSOR OF EDUCATION, UNIVERSITY OF WISCONSIN,\nMADISON, WIS.\n\nThe measurement of teaching ability is important: (1) in the training\nof teachers in service; (2) in the institutional training of teachers; (3)\nin the administration of the teaching staff; and (4) in research relating to\nthese fields.\nBefore turning to the studies of the measurement of teaching ability and\nto certain suggestions for further research in this field, I should like to\nspeak briefly about the contribution of measurements to each of these four\naspects of professional education. In the first place, the measurement of\nteaching ability is important in the training of teachers in service. The\nschool supervisor needs carefully validated instruments for the measurement\n\n"}
{"page": 344, "printed_page": null, "text": "338\n\nNational Education Association\n\nof teaching ability both as an aid to the pretraining diagnosis of teaching\nand as a means of evaluating the results of training programs. Classroom\nteachers have become fairly well accustomed to the use of measurements in\nteaching. It is frequently urged in support of the use of measurements in\nclassroom instruction that to teach most effectively the teacher must more\naccurately gage the results of instruction; to make the instruction more\nspecific teachers must diagnose before teaching, etc. Very much the same\nclaims might also be advanced for the importance of measurement in the\nprofessional education of teachers. If the in-service training of teachers\nis to be done as effectively as it should be, then supervisors must have more\nadequate instruments for the measurement of teaching ability.\nIn the second place, the measurement of teaching ability is important in\nthe institutional training of teachers. With the increase in the enrolment\nof teacher-training institutions and the demand for fewer and better trained\nteachers, those responsible for the institutional training of teachers have\nbeen forced to consider ways and means of limiting the number of entrants\ninto teacher-training institutions. One of the best and surest means of\nimproving the quality of teaching is to admit to training only those indi¬\nviduals of superior potential teaching capacity. And while one need not\nsay that “ teachers are born and not made,” the fact does remain that the\nindividuals entering upon the training program are mature individuals with\nwell-developed habits, interests, attitudes, ideals, and personal idiosyncracies.\nThese traits will probably determine more than anything else their success\nas teachers. While certain institutions have already embarked upon pro¬\ngrams for the pretraining selection of teachers upon the basis of the data\nnow available, it is only thru careful and extended research upon the quali¬\nties conditioning teaching success that valid measures for the selection of\nentrants into teacher-training institutions may be chosen.\nIn addition to the function of selecting teachers for training, the measure¬\nment of teaching ability is of value in the pretraining diagnosis of teaching\nand in evaluating the effectiveness of training programs, as it is in the\nin-service training of teachers. To make professional education of teachers\nmost effective those responsible for the institutional training of teachers\nmust measure progress, diagnose, and evaluate the effectiveness of the profes*sional education of teachers as teachers have done in ordinary classroom\ninstruction now for some time. All in all measurement can make an im¬\nportant contribution to the institutional training of teachers.\nA third use of the measurement of teaching ability will be found in the\nadministration of the teaching staff. In the first place, some evaluation\nof the prospective teacher’s ability must be made in the selections of teachers.\nThe superintendent has, each year, the important duty of hiring new\nteachers. The success of his administration in no small measure depends\nupon his ability to choose capable teachers. In the second place, many school\nsystems pursue the policy of making promotions on the basis of merit; where\nthis policy is pursued, it becomes important that the measures of teaching\nbecome necessary to decide upon the further retention of teachers. Dis-\n\n"}
{"page": 345, "printed_page": null, "text": "Department of Educational Research\n\n339\n\nmissals are sometimes made upon rather flimsy evidence and even upon\npersonal prejudice. Each of these phases of the administrator’s work calls,\nit seems to me, for better measures of teaching ability.\nFinally, the measurement of teaching ability is important in research re¬\nlating to the administration, supervision, and professional education of the\nteaching staff. There are many problems relating to personnel administra¬\ntion, the in-service and institutional training of teachers, which depend for\ntheir solution upon the measurement of teaching ability. Such a problem\nas the relative merits of textbook courses, observation, and practise teaching\nin the training of teachers cannot be solved, for example, until the teaching\nabilities of the teachers trained under different methods of instruction can\nbe accurately measured. Should one desire to evaluate the curriculum of\nteacher-training institutions one would find the task an impossible one in\nthe absence of accurate instruments of measurement. Experimental studies\nof the methods of the in-service training of teachers are likewise dependent\nupon the development of accurate instruments of measurement. These and\nmany other problems in the training, administration, and supervision of\nthe teaching staff can be solved only by the development of adequate instru¬\nments for the measurement of teaching ability.\nI should like to turn now however to some of the probable shortcomings\nin our present approaches to the measurement of teaching ability with the\nhope that we may be able to offer something constructive to those who care\nto pursue this matter, further. While it is not exactly a shortcoming, the\nlow coefficients of correlation secured in most of the studies of the measure¬\nment of teaching ability are due not wholly to the lack of validity in our\ninstruments of measurement of teaching ability, but in part to errors of\nmeasurement; in part to the range of talent; and in part to the minuteness\nof the contribution made bv the different aspects of teaching measured when\ncompared with the whole of teaching ability. I think that these facts are\nprobably worth keeping in mind. The unstable character of the findings,\nthat is, the lack of agreement among investigators, such as we find in the\nreports of investigations from time to time, is due partly, it seems to me,\nto the varying conditions under which the data are collected; to differences\nin the teachers measured; to differences in the criteria of good teaching\nemployed by different investigators; and to differences in the instrument\nemployed for the measurement of teaching ability in different investigations.\nAside from these statistical considerations there are, however, certain\nshortcomings in our approaches to the measurement of teaching ability that\nneed to be mentioned. In the first place, there is the idea that the teacher’s\nsuccess is determined by his method of teaching or his knowledge of the\nsubject taught. Now, of course, we would all agree, I think, that the\nknowledge of the subject taught and knowledge of methods of teaching are\nexceedingly important aspects of teaching, but I think that we do frequently\noverlook the fact that the teacher brings into a given teaching situation not\nmerely a knowledge of subjectmatter taught or method of teaching but his\nwhole active self. Haggerty has emphasized this fact by stressing the im-\n\n"}
{"page": 346, "printed_page": null, "text": "340\n\nNational Education Association\n\nportance of teacher-pupil relationships; others have emphasized this fact\nby stressing the importance of the teacher’s personality. The matter has\nbeen expressed differently by different persons, but most any of us who\nhave had any contact with teachers whatsoever know that while a teacher’s\nknowledge of method and subjectmatter are exceedingly important that\nthey are only aspects of some larger whole not yet very well recognized\nor adequately defined.\nIn the second place, most of our present approaches to the measurement\nof teaching ability are made on the technic level. As I look at the matter,\nthe technics of teaching are merely the observable superficial aspects of\nteaching. They are numerous, fleeting, and transitory. Within certain\nlimits any one of a number of procedures may serve the teacher’s purpose\nquite as well as another. In making this statement I do not deny of course\nthat there is probably for each teaching situation one best technic, but within\ncertain limits and from a practical point of view any one of a number of\ntechnics may serve the teacher’s purpose quite as well as another in most\nteaching situations. I think that the failure to recognize this fact has led\nto a considerable amount of wasted effort in the measurement of teaching\nability. In rating, for example, while the observable facts of teaching are\nspecific teacher and pupil activities, I think that it is clear that these specific\nactivities are, on the whole, uninterpretable except as they are referred to\nsome more fundamental criteria of good teaching, principles of teaching,\nor what-not.\nAside from these needed extensions in our conceptions of teaching, I\nthink there are certain possible mistakes in our technics of measurement to\nwhich reference should be made in any consideration of methods of im¬\nproving the measurement of teaching ability. In the first place, I suppose\nthat it is generally recognized that there is a rather wide gap between\nknowledge of how to teach and teaching ability. This, of course, is not a\nnew idea but one that definitely limits the applicability of paper and pencil\ntests of teaching ability. While I have always favored the application of\ntests to the measurement of teaching ability, I think that it may be necessary\nto supplement such tests by carefully developed rating scales wherein the\ndata are collected under controlled classroom conditions, something like\nthose under which a Binet test of intelligence is administered or some other\ntype of controlled observation not yet defined.\nIn the second place, it seems to me that in our attempts to measure teach¬\ning ability we have fallen into the same errors of part measurement into\nwhich the early makers of intelligence tests fell. You will recall that the\nearlier tests of intelligence were not like those so well known today, but\nsingle tests of sensory motor processes, auditory and visual acuity. In a\nmanner we appear to have fallen into the same error in our measurement\nof teaching ability in our attempt to measure teaching ability thru measures\nof the teacher’s health, his intelligence, knowledge of subjectmatter, and\nmethod. Probably what we need to do now, is to turn our attention to the\ndevelopment of functional tests measuring the teacher in action. At least\nI should like to commend this idea to you for consideration.\n\n"}
{"page": 347, "printed_page": null, "text": "Department of Educational Research\n\n341\n\nLeaving this aspect of the subject, I wish to turn now finally, to a few\nbrief comments upon the criteria of teaching success and the collection and\nstatistical treatment of data in investigations of the measurement of teaching\nability. In the first place I suppose it goes without saying that it will be\nnecessary to give more attention to the development of the criteria of teach¬\ning success. This is, of course, a bit embarrassing inasmuch as there is so\nlittle agreement among educationalists as to what good teaching is. It\nseems to me, however, that the ultimate criterion of teaching success will\nhave to be found in the changes produced in pupils measured in terms of\nthe objectives of education. And I think it also goes without saying that\nthese changes or products of instruction will have to be considered broadly.\nWe shall have to take into consideration not merely knowledges and skills\nand the more tangible outcomes of instruction, but attitudes and ideals\nand the less tangible outcomes of instruction. This in itself presents a very\ndifficult problem for the expert in measurement.\nIn the second place, I think it will be necessary for us to exercise much\nmore care in the collection of data in the future than we have in the past.\nI think that the application of the so-called statistical method wherein little\nor no attention is given to the manner in which the data are collected has\nproved thoroly unsatisfactory in the study of the measurement of teaching\nability and if better results are to be secured they will be secured thru\nthe careful collection of data as in controlled experimentation. This is,\nof course, no criticism of statistics, but of what I conceive to be a mis¬\napplication of statistics. The collection of data and the application of sta¬\ntistical procedure to data are two entirely different matters and no elabora¬\ntion of either can take the place of the other.\nIn conclusion, then, I think that we have here an important field of\ninvestigation. While a considerable amount of work has been done in the\nfield, the work that has been done has met with only moderate success.\nIn a way, while this work is important, it is only preliminary to the infinite\namount of more refined work that needs to be done. In thinking about\nwhat needs to be done next, it seems to me then that our approaches to this\nsubject can be improved: (1) thru the more adequate use of a number\nof well-known principles and technics of test construction not here discussed;\n(2) by measuring more aspects of the teacher’s contribution to teaching\nsituations and not merely his knowledge of subjectmatter, method, or in¬\ntelligence; (3) by approaching the measurement of teaching ability thru\nfunctional tests of the whole teacher in action made either thru paper and\npencil situation tests or thru the observation of teachers in controlled teach¬\ning situations; (4) by thinking of teaching not so much as so many tricks\nof the trade, technics, and devices but as the application of fundamental\nfacts and principles to the teaching process; and (5) by the application of\nbetter technics of validation wherein more attention is given to the criterion\nof good teaching and the condition under which the data for the validation\nof instruments for the measurement of teaching ability are collected.\n\n"}
{"page": 348, "printed_page": null, "text": "342\n\nNational Education Association\n\nREADING INTERESTS\nA. M. JORDAN, PROFESSOR OF EDUCATIONAL PSYCHOLOGY, UNIVERSITY OF\nNORTH\n\nCAROLINA,\n\nCHAPEL\n\nHILL,\n\nN. C.\n\nIn the defense of my dissertation on children’s interests, at Columbia\nUniversity in 1919, I was setting forth my findings on what children, un¬\nhampered by adult supervision, actually read, when Dr. Kandel interposed\nthis question, “ It may be true that children like the sort of reading which\nyou describe, but how can these interests be changed into a liking for a\nmore desirable type of reading? ” My reply was a very wise one, “ I don’t\nknow.” The longer I live the more convinced I am of the wisdom of that\nreply. And while today I am not certain of the answer, yet it is fairly clear\nthat experimental and statistical studies do throw considerable light on this\nproblem. It is my purpose today to try to answer five questions:\n1. What are our high-school pupils reading today?\n2. How does this reading compare with that of 1921 and 1925 ?\n3. What do young adults read?\n4. What has been done to improve the reading of pupils and adults?\n5. What conclusions can be drawn from these studies as to what ought to be done?\n\nOne study with typical findings (Johnson, B. L., 1932) was based on the\nquestioning of children in Grades V to XI concerning their voluntary read¬\ning of books, magazines, and newspapers. The favorite authors of 888 boys\nduring the month before the inquiry with the number of times mentioned\nwere: London, 38; Altsheler, 35; Grey, 34; Stevenson, 31; Clemens, 28;\nAppleton, 26; Van Dine, 23, and Terhune, DeFoe, Burroughs, Lindbergh\nin order. Nine hundred and sixty-eight girls, on the other hand, voted as\nfollows: Alcott, 111; Seaman, 57; G. S. Porter, 46; Montgomery, 45;\nGrey, 43; and Rankin, Spyri, Hope, Rinehart, Wiggin.\nIn the case of magazines, boys liked best Liberty, Saturday Evening Post,\nWestern Story, Boys Life, American Boy, Popular Mechanics; while girls\nlike best Liberty, Pictorial Review, Saturday Evening Post, and Ladies’\nHome Journal. Ninety percent of boys and girls reported reading books;\n98 percent, magazines and newspapers. Books and magazines of adventure,\nsport, Boy Scouts were most frequently read by boys; while girls chose\nmost, books and magazines of love, home, clothes, and school.\nIn another study (Jennings, 1929) 890 junior high-school boys and girls\nof Knoxville, Tennessee, were asked to keep a record of their reading for\none week. Three hundred and seventy-five boys gave the titles of 433\nbooks they had read; while 515 girls listed 835. Boys liked best the books\nof Zane Grey and Edgar Rice Burroughs, while Zane Grey and Gene\nStratton Porter were the favorites with girls. Among magazines, boys liked\nbest Boys Life, American, Popular Mechanics; girls liked best American,\nTrue Story, and Ladies' Home Journal. In the ten favorite magazines of\nboth boys and girls only two magazines were common to both groups—\nAmerican Magazine and True Story. Practically all boys and girls read\nthe newspapers. The sections of the paper most interesting to boys were\n\n"}
{"page": 349, "printed_page": null, "text": "Department of Educational Research\n\n343\n\n(1) comics, read by 372 out of 375 boys, (2) sports, and (3) general\nnews items. Girls read most these sections: (1) comics, (2) continued\nstories, (3) woman’s page and society news. The results of studies by\nLancaster, Rasche, Gary, Lehman and Witty are summarized by W. S.\nGray as follows: “ Practically all children read newspapers and magazines;\nthey secure magazines largely from the home library table; many of the\nmagazines read are of questionable quality; a large percentage of children\nread books voluntarily; the books read are secured chiefly from the school\nand public library; most of the books read are fiction; more girls than boys\nreported that reading consumes more of their leisure time than does any\nother activity.”\nLet us compare with these investigations finished in the period between\n1929-32 those done first in 1918 and again in 1925 by the speaker with\nresults typical of the investigations of that time. Of the reading interests\nof the children of 1918 it was concluded from visiting eight city libraries\nat length, and from questioning about 3500 children between the ages of\nnine and twenty that “ both boys and girls show a very large interest in\nfiction in comparison with that shown in other types. Girls like fiction best\nof all. Boys place it second only to adventure.” The most popular books\nwith boys were: The Call of the Wild, Treasure Island, Boy Scout Series,\nTom Sawyer, and Kidnapped. Girls liked books of a slightly different\nnature; Little Women, Pollyanna, Freckles, Girl of the Limberlost, and\nTale of Two Cities. It was shown also that children’s interests changed\nperceptibly with age. These books of 1918 may be compared with the most\ninteresting for 1925, in which about 1500 high-school students were asked\nto list the five books and three magazines they liked best. Boys in 1925\nliked best Zane Grey’s works, Call of the Wild, Boy Scout Series, Treasure\nIsland, Tom Sawyer. Girls liked best Zane Grey’s works, Little Women,\nGirl of the Limberlost, Pollyanna, and Freckles.\nLet us turn now to the magazines of the two investigations of 1918 and\n1925. The most popular magazines for boys in 1918 were: American Boy,\nPopular Mechanics, Literary Digest, Saturday Evening Post, and American\nMagazine; in 1925, American Magazine, American Boy, Literary Digest,\nSaturday Evening Post, and Popular Mechanics. The choices for girls\nin 1918 were: Ladies’ Home Journal, Cosmopolitan, American Magazine,\nPictorial Review, and Good Housekeeping; in 1925, American Magazine,\nLadies’ Home Journal, Cosmopolitan, Good Housekeeping, and Literary\nDigest.\n\nWith these facts before us, it is clear that there have been few changes\nin types of interest between the period 1918-32. Boys stick to books of\nadventure of the Jack London-Huckleberry Finn variety. What was said\nin 1918 about boys’ interest in war and scouting, Boy Scouts, sports, and\nmagazines of science is equally true today with some slight changes in actual\nbooks and magazines. Girls stick almost exclusively to fiction and household\narts. The American Magazine with its emphasis on heroes and heroines,\nthe Ladies’ Home Journal, and the Cosmopolitan depict what is dearest\nto the young feminine heart and catch and hold her interest. To these may\n\n"}
{"page": 350, "printed_page": null, "text": "344\n\nNational Education Association\n\nbe added True Story so popular in recent years. Slight changes in funda¬\nmental interests, then, have occurred in books read during the last fifteen\nyears. Too many trashy, impossible stories are consumed, which give to\ntheir readers a twisted unreal perspective on life.\nSuch an inventory of books liked casts an ominous shadow on the types\nof adult reading to be expected. The suspicion aroused by these earlier\nlists is sustained when actual studies are made of what adults like.\nConsider the results of questioning 1800 industrial workers (ages\nfourteen to twenty-one) as to what they liked to read (Jefferis, 1928).\nAbout 98 percent of them read a newspaper. Their most popular maga¬\nzines were: True Story, Liberty, Saturday Lvening Post, Ladies’ Home\nJournal, and American Magazine. Other magazines read widely by\nyoung men are Popular Mechanics, Literary Digest, and Boys Life.\nYoung women read also Woman s Home Companion and True Ro¬\nmance. The books, too, have a familiar sound: Zane Grey, Samuel\nClemens, Gene Stratton Porter, L. M. Alcott. The most popular books\nwere: Treasure Island, Call of the Wild, Heidi, Little Women, Tom\nSawyer, and White Sister. There is also a considerable amount of very\ntrashy reading. Ormsbee (1927) found that 500 young employed girls\nread entirely too many “ trashy stories.” Studies of books and magazines\nchosen at newsstands in villages and towns, of evening school classes, of\nschool teachers, of loggers, show that increasing numbers of adults engage\nin reading as a type of recreatory activity. The quality of much of the\nmaterial read could be greatly improved. It seems clear that there is in\ntoo many cases a definite hiatus between what we teach in school as great\nliterature and what persons read where their choices are untrammeled by\npedagogic pressure. It may be that much of the lighter reading is merely\na form of relaxation, that a weary, worried individual may escape for a\nfew minutes into an imaginary world, thus finding surcease from his cares.\nBut the evidence is convincing that too much of the reading which might\nbe greatly informing and broadening is material of such a nature as to give\nnothing of these desirable attributes.\nCan the conditions be improved? Research again answers “yes” and\npoints the way. We may divide the activities to be carried out into three\ngroups: (1) what the teacher can do, (2) what the school administration\ncan do, (3) what the library can do.\nThe teacher s part—The teacher above all else needs to be fully ac¬\nquainted with the interesting books suitable at the level of her instruction.\nUnless he or she has a first-hand knowledge of these books, nothing else\ncan be done. Other things which research has shown the teacher actually\ncan do to affect the choice of books young people read are:\n1. The teacher can prepare a list of interesting books suitable to that grade and\nfurnish each pupil this list. (Davies, G. 1929.) These books must be composed\nof those actually accessible in the school or city library. After this has been done,\none reading period a week should be set aside for book reports. These reports may\nbe in the form of dramatizations, short oral reports, cartoons of the characters, or\n\n"}
{"page": 351, "printed_page": null, "text": "Department of Educational Research\n\n345\n\nin whatever other manner a stimulating contact between class and book can be\nmade. The pupils should be encouraged to make the reports interesting\n2. She can help the poor reader by checking on his list those books he can read\nand enjoy\n3. The teacher can tell the class the first of the story with the hope that they\nwill wish to finish it\n4. She can give the pupils permission to read library books as a reward for\ngood work\n5. She should visit the libraries with the children themselves and get acquainted\ndirectly with the books there. Here she can point out pictures in worthwhile books\nand supply little incidents about the author\n6. She can encourage pupils who have good books to bring them to class and\nlet the other pupils read them\n7. The teacher can recommend some extra credit for worthwhile, collateral\nreading.\n\nThe school administration—The school principal or superintendent can\n\nalso help along this necessary work:\n1. He can stimulate the procuring of well-chosen books for the school library and\nfor the room library. Here, a specialist in children’s literature needs to be consulted\n2. He can work for the setting aside of suitable space for the library and see to\nit that a competent librarian is in charge\n3. He can encourage the teacher’s cooperation with the library\n4. He can see that books bearing on certain special days and events be set\nout in a conspicuous place, and encourage the formulation of assembly programs\nwhere books will be discussed\n5. The principal can talk to the pupils about important current events with\nappropriate references. He can ask his pupils if they had heard of this or that\nrecent event and help the pupil discover for himself facts about it\n6. He can encourage the advertisement of important books.\n\nThe library—The library stands in a very strategic position in this pro¬\n\ngram for improving taste in reading. Above all\n1. It must have carefully selected books, books selected both for their interest\nand their value\n2. It must cooperate with the schools and suggest important books at each level\nof learning\n3. It can furnish lists for teachers\n4. It must take the lead in advertising books from simple bookmarks to, on rare\noccasions, elaborate electrical displays\n5. It must get notice of its books in school papers and have on hand the good\nbooks dramatized by the movie\n6. It can provide slides and posters for use in the school\n7. It can provide a browsing corner filled with stimulating books.\n\nTo the questions raised in the opening paragraph of this paper concerning\nthe reading interests of the high-school pupils of today, research answers:\nThe boy’s love of adventure, sports, humor, the wonderful in invention, the\nmarvelous in nature, and to a less extent of romantic fiction remains as in\n1918 and 1925; the girl’s preference for romantic fiction, home, school,\nfairy stories, “ nice ” stories, and to a less extent of adventure continues.\nIn each case books have changed a little, magazines less. A very great deal\nof reading is trashy, unreal, sordid, and in every way undesirable. Finally,\nlists of suggestions have been offered that research has found successful\nin bringing about the reading of more wholesome books and magazines.\n\n"}
{"page": 352, "printed_page": null, "text": "346\n\nNational Education Association\n\nSECRETARY’S MINUTES\nAtlantic City, New Jersey\nSaturday Afternoon, February 23, 1935\nPresident T. C. Holy presided. Approximately forty members of the Association\nwere present. The minutes of the 1934 annual meeting were approved. The re¬\nport of the secretary-treasurer was read and accepted. The report of the Auditing\nCommittee, L. J. O’Rourke, chairman, was received.\nPresident Holy reported on the successful open meeting conducted by the As¬\nsociation at the Washington convention of the National Education Association in\nJuly 1934.\nPhilip A. Boyer, the vicepresident, reported plans of the Executive Committee to\nsecure an expression of opinion from the members regarding the improvement and\nexpansion of the work and services of the Association. He stated that the Executive\nCommittee had agreed to carry a departmental subscription to the Research Bul¬\nletin of the National Education Association, thus furnishing members with this pub¬\nlication regularly, or with an extra copy of it for those who already receive it thru\nsome other affiliation with the National Education Association. He also stated that\nthe American Educational Research Association would not ask the National Educa¬\ntion Association for a subsidy this year since the former is now in position to\ncarry its own program without direct financial help.\nThe report of the Necrology Committee, B. R. Buckingham and Ernest O. Melby,\nwas presented. Dr. Buckingham discussed the contribution of the late J. M. Rice,\nan honorary member of the Association since 1915. Born in May 1857, granted a\nmedical degree at Columbia in 1881, a student of the pedagogy of Rein at Jena\nand of the psychology of Wundt at Leipzig in 1888, editor of the Forum from 1897\nto 1907, Dr. Rice will be remembered in the field of educational research chiefly for\nhis pioneer contributions to the measurement of achievement in spelling and other\nelementary-school subjects.\nDr. Melby spoke in appreciation of the late George H. Betts, professor of educa¬\ntion, Northwestern University, Evanston, Illinois. Dr. Betts’ special field of interest\nwas religious education. He was a stimulating and effective teacher. His writings\non psychology have been widely used both in the United States and abroad. He\nwas noted among his colleagues for the clarity of his analyses of educational issues\nand for the exactness with which he formulated his conclusions both in conversation\nand in writing.\nThe president announced the appointment of Walter E. Morgan, assistant superin¬\ntendent of public instruction, state department of education, Sacramento, California,\nfor a three-year term on the Editorial Board.\nA proposed amendment of Article III of the constitution, creating a class of\nassociate membership, was discussed. The amendment was discussed by Messrs.\nGray, O’Rourke, Washburne, Kyte, and others. Moved and seconded that the\namendment be laid upon the table. Carried.\nThe report of the Nominating Committee was presented by William S. Gray\nand Sidney B. Hall. (See Historical Note, p. 328.) There were no other nominations\nand the secretary was instructed to cast a ballot for these three officers and they\nwere declared elected.\n\nNOTE: Data similar to that presented by B. R. Buckingham, Ginn and Com¬\npany, Boston, in his paper entitled “ The Teacher as Researcher,” will be found in\nJournal of Educational Research 11:235-43; April, 1925; hence his paper is not\nprinted in the Proceedings.\nThe space available in the Proceedings does not permit publication of all addresses\nor abstracts of addresses given on this program. Addresses from various round¬\ntable and section meetings are therefore omitted. The entire proceedings of the\n\n"}
{"page": 353, "printed_page": null, "text": "Department of Educational Research\n\n347\n\nAmerican Educational Research Association is available for general sale and\ndistribution. American Educational Research Association, 1201 Sixteenth Street,\nN. W., Washington, D. C. The following references cite those addresses which have\nbeen published elsewhere and which have come to the attention of the secretary’s\noffice:\nAyer, Fred C. “Marks Have Value.” Journal of Education 118:157; March\n18, 1935.\nBarr, A. S. “The Measurement of Teaching Ability.” Journal of Educational\nResearch 28: 561-69; April, 1935.\nBreed, F. S. “On Changes in Methods of Teaching.” School and Society 41: 55863; April 27, 1935.\nHaggerty, M. E. “Low Visibility of Educational Issues.” School and Society 41:\n273-83 ; March 2, 1935.\nMort, Paul R. “ Organization for Effective Educational Research in Colleges and\nUniversities.” Teachers College Record 36:541-58; April, 1935.\nMorton, R. L. “ Sales of Books on the Teaching of Arithmetic.” Mathematics\nTeacher 28:138-44; March, 1935.\nNewlon, Jesse H. “The Defective Vision of Some of the Critics of the Con¬\nclusions and Recommendations of the Social Studies Commission.” School and\nSociety 41:410-17; March 30, 1935.\nStrayer, George Drayton. “The Future Place of the Federal Government in\nPublic Education.” School and, Society 41:383-87; March 23, 1935.\n\n"}
{"page": 354, "printed_page": null, "text": "■\n\n’\n\nf\n\n.\n\n•.\n\n! : XJ\n\n-j\n\n’ ifcvVal\n\n.\n\n•\n\n■\n\n.\n\n'\n\n*\n\n"}
{"page": 355, "printed_page": null, "text": "DEPARTMENT OF\nElementary School Principals\n\n"}
{"page": 356, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of elementary school principals, temporarily or¬\nganized as the National Association of Elementary School Principals at\nthe Atlantic City meeting of the Department of Superintendence in Feb¬\nruary, 1921, became a department of the National Education Association\nat Des Moines in July, 1921.\nThe officers of the Department for the year 1935-36 are: president,\nHarley W. Lyon, Principal, Longfellow-Burbank Schools, Pasadena,\nCalif.; first vicepresident, M. Emma Brookes, Principal, Miles-Cranzvood Schools, Cleveland, Ohio; second vicepresident, Ira M. Kline,\nPrincipal, Greenburgh No. 8 Schools, White Plains, N. Y.; third vicepresident, Edythe Brown, Principal, Kalcy-Marquette Schools, South\nBend, Ind.; fourth vicepresident, Irvin A. Wilson, 437 South Stone\nAvenue, LaGrange, III.; fifth vicepresident, Mrs. Margaret Menden¬\nhall Smith, Principal, Ebert School, Denver, Colo.; executive secretary,\nEva G. Pinkston, 1201 Sixteenth Street, Washington, D. C.; executive\ncommittee: Cassie F. Roys, Principal, Walnut Hill-Harrison Schools,\nOmaha, Nebr. (term expires 1936) ; Earl Laing, Principal, Burt School,\nDetroit, Mich. (term expires 1937); Mason A. Stratton, Principal,\nBrighton Avenue School, Atlantic City; N. J. (term expires 1938);\nMrs. Edith B. Joynes, Washington-Gatezvood Schools, Norfolk, Va.\n(term exp ires 1939).\nThis Department meets twice each year, in February and in July.\nFacts relating to the establishment of this Department and the record of\nmeetings are found in earlier volumes of proceedings as follows:\n1921 -.453\n1922:851-886\n1923:653-666\n1924:545-564\n\n1925 -.450-477\n1926:459-495\n1927:419-455\n1928:375-409\n\nl 350 ]\n\n1929 -.391-424\n\n1933:395-422\n\n1930:333-365\n1931:433-465\n1932:377-406\n\n1934:387-408\n\n"}
{"page": 357, "printed_page": null, "text": "GREETINGS\nWILLARD E. GIVENS, SECRETARY, NATIONAL EDUCATION\nASSOCIATION, WASHINGTON,, D. C.\n\nI\n\nAM glad of this opportunity to bring greetings from the National Educa¬\n\ntion Association to the Department of Elementary School Principals. As\nI look back over all of my educational experience, I know there was no time\nin which I had more real joy in my work than I did as an elementary-school\nprincipal, and I doubt if there was any time when I was of any more value\nto the world than I was during the time I served as an elementary-school\nprincipal.\nIn the last two or three years, during the depression, when public relations\nwere vital, I called upon the principals in my own city where I was serving\nas superintendent of schools, to find out just what we should be doing and\nwhat they were doing. I found this to be true, and I think it is true thruout\nthe country, that in the school system where I served, the individual who\nknew his community, knew what the people thought, and what problems\nthey were facing, was the elementary-school principal.\nI wonder, after all, if most of the things that are really worthwhile are\nnot accomplished by personal contact one with another. If that is true, and\nI personally believe it is, the elementary principal generally speaking is located\nin a place where he can know his community. He is generally in a school\nthat is not so large that he cannot know his teachers and know his pupils,\nas well as the community.\nMy personal attitude towards elementary principals can be summed up—\nif you will excuse this personal reference, because I believe actions speak\nlouder than words—in this: It was my pleasure and privilege seven years\nago in Oakland, California, to put before the Board of Education and have\nadopted a so-called single salary schedule for principals in that city, in which\nthe elementary principal with the same training and the same qualifications,\nthe same experience, and the same qualifications as to size of school, went\non the pay schedule with all other principals, junior high and senior high.\nI think that is the biggest thing that I did while I was in that city, be¬\ncause it stabilized the elementary principal and gave him a position in that\nschool system that put him where the elementary principalship was his life\nwork and he had no desire to get into a high school because, if he served\nwell and got in a large elementary school, he would get as much pay as in\nthe high school. As a result, we drew the very finest people, and they were\ncontent to make the elementary-school principalship their life work as well\nas a professional work from the educational side. They began immediately\nto study all the problems in connection with the elementary work, and they\nare staying on, happy, and doing fine work.\n12\n\n[351]\n\n"}
{"page": 358, "printed_page": null, "text": "352\n\nNational Education Association\n\nTHE PRINCIPAL’S PARTICIPATION IN POLITICS\nWILLIAM TWITCHELL, JR., PRINCIPAL, PEAPACK-GLADSTONE SCHOOL,\nPEAPACK, N. J.\n\nAt the very beginning I want to say that I think a principal’s participation\nin politics is a minor matter; that the improvement of instruction is still\nthe fundamental problem of the principal.\nPolitical activities, as far as the principal is concerned, may be divided into\nthree phases, national, state, and local. All three are carried on in the district\nwhich the school serves. Any influence a principal is able to exert is neces¬\nsarily the result of his activities in his own district.\nFrom the national point of view I think the principal’s activity is rather\nintangible. Summing it up briefly, I think it amounts to the fact that the\nprincipal is a leader. He is respected. His opinions are considered worth¬\nwhile, generally, and I think if the principal will express a humanitarian,\nliberal opinion on national matters, it will help. Some of the things, for\ninstance, which I have in mind, are old-age pensions, the World Court,\nunemployment insurance, world peace, and health insurance.\nThe second phase relates to the state. The teachers and friends of the\nschool in New Jersey are organized. That organization is due to the leader¬\nship that we have had in the State Teachers Association. The leaders make\nout the policies and decide on the plans. We will give them their due, but\nthe unit that puts that organization across in New Jersey is the community,\nand the moving force in the community is the principal. It is the principal\nwho keeps the parents informed, organizes his teachers, keeps in touch with\norganizations in which he knows he will find sympathetic support. That\nstate program is intended to conserve the educational facilities which we\nalready have in the state, and to further a real opportunity, an equalized\nopportunity, for all the children in the state.\nPolitical activities in the local community represent the third and prob¬\nably the most important phase. From my point of view, I shall put myself\non record at the outset by saying that I do not think the principal has any\nbusiness in embroiling his school, his faculty, or himself in local partisan\npolitics, that is, if the school is not directly concerned. If the school is\ndirectly concerned, I think he ought to fight with all his resources.\nWe know that we have some pressure put upon us even where schools\nare fiscally independent. There is pressure of one type or another placed on\nthe school executive. However, I believe that the parents and the thinking\ncitizens of the community have a deep conviction that politics should not\nplay a part in the handling of the public schools, and, where politics does\nplay a part, and where it becomes generally known, I am quite sure that\nyou will find a reversal of feeling on the part of parents, and that situation\nwill be corrected.\nA service club is of great advantage to a principal. It gives him a chance\nto be identified with a very respected group in a community and to meet\n\n"}
{"page": 359, "printed_page": null, "text": "Department of Elementary School Principals\n\n353\n\nthe membership of that group on a footing offered by membership in the\nclub, and make friends for the school.\nI think the principal should maintain a close contact with the press. He\nshould endeavor to secure favorable notices. I am sure many of us do that.\nRelations with the superintendent and the board of education often call\nfor diplomacy on the part of the principal. Occasionally the superintendent\ndoes not have very much sympathy with the elementary school outside of\ntreating it as a training place for pupils, so that they may have a successful\nhigh-school experience. A principal working in such a situation has to defend\nhis program. In the final analysis, the best politician is he who serves his\ncommunity best.\n\nREPORT OF THE 1935 YEARBOOK COMMITTEESOCIALIZING EXPERIENCES IN THE\nELEMENTARY SCHOOL\nBESS CLEMENT, PRINCIPAL, ELIZA CLARK SCHOOL,\nCLARKSDALE, MISS.,\n\nChairman\n\nWe are told that the world is a changing place. This statement is not\nnew, for the phenomenon of change has been true ever since the world\nbegan. The significant thing for us today and for the future is not that the\nworld is changing, but the fact that change is coming in certain unique ways.\nThe leading institutions of society must adapt themselves to novelty or\ncease to exist. The school, along with the church, home, and government,\nis feeling the strain which calls for “ social human engineering.” It, there¬\nfore, appears that the educational program must be broader than the three R’s.\nThe elementary school represents one of the most important laboratories\nin which this planned education may be wrought. The elementary prin¬\ncipal stands in a strategic position which enables him to decide on innova¬\ntions that may result in a program of activities fraught with possibilities,\nwhich may help children to achieve the goals of education.\nFor many years, educators have been using informal activities which\noffer the learner integrating and socializing experiences. The Editorial\nCommittee has decided that these informal procedures should be placed in\na volume—the 1935 Yearbook of the Department of Elementary School\nPrincipals. We believe that the material represents qualitative thinking\nwhich principals, teachers, and educators have been doing in this field.\nWe should not think of the social aspect as simply one separable part of\nschool life; it must form an essential part of everything that is done in school.\nIt is just as hard to think of the hands separated from the body independently\nperforming a piece of work, as it is to think of the child alienated from the\nimpetus of his social purposing, creating worthwhile results.\nThe 1935 Yearbook is not an attempt to cover the whole activity program.\nThere is a section in the book devoted to this program, which provides a\n\n"}
{"page": 360, "printed_page": null, "text": "354\n\nNational Education Association\n\ntypical segment of the unit. We believe that curriculum builders will find\nthe material included in the volume invaluable. The activities discussed lend\nthemselves to the development of the social aspect. Children purpose, plan,\nand carry out their work grappling with situations which create learning\npossibilities. The various chapters deal with assemblies, plays and pageants,\n“ red letter ” days, music and rhythms, pupil participation in school manage¬\nment, school clubs, socializing opportunities in physical education, the\nschool newspaper, cooperative community activities, and the activity program.\n\nCAN CHARACTER BE TAUGHT?\nALBION U. JENKINS, PRINCIPAL, SOUTH EIGHTH STREET SCHOOL,\nNEWARK, N. J.\n\nThe psychologists tell us that our attitudes determine our behavior. Atti¬\ntudes are ways of feeling or responding to situations. We like or dislike,\nlove or hate, respect or loathe, depending upon our feeling toward a par¬\nticular situation or object.\nThe psychologists further tell us that there are two kinds of experiences\nthat modify attitudes, the individual’s first-hand relationships with the\nthings and situations towards which he is to hold an attitude, and, secondly,\nverbal experience gained thru sermons, talks, maxims, and reading.\nIn addition, the psychologists tell us that character must be integrated,\nthat it must be organized, that there must be a dominant power or central\ninterest to resolve incipient conflicts between impulses, such as love and\nambition, or integrity and deceit. Only in this way can an individual mo¬\nbilize all his energies and exercise his powers most effectively.\nIt is a simple matter to say that character can be taught and that the school\nmust not evade its responsibility for character development. The school has\nnot always assumed this responsibility directly but trusted that character\ngrowth would ensue as a byproduct. Today a new type of school is emerg¬\ning. For want of a better name it is called a progressive school. This new\nschool has definitely accepted the responsibility that it must deal with the\nchild not only intellectually, but morally and socially as well.\nI shall examine a few school practises in the light of the principles laid\ndown by the psychologist. The kind of character training given to children\nwill depend to some extent upon the kind of organization found in the school.\nRegimented schools in which the conduct of children is determined in ad¬\nvance by the teacher cannot hope to contribute much to the character growth\nof children. Low examination marks, failures, non-promotion, and grade\nrepetition, regardless of effort, all lead to insincerity and discouragement.\nThe organization of the school is no inconsequential part of the character\nprogram. If it would make a positive contribution to the development of\ncharacter it must provide sufficient freedom for the individual to gain prac¬\ntise in making decisions, in exercising self-restraint, and in developing self¬\nguidance. Children should find themselves in an atmosphere of intellectual\nfreedom where they may seek truth with the courage of their convictions.\n\n"}
{"page": 361, "printed_page": null, "text": "Department of Elementary School\n\nPrincipals\n\n355\n\nHere they will be encouraged to think for themselves, and ideas will be\nlistened to with respect by both teachers and pupils.\nThe new school provides a sense of accomplishment rather than an atti¬\ntude of fear or indifference. This school studies the original nature of the\nchildren and meets their needs within the range of their capacities. It de¬\npends upon interest to provide the motivation for purposeful work. Any\nsubject in the curriculum—spelling, arithmetic, reading, or history—helps\nto develop good character in the child when he feels the need of mastery,\nmakes conscious effort, and experiences the joy of achievement. In such a\nschool one may hope to find intellectual integrity.\nAnd, finally, methods of discipline influence the child in his character\ngrowth. Proper methods encourage growth from within the child. Domina¬\ntion of the child interferes with self-control and often produces disastrous\nantagonisms toward the teacher and the school. Thus, methods of control\nare frequently responsible for behavior problems. Freedom in selection of\nmode of conduct, the privilege and opportunity for self-determination are\npowerful influences affecting the character of the child.\n\nTHE PRINCIPAL’S RESPONSIBILITY FOR\nTEACHER GROWTH\nALBERT L. HARTMAN, PRINCIPAL, EDGEMONT AND WATCHUNC, SCHOOLS,\nMONTCLAIR, N. J.\n\nWhat is it that causes growth and what are some practical technics that\nwe may use to produce growth in our teaching staffs ?\nIs not the answer leaderships Yes, some kind of leadership. To be sure,\nnot all teachers grow as a result of the leadership of their building prin¬\ncipals. It probably would not be difficult for each of us to point to a school\nwhere teacher growth has been a result of leadership outside of the build¬\ning principal. I believe, however, that the work of our Department, with\nthe aid of the National Education Association, has helped, is helping, and will\ncontinue to help bring better leadership on the part of building principals.\nEvery principal in America should be a member of the Department of Ele¬\nmentary School Principals of the National Education Association. All of us\nhere are members; one of our duties to the schools of America is to encourage\nour fellow principals at home, who are not members, to invest in this mighty\nforce. Every principal should be impressed with the fact that he is a “ trusted\nofficer ” of his superintendent of schools. To carry out that trust he must\nbe informed. There is no better way of securing systematic information\nthan from the publications of our Department.\nWhat is good leadership ? What is the kind that produces teacher growth ?\nLeadership is too often confused with “ ordership.” A principal may\nissue wise and effective orders and yet not inspire his teachers to recognize and\naccept his professional leadership. The first duty of a principal as a leader\nis to set the pace in professional endeavor. This will tend to act in securing\n\n"}
{"page": 362, "printed_page": null, "text": "356\n\nNational Education Association\n\nfrom his staff a willingness to comply with the spirit of rules and regulations\ncooperatively developed.\nIt is often said that good leadership is democratic leadership. What are\nthe characteristics of democratic leadership ? Employers of labor in America\nare beginning to distinguish between “ drivership ” and leadership. They\nare finding that the goodwill of their employees is profitable, and it should\nbe said that back of this policy there is a desire to practise the philosophy of\ndemocratic organization. Under a despotic government, leadership and\ndrivership are, identical. However, the most successful despots and military\nleaders have been able to identify the wills of their followers with their\nown. No really successful leader has been satisfied with implicit obedience.\nThese leaders have been able to identify the wills of their followers with\ntheir own largely because of their magnetic personality.\nThis idea of leadership is still too often the prevalent conception. No\ndoubt there are situations where it is justified, but in our work it rarely has\na place. Even in our profession today the ability to appropriate the wills\nof others and to weave these wills into a preconceived type of teaching is\nthought of as constituting genuine leadership. This kind of leadership is\npractically synonymous with “ suggestion,” and those who hold to this\nphilosophy would do well to become expert in hypnotism. Their success\nis entirely based upon their magnetic influence in appropriating the wills\nof their staffs to that of their own.\nThe fallacy of this type of leadership, of course, is that it is always de¬\npendent upon someone else and is inconsistent with democratic self-govern¬\nment. The followers of a magnetic leader can switch from one cause to\nanother, from one philosophy to another, without inner conflict because\ntheir loyalty is personal only. This, it seems to me, has little place in the\nnoble profession of teaching.\nDemocratic leadership means professional democratic cooperation.\n\nIt is\n\ntrue that a real leader often expresses the common will, or at least the ma¬\njority will, of his group, but this common will always represents the out¬\ncome of cooperative thinking. In the leader’s expression he will testify to\nmore than one individual’s contribution. Leadership, to be democratic,\ndemands that the best thought of oneself and one’s colleagues be focused\nupon a common problem. After sufficient united deliberation the results\nare then accepted in a program of action.\nRight here is often the test of real leadership. Suppose after thoughtful\ndeliberation a majority of my teachers disagree with a plan of action I hold\nvery dear to my heart. Do I resort to personality control or to the use of\nauthority vested in me by virtue of my position ? If, in thoughtful delibera¬\ntion with a professional group of workers, my ideas are not accepted, I have\nno right to resort to dominance. This does not mean that my leadership as\nprincipal is submerged into mediocrity. It does mean that a school can be no\nbetter than the average capability of the teaching staff, and that improvement\ntakes place only thru the growth of the teachers.\n\n"}
{"page": 363, "printed_page": null, "text": "357\n\nDepartment of Elementary School Principals\n\nIt is the solemn duty of the principal to organize his work so that teach¬\ners are encouraged to realize their highest potentialities. A democratic leader¬\nship is necessary to accomplish this aim. Growth, then, comes as a result of\nwise leadership.\n\nWHAT’S IT ALL ABOUT?\nRAYMOND S. MICHAEL, PRINCIPAL, JUNIOR HIGH SCHOOL NO.\n\n3,\n\nTRENTON, N. J.\n\nTo the question so often asked, For what are we educating our children?\ntime and again comes back the answer in terms of generalities, for the better\nthings of life, of course. But what are the better things? Have we definitely\ndetermined and decided this question in our own minds? Have we found\nthe better things? If so, what are they? If our experience and our educa¬\ntion as teachers and parents, gained in the schools or in the marketplace, have\nfailed to raise us to the point where we can catch but the faintest glimpse of\nthe vision, how can we intelligently direct and lead our children there, tho\nwe are willing to pay the price ?\n#\nMany a child confidently leaves school with a diploma or a certificate in\nhis hand and no education worthy of the name. “ What can he do? ” bluntly\nasks Old Man World. “ Why he has a good education. He can do any¬\nthing,” replies the proud parent or the trusting guardian. As a matter of\nfact, the boy is really equipped to do nothing at all. He has had a smattering\nof this and a smattering of that, and the diploma which he holds in his hand\nis worth less than the paper it is printed on.\nHe, like hundreds of other children, has been periodically passed merrily\nalong thru the grades of the school on the theory that children must not be\ncoerced or forced to apply themselves to any task distasteful to them for fear\nof making them unhappy. Furthermore, the teacher was forbidden to give\nthe child failing marks which would have required him to repeat the grade.\nThe teacher was told that pupils dare not fail, as such a procedure would\nresult only in developing within the child an inferiority complex, thus\nmarring his life, not only as a child, but also as a man, with the result that\nhe would leave school with hatred of the teacher, the school, and society\nin general. He must be passed at any rate regardless of his ability, or his\nattitude. Should the pupil fail to make the grade, it is never the fault of the\nchild, but is rather the fault of the teacher and the school to adjust properly\nthe instruction and the curriculum to the child.\nTeachers are inclined to think of instruction as the most important\nactivity of the classroom. It is certainly the most important activity of the\nteacher. But there can be no real teaching unless someone is at the same\ntime learning, and the efficiency of instruction is in direct proportion to the\nsuccess of the learning that is taking place in the pupils. To prove that learn¬\ning has taken place, it is necessary to compare the learner’s ability before\nhe is taught with the ability after being taught. The amount of learning is\nproportional to the amount of change in ability or his attitude.\n\n"}
{"page": 364, "printed_page": null, "text": "358\n\nNational Education Association\n\nTests and scholarship marks are the most widely recognized dependable\nforms of diagnosis; records and reports, as measurements in education. It\nis a generally recognized fact that the lack of definite and unchanging\nstandards makes scholarship records based upon teacher judgments and\ncomparisons, unsubstantiated by concrete objective data, entirely unsatis¬\nfactory as measures of the effectiveness of a school or a school program.\nThe quality of instruction depends on the quality of the teacher directing\nand guiding the pupil. The supervisor may be fine, the course of study may\nbe perfect, the equipment excellent, but unless the teacher has the essential\ntraining and the right attitude toward the work in hand, the others might as\nwell not exist.\nThe child who forms the habit of working and doing everything as\nthoroly and as well as he is able, whether it be in academic or special sub¬\njects, school paper or dramatics, will be a worker and a good one as long\nas he lives. Once the habit of industry and work is formed, work becomes\none of the most fascinating activities imaginable.\nIndustry, perseverance, and accomplishment are great educational forces\neffecting character growth. Why should we fear them? Simply because\nsome people have misused them, are children to be deprived of their benef¬\nicent power? True, school is a place in which children should live, but life\nitself demands a well-ordered day of work, play, rest, as well as leisure and\nsocial intercourse, and every phase of a well-ordered life has its proper\naim, its time, and its place.\nGood, sympathetic, competent teachers; properly graded and organized\nclasses; well-planned courses of study with definite clear-cut objectives; sci¬\nentific use of tests, recitations, achievement ratings, reports, and activity\nprograms are all essential to the educational growth and development of\nchildren.\nThe best school is the one that trains the mind, the heart, and the hands of\nits children, and sends them out into the world self-respecting and selfsustaining, desirable citizens.\nIt matters little what subjects or activities are taught the child as long\nas the material of instruction has a direct bearing on the life interests of\nthat child and he has been taught how to use that material properly. It is\nthe child and his interests, the teacher and how the teaching has been done,\nas well as the proper application of the results of instruction to the good\nof both child and community that really count in the final analysis.\n\nCOUNT FOR ONE\nMRS. A. VIRGINIA ADAMS, PRINCIPAL, EAST LANDIS AVENUE SCHOOL,\nVINELAND, N. J.\n\nElementary-school principals who count must have a clear understanding\nof the process we call teaching, namely, that children, because of meager\nbackground and other obstacles, find subjectmatter uninteresting, unintel¬\nligible, and that the only remedy for this tremendous difficulty lies in supply-\n\n"}
{"page": 365, "printed_page": null, "text": "Department of Elementary School Principals\n\n359\n\ning the human element which will adjust child to subjectmatter and subjectmatter to child.\nThis human element is the teacher. He need not be a specialist, not a\nresearch worker, or a testing expert, but the real teacher will understand\nchildren. From a storehouse of knowledge in matters pertaining not alone to\nschool but to the world about and beyond the school he will interpret the\nproblems of childhood, bridging the gap between curriculum and learning,\nbook and pupil, placing him in a frame of mind where learning will be both\nnatural and pleasant because the learner will be actively cooperating in his\nown learning.\nThe American public knows full well that cheap builders build cheap\nmen. When teachers of understanding do a piece of work which readily sells\nitself to the community, questions of finance and administration must of\nnecessity fade into oblivion. Search for and development of such teachers\nshould therefore be the most important work of the principal who desires to\nmerit the title of leader and be worthy of his hire.\nIn addition to this clear vision, the principal can well affiliate with those\nof other walks of life who dare to be original, human, and up-to-date. He\nshould count as one of them because of great understanding, breadth of\nexperience, calm poise, virility, endurance, love of life and fellow-man.\n\nA PLEA FOR SANITY\nLOTUS D. COFFMAN, PRESIDENT,\n\nUNIVERSITY OF MINNESOTA,\n\nMINNEAPOLIS, MINN.\n\nOne of the easiest things in the world is for the followers of a profession\nto be led astray from the practise of their profession. When lawyers be¬\ncome insurance agents; doctors, public officials; and teachers, standardbearers in a crusade for some new doctrine, then law and medicine and\nteaching suffer. The surest way for a lawyer to get on in the world is to\nbecome a better lawyer; the best index of a doctor’s worth is the attention\nhe gives to the practise and improvement of medicine; the most impressive\nsign of success on the part of a teacher is his growth in scholarship and\nimprovement in teaching. These truisms are so axiomatic that we scarcely\never hear them mentioned any more; moreover, if we do mention them, we\nare likely to be regarded as behind the times.\nI know that there are those who maintain with vigor that the chief re¬\nsponsibility of everyone is to put social welfare ahead of one’s profession.\nSome of the advocates of this point of view would have us believe that the\nlawyer should forget his law, the doctor his medicine, and the teacher his\nteaching, to engage in a campaign of some sort. That the lawyer, the\ndoctor, and the teacher have citizenship responsibilities along with all other\ncitizens, is recognized by everyone. It is clear, too, that they must, or\nshould know far more than they have ever known about the trends and\n\n"}
{"page": 366, "printed_page": null, "text": "360\n\nNational Education Association\n\nproblems of the times. They must help to interpret the trends and to solve\ncurrent problems. But it is not the primary business of the lawyer, the\ndoctor, or the teacher to administer our government. That calls for a\nspecial class of highly trained people who devote themselves diligently,\nfaithfully, and intelligently to the study of government and its problems.\nGovernment, if it is to be made secure and stable and progressive, if its\nvast array of complex problems is to be intelligently administered, must\nbe placed in the hands of a well-trained and experienced personnel, who\nfrom the point of view of preparation and public recognition and security\nof position must be regarded as members of a profession as truly as are the\ndoctors, the lawyers, or the teachers.\nLeadership in a period such as we are now passing thru is likely to be¬\ncome militant and to lose sight of the more fundamental and permanent\nconsiderations of life. Even those engaged in the professions are in danger\nof falling prey to the clamor of the times to an over-weening extent. In\nevery period of transition there should be a re-estimation of the values of\nlife, and every program put forward to solve the problems of the period\nshould be critically analyzed. Much that is old must be abandoned with\nregret; the new, on the other hand, may prove less promising than its\nuntested claims warrant. In a time of change, teachers especially must try\nto understand the forces responsible for the change, and their expression.\nAt this particular moment they must know more about government, se¬\ncurity, taxes, and taxation; about tariffs, exchange, commerce, war, and\npeace—far more than they have ever known. They must be familiar with\nthe dominant political philosophies that are struggling for world supremacy.\nThey must be students, as never before, of the forces and conditions that\naffect human welfare. I would, however, call their attention to the fact\nthat a teacher acquires this information primarily that he may become a\nbetter teacher. There rests upon the teachers, as upon no other class, the\nsupreme duty of teaching the facts about human progress.\nEvery profession suffers from two things, viz., the danger that its mem¬\nbers will wander away in pursuit of false gods, and the danger that comes\nfrom inertia. False gods were never more numerous than now. Inertia,\nof course, is always present. Many a teacher, four years out of college, is\nunable to read the literature of education because of the technical and\nscientific advances that have been made in the meantime. One of the strange\nthings about every depression is that those who hold steadfastly to the\nfundamentals of human learning and to its advancement, are years later\nregarded as the ones who contributed most to social welfare and to human\nprogress. If the schools of America were to become engulfed in a move¬\nment similar to that in many European countries, a movement which made\nthem propagandizing and indoctrinating agents for some social or political\ncreed, that would spell the downfall of democracy. If the teachers of\nAmerica were enrolled under the banner of some social philosophy in the\nname of recovery and, as a result, neglected to improve themselves as\nteachers, the traditions and dreams, the hopes and ambitions, the virtues\n\n"}
{"page": 367, "printed_page": null, "text": "Department of Elementary School Principals\n\n361\n\nand values of everything we have stood for during centuries in this country,\nwould be destroyed or discredited.\nWhat is education for? Why do we spend time perfecting ourselves in\nthe science of education and in the art of teaching? Not primarily to make\nlearning easy, economical, and efficient, altho that is one of our main pur¬\nposes; not primarily to advance ourselves, altho that may accompany our\ngrowth and achievement; not primarily to solve the problems of society,\naltho we expect it to contribute to that end. No, we find that the justifica¬\ntion for education lies in the fact that we are attempting to liberate the\nhuman spirit and to direct it in ways that will lead to its own self-develop¬\nment and growth. A school is merely a social institution which society in\nits wisdom has created to provide an atmosphere and those conditions in\nwhich and under which the human spirit may be stimulated and made free\nto attain, under tuition, within the limits of its possibilities, its largest life.\nThere is, in my opinion, a public conscience in the teaching profession,\na conscience which expresses itself in a “ constant and continuous searching\nfor the thing that is better,” which, as President Norlin of the University\nof Colorado recently declared, “ will prevail unless the venal efforts now\nbeing put forth to degrade not only the economic station but the social\nstation of the teacher succeed to the point of making teaching, not an\nhonored profession, but a menial occupation.” Of this I have no fear,\nprovided we hold fast to the deep-seated traditions and sound doctrines\nthat have permeated education from the beginning, and provided our\ncountry is able to solve its economic and unemployment problems success¬\nfully without destroying democracy. One of the fundamental assumptions\nof democracy is that human beings should be developed as personalities.\nBy this we mean that they should have the opportunity of developing as\nindividuals. If this high aim be lost in our efforts to reconstruct society,\nthen one of the most precious possessions of life will have been destroyed.\nIt can be preserved best thru education.\nIf I had the power and facility of expression to appraise the point of view\nwhich I have been trying to elucidate, I would, if possible, stir the teachers\nof this country to a higher sense of responsibility. I would sing the paeans\nof education as the only hope of democracy. I would, for a moment at\nleast, forget its weaknesses and mistakes; I would refuse to point the finger\nof scorn at that unregenerate minority in society who deride education, who\nsneer at the educated man in public life, and who wish to pursue without\nstint their continued exploitation of the masses. I would, for the time\nbeing, cease to lead the campaign for salary restorations and for better\nsalaries—God grant that the teacher may be paid in money more nearly\nin accordance with his worth—I would cease praising the political systems\nof other countries with their regimentation and loss of personal freedom.\nIf I could write as I should like to write, I should do none of these things\njust now. I should exalt the real leaders of yesterday; I should present the\nwisdom of the past as deserving of our most profound consideration; I\nshould show that society can progress only thru the progressive evolution\nof education; I should exalt the teacher who, as he leads others, pursues\n\n"}
{"page": 368, "printed_page": null, "text": "362\n\nNational Education Association\n\nthe pathway of learning himself; I should carry the message of education\nto my people, my community; and I should provide a leadership which\nwould consist chiefly in giving better schools to the community.\nThe past has its contributions to make, the future its challenge, but the\nchallenge of the future is largely that of unfinished business. Last year we\nwere going to establish economic liberty, to end unemployment, to rebuild\nour national life. Last year we were going to plan for world peace. These\ntremendous tasks are still ahead of us. For centuries the Kingdom of God\nhas been at hand, always within our reach, and yet never quite attained.\nIt will not be reached by repudiating the past in toto or by chasing the\nphantoms of the future; it will be reached only as we understand that over\nlong stretches of time civilization, like individual human experience, social\nprogress, and the advancement of one in his profession, moves steadily on.\nIt will be reached as our convictions are tempered by knowledge and ex¬\nperience and as we maintain balanced minds and an abiding sense of the\nfitness of things.\nTHE PRINCIPAL’S JOB TODAY—PANEL DISCUSSION 1\nToday has its roots in yesterday and holds the promise of tomorrow.\nThe elementary school is undergoing fundamental changes in form, struc¬\nture, and function. What is the significance of these changes? What forces\nare operating? What part can and should the principal play? What is his\njob today “and tomorrow and tomorrow’’?\nPanel—J. Cayce Morrison, Assistant Commissioner for Elementary Edu¬\n\ncation, State Education Department, Albany, N. Y., Leader\nStephen F. Bayne, Associate Superintendent for Elementary Schools,\nNew York, N. Y.\nOrville G. Brim, Professor of Elementary Education, Ohio State Uni¬\nversity, Columbus, Ohio\nPrudence Cutright, Assistant Superintendent of Schools, Minneapolis,\nMinn.\nArthur D. Hollingshead, Ashland School, East Orange, N. J.\nFrank W. Hubbard, Associate Director of Research, National Education\nAssociation, Washington, D. C.\nAaron Kline, Principal, Pullman School, Chicago, Ill.\nWorth McClure, Superintendent of Schools, Seattle, Wash.\nNathan G. Peyser, Public School 181, Brooklyn, N. Y.\nBelle M. Ryan, Assistant Superintendent of Schools, Omaha, Nebr.\nJohn S. Thomas, District Principal, Clippert School, Detroit, Mich.\nGoodwin Watson, Associate Professor of Education, Teachers College,\nColumbia University, New York, N. Y.\nDavid Willard Zahn, Commodore Barry School, Philadelphia, Pa.\nClaire T. Zyve, Fox Meadow Elementary School, Scarsdale, N. Y.\n1 National Education Association, Department of Elementary School Principals. “ Official\nReport, Atlantic City Meeting.” The National Elementary Principal (Bulletin) 14: 30-61;\nApril, 1935. Washington, D. C.: the Department. (Abstracts included on p. 351-62 of the volume\nare printed in full in the April Bulletin.)\n\n"}
{"page": 369, "printed_page": null, "text": "Department of Elementary School Principals\n\n363\n\nQuestions for Discussion\nWhat should be the guiding philosophy of the elementary-school\n\nprincipal?—\n\nBrim\nWhat changes are needed to make the elementary school an effective instrument\nfor fulfilling the “American dream”?—McClure\nHow can the school best utilize the community resources for the moral and social\nguidance of children?—Peyser\nHow can the school best utilize the resources of home and community for the\neducational guidance of children?—Zy<ve\nWhat improvements are needed in the pupil personnel work of elementary\nschools ?—Outright\nHow shall we determine success? What and how shall we report to parents?—\n\nRyan\nHow can the school provide opportunities for developing the social attitudes\nand abilities requisite to successful participation in a democracy?—Hollingshead\nWhat use should the principal make of scientific methods in the study of his\nproblems ?—Thomas\nHow can we adequately serve the individual needs of children in the face of\nthe overwhelming economic pressures on the school?—Bayne\nWhat effect does the changing elementary school have upon the principal’s re¬\nlationship to teachers? to superintendent and board of education?—Zahn\nWhat provisions shall the public make to guarantee effective leadership by ele¬\nmentary-school principals ?—Kline\nHow can city, state, and national organizations contribute best to the growth\nand usefulness of elementary-school principals?—Hubbard\nWhat is the responsibility of the elementary school with reference to the various\ntheories of social reorganization?—Watson\n\nTHE ENVIRONMENT AND ITS RELATION TO THE\nSCHOOL—PANEL DISCUSSION 1\nThe elementary-school principal today is an expert in many lines. There\nare a number of subjects that are in the field of elementary principals.\nThere are a number of subjects that occupy much of the time of the ele¬\nmentary principal and are not in the order that the citizen thinks of in\nthe ordinary line. Should school people be interested in the instructional\nprogram offered children thru outdoor advertisements, newspapers, and\nperiodicals newsstands? How can the individual needs of children be\nmost nearly served in the face of forced economies, such as over-sized classes,\nwornout textbooks, inadequate equipment, and ancient buildings? What\ncan educators do to impress the average community with the paramount\nimportance of its parental responsibility?\nPanel—S. D. Shankland, Executive Secretary, Department of Superin¬\n\ntendence, National Education Association, Washington, D. C., Leader\nMrs. Lois Coffey Mossman, Associate Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y.\nHarley W. Lyon, Principal, Longfellow and Burbank Schools, Pasa¬\ndena, Calif.\n1 National Education Association, Department of Elementary School Principals. “ Report of\nDenver Meeting.” The National Elementary Principal (Bulletin) Vol. 15, No. 1; October, 1935,\nWashington, D. C.: the Department. (Panel discussion appears in full in the October Bulletin.)\n\n"}
{"page": 370, "printed_page": null, "text": "364\n\nNational Education Association\n\nE. E. Oberholtzer, Superintendent of Schools, Houston, Texas\nWilliam G. Carr, Director, Research Division, National Education\nAssociation, Washington, D. C.\nMrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Nor¬\nfolk, Va.\nPaul R. Hanna, Associate Professor of Education, Stanford University,\nCalif.\nWalter D. Cocking, State Commissioner of Education, Nashville, Tenn.\nIrvin A. Wilson, Principal, Delano School, Chicago, Ill.\nBen G. Graham, Superintendent of Schools, Pittsburgh, Pa.\nMabel E. Simpson, President, New York State Teachers Association,\nRochester, N. Y.\nQuestions for Discussion\nHow best may teachers and principals make favorable contacts with the home?—\nMossman\nWhat are the educational implications of the increasing decentralization of the\nhome ?—Graham\nWhat can the principal and teacher do to cultivate friendly personal relation¬\nships with the child to gain his confidence and to understand his feelings and\nattitudes toward his problems?—Joynes\nWhat factors can the school develop which will help influence for good the\npersonality of the child?—Carr\nWhat is the place of guidance in the elementary school?—Lyon\nTo what extent is child development a resultant of the non-school environment,\nparticularly economic and social, and what can the school contribute to improve¬\nment of these non-school educative influences?—Hanna\nWhat are the educational implications of the neighborhood store?—Cocking\nWhat shall the school do about radio and motion pictures?—Wilson\nWhat is the relation of the Junior Red Cross, FERA activities, clubs, and other\nsimilar agencies to the school?'—Simpson\n\nSOME IMPLICATIONS OF PROGRESSIVE EDUCATION\nA. J. STODDARD, SUPERINTENDENT OF SCHOOLS,\n\nPROVIDENCE,\n\nR. I.; AND\n\nPRESIDENT, N. E. A. DEPARTMENT OF SUPERINTENDENCE\n\nThere is much confusion concerning the meaning of the term “ pro¬\ngressive education.” Practically all schools are progressive to a degree. It\nis true that some of our more modern schools, in their enthusiasm to be\nprogressive, have allowed freedom to approach license, have encouraged\nself-expression without the necessary guidance, and have lost definite ob¬\njectives in their attempt to prevent formality. A school is really pro¬\ngressive if it is attempting to move forward and integrate its program with\na changing social order, and if it is experimenting constantly to effect the\nnecessary changes that involve progress.\nOne of the most significant differences between progressive education\nand that of the more formal education of the past is the recognition of what\nhas been called “ an estate of childhood.” That is, the school procedures\nand curriculum are based upon the fact that childhood has certain inalien~\n\n"}
{"page": 371, "printed_page": null, "text": "Department of Elementary School Principals\n\n365\n\nable rights separate and distinct from mere preparation for adult life.\nIt is the right of the child to live fully and richly at each age level and to\nparticipate in the school, home, and community life as a person.\nThe recognition of these rights changed disciplinary practises both in the\nschool and the home. It resulted in a discontinuance of the cruel discipli¬\nnary procedures followed in the past and substituted therefor a humane\nconsideration of the child’s right to be treated as an intelligent being.\nIt brought a new emphasis on a child environment in which it was possible\nfor childhood to have those experiences peculiarly befitted to it.\nFrom the standpoint of the school, this philosophy produced a functional\ncurriculum in the old subjectmatter and added new objectives in the fields\nof the intangibles such as attitudes, appreciations, and ideals. The pro¬\ngressive school of today considers that habits of critical analysis, powers of\nevaluation, standards of conduct, and desirable attitudes are just as im¬\nportant as the accumulation of facts, knowledge, and skills.\nThis means that the classrooms must be places where the children are\nactive instead of passive, where they learn thru their own activities, in\ngroups or as individuals, instead of listening en masse constantly to lectures\nand directions given by the teachers. They must be places where children\nare stimulated by the equipment, the activities of companions, or the sug¬\ngestions of companions or teachers to initiate, plan, and accomplish the\nactivities that are right for them at their particular ages. These workshops\nshould offer the greatest possible amount of freedom to each child, provided\nthat the freedom is accompanied by a growing sense of responsibility.\nIf boys and girls are to be resourceful and exhibit that priceless quality\nof character known as initiative when they grow into adult life, they must\nhave had an infinite number of opportunities to initiate, under guidance,\nthru the years of childhood. We cannot expect men and women to exhibit\nthe habit of critical analysis towards the problems of life unless they have\nbeen taught constantly to do so during the years of their training. An\nappreciation of the beautiful of life and an ability to sift that which is\nworthwhile from that which is not are the results of long and careful\ntraining and guidance in the classrooms of the schools. Therefore, the\nschool itself should be a place where boys and girls really live, meeting\nproblems of life on their age levels, being taught to suggest and try solutions\nto those problems, contrasting one solution with another, always in an\nattempt to make life more interesting and more worthwhile.\n\nGREETINGS\nR. H. PALMER, ASSISTANT SUPERINTENDENT OF SCHOOLS, DENVER, COLO.\n\nIt is an honor and a pleasure to welcome you to Denver. We are glad\nto have you and it is a special pleasure to greet you here in the sectional\nmeeting of the elementary-school principals.\nI shall take advantage at this time to speak briefly of the elementaryschool principalship. In Denver we have attempted to dignify the elemen-\n\n"}
{"page": 372, "printed_page": null, "text": "366\n\nNational Education Association\n\ntary-school principalship by increasing the size of the unit to be administered\nand supervised by one principal. As you know, the size of the unit in\njunior and senior high schools is much larger than in the elementary field.\nIn 1924 we had 61 elementary-school principals and 61 elementary schools.\nToday we have 41 elementary-school principals and 61 elementary schools.\nWe require the same qualifications for elementary-school principals as we\ndo for high-school principals. All of the principals are supervising princi¬\npals. It is true that in three of the smaller units the principals teach half\ndays, while in the other 38 schools the principals have no regular teaching\nduties. We have relieved the principals of clerical work by having clerks\nin most of the elementary schools. We have made a change too in the\nteaching personnel, in that teachers in the elementary schools are now re¬\nquired to have the same qualifications as those in the secondary field.\nHere I wish to quote from School Management magazine of April 1935.\nIt is among the reports of the meeting of the Department of Superinten¬\ndence at Atlantic City of February 1935.\nI see no grounds upon which it can be argued that the high-school teacher’s\nresponsibility is greater than that of the elementary-school teacher. The elementary\nfield cannot be considered inferior; and it is only our tardy recognition of the\nsignificance of the child personality that explains our complacency with regard to\nthe qualifications of the elementary-school teacher. We must cease to regard the\nelementary field as a door mat over which people are to enter the high-school field.\nFrom my personal experience, it is harder to get people who are qualified for ele¬\nmentary-school positions than it is to secure such people for high-school positions.\nIf there is an oversupply, it is in the field of high-school teaching. I make no\ndistinction in importance between these two fields.—A. L. Threlkeld, Superintendent\nof Schools, Denver, Colorado.\n\nWith a superintendent with a viewpoint such as that quoted above,\nyou can see that it is much easier for us to carry on in a great way.\n\nSOME ASPECTS OF THE PROGRAM OF THE ELEMENTARY\nSCHOOL AS IT IS PLANNED TO MEET THE CHAL¬\nLENGE IN THIS PERIOD OF SOCIAL CHANGE\nROSE BLAND, PRINCIPAL, BUENA VISTA SCHOOL, COLORADO SPRINGS, COLO.\n\nThere is no aim in elementary education which needs to be kept in the\nforeground more today than the one that the present living of children is\nto be broadened and bettered.\nIn April of this year eight million children under sixteen years of age\nwere on the relief rolls. There must be few elementary schools in our lands\nwhich do not have some of these children in their enrolment. Because of\nthese existing adverse conditions it becomes obligatory upon the public\nschools to develop in the children as far as possible right and wholesome\nattitudes toward one another, toward their community, and toward a\nbroader social realm, in order that their lives may not become warped\nand twisted and headed in a direction which will be inimical to their\n\n"}
{"page": 373, "printed_page": null, "text": "Department of Elementary School Principals\n\n367\n\npersonal welfare and the welfare of our nation as well. The development\nof right attitudes cannot be postponed because it is generally agreed that\nthe most fundamental attitudes are formed in childhood.\nThe school should make a strong attempt to furnish a place of brightness\nand happiness for every child who crosses its threshold. It is possible to\nabsorb brightness. There are ways of having the brightness of the school\ncarry over into the homes.\nAll touches put upon the human side of life are invaluable because of the\nemotional effect. Children who are happy during their school hours and\nwho feel they have real friends are not likely to develop a feeling of\ninferiority and the belief that everyone is against them. Such feelings, if\ndeveloped, are certain to be worked out in ways detrimental to society.\nThe competitive system of business used in the past has shown by its\nresults the futility of the doctrine of everyone for himself regardless of\nthe effects of his so-called progress upon others. The school, as well as\nbusiness, needs now to stress the spirit of the ideal democracy, cooperation\nfor the good of all. The idea of cooperation implies effort by everyone\nconcerned and contributions up to the limit of one’s abilities.\nThe school has a hard problem when it begins to think how it may use\nits wits to overcome the idea of how to get something for nothing which\nis coming to no small number of the elementary-school children either\nconsciously or unconsciously. What can be the ultimate effect upon chil¬\ndren of going to the teacher or the principal and saying, “ I want a pair\nof shoes,” or, “ I need a new dress,” and getting what is asked for without\nany other effort than the asking? I often wonder what the discussion about\nthe matter is in the home. I have received countless notes, as no doubt\nyou have, saying “ If the school does not get clothing for my children,\nthey cannot go to school.” I have no question about the need for the cloth¬\ning or the inability in most cases for the parents to supply it, but I am\ndeeply concerned about the attitude toward self-respect and honest labor\nwhich is being engendered in the minds of the children.\nA school society needs leadership, with the idea of leadership always\ncoupled with service. In the elementary school today I believe there should\nbe much more service by children and much less dictatorship in the part\nplayed by principals and teachers. In schools which have had experience\nwith safety patrols there is forceful evidence that the boys and girls chosen\nfor duty have assumed their duties gladly and performed them efficiently.\nThe work on the playgrounds affords as good a field for leadership as\npatrol duty does. The same is true of auditorium work, lunch duty, and\nmany types of classroom work.\nChildren need to get a view of cooperative living as it extends to the\nends of the earth. Everywhere at present the spirit of nationalism is grow¬\ning stronger.\nOur problem in the schools is to find ways to combat it. Young children\nwho attend the elementary school get ideas there which influence them\ntremendously in later life even tho unconsciously. Our geography curricu-\n\n"}
{"page": 374, "printed_page": null, "text": "368\n\nNational Education Association\n\nlum affords a wonderfully fine opportunity to teach the interdependence\nof nations. Our country is not living unto itself alone, but every day every\ncommunity owes its advance in progress to ideas and materials furnished\nin part by the other nations.\nThe elementary school which today has life itself as its objective must\nsit up and take notice of the radio and of all activities and influences in\nthe community which play a part in making school children better or worse.\nThe school is a part of the community. The workers in the school need\nto accept their responsibility of joining with other organizations which are\ninterested in the welfare of youth and together stir up public opinion\nstrongly enough to combat any harmful influence and to foster any activity\nwhich will strengthen right living. Great is the breadth of the program\nwhich faces us when we accept the definition that “ education is living into\nbetter things.”\n\nTHE PLACE OF THE MOVING PICTURE IN A\nBUILDING ACTIVITY\nE. H. HERRINGTON, PRINCIPAL, ALCOTT SCHOOL, DENVER, COLO.\n\nA school or building activity follows a general community theme of value\nto all grades and carried out in all departments and all grades. Not more\nthan one such activity is feasible the same semester or perhaps year.\nPlans for the general activity are laid at least six weeks ahead of time\nin order to have all teachers incorporate the theme into their own class\nplans.\nOnce planned all efforts are bent toward creating the atmosphere for\nthe subject chosen. After children and teachers have lived “ The Lives of\nPioneers of Our Chosen West,” as they did in Swansea School, what a\nblessing it is to get a moving picture which fits the study to add its touch\nof realism to the scene. In many activities involving foreign countries or\nnature subjects, excellent motion pictures are available; so this school, be¬\nlieving in the power of the motion picture to tell a story, decided to make\nsuch a picture of their own school activity of early Denver. They decided\nthat it would serve three purposes: First, to be used in other schools for\nchildren studying the same subject; second, to show other teachers and\nprincipals how this school carried on their activities; and third, to improve\ncommunity relationships by interpreting the activities of the school to the\nparents. This proved very effective by showing the parents pictures of their\nown children taking part in the big school activity.\nI believe in the motion picture as a powerful teaching aid, both for\nchildren and adults.\n\n"}
{"page": 375, "printed_page": null, "text": "369\n\nDepartment of Elementary School Principals\n\nMUSIC APPRECIATION—ITS CONTRIBUTION TO\nLEISURE-TIME INTERESTS\nNELLIE V.\n\nLIND,\n\nPRINCIPAL,\n\nSTEDMAN-ALBION\n\nSCHOOLS,\n\nDENVER,\n\nCOLO.\n\nIt is hard to discover a better method of education than that which experience\nof so many ages has evolved; and this may be summed up as consisting in gymnas¬\ntics for the body and for the soul.—Edgar Allan Poe.\n\nIf music, and an appreciation of things musical be worthwhile leisure¬\ntime activities, they must meet one or both of the demands set up by our\npoet.\nWhat is the school’s job in bringing about for boys and girls, such a\nmind-set toward music appreciation? There can be no effective education\nfor leisure time without effecting teaching.\nGreat progress has been made in disseminating the cultural subjects, but\nwe cannot as yet claim the title of being a musical nation. If America is\nto become truly musically-minded it must become so thru educating all\npeoples to know, and appreciate, and in turn to desire good music. The\nschool must set the pace. In this day of radio, civic orchestra, and municipal\nband opportunities, we can choose to hear the best if we will. When the\npublic in general knows, understands, and appreciates, it will desire and\ndemand good music from more sources.\nA progressive course of study for the^ elementary school provides for the\nteaching of all four phases of music deemed necessary to good foundation\nin this subject: (1) interpretative singing, (2) music reading, (3) music\nwriting, and (4) music appreciation. In every group of learners whether\nof adults or children, you will find three types: (1) those who create, or\nwill create; (2) those who perform, or will perform; and (3) the largest\ngroup—those who listen. Since “ listening ” is the phase of music in which\nthe largest number of people participate, we must teach them “ how to\nlisten.” We provide for such learning in the elementary school—children\nlistening appraisingly to their own voices—both within the group and to\nthat of individuals—listening to the music of individual instruments or to\nthe orchestra as a whole, and listening to the selections reproduced by me¬\nchanical equipment. This training which is largely auditory does and\nshould begin early in the school career, for it is the logical approach physi¬\ncally as well as intellectually. The ability of the child to use his vocal\norgans comes much later. Our first approach to music in the kindergarten\nis that of listening.\nSince effort in the creative must always be preceded by effort in the\nimitative, directed rhythm at first plays a large part in school music. We\nattack this problem just as we do a problem in speech. We do not expect\na child to narrate a series of events until he has had experience in hearing\nwords, has imitated them, experimented with them in several situations,\nand finally acquired them as a part of his vocabulary.\nAs to values, appreciation has as its aim, unmitigated pleasure, (1) thru\nlistening with the purpose of stimulating feelings, emotions, and moods;\n\n"}
{"page": 376, "printed_page": null, "text": "370\n\nNational Education Association\n\n(2) participation with ability to discriminate and interpret; (3) for the\nfew, the power to create.\nMusic has, by virtue of its content, been placed upon the daily program\nas a means for recreation, a period of relaxation, and if rightly used will\nserve this purpose along with opportunity for real joy in participation.\nHowever, its real reason for being on any school program is its teaching\nvalue—the masterv of definite learnings.\nM usic, then, as a learning situation, offers much of life-time value for\nthe student, not only as “ gymnastics to the body,” but also as “ food for\nthe soul.” For some, it will hold deep spiritual values. Music is a language,\nhas meaning, is an expression of feeling and thought, which, carried to the\nardent listener, finds a sympathetic response.\nREPORT OF RESOLUTIONS COMMITTEE\nAARON KLINE,\n\nPRINCIPAL,\n\nPULLMAN\n\nSCHOOL,\n\nCHICAGO,\n\nILL.,\n\nChairman\n\nDuring recent years our boards of education and superin¬\ntendents have found it necessary to assign two or more buildings to a\nprincipal, and whereas this has greatly reduced the efficiency and effective\ncommunity benefits, and whereas both teachers and pupils have been de¬\nprived of needed professional and personal guidance, and whereas this\ncondition in our opinion is not conducive to good economy especially dur¬\ning the present social readjustments, Be it resolved, That the Department\nof Elementary School Principals respectfully recommend to boards of\neducation and superintendents that there be assigned a non-teaching princi¬\npal to each elementary school under their jurisdiction where the number\nof teachers exceeds ten, and that this readjustment be made at the earliest\npossible date.\nWhereas, It is a universally recognized fact that the elementary-school\nprincipalship is the key position in training and education of our coming\ncitizens, Be it resolved, That we as principals meet this challenge and re¬\nsponsibility by better preparing ourselves physically, mentally, and spiritu¬\nally, and that this Department bend every effort to raise the standards\nrequired of the elementary principal as suggested above.\nWhereas, The Department of Elementary School Principals has gar¬\nnered from this semi-annual meeting a helpful, practical, and inspirational\nbenefit, Be it resolved, That President Brookes and her staff of co-workers\nbe commended for their foresight and thoughtfulness.\nWhereas, Leaders in various fields of the educational world have given\ntime, effort, and thought to the consideration of our problems, Be it re¬\nsolved, That we extend our hearty thanks and that the executive secretary\nsend copies of this resolution to each participant on our programs.\nWhereas, The principals of Denver and Colorado have extended to\nconvention visitors such a hearty welcome and continuous hospitality, Be it\nresolved, That we express our appreciation and gratitude to them thru their\nefficient local chairman, Mrs. Margaret Mendenhall Smith, principal,\nEbert School, Denver, Colorado.\nWhereas,\n\n"}
{"page": 377, "printed_page": null, "text": "Department of Elementary School\n\nPrincipals\n\n371\n\nREPORT OF PROFESSIONAL RELATIONS COMMITTEE\nMASON A. STRATTON, PRINCIPAL, BRIGHTON AVENUE SCHOOL,\nATLANTIC CITY, N. J.,\n\nChairman\n\nThe chairman of this Committee wishes to report progress in the studies\nprojected into this Committee’s work.\nProfessional Relations implies many important phases of the schoolman’s\nactivities. We are endeavoring to coordinate the many studies already made\nby the various groups, in such a way that our “ teachers colleges ” will have\na course of study to use in the educating of prospective teachers. This course\nof study will endeavor to show: (1) the value and importance of united\ncooperation thru organizations, local, state, and national; (2) the wealth\nof material now available and constantly being made available to the teach¬\ners of our country by the N. E. A. and its Research Division.\nIt was well stated at one of our meetings that “ teachers must become\nsensitized to social problems.” “ Teachers ” here means “ school people.”\nIt is equally important in order to meet these social problems with pro¬\nfessionally scientific attack to become sensitized early in their teaching\nexperience to the possibilities for help and guidance available.\nTo make a specific report of findings at this time would only tend to\nmislead our thinking and conclusions. This is due to the fact that our\nDepartment committee is working with a similar committee of the Ameri¬\ncan Association of Teachers Colleges. Final conclusions will be impossible\nuntil the two groups meet for final drafting of complete report.\n\nSECRETARY’S MINUTES\n\nAtlantic City, New Jersey\nFebruary 23-28, 1935\nThe Department of Elementary School Principals held two general sessions in the\nRose Room, Traymore Hotel, Atlantic City, New Jersey, February 25 and 27,\nrespectively. Mason A. Stratton, member of the Executive Committee and principal\nof the Brighton Avenue School, Atlantic City, was host at a delicious breakfast given\nfor the officers of the Department and the Editorial Committee at the Dennis Hotel,\non Sunday, 8:30 a. m., February 24, 1935.\nThe usual get-together breakfast of the members of the Department and their\nfriends was served in the roof-solarium of the Madison Hotel, Monday, February\n25, 7:30 a. m. The beautiful surroundings and the splendidly arranged service at\nthe Madison made this occasion one of the lovely events of the convention. At this\nfamily meeting there were one hundred and twenty-two present. President M. Emma\nBrookes gave a word of greeting, and stressed the fact that all principals should\nregister early at the hospitality headquarters, Crane Building, on the Boardwalk;\nshe introduced the former presidents of the Department who were present, made\nannouncements of the activities of the week which would interest elementary prin¬\ncipals, and called the roll by states to see how many sections of the country were\nrepresented. Nineteen states were represented by the 122 in attendance.\nA letter of greeting from Elizabeth McCormick, Superior, Wisconsin, past presi¬\ndent, to those assembled was read by the secretary.\n\n"}
{"page": 378, "printed_page": null, "text": "372\n\nNational Education Association\n\nThe secretary told the group assembled of the great honor which had been\nbrought to the Department in the selection of President M. Emma Brookes by the\nDepartment of Superintendence to preside at the Thursday afternoon, February 28,\nconvention radio program.\nThe semi-annual dinner was held in the Belvedere Room, Traymore Hotel, Tues¬\nday, February 26, at 6 p. m. Lotus D. Coffman, president, University of Minnesota,\ngave the address on “A Plea for Sanity.”\nThis delightful occasion was so well attended that all available seating space\nwas utilized and many who wanted to be with us could not be accommodated for\nevery ticket had been sold and extra tables placed. President Brookes had to make\nthe most of every minute, in extending greetings and making necessary announce¬\nments because the officers of the Department had been invited to be platform guests\nof the Department of Superintendence at their evening program at the auditorium\nat 8:15.\nThe New Jersey Elementary School Principals Association presented a compli¬\nmentary ticket to the Hollywood Theater for Wednesday evening to all who regis¬\ntered at hospitality headquarters in the Crane Building. This theater party was\nindeed a great treat.\n\nExecutive Committee Meeting, Sunday Morning, February 24, 1935\nThe first meeting of the Executive Committee of the Department of Elementary\nSchool Principals of the National Education Association was held Sunday morning\nin President Brookes’ suite, Traymore Hotel, Atlantic City, New Jersey. The follow¬\ning persons were present: M. Emma Brookes, president; Aaron Kline, first vicepresident; Edythe J. Brown, second vicepresident; Ira M. Kline, third vicepresi¬\ndent; Mrs. Edith B. Joynes, fifth vicepresident; Herbert C. Hansen, Cassie F. Roys,\nMason A. Stratton, Executive Committee; Bess Clement, John Thomas, Editorial\nCommittee; Richard Foster, research director, N. E. A.; Floyd Potter, hospitality\nchairman of New Jersey Elementary School Principals Association; and Eva G.\nPinkston, executive secretary.\nPresident Brookes asked Bess Clement, chairman of the 1935 Yearbook, to report\nthe plans and progress made by the Editorial Committee. Miss Clement reported\nthat the Editorial Committee would like the name of the 1935 Yearbook to be Social¬\nizing Experiences in the Elementary School. She called particular attention to the\nhelpfulness of principals and friends of elementary education, who have sent contri¬\nbutions for this yearbook, and she feels the material which it will contain will be of\ngreat help to teachers and principals everywhere. A motion was made by Miss\nRoys, seconded by Mrs. Joynes, thanking Miss Clement for the splendid report she\nhad given and to the Editorial Committee for the voluminous amount of work ac¬\ncomplished. Motion carried.\nA motion was made by Ira Kline, seconded by Mr. Stratton, that the recommenda¬\ntion of the Editorial Committee be accepted with regard to the name of the 1935\nYearbook. Motion carried.\nMiss Brookes asked Mr. Thomas, the retiring member of the Editorial Com¬\nmittee, to report on plans for future yearbooks, to mention changes which should\nbe made in the procedure of the committee, and to give any suggestions which he\nfelt would help the Editorial Committee in their work.\nMr. Thomas reported: (1) that the 1936 Yearbook should be more of a research\ntype; (2) that the study be conducted by a relatively small group; and (3) that the\nsubject selected for the 1936 Yearbook be Mental Hygiene or Personality Adjustment.\nAt the Cleveland meeting, February 27, 1934, the Editorial Committee recom¬\nmended that the chairmanship of the committee be served the third year instead of\nsecond as at present. This plan was approved but no action had been taken as to\nwho would serve. Mr. Thomas said that it was with the unanimous approval of\nthe Editorial Committee that he recommended Samuel Berman as chairman of the\n1936 Yearbook. The Editorial Committee has several studies under consideration\nfor future yearbooks and would like to report on them later. A motion was made\n\n"}
{"page": 379, "printed_page": null, "text": "Department of Elementary School Principals\n\n373\n\nby Mr. Hansen and seconded by Mr. Stratton that the recommendation of the Edi¬\ntorial Committee be approved and that Dr. Berman be chairman of the 1936\nYearbook. Mr. Thomas also recommended that the Editorial Committee meet\nthis spring to finish important details of the 1935 Yearbook and to make the neces¬\nsary plans for beginning the 1936 Yearbook, because of the shift of chairmanship.\nMr. Foster reported on the work done on the yearbook by the research division. A\nmotion was made by Aaron Kline, seconded by Mr. Hansen, that the Editorial Com¬\nmittee meet about May 15. Motion carried.\nThe secretary read letters of greeting from Elizabeth McCormick, Superior, Wis¬\nconsin, and Earl Laing, Detroit, Michigan. These letters were thoroly appreciated.\nA motion was made by Aaron Kline, seconded by Miss Brown, that the secretary\nbe instructed to write to both Miss McCormick and Mr. Laing, thanking them for\nletting the group hear from them. Motion carried.\n\nMonday Morning, February 25, 1935\nThe second meeting of the Executive Committee met in President Brookes’ suite,\nTraymore Hotel, Monday, February 25, 9:30 a. m. Those present were: M. Emma\nBrookes, president; Aaron Kline, first vicepresident; Edythe J. Brown, second vicepresident; Ira M. Kline, third vicepresident; Mrs. Edith B. Joynes, fifth vicepresident; Herbert C. Hansen, Cassie F. Roys, Mason A. Stratton, Executive Com¬\nmittee ; and Eva G. Pinkston, executive secretary.\nPresident Brookes asked for the report of the secretary and that the problems\npresented be discussed. The secretary had prepared a folder for each person\npresent. This folder presented the duties of the headquarters office; activities which\nhad been accomplished since the Washington meeting; a financial statement from\nJune 1 to January 1; progress made in life membership campaign, which shows\nthat the 100 mark has about been reached; membership figures as of February 1,\n1935; report on the survey of elementary education asked of the U. S. Office of\nEducation; report of facts about nursery schools; and problems confronting the\nDepartment.\nThe secretary’s report also shows that there were 2930 members on February 1,\n1935, which is 126 ahead of the same date last year. On February 1 there were 73\nlife members and since coming to the convention this number has been raised to 94.\nA motion was made by Miss Roys, seconded by Mrs. Joynes, to accept the secre¬\ntary’s report as discussed. Motion carried.\nAfter discussion it was decided to take to the summer meeting the ribbons which\nare at headquarters office and to ask the person in charge at the hospitality booth at\nDenver to see that all visiting principals have one.\nA motion was made by Ira Kline, seconded by Mr. Hansen, that a letter of ap¬\npreciation be sent to E. E. Oberholtzer thanking him for designating Wednesday,\nFebruary 27, 1935, as Principals and Supervisors Day, and to write to President\nHenry Lester Smith of the N. E. A. to see if a day could be similarly designated at\nDenver. Motion carried.\nA motion was made by Mrs. Joynes, seconded by Miss Roys, that the April issue\nof the National Elementary Principal be an official report of the winter meeting.\nMotion carried.\nA motion was made by Mr. Stratton, seconded by Miss Brown, that the April is¬\nsue of the bulletin be sold to non-members for $1, members to receive it on their\nmembership fee. Motion carried.\nA motion was made by Aaron Kline, seconded by Mr. Hansen, that Mr. Stratton,\nMrs. Joynes, and Miss Clement be a committee to meet with Grace Langdon,\nFederal Administrator of Nursery Schools, and report Wednesday morning at the\nexecutive meeting, about the place nursery schools should occupy in the elementary\nschool.\nAfter discussion about future membership campaigns, it was decided to work more\nclosely, if possible, with enrolment chairmen so as to reach every principal in each\n\nstate.\n\n"}
{"page": 380, "printed_page": null, "text": "374\n\nNational Education Association\n\nA motion was made by Mr. Hansen, seconded by Ira Kline, that Eva G. Pinkston\nbe made permanent secretary of the Department and that the yearly increments\ncontinue until the position is comparable to that of the secretary of the Department\nof Superintendence. Motion carried.\nA motion was made by Aaron Kline, seconded by Mr. Stratton, instructing the\npresident to take proper action to include retirement allowance in the position of\npermanent secretary. Motion carried.\n\nWednesday Morning, February 27, 1935\n\n*\n\nThe third executive meeting of the officers and Executive Committee of the De¬\npartment of Elementary School Principals met in President Brookes’ suite, Wednes¬\nday, February 27, 1935, 9:30 a. m. Those present were: M. Emma Brookes, presi¬\ndent; Aaron Kline, first vicepresident; Edythe J. Brown, second vicepresident; Ira\nM. Kline, third vicepresident; Mrs. Edith B. Joynes, fifth vicepresident; Herbert\nC. Hansen, Cassie Roys, Mason A. Stratton, Executive Committee; and Eva G.\nPinkston, executive secretary.\nBess Clement, chairman of Editorial Committee, and Mrs. Margaret Mendenhall\nSmith, chairman of arrangements, were invited to be present and discuss plans for\nthe Denver program. An informal discussion was held and Mrs. Smith, who has been\nappointed general chairman by A. L. Threlkeld, superintendent of Denver schools,\nwas asked not to make lavish arrangements, but keep the prices within the reach of\nall. She was to invite the principals of Colorado and Denver to make and sponsor\nthe Monday afternoon program, and to send to headquarters a final copy of same by\nMay 1, so that it could be printed in the June issue of the National Elementary\nPrincipal.\nThe Department programs will be held on Monday and Tuesday afternoons,\nJuly 1 and 2, respectively. The get-together breakfast will be on Monday morning,\nJuly 1, as usual, and the semi-annual banquet will be on Tuesday evening, July 2.\nMrs. Smith was asked to make complete arrangements for both these social functions,\nand to appoint her committee.\nMr. Stratton, chairman of the Professional Relationships Committee, made a\nsplendid report of the work accomplished to date.\nA motion was made by Aaron Kline, and seconded by Miss Brown, that the re¬\nport made by Mr. Stratton be accepted and appreciation be extended to him and his\ncommittee.\nMr. Stratton gave a comprehensive report of the meeting he, Mrs. Joynes, and\nMiss Clement had had with Grace Langdon about nursery schools. The secretary\nread a letter received from Francis Kirkham in which he asked that the Depart¬\nment of Elementary School Principals sponsor the use of the Club Guide for pupil\nactivities thruout the United States as a part of its service to its members in the im¬\nportant field of character educaion. A motion was made by Aaron Kline, seconded\nby Miss Roys, that the Department of Elementary School Principals is not in a posi¬\ntion at this time to adopt or sponsor any particular plan of character education.\nMotion carried.\nA motion was made by Ira Kline, seconded by Mrs. Joynes, that the request for\nthe calendar reform be laid on the table till the Denver meeting. Motion carried.\nA motion was made by Mr. Stratton, seconded by Aaron Kline, recommending\nthat the president appoint two members of the executive board to confer with R. D.\nOwen, Temple University, on the feasibility of a study of spelling reform. Motion\ncarried. President Brookes appointed Miss Roys and Ira Kline to work with\nDr. Owen.\nAfter a discussion as to the ways and means of increasing the membership of the\nDepartment, the president appointed a committtee to work with the executive secreary and help in forming a plan to get more principals to become members of the\nDepartment. The president appointed Ira Kline, chairman, Miss Brown, and\nMiss Roys.\n\\\n\n"}
{"page": 381, "printed_page": null, "text": "Department of Elementary School Principals\n\n375\n\nA motion was made by Miss Roys and seconded by Mrs. Joynes that Mr. Hansen\nbe appointed life membership chairman to work with the executive secretary.\nA motion was made by Mr. Hansen and seconded by Miss Roys that letters be\nsent to Floyd Potter, hospitality chairman of the New Jersey Elementary School Prin¬\ncipals Association, for the delightful hospitality and personal service he and his\ncommittee rendered; to Florence Mason, in charge of Crane Building hosts and\nhostesses; also to Mr. Scull of Crane Building for his courtesies; to Francis Budd,\npresident of the New Jersey Elementary School Principals Association, and those\nwho participated in the program Monday afternoon, for their splendid program:\nto J. Cayce Morrison and those who helped make the Wednesday program the\nsuccess that it was; to Mr. Montgomery, manager, Traymore Hotel, for the many\ncourtesies which he and his staff extended; and to Mason A. Stratton, for the\nsplendid arrangements he had made for our social meetings. Motion carried.\n\nDenver, Colorado\nJune 30-July 5, 1935\nThe thirtieth semi-annual meeting of the Department of Elementary School Prin¬\ncipals, consisting of two general sessions, a breakfast on Monday and a banquet on\nTuesday, was held in Denver, Colorado, July 1 and 2. The general sessions were\nheld at the Central Christian Church; the family-get-together breakfast was served\nat the Shirley-Savoy, the headquarters hotel; and the banquet was at the Brown\nPalace Hotel.\n\nSunday Morning, June 30, 1935\nThe present officers of the Department, all past officers attending the convention,\nand all past presidents of the Department were guests for breakfast of the president\nand the secretary at the Blue Parrot Inn.\n\nBreakfast, Monday Morning, July 1, 1935\nPrincipals and their friends are always cordially invited to attend this familyget-together breakfast. This year this delightful occasion took place at the ShirleySavoy Hotel. With beautifully decorated tables, place cards, music, and delicious\nfood, the principals early became enthusiastic about the hospitality of Denver and\nColorado principals. Louise Klein was chairman of arrangements of the breakfast\ncommittee.\nPresident Brookes took this occasion to welcome everyone cordially; to call\nattention to meetings of the week which would be of particular importance to ele¬\nmentary principals; to introduce the chairman of local affairs, Mrs. Margaret\nMendenhall Smith, who, in turn introduced her co-workers; and to announce the\nfollowing Nominating Committee for the election of officers for the coming year:\nHerbert C. Hansen, chairman, Chicago, Illinois; Cassie F. Roys, Omaha, Nebraska;\nR. C. T. Jacobs, Dallas, Texas; Harry H. Haw, San Diego, California; and Nellie\nV. Lind, Denver, Colorado.\n\nBanquet, Tuesday Evening, July 2, 1935\nThe semi-annual dinner was held in the ballroom of the Brown Palace Hotel.\nA. J. Stoddard, superintendent of schools, Providence, Rhode Island, and president,\nDepartment of Superintendence, gave the address on “ Some Implications of Pro¬\ngressive Education.”\nThe Department was especially honored by having the entire Executive Com¬\nmittee of the Department of Superintendence present. President Brookes showed her\nmarked skill and efficiency by expediting all announcements. Her gracious intro¬\nduction of guests gave to the banquet that ease and friendliness which is character¬\nistic of any meeting she conducts. The arrangements of the banquet were under\n\n"}
{"page": 382, "printed_page": null, "text": "376\n\nNational Education Association\n\nthe immediate direction of Lila M. O’Boyle as chairman.\n\nMiss O’Boyle and her\n\ncommittee had made the ballroom into a bower of flowers. The principals of\nDenver were hosts and hostesses at the different tables. Their hospitality was so\ngenuine that those in attendance will ever remember this delightful occasion.\n\nExecutive Committee Meeting, Sunday Morning, June 30, 1935\nThe meeting was called to order by President Brookes in the president’s suite of\nthe Shirley-Savoy Hotel. The following persons were present: M. Emma Brookes,\npresident, Edythe J. Brown, second vicepresident; Mrs. Edith B. Joynes, fifth vicepresident; Herbert C. Hansen, Cassie F. Roys, and Mason A. Stratton, Executive\nCommittee; and Eva G. Pinkston, executive secretary.\nA motion was made by Mr. Hansen and seconded by Miss Roys, that the reading\nof the minutes of the Atlantic City meeting be omitted because all the officers and\nmembers of the Executive Committee had been sent copies which they had approved.\nThese had been published in the April issue of the National Elementary Principal\nwhich was an official report of the winter meeting.\n\nMotion carried.\n\nPresident Brookes asked for the report of the secretary and that the problems\npresented\n\nbe discussed.\n\nThe\n\nsecretary had\n\nprepared\n\na folder for each person\n\npresent. This folder contained a copy of the report submitted to Secretary Givens\nconcerning the work of the Department accomplished during the year, problems\nwhich have not been solved, and proposed problems for the Department to consider\nfor the coming year and for a ten-year program; a financial statement of the year;\nmembership and life membership figures; and problems to be brought before the\nexecutive family.\n\nMotion was made by Miss Brown and seconded by Mr. Hansen\n\nto accept the secretary’s report as discussed. Motion carried.\nThe secretary was requested to send copies of the report of the N. E. A. secretary,\nWillard E. Givens, to each member of the official family.\nA motion was made by Miss Roys and seconded by Mr. Stratton, that the secre¬\ntary be authorized to do as much field work as possible during the next few years,\nespecially this coming year. Motion carried.\nA motion was made by Mr. Hansen and seconded by Miss Brown that each\nofficer and each member of the Executive Committee be responsible for promoting\nsome special work of the Department during his tenure of office. Duties such as\npublicity; getting in touch with state organizations; organizing a registration\ncouncil for elementary-school principals;\nconvention were mentioned.\n\nand having a conference hour at each\n\nMotion carried.\n\nA motion was made by Mrs. Joynes and seconded by Miss Roys that the executive\nsecretary be instructed to make a list of the duties which might help her in forward¬\ning the work of the Department of Elementary School Principals, keeping in mind\nthe special interests of the officers elected and that these duties be varied from\nyear to year at the discretion of the secretary and officers.\n\nMotion carried.\n\nAfter discussion it was decided that the envelopes used in the membership broad¬\ncast be stamped “Personal.”\nA motion was made by Mr. Hansen and seconded by Mr. Stratton that the secre¬\ntary include in the broadcast letter some type of card or blotter which would\nadvertise the Department.\nSo that Mr. Farley could use these articles in his booklet of American Education\nWeek, President Brookes asked for those present to send to headquarters articles or\nthe names of principals who had written articles which would be apropos of this sub¬\nject. These would have to be in by September 1.\nA motion was made by Mr. Hansen and seconded by Miss Roys that the secretary\nwrite Mr. and Mrs. Arthur Gist, congratulating them on the arrival of a young\nlady in their home.\n\nMonday Morning, July 1, 1935\nThe second meeting of the Executive Committee met in President Brookes’ suite at\nthe Shirley-Savoy Hotel. Those present were: M. Emma Brookes, president;\n\n"}
{"page": 383, "printed_page": null, "text": "Department of Elementary School\n\nPrincipals\n\n377\n\nEdythe J. Brown, second vicepresident; Mrs. Edith B. Joynes, fifth vicepresident;\nHerbert C. Hansen, Cassie F. Roys, and Mason A. Stratton, Executive Committee;\nand Eva G. Pinkston, executive secretary.\nPresident Brookes called the meeting to order.\nThe minutes of the meeting of Sunday, June 30, 1935, were read and approved.\nThe appointing of a committee to study the problem of establishing a registra¬\ntion council for principals was discussed at length. This registration council would\nwork with boards of education to secure their cooperation and help in obtaining a\nsingle salary schedule for all principals. Elementary-school principals having the\nsame qualifications as high-school principals should be on the same basis. All\nprincipals now in service who are doing outstanding work would be given the same\nrecognition as those having degrees.\nnew principals entering a system.\n\nCertain requirements should be set up for\n\nCare would be taken that no phase of the prin-\n\ncipalship would be left out or ignored.\nA motion was made by Mrs. Joynes and seconded by Miss Brown that a com¬\nmittee be appointed to make a study toward establishing a registration council for\nprincipals, the problems it would involve, and the committee should work to the\nidea of getting boards of education to adopt the standards set forth by the Depart¬\nment of Elementary School Principals.\n\nMotion carried.\n\nPresident Brookes there¬\n\nupon appointed the following Registration Council Committee:\nman, Mr. Hansen, and Miss Brown.\n\nMiss Roys, chair¬\n\nAfter studying the auditors’ report, the Budget Committee was asked to make a\nproposed budget for the Department for the year 1935-36.\n\nHerbert C. Hansen,\n\nchairman of the Budget Committee, submitted the following report:\n\nBudget 1935-36\nEstimated\n\n$20,000.00\n\nReceipts\n\nExpenditures\nPrinting\n\n. $5,000.00\n\nGeneral Office .\n\n6,000.00\n\nSalaries .\nConvention Expenses .\n\n7,000.00\n400.00\n\nEditorial\n\nCommittee\n\n.\n\n400.00\n\n.\n\n200.00\n\n.\n\n1,000.00\n\nMiscellaneous\nContingent\n\n$20,000.00\n\nTotal\n\nAt the meeting in Washington, D. C., July 1934, the secretary was asked to make\na survey of the colleges and universities of the United\n\nStates,\n\nand find which\n\ninstitutions were including courses that would be of help to elementary principals\nin studying their problems of administration and supervision.\n\nThe secretary wrote\n\nto every university and teachers college listed in the Educational Directory of the\nUnited States Department of Interior and found that there were very few courses\noffered pertaining to the problems presented for the elementary-school principals.\nUniversities\n\nand colleges give many courses on education but none\n\nrelative to\n\nadministration or supervision of the elementary school.\nA motion was made by Miss Roys and seconded by Mr. Hansen asking the presi¬\ndent to appoint a committee to plan for a principals conference to be held immediately\nfollowing the N. E. A. convention next summer. This conference would be held in or\nnear the convention city for a two weeks’ period.\nwould allow two credits for work done.\nmine the cost and report to the secretary.\n\nThe college giving the course\n\nThis committee was authorized to deter¬\nMotion carried.\n\n"}
{"page": 384, "printed_page": null, "text": "378\n\nNational Education Association\n\nPresident Brookes appointed the following committee to study this problem of a\nprincipals conference for next summer: Mrs. Edith B. Joynes, chairman, Mason A.\nStratton, and Edythe J. Brown.\nA motion was made by Mr. Hansen and seconded by Miss Roys that letters be\nsent to Mrs. Margaret Mendenhall Smith, president of Principals and Directors\nAssociation, Denver, and local chairman for the convention, thanking her and her\ncommittees for the delightful hospitality and personal service rendered to all; to\nC. B. Bennett, manager, Shirley-Savoy Hotel for his many courtesies; to R. H.\nPalmer, assistant superintendent of schools, for helping make arrangements for the\nmeetings; to S. D. Shankland and those who helped make the Monday program\nthe success that it was; and to the Denver and Colorado principals who planned\nand participated in the splendid program on Tuesday afternoon. Motion carried.\n\nBusiness Meeting, Tuesday Afternoon, July 2, 1935\nReports of the following committees were read and approved:\nReport of Secretary, Eva G. Pinkston, 1201 Sixteenth St., N. W., Washing¬\nton, D. C.\nResolutions Committee, Aaron Kline, Pullman School, Chicago, Illinois,\nchairman (Read by Mason A. Stratton)\nProfessional Relations Committee, Mason A. Stratton, Principal Brighton\nAvenue School, Atlantic City, New Jersey, chairman\nNecrology Committee, Cassie F. Roys, Principal, Walnut Hills Schools,\nOmaha, Nebraska, chairman.\nHerbert C. Hansen, Chicago, Illinois, chairman of the Nominating Committee,\nsubmitted the report on officers for the ensuing year. (See Historical Note on\np. 350.) Mrs. Edith B. Joynes, Norfolk, Virginia, was elected the new Executive\nCommittee member. A motion was made by Mr. Hansen and seconded by Mr.\nHarry H. Haw, San Diego, California, that the report be adopted. Miss Marie\nWetzel, Omaha, Nebraska, moved that nominations be closed. There being no\nopposition to the report, Mr. Hansen moved that voting by ballot be dispensed with\nand that the executive secretary be instructed to cast the vote for the assembly.\nThis motion was seconded by E. H. Herrington, Denver, Colorado. Motion carried.\nThe ballot was cast by the executive secretary.\nThe newly elected president, Harley W. Lyon, was given quite an ovation\nand was asked to make a statement. Mr. Lyon stressed the importance of getting\nelementary principals to become members of the Department and interested in\nthe work. He gave a brief sketch of the work which the Department had been doing\nand asked the cooperation of all present to help him continue the good work which\nhad been started. He asked help in increasing the membership at least 10 percent\nover last year’s total.\n\n"}
{"page": 385, "printed_page": null, "text": "DEPARTMENT OF\nKindergarten—Trim ary Education\n\n"}
{"page": 386, "printed_page": null, "text": "HISTORICAL NOTE\n\ngrew out of\na meeting of the Froebel Institute of North America, zvhich met in con¬\nnection with the Association’s meeting in Madison, Wisconsin, in 1884.\nThe name of the Department was changed in 1927 to the Department\nof Kindergarten-Primary Education.\nThe officers of the Department for the year 1935-36 are: president,\nMrs. Eugenia West Jones, 318 South Benton Way, Los Angeles, Calif.;\nvicepresident, Mrs. Daisy Carnall, 26 South Sherman Street, Denver,\nColo.; secretary, Mrs. Florence K. Hampton, 1210 Granada Avenue,\nSan Marino, Calif.; executive committee: Geraldine McEnerny,\n137 North Mason Avenue, Chicago, III. (term expires 1936); Dodie\nHooe, Kindergarten-Primary Supervisor, Board of Education, Dallas,\nTexas (term expires 1937); Helen Johnson, 206 South College Street,\nMt. Pleasant, Mich. (term expires 1938); Ethel Massengale, Kinder¬\ngarten-Primary Supervisor, Board of Education, Atlanta, Ga. (term\nexpires 1939).\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings as follows:\nThe department of kindergarten-primary education\n\n1884: 74\n1885:349-368\n1886:500-559\n\n1887:331-361\n1888:323-359\n1889 -.441-482\n1890 -.543-581\n1891:527-568\n1892:251-303\n1893:321-381\n1894:679-704\n\n1895:510-560\n1896:471-514\n1897:584-613\n1898:589-619\n1899 -.530-574\n1999:365-402\n1901:500-539\n1992 -.409-429\n1903:377-406\n1904 -.415-437\n1905:341-372\n\n1996:626-629\n1907:455-474\n1998:501-541\n1909 -.437-456\n1910 -.375-415\n1911:477-515\n1912:607-632\n1913:425-445\n1914:405-420\n1915:629-671\n1916:289-310\n\n[ 380 ]\n\n1917:417-429\n1918:151-155\n1919:171-178\n\n1929:191-202\n1921:461-469\n1922 -.969-985\n1923:705-718\n1924:583-596\n1925 -.478-503\n1926:497-527\n1927:457-472\n\n1928 -.411-433\n\n1929:425-448\n1930:367-389\n1931:467-481\n1932:407-414\n1933:423-433\n1934:409-421\n\n"}
{"page": 387, "printed_page": null, "text": "I\nI\n\nTHE JUNIOR SCHOOL—ITS PLAN AND PURPOSE\nROBERT HILL LANE, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nLOS ANGELES, CALIF.\n\nO\n\nhere in America is that our public school\nsystem should permit the continuous and uninterrupted education of\nall children from the earliest age at which they can profit by education to\nthe point where economic stress makes it necessary for them to leave school.\nOur practise is far different. Nurseries and nursery schools are not recog¬\nnized as part of the public school system except in isolated instances. Kinder¬\ngartens may exist on public funds, private funds, or not exist at all, dependent\nupon the social consciousness of the people in a given school district.\nOur educational theory stipulates that children should enter the first\ngrade when they are six years of age. This is based upon two assumptions:\n(a) that all children are ready to learn to read at six years of age; (b) that\nonce in school at that age they will progress together in a body and “ gradu¬\nate ” from the sixth grade at the age of twelve years.\nOur practise tells quite a different story. We know now by actual experi¬\nence that some children are ready to read at four years of age, many more\nat five years, and that many cannot learn to read until the age of seven, eight,\nor even nine years.\nAgain, of say one hundred children who begin the first grade together,\nthe passage of five years will probably find half of them in the fifth grade, a\nfew in the sixth, many more in the fourth, and not a few in the third grade.\nWe have, therefore, as byproducts of our educational system the twin phe¬\nnomena of “ non-promotion ” and “ retardation ”—phenomena which cost\nthe taxpayer dearly.\nWhat we are advocating then in “ junior school,” is a new school unit\nwhich will enrol children from nursery age up to the age when children have\nmastered the mechanics of reading. This will mean an upper limit of say\nten years of age at the outside.\nTwo important factors are involved in the establishment of such a unit:\n(1) financial support, probably a combination of federal, state, and local\nfinances so as to make possible a unified system such as we are advocating;\nand (2) legislative enactment which makes organization of the unit legal as\na recognized section of the public school system. The important part to\nstress here is that if such legislation is effected, any system can organize an\nentire unit or such part of it as local conditions make necessary.\nTo be practical and definite: How would such a unit be administered?\nHere are some possibilities:\nUR educational theory\n\n1. A large city system could take advantage of the law to institute day nurseries\nin any sections of the city where the mothers are employed and where children\nmust be cared for. Other cities of the purely residence type, towns, and certain rural\ncommunities might not need to have nursery schools at all.\n[381]\n\n"}
{"page": 388, "printed_page": null, "text": "382\n\nNational Education Association\n\n2. Any school system could in the same way institute nursery schools for children\nwhose social age—not necessarily chronological age—was about third-year fourthyear level.\n\nCertainly systems having day nurseries would have nursery schools as a\n\nnatural extension of the day nursery plan.\n3. Any school system could take advantage of the law to institute one- or twoyear kindergartens wherever children existed in sufficient numbers to warrant such\na step.\n4. Any system could institute transition classes or junior first-grade classes for\nchildren who had outgrown the social demands of kindergarten and who were ap¬\nparently unready to learn to read.\n5. Any system could institute classes for children above the social age level of the\ntransition class'up to the social age of ten years as noted in an earlier paragraph.\nProbably learning how to read will be the major problem attacked in such classes.\n6. The entire primary unit consisting of all classes from day nursery up to the\npoint where the oldest children have mastered the mechanics of reading satisfactorily\nwill constitute a “ lower school ” and classes for older children can be grouped into\nan “ upper school ” for children to whom reading is no longer a serious problem.\nThe upper school, obviously, leads into our junior high-school organization.\n7. It cannot be stressed too strongly that children should be shifted from one group\nto another whenever they can profit by a change.\n\nThe whole scheme must be\n\nmade and kept as flexible as possible.\n8. Personally I would not like to see a given school carrying a complete primary\nunit stress the distinctions between one part of the unit and the others. I would\nprefer to call the day nursery “ Group One,” the nursery school “ Group Two,” the\nkindergarten “ Group Three,” the transition class “ Group Four,” the first reading\nclass “Group Five,” and so on up to “Group Last” than keep alive constantly\nthat each little group lives only to itself. After all, children are the common factor\nand we want to insure continuous growth.\n9. Teachers should be flexible enough in their thinking to pass easily from one\ngroup to another within reasonable limits and work easily and happily with one\nanother. The day of the specialist is passed. Legal red-tape regarding certification\nshould\n\nbe\n\neliminated so that a teacher could be\n\nemployed\n\nin\n\nany part of the\n\nprimary unit to which she is attracted. Certification laws in many states merely\nbuild up and report barriers which should be torn down between parts of our\nschool systems.\n10. I have spoken of the mechanics of reading as being the staple fare of the\nupper groups in the primary unit. The mastery of reading is a good secondary\nobjective in such classes, but there is a primary objective which is—and must be\nkept—common to all classes in the primary unit and that is the development of the\nright social habits. After all, is not this the most important objective in the education\nof little children?\n\nTHE GOSPEL OF BEAUTY\nELLA VICTORIA DOBBS, PROFESSOR OF APPLIED ARTS, UNIVERSITY OF\nMISSOURI, COLUMBIA, MO.\n\nThis Department, which is celebrating its half-century of active service,\nbegan as the Department of Kindergarten Education. In those early days\nwhen the idea of organized educational methods for children under six was\nnew, the kindergarten was not accepted as an integral part of the school sys¬\ntem, but rather as a luxury for those who could afford it. During those\nearly years there was a great gap between the happy activity of the kinder¬\ngarten and the more formal procedure of the first grade. As the years of\ncooperation brought about better understanding, the primary school took\n\n"}
{"page": 389, "printed_page": null, "text": "Department of Kindergarten—Primary Education\n\n383\n\non more and more of the characteristics and activities of the kindergarten,\nand more and more we realized that there was no break in the child’s devel¬\nopment at the age of six which justified the change of procedure he experi¬\nenced when entering the first grade.\nTwenty years ago—in February 1915—the National Council of Primary\nEducation was organized with a platform of three planks: a greater use of\nactivities in the primary school; greater freedom of method for the teacher;\nand closer cooperation with the kindergarten and the grades above. In\nother words N. C. P. E. stood for continuity in the child’s experience and\nthis called for cooperation on the part of his teachers. During a period of\nsixteen years there existed a comradeship between the Kindergarten Union\nand the Primary Council, which developed into flirtation and finally a\nmarriage. These two organizations became one under the name, Associa¬\ntion for Childhood Education; and this Department became the Kinder¬\ngarten-Primary Department.\nWhen we realize that it is only in these early years that the schools can\ndefinitely influence all the children of all the people we are overwhelmed\nwith the responsibility that rests upon us. Even those educational leaders\nwho most object to methods classed as indoctrination could scarcely find\nfault with us if we combine our chief energies toward planting in the\nhearts of these little people in our care, the seeds of kindness, friendly\naction, and universal peace. And who knows how great a harvest we\nmight gather if all the children of all the people received this major\nemphasis thruout the early school years!\nWhile our conceptions of what is beautiful may vary, the desire to possess\nand to produce that which appeals to us as beauty is universal. The love\nof beauty exhibits itself most conspicuously in children and in primitive\npeoples, but its expression is often inhibited by unhappy circumstances or\nin later life buried beneath incrustations of avarice.\nProbably because we are still so close to the struggle with frontier hard¬\nships when the barest essentials of food, shelter, and clothing cost all the\nenergy a family possessed, there has grown up a fiction that beauty is a\nluxury and that only a select few who are born with certain capacities we\ncall artistic, are able even to appreciate, much less produce, things of beauty.\nThe word “ art ” usually suggests first of all pictures and statuary, then\nperhaps buildings. Yet, if we review the many acts and expressions which\nmake up a day—yours, mine, this day—we shall realize that from morning\ntill night—from the first to the last moment of wakefulness—there has not\nbeen one act which might not have been performed more or less beautifully\nthan was the actual case. When we observe and analyze the differences be¬\ntween the more and the less of beauty in our personal activities we discover\nthat they are related to the selfsame principles which we apply in the judg¬\nment of a fine picture, a great building, a symphony, a literary masterpiece,\nor any other accepted work of art.\nIn other words the factor of beauty enters into every act of everyday\nlife, and must be described in such terms as harmony, proportion, balance,\nrhythm, emphasis—all terms in the artist’s vocabulary.\n13\n\n"}
{"page": 390, "printed_page": null, "text": "384\n\nNational Education Association\n\nArt has recently been defined as “ a way of Life.” A long time ago I\nfound a definition on a catalog of art goods which appealed to me as the\nmost comprehensive statement I had found. I do not know the author who\nsaid, “Art is not something to be done, but is the best way of doing whatever\nneeds to be done.”\nIf we accept these definitions, it means that the study and use of the fun¬\ndamental principles which make for beauty must be closely interwoven with\nevery part of the school program until they subconsciously and uncon¬\nsciously function in the child’s work and play.\nOur first attempts to include art instruction in our school courses were\nlimited to drawing. And drawing consisted chiefly in copying a printed pic¬\nture on a blank space in a drawing book. Probably no more deadening\nprocedure could have been found for most children. But in these later years\nwe are learning to teach children—not subjects. We are learning to cultivate\nnative capacities—and this must include the feelings. We must definitely\ntrain the emotions. If, instead of attempting to teach art as a subject, we\nundertake to teach children to love beauty, it will call for certain changes\nin our common methods of procedure.\nIf we agree with George W. Gerwig, who in his book entitled, The Heart\nThrough Art, says that “ feelings come first ” we shall make sure that our\nemphasis upon beauty shall be a part of our very happiest activities. We\nshall come to know and feel the joyousness of color. We shall find and\nenjoy the element of beauty in everything we do. We shall come to think of\nart as “ a way of life ”—as the language of beauty—and we shall learn that\nlanguage much as we learn our mother tongue. Our first attempts at art\nexpression will be like the untranslatable babblings of baby lips, but as thru\nloving encouragement we in time come to use the “ mother tongue ” un¬\nconsciously, so may we learn to express our feelings in the terms of beauty\nas an integral part of every activity.\nWe shall realize that art as a way of life, cannot be taught as one subject\namong many, to be laid aside at the end of the period and forgotten till its\nnext period arrives. Nor can it be restricted to certain years or elected in\ncertain terms, but as the language of beauty it must be a medium of expres¬\nsion for all times, places, and concerns.\nTo accomplish this purpose we shall demand that all teachers shall be\nteachers of the language of art and shall be artists in their love for and\nappreciation of the beautiful. They shall be lovers of childhood and artists\nin the art of understanding and guiding young minds. In this broader con¬\nception of art as a way of life, we shall begin where the child is, no matter\nhow much like “ baby-talk ” his first expressions may be, and thru generous\nopportunity for self-expression free his creative impulses and guide them\ninto worthy channels. In the criticism of his work we shall place chief\nemphasis upon his successes rather than blame for his mistakes. We shall\nmake sure th&t he sees the differences which distinguish the better from the\nworse and help him steadily to go forward, beating his own best in a steady\nadvance toward the goal of his highest desires.\n\n"}
{"page": 391, "printed_page": null, "text": "Department of Kindergarten—Primary Education\n\n385\n\nTHE PURPOSE OF THE JUNIOR SCHOOL\nNILA BANTON SMITH, DEAN, SCHOOL OF EDUCATION, WHITTIER COLLEGE,\nWHITTIER, CALIF.\n\nFor what purpose does the school exist? Shall we say for a starting point\nthat we wish children to make those growths which will contribute most in\ndeveloping them into rich, balanced, well-rounded personalities capable of\nliving worthily, cooperatively, productively, creatively, and happily in the\nsociety of which they will be a part ?\nWhat growths will best contribute to the realization of this goal? In\nwhat ways will the organization of the junior school which we are proposing\ncontribute to these growths?\n1. Our children need to grow in health in order to take their place\nefficiently in this strenuous stream of life in which they will one day find\nthemselves struggling. With the barriers swept away between the nursery\nschool, kindergarten, and the primary grades, conditions will be more favor¬\nable for the continuance of the health conditions and health provisions in\nthe higher groups of the primary school, which are already functioning so\nsplendidly in the lower groups.\n2. Another great need of future society is that of sound mental health.\nIt is charged by hygienists that schoolroom practises now authorized in the\ngrades are responsible in many cases for mental maladjustments. In these\ncritical days when attention to mental health is so urgent we might well\nturn our thoughts toward this new plan which promises a full promotion\nprogram and release from the expectation that all children of a certain\nchronological age are to meet predetermined grade norms at the end of\nevery semester or year.\n3. A third need is that of developing individuals who are capable of mak¬\ning social adjustments; and who have right attitudes and deep, compelling\nconcerns toward our national problems. The breaking down of grade\nbarriers in the junior school, the release from pressure of achieving semester\nsubjectmatter standards, the greater infusion of nursery school and kinder¬\ngarten practises in the grades; all of these considerations will make for more\nliberal provision of practise in group living, and with this increased practise\nwill come more opportunities for making social adjustments and for estab¬\nlishing right social attitudes and concerns.\n4. Creative self-expression should be fostered. Originality will be needed\nin meeting the problems of our complex life. Artistic appreciation which\ncomes from creative self-expression will enable future citizens to utilize\nsome of their increasing leisure time in enjoying some of the finer things of\nlife. There will be more time in the new school for experience out of which\ncreative endeavors are shaped; there will be more time for creative work\nitself; there will be a new emphasis on creative thinking as opposed to\nmemorizing and drilling.\n5. Most certainly one of the purposes of the new junior school will be\ncouched in terms of subjectmatter and skills. It is hoped that the freer\norganization, the emphasis upon first-hand experience and upon the labora¬\ntory method of learning will result in a richer, more meaningful, more func-\n\n"}
{"page": 392, "printed_page": null, "text": "386\n\nNational Education Association\n\ntional type of subjectmatter. It is hoped that we shall delay formal work\nwith the skills until the child’s nervous system is fully ripe to undertake\nthese complex processes. No lessening of standards, especially in reading,\nis anticipated at the end of this block of early childhood education.\nSKILLS AND DRILLS IN THE NEW JUNIOR SCHOOL\nNILA BANTON SMITH, DEAN, SCHOOL OF EDUCATION, WHITTIER COLLEGE,\nWHITTIER, CALIF.\n\nIt is incumbent upon the new junior school to make definite provision for\ndeveloping skill in the tool subjects. In discussing the possibilities of the\nnew primary school in achieving this goal, I should like first to make a clear\ndiscrimination between three different types of drill: incidental drill, guided\nexperiential drill, and practise drill.\nIncidental drill as it is commonly conceived is that kind of drill which\nthe child receives quite incidentally in his out-of-school and in-school life.\nWe have evidence that this drill is valuable.\nGuided experiential drill is a term which I am proposing for that kind\nof drill which takes place when the child meets an opportunity for contact\nwith drill elements as an integral part of his experiences; and in which\nthis opportunity is guided into fruitful learning by a teacher who is alert\nto its growth possibilities. This type of drill has untapped possibilities for\nfuture development.\nBy practise drill, I refer to that type of drill in which the child makes\nrepeated responses to or on elements taken out of their experiential setting\nand definitely directed toward the purpose of achieving some skill or learning\nsome fact.\nIn the new junior school incidental drill will largely become guided ex¬\nperiential drill. Both guided experiential drill and practise drill will be\nused, but practise drill will follow guided experiential drill rather than\nprecede it.\nThere is a trend to delay the teaching of the tool subjects to later periods\nin child life than is now customary. The new junior school will contribute\nto the furtherance of this trend. With the removal of subjectmatter divisions\nwe shall come to vision early childhood as a continuous growth period rather\nthan one which is chopped up into segments. Under these conditions we\nshall be thinking in terms of child-readiness for undertaking the skill\nprocesses rather than in terms of predetermined times in which such work\nmust be initiated.\nThere are several different types of drill programs in effect at the present\ntime. Adjustments between units of work and drill activities seem ever to\nbe a matter of controversy and perplexity. What drill arrangements are we\nlikely to have if the junior school which we are proposing is adopted? Ex¬\nperiential drill will increase and practise drill will decrease in inverse pro¬\nportions. There will be a more harmonious adjustment between units of\nwork and drill because we shall not be thinking so largely in terms of units\nof work as we are now. Rather shall we be thinking in terms of children’s\n\n"}
{"page": 393, "printed_page": null, "text": "Department of Kindergarten—Primary Education\n\n387\n\nexperiences. Some of these experiences will be sufficiently inclusive as to\nlend themselves to a favorable comparison with that organization which we\nnow call a “ unit of work ”; others, many of them, will not be so pretentious\nas to justify us in applying this terminology to them. All of these experiences,\nhowever, will be interesting and rich and varied in growth possibilities, and\nwe will not shut them out just because we cannot fit them into our unit.\nWith this multitude of rich experiences the skills will be drawn upon more\nabundantly than ever before and drill will occur with increasing frequency\nas an integral part of these varied types of experiences.\nYes, the skills will be developed in the junior school; and drill too, will\nhave its role to play, but this role will be more largely that of a function,\na real, vital, throbbing function, and less of an extraneous, perfunctory,\nforced-in obligation.\nSECRETARY’S MINUTES\n\nDenver, Colorado\nBusiness Meeting, Wednesday Morning, July 3, 1935\nAfter the breakfast addresses by Ella Victoria Dobbs, and the history of the\nDepartment as told by Anna Irene Jenkins, and the inspiring ceremony of the\ncelebration of the fiftieth anniversary of the Department, also told by Miss Jenkins,\nthe meeting of the Department of Kindergarten-Primary Education was called to\norder by the president, Mrs. Eugenia West Jones.\nThe president reported on her attendance at the Department of Superintendence\nconvention in Atlantic City and on her conferences with many officials who gave\nher many suggestions for the Department’s work. She reported on the request for\na budget of $500 and on receiving $200 to be used for clerical help and stationery.\nThe secretary reported a membership of 600.\nMrs. Mattie Edmunds, chairman of the Resolutions Committee, reported that the\nfollowing resolution had been presented to the N. E. A. Resolutions Committee:\n\nKindergarten-primary emergency—In view of decreased offering of kinder¬\ngarten training and reduced efficiency of primary instruction in great numbers\nof school systems, the National Education Association urges as a necessary form\nof federal aid to the schools provision thruout the nation for complete restoration\nand extension of kindergarten training and for adequate primary instruction, in\nthe hands of adequately trained kindergarten and primary teachers.\nIn the call for new business, A. Maud Sproat moved “that this organization ask\nthe Budget Committee of the National Education Association for $1000 to help\nsupport the Department of Kindergarten-Primary Education of the National Edu¬\ncation Association for the year 1935-36.” Seconded and carried.\nThe report of the nominating committee was called. Anna Irene Jenkins, chair¬\nman, asked that the report be suspended and that the organization hear a substitute\namendment. Mary M. Blodgett of Chicago moved that the last line of Section I,\nArticle IV, of the constitution be deleted to read, “ The officers of the Department\nshall be a president, a vicepresident, and a secretary.” Seconded and carried.\nThe report of the chairman of the nominating committee, Anna Irene Jenkins,\nwas read. Mrs. Cora Bruns moved the acceptance of the report. Seconded.\nMrs. Mattie Edmunds took the chair and presented the motion. Carried. Moved,\nseconded, and carried that the secretary cast the ballot. Mrs. Edmunds declared\nthe officers elected. (See Historical Note, p. 380.) With happy congratulations and\ngood wishes for the Department the chair was turned back to the president.\nWith a few remarks of deep appreciation and hope for a successful year, from\nthe president, the meeting adjourned.\n\n"}
{"page": 394, "printed_page": null, "text": "■\n\n'\n\n/.\n\n]\n\n■\n\nf frUi\n\n■\n\n,\n\n.•\n\n.\n\n<\n\n•\n\n,\n\n"}
{"page": 395, "printed_page": null, "text": "DEPARTMENT OF\nJAp Treading\n\n"}
{"page": 396, "printed_page": null, "text": "HISTORICAL NOTE\n\nwas established at the Philadelphia\nmeeting of the National Education Association in July 1926, following\nthe required successive meetings of the group, and after a petition had\nbeen presented to the Association.\nThe officers of the Department for the year 1935-36 are: president,\nEstelle E. Samuels on, Supervisor of Educational Work, New York\nLeague for the Hard of Hearing, Inc., 480 Lexington Avenue, New\nYork, N. Y.; vicepresident, Eliza C. Hannegan, Portland Evening\nSchool, Portland, Maine; secretary-treasurer, Marie K. Mason, Asso¬\nciate Professor of the Phonetics Laboratories, Ohio State University,\nColumbus, Ohio.\nMeetings are held once each year in July. Facts relating to the estab¬\nlishment of this Department and the record of meetings are to be found\nin earlier volumes of proceedings as follows:\nThe department of lip reading\n\n1926:1067-1100\n1927: 473- 486\n1928: 435- 449\n\n1929 -.449-462\n\n1930:391-400\n1931:483-494\n\n[ 390 ]\n\n1932:415-422\n1933:435-443\n1934:423-433\n\n"}
{"page": 397, "printed_page": null, "text": "GREETINGS\nC. L. CUSHMAN, DIRECTOR OF RESEARCH AND CURRICULUM,\nPUBLIC SCHOOLS, DENVER, COLO.\n\nI\n\nthe greetings of thousands of children in Colorado who are\nin need of special education. They and those of us who are most deeply\nconcerned about their welfare trust that your presence and discussions in our\nmidst will do much to call the attention of Colorado to our own problems\nof special education.\nI bring you the greetings of all of the pupils and of all of the teachers\nof this section of the West. Your special responsibility is that of protecting\nthe educational, social, and physical interests of a relatively small but ex¬\nceedingly important group of children in America. Rightfully, you seek to\ngain for them the promise of American democracy, the opportunity to live\nthe fullest lives which their physical and mental endowments will permit.\nMay I remind you that as never before in the history of America the teachers\nof Colorado, yes, all of the teachers of America have as a common task with\nyou the achievement of that promise for all of the children of America.\nShall children be provided with trained teachers, working in good physical\nsurroundings, paid adequate salaries, and given the freedom which real teach¬\ning demands? Shall children have jobs, jobs where they can give of their\nbest? Shall children be respected as individuals who have the right of\nthinking for themselves ? Such questions as these are the concern of all of us.\nThey are the questions which unite all of us in a great common task. Noth¬\ning could be more absurd than to think that they will be answered “ yes ”\nfor some of us and “ no ” for others. We are in a common fight in which\nwe shall ultimately all advance or retreat together.\nIt is as comrades that the teachers and children of Colorado welcome\nyou who are engaged in advancing on one great sector of that common\nbattle front to this convention.\nbring you\n\nGREETINGS\nMRS. A. E. PALMQUIST, JR., FIRST VICEPRESIDENT, DENVER LEAGUE FOR THE\nHARD OF HEARING, DENVER, COLO.\n\nIt is my pleasure to extend to the delegates and all those here today in\nthe interest of deafness, the warmest of greetings from the Denver League\nfor the Hard of Hearing. We feel that your line of endeavor is one of the\nmost important factors in contributing to the welfare of the hard of hearing.\nEvery exponent of lip reading renders a service of immeasurable value to the\ndeafened, and our League recognizes this fact by wholeheartedly recom¬\nmending the advantages of speech-reading to every one of its members.\nAs a small token of appreciation for your sincere interest in our problems,\nwe invite you to the League Rooms at Eighteenth and Lincoln for tea and\n[391]\n\n"}
{"page": 398, "printed_page": null, "text": "392\n\nNational Education Association\n\na social hour immediately following this meeting. We will also hold open\nhouse all week and be glad to receive any visitors who may be interested in\nthe work of our organization.\nMENTAL HYGIENE AS RELATED TO THE PROBLEM OF\nDEFICIENT HEARING\nMRS. ESTHER H. REES, TEACHER OF LIP READING, PUBLIC SCHOOLS,\nSALT LAKE CITY,\n\nUTAH\n\nMental hygiene assumes that life is a process of continuous adjustment\nto an ever-changing environment. Some of the more important of the many\ninfluences that may affect adjustment are physical health, social health, and\nmental health.\nIn the process of response to environment the receptor senses of sight,\nhearing, taste, smell, and touch carry information to the brain; the in¬\ntellect organizes the information; and the motor senses discharge the energy.\nThe process of response cannot work efficiently if the receptor senses are\ninadequate.\nVision is the most important of the receptor senses, but hearing is the\nmost closely associated with human relations. Because persons with deficient\nhearing lose much of the humanizing power of sound, they tend to become\nless sympathetic and to lose touch with life.\nSince diminished acuteness of hearing impairs contacts with the outer\nworld it brings real and important difficulties in adjustment. It may cause\none to lose certain necessary stimuli, it may necessitate considerable waste in\nnerve energy, or it may bring unhappy emotional reactions. Because one\ndislikes to acknowledge the deficiency and thus allows it to usurp a place of\nundeserved importance, the disproportionate stream of energy directed\ntoward it causes oversensitiveness which may lead to a feeling of inferiority.\nOne may become suspicious or may regress to less responsible ways of child¬\nhood. Insanity rarely occurs as a result of deafness. The chief danger to\npersonality is that one may become isolated.\nA deep mechanism within each person attempts to compensate. Lip read¬\ning is a form of compensation. Because it gives one power to understand the\nspoken word, it helps in overcoming sensitiveness and in renewing social\ncontacts.\nPersons with deficient hearing should welcome every opportunity to hear\nby artificial means: the amplified hearing aid for individual use, the radio\nequipped with ear phones, and group hearing aids now available in many\nchurches and theaters. In the actual hearing of sound one receives stimuli\nthat help one to overcome emotional apathy. Receiving the confidences of\nfriends and relatives helps one keep in touch with life.\nTo persons with deficient hearing, faced with the necessity of making\nnew adjustments to life, the study of mental hygiene may add intelligent\nunderstanding of the situation, may help them to see life as a game that\nmust be played with all possible skill, a game in which success gratifies, but\nfailure stimulates to greater effort.\n\n"}
{"page": 399, "printed_page": null, "text": "Department of Lip Reading\n\n393\n\nCONSERVATION OF HEARING\nT. E. CARMODY, OTOLOGIST, DENVER, COLO.\n\nThe child, who is born with some defects of the hearing apparatus, is\nindeed unfortunate today, but considering the progress that has been made\nin methods of instruction for the deafened, even in the last two decades,\nwhat of the child at the beginning of the century? It is not, however, of\nthis child that we will speak at this time, unless we consider those who later\nare found to have some remnants of hearing, or what we speak of as “ tone\nislands ” which may be stimulated, for both of these can be cared for by\nspecial instructive courses in special schools by special teachers and fall\ninto a class by themselves.\nOf the three million children in our schools who have lost a certain per¬\ncentage of hearing, which interferes with their acquisition of knowledge, and\nwith the adult, in whose case it becomes an economic problem, we will\ndevote our allotted time.\nOf the children, we must consider prophylaxis of first importance, for\nwhile the impairment may or may not be serious the least loss of hearing\nmay interfere in later life. If care is not taken to prevent those contagious\ndiseases which are known to have complicating ear infections, serious re¬\nsults may follow. Furthermore, unless minimized by treatments or opera¬\ntion of foci of infection in the contiguous structures, we may expect the\nserious case to become totally deafened and the mild case to become progres¬\nsively worse. Sinuses, teeth, tonsils, appendix, and kidney infections should\nall be either kept in normal or returned to as nearly normal as possible.\nOur health departments in towns and cities can be credited with much\ngood in the so-called contagious diseases, but until we, as individuals, come to\nthe full realization of the contagious character and seriousness, to say nothing\nof the economic loss, occasioned by the common cold, we will have a weapon\nused against our ears as well as other parts of our respiratory tract for which\nwe have no shield.\nThese little patients should, as nearly as possible, lead normal social lives,\nbut should be protected from accidents, either mechanical or infective. While\nwe are, and should be, careful of the normal child, the one so afflicted should\nbe watched with more care. This, not only from the physical, but the\npsychological, so that he will not become spoiled on the one hand or become\nself-conscious on the other. It requires considerable tact in the parents and\nteacher, not alone in imparting knowledge, but in ordinary contacts. Never\ntell one of these children that he is dumb, for he may become discouraged.\nEndeavor to gain his attention by appealing to the eye, as well as to the ear.\nNo one would think of telling a blind child that he could see if he wanted to,\nbut we know of many cases where the deafened child is taken to task because\nhe has not heard. Also, remember the deafened person is much more sensi¬\ntive about his condition than the blind one, for obvious reasons.\nProtect these patients from close contact with loud noises, or unusual\nnerve strain, and if possible, fatigue. All these have a tendency to increase\n\n"}
{"page": 400, "printed_page": null, "text": "394\n\nNational Education Association\n\ntheir difficulties, while the reverse is helpful. They may, however, be stimu¬\nlated by sound vibrations of varying intensity such as well-controlled electric\napparatus, telephonic or radio instruments.\nThe strain of attempting to hear may be greatly relieved by either child\nor adult learning to read lips. Many have found that they can live normal\nlives after learning this new help to their handicap. Those of us who have\nperfect, or at least what we consider normal, hearing find that we are helped\nto understand many things with less effort when lantern slides or pictures\nof any kind give visual as well as sound impressions to the brain.\nSo much has been done by the deafened to protect the normal, that we\nshould be willing to sacrifice our time to help these unfortunates of a semi¬\nsoundless world. While our teachers of the deafened are not all sufferers\nfrom this defect, a large proportion have found happiness in helping others\nless fortunate or with less urge.\n“ Protect ” seems to be the watchword for the handicapped of every variety,\nbut they do not want to be protected; they only want the chance to be like\notherwise normal people. They mostly realize that they cannot do certain\nthings, but no one of us can do everything in life which we would like, but\nmust be resigned to something less spectacular, tho possibly more satisfying.\nFrom the purely physical standpoint, many patients are predisposed to\ndisease of the auditory apparatus because of deformities or infection of the\nnose and throat. The common deformities of the nasal septum, a large\nadenoid and infected tonsils, are easily noted but there are other less obvious\npeculiarities. We know that infection of the sinus has a secondary effect on\nthe lungs and also on the ears and we may be able in time to make equally\nefficient tests for ears.\nThe use of the audiometer on thousands of school children, as done by\nFowler, Newhart, Berry, and others, has shown many afflicted early in\ntheir disease at a time when treatment will help. All this applies equally\nto adults, but in these, periodic health examination may find the disease at a\ntime when treatment may be of some benefit.\nFor advice consult the best authority in your locality. Delays are danger¬\nous and those who do not know usually advise waiting.\n\n/\n\n/\n\nSECRETARY’S MINUTES\nDenver, Colorado\nFirst Session, Monday Afternoon, July 1, 1935\n\nThe ninth annual meeting of the Department of Lip Reading of the National Edu¬\ncation Association was called to order in one of the parlors of Trinity Church,\nMathilda W. Smith, chairman of the Program Committee, presiding in the absence\nof the president, Estelle E. Samuelson.\nThe meeting was opened with a tribute to the late Coralie N. Kenfield, a former\npresident of the Department, and dedicated as a memorial to her. The outline of\nthe Kenfield Memorial Plan as prepared by Jane Cronholm was read. A letter\nfrom the president, Estelle E. Samuelson, was read.\n\n"}
{"page": 401, "printed_page": null, "text": "Department of Lip Reading\n\n395\n\nThe minutes of the last meeting held in Washington, D. C., were read and ap¬\nproved. The reports of the secretary-treasurer were read and approved. Resolu¬\ntions by the Resolutions Committee offering tribute to the late Coralie N. Kenfield\nwere read and approved.\nThe report of the Nominating Committee was read by the secretary pro tern, Mrs.\nFrances E. Gwinn. There were no nominations from the floor. The slate was voted\non and accepted. (For list of officers, see Historical Note, p. 390.)\nThe stand of the Executive Committee to the effect that groups are not eligible to\nmembership was ratified.\nA vote of thanks was tendered the Sonotone Corporation for their kindness in\nproviding hearing equipment, the Denver League for the Hard of Hearing for their\nhospitality, and to all who aided in making the meeting a success.\nMeeting was adjourned.\n\n"}
{"page": 402, "printed_page": null, "text": ".\n*\n\n•\n\n'>\n\n.\n\n.\n\n,\n\n"}
{"page": 403, "printed_page": null, "text": "DEPARTMENT OF\n\nzMusic Education\n\n"}
{"page": 404, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nThe department of music education was created by the Board of\n\nDirectors at the Madison, Wis., meeting in 1884. The Department, dis¬\ncontinued in 1928, was re-created in 1934 by action of the Representative\nAssembly at the Washington meeting.\nThe officers of the Department for the year 1935-36 are: president,\nJohn C. Kendel, Director of Music, Board of Education, Denver, Colo.;\nsecretary, Samuel T. Burns, Director of Music, State Department of\nPublic Instruction, Baton Rouge, La.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1884: 23\n1885 -.369-405\n\n1892:507-543\n1894:925-957\n\n1886:563-599\n1887:607-653\n1888:625-665\n1889 -.665-703\n1890 -.811-827\n1891 -.807-827\n1892 -.507-533\n\n1895:765-807\n1896:718-754\n1897:772-792\n1898:832-856\n1899:970-998\n1900:531-542\n1901 -.704-721\n\n1902:614-644\n1903:683-719\n1904:675-709\n\n1905:627-668\n1906:703-706\n1907:849-877\n1908:835-862\n1909 -.673-701\n1910:789-833\n\n[ 398 ]\n\n1911: 787- 827\n\n1920: 309- 311\n\n1912:1001-1031\n1913: 601- 619\n1914: 625- 649\n1915: 847- 883\n1916: 575- 613\n1917: 473- 491\n1918: 315- 323\n1919: 291- 303\n\n1921: 507- 515\n1922:1047-1063\n1923: 733- 737\n1924: 597- 613\n1925: 504- 522\n1926: 527- 536\n1927: 487- 495\n1934: 435- 440\n\n"}
{"page": 405, "printed_page": null, "text": "PIONEERING IN MUSIC EDUCATION\nSAMUEL T. BURNS, STATE SUPERVISOR OF MUSIC, BATON ROUGE, LA.\n\nI\n\nT seemed to me that my best contribution to the topic would be to pre¬\nsent some of my own experiences in the fields in which it has been my\nprivilege to work. I do this humbly, with the thought that perhaps a recital\nof my experiences in what to me were untried fields, would give others in\nsimilar situations some help and encouragement.\nMy pioneering in music education began when I was a senior in college.\nI had by that time completed the requirements to teach music in the state\nof Ohio but the funds for my college expenses were running low. Near\nthe college which I was attending were two townships which seemed to me\nto have more than their share of musical ignorance. I therefore approached\nthe county superintendent and offered my services as a music teacher for\nthese two townships.\nI was given a trial but the responsibility I assumed was heavy. I had\ntwelve one-room schools in two townships. Eight of these schools were on\nmud roads. My duty was to visit each school weekly for an hour’s period\nof vocal instruction and to supply the regular teacher with plans which\nshe could carry on during my absence. In the fall I had no difficulty getting\nfrom place to place. Perched on my bicycle, I was able to get over the\ndirt roads with a fair amount of ease and to meet my classes regularly.\nIn the winter and spring, however, the erstwhile firm road surface became\nbottomless. It was impossible to reach these schools by any sort of selfpropelled vehicle, and I could reach the schools on foot only. The distances\ntraveled would seem appalling to most of us today.\nIn these one-room schools, the usual vocal music course was offered—\nrote songs and elementary theory and sight-singing. Instrumental work on\na tuition basis was also started. On Saturdays, in each township, instru¬\nmental classes were held at a central point and two small township\norchestras were organized which functioned in the community for several\nyears.\nMy experience in these one-room schools revealed certain problems of\nmusic education in the rural field. Of these, I may mention first the inade¬\nquate financial resources of the individual administrative units in rural\nschools. A second problem is the small number of children in each school\nunit. Even where a music teacher is employed, it is difficult to produce\nsatisfactory musical experiences in many of the small schools, because there\nare not enough children to carry on the activities. A third problem is the\npoor musical preparation of rural teachers. This lack of preparation in\nmusic makes any but the most meager offering possible. A fourth problem\nis the presence of several grades in one room. Such a condition makes the\nusual course organization on a single-grade basis quite unusable in rural\nschools without considerable modification. This first experience revealed\n[ 399 ]\n\n"}
{"page": 406, "printed_page": null, "text": "400\n\nNational Education Association\n\nto me also one great asset for music in the rural schools, an asset which I\ndid not appreciate fully till some years later. This asset is the interest and\nenthusiasm of rural children for music. Probably because of the fact that\nthe rural child has fewer distractions and few chances for esthetic expression\nthan the city child, he is usually more enthusiastically responsive to the\nschool-music program.\nI taught in these townships only one year, not long enough to solve any\nof the problems or to exploit the advantage of interest. I went from there\nto a new situation in Medina County, Ohio, where I traded my twelve\none-room schools for fourteen consolidated and village schools, mud roads\nfor pavement and gravel, and my “ shanks mare ” for a Model T Ford.\nIn these village and consolidated schools, however, I encountered the same\nproblems I had met in the one-room school. The units were larger, but they\nwere still too small in many instances to employ and hold adequately-trained\nmusic specialists. The schools had a larger enrolment and the musical\nresults obtained were vastly better than those which were possible in the\none-room schools, but still they were not large enough to make thoroly\nsatisfactory ensembles possible. I found also that having ten teachers under\none roof in a consolidated school made them no more proficient in teaching\nmusic than having ten similar teachers under the roofs of ten one-room\nschools. In these consolidated schools, I continued to encounter the prob¬\nlem of two or more grades under a single teacher.\nI remained in Medina County as director of music for fourteen years,\nlong enough to make some progress in solving all of these problems. The\nproblem of financing an adequate program was met by organizing the\ntownships into music circuits instead of attempting to supply a music teacher\nfor each of the townships on a full-time basis. We employed a county staff\nof teachers who traveled from school to school, dividing their time between\nschools according to need and being paid by the various units pro rata\naccording to the time that each township received.\nThe problem of creating satisfactory musical ensembles was solved by\ncombining the musical talent from several schools and forming countywide\norganizations. The best players from each school met weekly for rehearsals\nof a county orchestra and a county band. The best singers were brought\ntogether to form an all-county a cappella chorus of one hundred members\nwhich developed sufficient skill to perform some of the finest choral works\nin existence. The problem of poorly-trained elementary teachers was solved\nby forming classes for these teachers in each township and by giving them\nliberal supervision during the early years of the program. The problem\nof two or more grades to a room was met by organizing parallel courses\nby rooms rather than by grades, courses which offered the same problems\nin consecutive years but employed new material so that interest was main¬\ntained. My experience in Medina County convinced me that the greatest\nopportunities for pioneering effort, and for music teachers who chafe under\nroutine, lie in the rural field.\nLast September I entered another field which in some respects is a\npioneer situation. I undertook the duties of state supervisor of music for\n\n"}
{"page": 407, "printed_page": null, "text": "Department of Music Education\n\n401\n\nLouisiana. This, of course, is not an entirely new situation. Several states\nhave state supervisors of music. Yet conditions in the various states are\nso different that the field of state music supervision is largely a pioneering\neffort. There is little past experience to guide the state music supervisor;\nhe must work out the routine of his own job.\nMy experience in Louisiana has been too short to speak of accomplish¬\nments. I can only present prospects and plans. We aim, however, to make\nLouisiana a leader in music education. We aim to teach every child in the\nstate to sing and to give him a repertoire of songs which he will want to\nsing. We aim to make it possible for every child, both in city and rural\ndistricts, to have an opportunity to learn to play a musical instrument. We\naim to make it possible for the more highly talented children to receive\nspecial instruction in the fields of music in which they demonstrate capacity.\nWe aim to make it possible for all schools, even small schools, to have their\nown orchestras, bands, and glee clubs.\nIn moving toward the realization of these aims, we are working first to\nplace directors of music in each of the parishes (counties). These directors\nof music will have general responsibility for all the music work in the\nparishes. We expect to supply supervising teachers who will organize and\ndirect the music activities in the elementary grades and train the elementary\nteachers to carry on the day-by-day teaching. We plan to supply special\nhigh-school music teachers, either resident or circuit, and to place in each\nparish enough special instrumental teachers to take care of the demand for\nthat phase of the work. This program will require time for its realization.\nTeachers must be trained, and experience in meeting the problems must be\ngained.\nI am optimistic regarding the prospects of success for the following\nreasons: First, there is tremendous interest on the part of school officials\nin the state for the development of a music program. During the first\nmonths I was in Louisiana, I spent considerable time traveling from parish\nto parish interviewing superintendents, school principals, and other school\nofficials regarding the possibilities of musical development in their schools.\nEverywhere, I was received with a cordiality and enthusiasm which augurs\nwell for the quality of cooperation to be offered.\nAs a second reason for confidence in the success of the program, I would\nmention the musical talent and interest of the students. It is, of course,\nimpossible in a brief song period to arrive at an accurate estimate of chil¬\ndren’s talent. However, the ability of the majority of the children in\nLouisiana schools to sing and the enthusiasm they have displayed in the\ninformal song periods which I have conducted, indicate that they possess\naverage or more than average musical talent.\nA third condition which will work for the success of the music program\nis the type of school organization existing in Louisiana. Louisiana operates\non a unified parish system. One superintendent and one schoolboard ad¬\nminister all the schools of a parish, an area in most cases larger than the\nordinary northern county. When a parish adopts the music program,\n\n"}
{"page": 408, "printed_page": null, "text": "402\n\nNational Education Association\n\nmusic is begun in all schools of the parish, a condition which in most states\nwould necessitate action by many boards of education. Louisiana’s school\norganization is efficient.\nOther favorable conditions in Louisiana promising success to the music\nprogram, are the attitude of respect for the leadership of the state depart¬\nment of education, the recently reorganized system of financing the schools,\nand the favorable attitude toward the music program of the political forces\nof the state.\nAs a final factor promising success, I would mention the progress made\nduring this first year. When the music program began last September,\nit was too late to employ special teachers in any of the parishes. School was\nalready under way, budgets were already formed, and no funds for addi¬\ntions to teaching staffs were available. We did, however, initiate a state¬\nwide song program. The state board of education made available funds\nfor the purchase of phonographs and records. We prepared a list of sixty\nsongs for which recordings were available, and offered the records and\nphonographs to any school that would promise to use them. As a result of\nthe program, approximately 250,000 children learned the group of songs\noutlined. In the spring we gathered together 5700 children from about\neighty schools and had this group of children sing a program of songs before\nthe Southern Conference for Music Education.\nThe response to this project convinced me that I was not mistaken in\nbelieving that Louisiana is ready for a big step forward in music education.\nIt is my belief that Louisiana will develop an outstanding program of music\nin her schools, and my hope that the pioneering efforts there will be of\nsome help and guidance to other states in developing school music thru\ntheir state departments of education.\n\nSECRETARY’S MINUTES\n\nDenver, Colorado\nFirst Session, Tuesday Afternoon, July 2, 1935\nThe sectional meeting of the Music Education Department of the National Educa¬\ntion Association was held at the Cosmopolitan Hotel on Tuesday, July 2. A large\nattendance represented fifteen states and each of the six sections of the Music\nEducators National Conference.\nA luncheon preceding the meeting was sponsored by the In-and-About Denver\nMusic Supervisors Club. The sectional program centered about the topic. “ Pioneer¬\ning in Music Education ” and its application to our presentday program. A few\npioneers in the field were present and extended greetings, among them Charles H.\nFullerton, Cedar Rapids, Iowa, and Otto Miessner, Miessner Institute, Chicago,\nIllinois.\nT. H. Harris, for more than twenty-five years state director of education, Baton\nRouge, Louisiana, told of the recent plans of Louisiana to make music a vital factor\nin the life of every child in the state. The principal address of the meeting was given\nby Samuel T. Burns, State Supervisor of Music, Louisiana, on “Pioneering in\nMusic Education.”\n\n"}
{"page": 409, "printed_page": null, "text": "DEPARTMENT OF\nT^ural Education\n\n"}
{"page": 410, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nThe department of rural education grew out\n\nof the Department of\nRural and Agricultural Education which was authorized by the Board of\nDirectors in 1907. At the Chicago meeting in 1919, the Department was\nreorganized with three organized rural groups then existing—the Na¬\ntional Association of State Supervisors and Inspectors of Rural Schools,\nthe County Superintendents' section of the National Education Associa¬\ntion, and the National Association of Persons Engaged in the Preparation\nof Rural Teachers—tender the name of the Department of Rural Educa¬\ntion. See proceedings, 1920: 279.\nThe officers of the Department for the year 1925-26 are: president,\nSue M. Powers, Superintendent, Shelby County Schools, Memphis,\nTenn.; vicepresident, James B. Palmer, Professor of Education, New\nYork State College for Teachers, Albany, N. Y.; secretary, Mrs. Kath¬\nerine M. Cook, Chief, Division of Special Problems, United States Office\nof Education, Washington, D. C.; executive committee: 0. H.\nPlenzke, Secretary, Wisconsin Teachers Association, 716 Insurance\nBuilding, Madison, Wis. (term expires 1926); Fannie W. Dunn, Pro¬\nfessor of Rural Education, Teachers College, Columbia University New\nYork, N. Y. (term expires 1927); 0. H. Bennett, 522 Coun Souse,\nCincinnati, Ohio (term expires 1928); Fred C. Fischer, Deputy Com¬\nmissioner, Wayne County Schools, 2615 Barium Tower, Detroit, Mich.\n(term expires 1929); Chloe Baldridge, Director of Rural Education,\nState Department of Public Instruction, Lincoln, Nebr. (term expires\n1940) ; R. E. Jaggers, Director of Teacher Training, State Department\nof Public Instruction, Frankfort, Ky. (term expires 1941).\nThe 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:\n1907: 44- 45\n1908 -.1187-1215\n1909: 953- 992\n\n1910:1081-1114\n1911 -.1117-1161\n1912 -.1365-1413\n\n1913: 801- 818\n1914: 877- 907\n1915 -.1131-1159\n1916: 613- 636\n1917: 599- 613\n1918: 271- 293\n\n1919: 281- 288\n1920: 271- 303\n1921: 523- 616\n1922 -.1099-1222\n1923: 745- 841\n1924: 651- 714\n\n[ 404 J\n\n1925:522-576\n1926:537-600\n1927:497-559\n1928 -.453-543\n\n1929:463-541\n1930:401-499\n\n1931 -.495-540\n1932:423-453\n1933:445-461\n\n1934:441-460\n\n"}
{"page": 411, "printed_page": null, "text": "REDIRECTING\n\nRURAL\n\nEDUCATION\n\nTHRU\n\nA\n\nBETTER\n\nUNDERSTANDING OF AND WIDER PARTICIPATION\nIN COUNTY AND LOCAL SCHOOL PROGRAMS\nIN RURAL AREAS BY STATE DEPART¬\nMENTS OF EDUCATION\nRAY P. SNYDER, DIRECTOR, RURAL EDUCATION DIVISION, NEW YORK STATE\nDEPARTMENT OF EDUCATION, ALBANY, N. Y.\n\nS\n\ntate department workers must keep certain\n\nfundamental considera¬\ntions in mind. First, in a democracy, procedures should be democratic.\nRural people, including superintendents and teachers, must exercise a large\ndegree of self-government. Second, progress (redirection) must be made step\nby step. Third, the function of the state office is to exercise leadership, to\nset up standards, to furnish materials—to guide not dictate.\nThe state department should not be regarded as the enforcement officer\nor the police force to execute mandates for the management and control of\nthe schools. The state department should be the good friend, the guide, the\ncounselor, or the cooperator. State department workers, superintendents,\nand teachers must be regarded as peers in their interest for sound programs.\nSuch procedures are not bureaucratic. They are democratic.\nThis philosophy places a heavy responsibility on state departments. It is\neasier to write directions than it is by tactful leadership to get others to\nact rightly.\nObjectives that may well be considered by state department workers are:\nGeneral—Comparable school facilities for rural children, including build¬\nings, grounds, equipment, curriculums, libraries, trained teachers, trans¬\nportation. Immediate—(1) Building up among teachers and superinten¬\ndents a professional consciousness; (2) with the help of teachers and superin¬\ntendents, the preparation of bulletins and other materials useful to teachers\nof small schools; (3) purposeful programs for teachers conferences; (4)\nspecial projects carried on for research and experimentation in cooperation\nwith superintendents and teachers; (5) leadership to help rural people\nunderstand rural school needs, including the advantages of a larger local\nunit of administration.\nTruly rural education must be redirected if it is to serve the best interests\nof all types of children who attend schools and if it is to satisfy the parents\nof these children. Rural people want this redirection when they understand\nthe facts, but they want to be a part of the redirection with which they,\namong all people, are most concerned.\nIt is imperative that representatives of state departments have a broad\nunderstanding of conditions and that they participate widely. Redirection\nmust be a democratic procedure participated in by all groups and individuals,\nboth lay and professional.\n[405\n\n]\n\n"}
{"page": 412, "printed_page": null, "text": "406\n\nNational Education Association\n\nMORE EFFECTIVE COUNTY AND LOCAL SCHOOL\nORGANIZATION\nWILLIAM McKINLEY ROBINSON, director, department of rural\nEDUCATION, WESTERN STATE TEACHERS COLLEGE,\nKALAMAZOO, MICH.\n\nFor some years leaders in rural education have been working in behalf of\nthe county unit; likewise have leaders of other agencies and institutions\nserving rural people—whether they be social, economic, or political—turned\ntheir attention to the county as the unit of operation. It is interesting to\nnote that the several groups working independently of one another centered\ntheir attention upon this matter at about the same time, that is, a year or\ntwo either side of 1915. It is also interesting to note that the several groups\napproaching the problem independently arrived at almost the same popula¬\ntion total as a minimum for a desirable unit—five to six thousand.\nProfessional leaders have been for some years county-conscious, but not\nso the people. The mention of the name of one’s state suggests a certain\ndefinite geographic area with certain political relationship to one; so does\nthe mention of the name of his city to an urban dweller suggest certain\nquite definite boundaries and political, social, and economic relationships.\nTo the great majority of our people, the mention of the names of their\ncounties carries no similar geographic or service connotation. Here we have\none avenue of approach to the county unit. The way has been opened by the\ncounty extension work and county welfare work now carried on with\nfederal emergency funds.\nWhat services should the county as a political and social unit afford its\npeople? We might all agree upon certain feasible minimums: In education,\nelementary and secondary educational opportunities for all children, looking\nforward to vocational and adult educational opportunities, plus possibly in\nthe not too far distant future junior college privileges; in health work, a\nunit providing medical, nursing, and sanitary service, plus possibly hospital\nfacilities. To these might be added social welfare work, libraries, parks and\nplaygrounds, character-building agencies such as the Y. W. C. A. and Boy\nScouts, planning commissions, fire protection, possibly museums of history,\nscience, and art, and others of the governmental and social services now\nenjoyed in municipalities.\nIn the earlier days the county was favored because of being a larger unit\nof support. The inadequacy of the county as a unit of support, the differences\nexisting among counties in area, population, and wealth, are as evident as\nthe inequalities which arise from our present governmental units. To look\ntoward the county as the unit of administration means that we must also\nface an equalization of the burden of support thru the state and possibly the\nfederal government with the resultant supervision. Nevertheless the county\nremains a desirable unit of administration. It is of a workable size and keeps\nthe administrators near enough those whom they are serving for personal\ncontact and influence.\n\n"}
{"page": 413, "printed_page": null, "text": "Department of Rural Education\n\n407\n\nThus far attention has been confined to the county as the unit, but there\nis nothing sacred about the county. Perhaps the community so ably advo¬\ncated by some is the more desirable unit in some instances. All that has been\nsaid about the county would be equally applicable to the community unit.\nIt would be most unfortunate, however, if there should develop a series of\noverlapping county and community units varying with agencies and institu¬\ntions. My plea is that all of us get together and work toward a consciousness\nof whichever it is to be.\n\nCHOOSING THE NEW ROAD\nO. H. PLENZKE, EXECUTIVE SECRETARY, WISCONSIN TEACHERS ASSOCIATION,\nMADISON, WIS.; AND CHAIRMAN, COMMITTEE ON PHILOSOPHY,\nAIMS, AND PURPOSES OF A PROGRAM OF RURAL EDUCATION\n\nThe Department of Rural Education is concerned primarily with regu¬\nlarly constituted public school education. While the needs of handicapped\nchildren and the needs of adults must be met thru official and private\nagencies, it is the function of this Department to define the obligations of the\npeople to the group served by the schools.\nThe American ideal of equality of opportunity has not been exemplified\nin education. Astonishing discriminations characterize our educational struc¬\nture. Children have been penalized for their place of birth and their social\nand economic status. The rural child has not had opportunities equal to\nthose of the urban child.\nThe perpetuity of our free democratic institutions is prefaced upon the\ncivic intelligence of the people of all areas.\nThe recognized obstacles in setting up a forward-looking program of\nrural education are not insuperable. A fatalistic attitude must give way to\nan aggressive campaign to recast rural education. The Rural Department\nmaintains that: (1) every child is entitled to twelve grades of schooling ;\n(2) the rural curriculum should be designed in terms of interests, abilities,\naptitudes, and life purposes; (3) the program should provide those activities\nwhich help the child to interpret successfully his out-of-school experiences;\n(4) teachers should be trained for the special tasks to be performed; (5)\nthe program should be selected and housed upon the basis of needs of pupils\nand not be determined by the ability of a locality to provide such a program.\nLocal units should be of such size to insure a sufficient number of pupils\nto justify a differentiated program.\nResponsibility for a minimum program rests upon the state.\nThe mobility of our population, the interdependence of people in different\nstates, the strategic position of population groups due to natural resources,\nand the concentration of wealth, make federal aid to public education neces¬\nsary and justifiable. Grants from the federal government should be for the\nmaintenance of adequate educational standards and should be distributed\nthru the regularly constituted state school authorities.\n\n"}
{"page": 414, "printed_page": null, "text": "408\n\nNational Education Association\n\nTHE ONE-ROOM RURAL SCHOOL IN A\nREDIRECTED PROGRAM\nCHARLES H. TYE, COUNTY SUPERINTENDENT OF SCHOOLS,\nORANGE CITY, IOWA\n\nIn many communities the general public has taken the stand that our\nrural schools were good enough for our fathers, they were good enough for\nus, and they ought to be good enough for our children. Side by side, with\nthis self-satisfied community, you will often find a second type of com¬\nmunity which has become disgusted with its type of rural schools. Many of\nthese went to extremes and saddled vast interest-bearing debts on their\ndistricts. Many districts, however, balanced ideals with financial resources\nand made a better educational set-up by consolidating on a more moderate and\na more lasting scale. A third kind of community, because of saner thought on\nthe part of patrons and saner leadership on the part of school officials has\nbuilt up in many localities a safer type of rural school system. My limited\nobservation has convinced me that this type of community is freer of\nburdensome mortgages than either of the other two.\nWhen you have a community like that, you generally have good homes,\ngood churches, good roads, good neighbors, and good substantial farmers.\nWhen you can get a community to plan the project and count the cost and\nput up the cash, you have one that will put up a good modern school.\nOne of the outstanding weaknesses of the rural school situation has been\nthe fact that we often engage a poor teacher, due sometimes to lack of\ntraining and experience, and due many times to too much tendency to hire\na friend or relative. The rural teacher of tomorrow will need to be strong\nphysically, mentally, and morally. Pay her a higher wage, place her on an\nequality with the teacher in town, give her an incentive to serve her school\nand community, and she will be happy to work in this redirected program,\nand will in a large measure assume responsibility for its success.\nThirty or forty years ago, many of the rural boys and girls attended\nschool until they were eighteen or twenty years of age, at least they attended\nschool a part of each term which was usually six months in length. Today\nour rural children, because of nine-month terms and more regular atten¬\ndance, are usually thru the rural schools and into high school at ages ranging\nfrom twelve to sixteen years. In the future we may expect the average age of\nrural school children to remain fairly constant. This being true, school\nauthorities may now safely build the type of rural school best suited to rural\nschool children ranging in ages from five to fifteen, and install modern\nequipment suitable to those ages.\nOur modern rural school may now safely make a curriculum suited to the\nneeds of its children, and adopt textbooks and other teaching helps which\nwill somewhat fit the comprehension of the children of the modern ele¬\nmentary school. The rural school in a redirected program should better\nfit the child to live and be happy in his home environment.\n\n"}
{"page": 415, "printed_page": null, "text": "Department of Rural Education\n\n409\n\nThere is a possibility in many localities that the new modern rural school\nwill be a six-grade school, with a central township school for junior high\nwork and a county high school for senior high and junior college work.\nThere are thousands of communities which find it difficult to raise suffi¬\ncient funds to properly build, equip, and maintain a good modern rural\nschool. I am convinced that there is a remedy awaiting, if we can lead the\npeople to see the need of enlarging that area so that there will be both enough\ntax money and sufficient children to make an interesting and lasting school.\nThis increased taxing area will, without any burden, permit the people to\nlevy more money each year than is needed. This surplus can be put at draw¬\ning interest, and will in a surprisingly short time amount to enough to put\nup a modern rural school.\nThat we need far better supervision of our rural schools can hardly be\ndoubted by anyone who has made a study of our present rural school system.\nNo other business would leave the supervision of from fifty to four hundred\nworkers, scattered over an entire county, to one person. Our rural people\nmust be taught that our rural schools need closer supervision by trained and\nexperienced educators.\nIn conclusion, I would like to make the following recommendations:\n1. Slightly increase the taxing area of many of our one-room rural schools, so\nthat adequate funds could be raised to run a good school.\n2. Get our boards in rural districts to see the need of levying more money each\nyear than is needed to actually run the schools. When a township or a district has\nsufficient funds on hand, build a modern rural school. People will vote to build\na school out of money on hand when they will not vote a bond or a debt-bearing\ninterest.\n3. Secure state aid for rural schools to supplement local taxation.\n4. Work for gradual improvement of teachers, thru a longer period of training,\nolder age limit, and more selective tests as to personality and health.\n5. Secure more and better trained supervision.\n6. Make the school more of a community center.\n7. Provide more and better equipment, especially suited to the ages of the children.\n8. Urge better cooperation between patrons and teachers.\n\nI believe that there are brighter days coming for our rural schools, be¬\ncause there seems to be a national move getting under way really to do some¬\nthing about them.\n\nA TWELVE-GRADE PROGRAM IN A COUNTY\nSYSTEM OF SCHOOLS\nD. Y. DUNN, SUPERINTENDENT, FAYETTE COUNTY SCHOOLS, LEXINGTON, KY.\n\nAbout eight years ago three communities in Fayette County, Kentucky,\nvoted special taxes to transport pupils to school and to aid the county board\nof education in erecting more modern school buildings. In order to over¬\ncome any feeling of localism that might retard the reorganization of the\ncounty schools and to place pupils in schools best prepared to serve them,\n\n"}
{"page": 416, "printed_page": null, "text": "410\n\nNational Education Association\n\nthe board merged all subdistricts in the county into one county school dis¬\ntrict in October 1929.\nRecent thought in educational administration indicated that the work\nof the elementary school might be accomplished with the finish of the sixth\ngrade. It was evident that more time was needed for additional subjects\nin the secondary school. These reasons, plus the advantages claimed for the\njunior high school, led those responsible for the new organization to set it up\non the six-six plan. Other changes in administration were necessary to make\nthis plan effective. It was necessary that the board change its policy so as\nto include free transportation of pupils for all twelve grades so that all\nmight complete the public school program.\nTo make the new program effective, teachers must be not only in sym¬\npathy with objectives of the program but they must have special training\nto enable them to carry out these objectives. The board of education raised\nthe standards of qualifications for teachers coming into the system to that\nof graduation from a standard four-year college, plus special training in the\ngrade level or in the subject-field in which they were to teach.\nA county school library at the office of the county superintendent has in¬\ncreased from a few hundred volumes in 1922 to 11,600 volumes at present.\nLibraries have been established in most schools and catalogued and classified\naccording to the Dewey Decimal System. The smaller elementary schools\nof the county use the county library principally as the source of their reading\nmaterial.\nNo supervisor of instruction is employed in the county. This responsibility\nis shifted to the principals so far as direct supervision is required. A county\nplan of indirect supervision has been effective in stimulating teacher effort\nand coordinating subjectmatter taught in the various schools.\nEqual consideration has been given to the elementary and secondary schools\nin other needs than that of physical equipment and assignment of teachers.\nSuch extra-class activities as bands, glee clubs, debating, dramatics, Hi-Y\nand Girl Reserve clubs, Future Farmers, and parliamentary clubs are\nsponsored in the high schools, and toy bands, mixed choruses, nature study,\nJunior Garden Clubs, and 4-H Clubs are sponsored in the elementary\nschools. Teachers are placed so as to give a balance of talent and training to\neach school.\nThe objectives of the elementary school remain largely the same for the\nhigh school, with the shifting of emphasis from an attitude of social-mindedness and the acquisition of tool-knowledge to that of the application of this\nknowledge in its relation to vocational and civic responsibilities. The health\nprogram gives consideration to both the elementary and the high schools.\nChild health conferences ai'e held in every school in an effort to immunize\nall children above six months of age against all diseases common to children.\nA thoro examination is made of all children in school, and an effort is made\nto have all physical defects corrected.\nWe recognize that organization alone cannot insure the success of a school\nsystem, but this phase was given first consideration because it seemed a neces-\n\n"}
{"page": 417, "printed_page": null, "text": "Department of Rural Education\n\n411\n\nsary preliminary step to facilitate reaching the desired outcomes of the school.\nDuring the reorganization the per capita cost has been reduced and the\nfinancial credit of the board of education strengthened to the point that its\nbonds brought the highest price last month of any public securities in the\nstate.\nWe do not mean to imply that the program for Fa)^ette County schools is\ncompleted, for there are many adjustments yet to be made before the schools\ncan adequately serve the needs of the children, but we do feel that some prog¬\nress has been made to give all pupils equal consideration.\n\nCONSOLIDATED AND VILLAGE SCHOOLS AS AVENUES\nFOR REDIRECTING LEARNING PROGRAMS\nIN RURAL AREAS\nROBERT CLARK, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nMONONGALIA COUNTY, MORGANTOWN, W. VA.\n\nIn many rural communities today we find a decadent society. It is a\nnatural consequence of the industrial era thru which we have passed for the\nlast half century, debilitating rural society by its constant drain of wealth\nand leadership into industrial and metropolitan centers. There is no greater\nneed in the nation today than the rebuilding and revitalizing of many of\nthese rural communities. The depression has brought an about face in the\nprolonged rush of mankind to the white lights of the city. The rural com¬\nmunity is to be rebuilt, not as it was in a primitive and pioneering society,\nbut as one in line with progress, enjoying the advantages of modern trans¬\nportation, labor saving devices, and a public school program that offers\nadvantages and opportunities that heretofore have been exclusively the\npossession of those living in urban communities.\nThe leading factor in revitalizing rural communities is the community\nschool. The progressive school is the natural center for all social as well as\neducational activities. Discussions on locating schools and closing schools\nby consolidation have often overlooked the implications of the following\nquestions: What relation does the parent have to public school activities?\nWhere are parents to continue their education? Where is the child going\nto live after school, during vacation, and when his school life is completed ?\nThe rural school is much more than a place for the teaching of formal\nsubjectmatter. It is or should be a dynamic community institution and the\nnucleus about which is conducted all the progressive community activities.\nIt is not a place for a “ subjectmatter centered ” school or a “ child centered ”\nschool. It provides the finest opportunity however for a “ life centered ”\nschool, giving life blood and vitality to the community social life. No school\nshould be closed by consolidation, summarily on the basis of mere per capita\npupil costs. Those responsible for such action must look far into the future\nand act on complete information and sound principles of sociology. Where\n\n"}
{"page": 418, "printed_page": null, "text": "412\n\nNational Education Association\n\nthere is a nucleus of a desirable social center, and where there is a tradition\nor culture that will inspire stability and confidence, it must be conserved.\nThis is the forgotten function but the challenging service of the rural school.\n\nTHE SCHOOL PLANT IN A REDIRECTED PROGRAM\nJOHN W. BROOKER, DIRECTOR, DIVISION OF SCHOOL BUILDINGS AND\nGROUNDS, STATE DEPARTMENT OF EDUCATION,\nFRANKFORT, KY.\n\nIn no phase of rural school administration is there a more fertile field for\nthe practise of genuine economy while improving efficiency than in the\ncareful planning of district and countywide school-building programs. In¬\ncluded in schoolhouse planning is practically every function of educational\nadministration. Ideally every school building should be planned to meet the\nneeds of the community as interpreted by those whose duty it is to formulate\nthe curriculum of the school. No school building can be successfully planned\nunless the curriculum and organization of the school are thoroly understood\nby the planner. When these facts are known the school building may then\nbe planned to house the desired number of children and to provide for the\norganization and curriculum of the school.\nThe first step in determining an educational program is to set up the\nphilosophy underlying it. This is the duty of the school administrators\ndirecting the educational affairs of the district. After the educational\nphilosophy is once determined, the next step is to base upon this philosophy\nan educational program for the specific school unit. School buildings should\nbe planned only for those centers in the county where school children may be\nbrought together in sufficient numbers to insure an efficient and economical\nschool. Where practicable no elementary school should be established in\nwhich a teacher is called upon to teach more than one grade. The highschool organization will necessarily vary according to the type of work\noffered, the sparseness of population, and other factors. In Kentucky most\nauthorities agree that no high school can be maintained economically and\nefficiently with less than six teachers. If such a program of reorganization\nshould be set up in the rural sections of this nation requiring elementary- and\nhigh-school organizations of this size, it would be possible to provide far\ngreater educational opportunities for the children to be served.\nThe selection of school centers and determining the character of work\nwhich the school building is to house should be based upon careful study of\nthe county school district. This study should include office records, school\nand federal census, elementary- and high-school population according to dis¬\ntribution, enrolment and attendance figures, instructional cost data, avail¬\nable school sites, highway conditions, and other pertinent information. The\nfindings of such a study should show the number of elementary- and highschool buildings needed, their approximate cost, their approximate location,\n\n"}
{"page": 419, "printed_page": null, "text": "Department of Rural Education\n\n413\n\nand a comparison of the present school organization with that required for\nthe proposed program.\nThe final step consists in the planning and construction of the school\nbuilding itself. In the actual planning of the building, only permanent ma¬\nterials, which are cheaper in the long run, should be used. The building\nshould be flexible to allow for future developments and readily expansible to\naccommodate growing numbers. Arranged in the order of their importance\nthe attributes of a school building designed to house such a redirected pro¬\ngram are: (1) safety of life, (2) physical health and comfort, (3) educa¬\ntional efficiency, and (4) architectural beauty.\n\nREDIRECTING THE TRAINING PROGRAM OF TEACHERS\nOF RURAL CHILDREN\nHELEN HAY HEYL, SUPERVISOR OF RURAL SCHOOLS, STATE DEPARTMENT\nOF EDUCATION, ALBANY, N. Y.\n\nIf this talk were to be summarized into a single sentence, I should say it\nthus: The great need of rural education today is for teachers trained to\nthink in terms of human values rather than in terms of subjectmatter.\nInsight into the problems of child personality must become increasingly\nthe measure of a good teacher and the training program must be redirected\nto this end.\nRecently the state of New York asked a group of its normal school gradu¬\nates, at the close of their first year of teaching, to examine their training\ncritically and to tell the state what they most needed during their first year\nof teaching which the teacher-training institution had failed to give them.\nAmong many points made, three needs stood out. If expressed in the\nyoung person’s own language they might be stated somewhat as follows:\n1. I wish I might have been taught more about the complex civilization in which\nI am living and of which, as a teacher, I am expected to be an interpreter to the\nyoung citizens in my charge. I honestly do not know enough of the underlying\nmeanings of history, geography, economics—I do not know enough about the\nproblems of American life to be able to teach anything more than the mere facts.\nI cannot teach these in a functional setting and I do not know how to help children\nmake useful application of such content in understanding and in directing their\nown lives.\n2. I wish that I might better understand the child’s nature and his needs, his\nenvironmental background and its educational potentialities. I want to help him\ngrow in strength of personality and character; but I do not know how to lead him.\nI was trained to teach classes and I find myself teaching children, not classes.\nWhat am I supposed to make out of this raw material, these children, which you\nhave given me, and how am I to make it? What do we want these children to be\nand how does one help them to be it?\n3. What are the educational potentialities of this rural environment in which\nthe children and I are working? How can I learn to use these natural resources\nwhich lie everywhere about me and which I never heard mentioned in my normal\nschool? Is there, too, a rural heritage that belongs to all Americans—urban as well\nas rural? How can I help rural children come into this inheritance?\n\n"}
{"page": 420, "printed_page": null, "text": "414\n\nNational Education Association\n\nA young schoolman in our state, Charles Keedle of Saranac, has been dis¬\ncovering what rural pupils themselves think of things educational. He there¬\nfore conducted an inquiry among one hundred and sixty elementary children\nattending rural schools. This, of course, has been done many times; but\nMr. Keedle touched upon one point which is interesting to us here for when\nhe inquired into the child and subjectmatter, he found arithmetic and spell¬\ning to be the favorite studies of these particular rural children.\nHe discovered, too, that these rural children most disliked history and\ngeography. Those subjects Mr. Keedle classifies as abstracts on the basis\nthat while not entirely abstract they contain a large body of matter which\ncannot be so definitely right or wrong, but which must allow for differences\nof opinion, and so appeal to the reasoning faculties of the child and require\noriginal thought and judgment for solution of problems. Because these\ndifferences in classification, if allowed, are psychological they involve the\ntreatment of the subjectmatter rather than its content. We find in these\nchildren’s reactions, therefore, another check on the }T>ung teacher’s plea:\n“ I honestly do not know enough about the problems of American life to\nbe a guide for the young people who must one day help us solve these\nproblems.”\nWhen asked what additional courses they would like in their country\nschools these rural children begged for “ woodworking,” as they called it,\nfor elementary science, music, and cooking. Perhaps they knew other chil¬\ndren who were enjoying such courses; possibly their high-school brothers\nand sisters mentioned such things. At any rate, by bringing all of these\ndifferent units together we find that by studying child problems which rural\nteachers wish us to help them solve; by making direct inquiry of young\nteachers about the kinds of training they wish their normal schools had given\nthem; and by asking children themselves what they would like to learn of\nus, we have several direct implications for the redirection of teacher training.\nAttempting to analyze them, we find the program should:\n1. Prepare teachers to understand children. Courses in psychology should be\nbroadened into well-rounded courses in child development thru which all the technic\nof observing children in their environment and guiding them in its use are mastered.\n2. Help teachers to understand life and especially the problems of modern\nAmerican life, so that they may use the content subjects with children as means\nto a broader understanding of underlying principles and concepts basic to the\nchild’s own life as a person, and as a citizen of the world. That is, social studies\nshould cease to be presented as abstract facts and become concrete ideas, fulfilling\nthe need for both an understanding and an appreciation of the child’s everyday\nliving and his place in the larger world.\n3. Send them out with some one skill or' art perfected which, thru sharing with\ntheir children, may enrich the lives of the children whom they teach.\n4. Provide them with a knowledge and understanding of the rural heritage.\n\nIn New York state some small beginning is already being made to redirect\nthe teacher-training program to these ends. The immediate purpose of the\nprogram is to train all candidates for teaching in one- and two-room schools.\nAs conceived at present there are to be three large sequences in this program:\n\n"}
{"page": 421, "printed_page": null, "text": "Department of Rural Education\n\n415\n\n1. Technical—Here the raw product (the child) will be studied in all his\naspects. The prospective teacher will discover what can be made out of the\nchild, and what should be made out of him.\n2. Professional—Here the profession itself and its larger objectives will\nbe studied so that the candidate will grow in his understanding of the pur¬\nposes of democracy, and will become skilful, thru practise, in playing\nhis part to further the larger purposes of education in a democracy, and\nwill also grow in power to help improve the social order of which he and the\nchild are a part.\n3. English—The purpose here is to enrich the life of the candidate as a\nperson and as a citizen of the world.\n\nREDIRECTING THE TRAINING PROGRAM FOR\nRURAL YOUTH\nR. M. STEWART, PROFESSOR OF RURAL EDUCATION, CORNELL UNIVERSITY,\nITHACA, N. Y.\n\nAs I analyze the situation confronting us today, I am certain that redirec¬\ntion must take place with reference to many of the aspects of the problems\nof educating rural youth. Three fundamental aspects which I desire to stress\nmore particularly, and within which significant subordinate problems array\nthemselves, are:\n1. A new determination of the types of services that rural youth need and must\nhave for the transition that affects their future relationships to life in the country\nand in their migrations to the city\n2. The new emphasis upon selection of types of individuals who will render the\nteaching services in new types of schools\n3. The more adequate preparation of teachers for the tasks involved.\n\nThe above three references in the training program will be our skeleton\nof analysis, and with this in mind, let us turn to each for a moment.\nNew schools for new needs—The first emphasis on rural youth must be a\nyouth point of view; we must have a youth-centered school. That means\nbefore we can either select or train we must anticipate placement. American\neducation cannot continue merely to educate youth with what has been\ntraditionally good cultural material or even good patterns for rural youth.\nWe must discover anew among the surgings of youth both in and out of\nschool in rural areas potentialities and opportunities. Education must bring\nthese together in a happy way.\nSelection of teachers follows upon the heels of the needed service—As the\nmaster artisan selects his tools carefully and accurately for the construction\nof material resources and their refinement into finished articles of use or\nart, so society must select the best teachers for the handling of human re¬\nsources in the crucible of educational discipline for the aims of a progressing\nsociety. Further, the selection must be continuous, not only once in the first\nselection of competent individuals that give promise of possessing prophetic\n14\n\n"}
{"page": 422, "printed_page": null, "text": "416\n\nNational Education Association\n\nteaching personalities, but repeated selection as the tests of the teaching\nprogram are applied from step to step.\nThe training itself must be more proper and adequate. We must be thru\nsoon with blanket training for secondary-school teachers. The problems of\nyouth in a complex and complicated society, and in determining social aims\nof good and valid report, are too great to expect one type of training to\ncompass it all. Specialized training for teachers is just as imperative as our\nnormal life is complex. In this connection, however, there is the added\nresponsibility in training that the teacher, tho specialized, is responsible\nthru the processes of orientation and integration for securing in youth an\nappreciation of all essential phases of life.\nTo develop further the above phases, one must analyze the needs in terms\nof the rural youth’s opportunities to go ahead. Then, one must analyze per¬\nsons for teaching personality; qualities of physique and all physical traits,\nattitudes of mind and fitness for specific tasks; qualities for the intellectual\nlife and the stimulation of youth; facilities of thought and action in pro¬\nmoting relatedness and wholeness of experience, however limited the culturematerials field may be.\nThen, one must set up a teacher-training program that gets its central\nemphasis in the exaltation of participation and type patterns. For years we\nhave recognized participation as foundational to training programs, but the\ngreat majority of our teacher-training institutions still are not only content\nwith traditional training, but provide little or no opportunity for first-hand\neducation in the midst of youth’s activities.\nREDIRECTING THE TRAINING PROGRAM FOR TEACHERS\nOF ADULTS IN RURAL AREAS\nGEORGE H. KING, PRESIDENT, ABRAHAM BALDWIN AGRICULTURAL COLLEGE,\nTIFTON, GA.\n\nAdults who are to be taught must be taught in terms of abilities to do\nthings. In gaining such abilities adults are faced with the necessity of solving\ncertain problems. A limitless number of problems grow out of the activities\ninvolved in acquiring the abilities to do things.\nThe teacher of adults should have the ability to recognize and discover\nproblems in terms of human needs.\nThe teacher of adults should have the ability to organize problems. To\ndo this he must have a knowledge of how adults think. He must develop a\ndesire on the part of his adults for knowledge and skill in the solution of\ntheir problems. He must be able to establish conditions of learning that will\ndevelop a favorable attitude on the part of the learner toward his problems.\nThe teacher of adults must have the ability to teach adults successfully.\nThe teacher of adults must be trained to lead skilfully and intelligently a\nconference group.\nTeacher-training institutions should redirect their teaching-training pro¬\ngrams to give teachers these abilities.\n\n"}
{"page": 423, "printed_page": null, "text": "Department of Rural Education\n\n417\n\nREDIRECTING THE TRAINING PROGRAM FOR RURAL\nSCHOOL ADMINISTRATORS\nBEN W. FRAZIER, SENIOR SPECIALIST IN TEACHER TRAINING, UNITED STATES\nOFFICE OF EDUCATION, WASHINGTON, D. C.\n\nTwo major problems in rural education—equalization of educational op¬\nportunities among schools given unequal financial support, and provision of\npreparation especially adapted to country life—apply not only to the educa¬\ntion of rural school pupils but also to the preparation of rural school teachers\nand administrators. Opportunities for professional preparation of rural\nschool principals and superintendents are more limited than for preparation\nof city school administrators; and specific preparation is not sufficiently pro¬\nvided for those who must administer or lead rural school and community\nactivities.\nSelected elements of the instruction given rural school administrators\nshould be adapted and imparted to rural school supervisors, small-town super¬\nintendents, teachers of one-room rural schools, and heads of two-teacher or\nlarger schools who give less than half-time to administration. Too often\nthese workers receive little or no preparation for managerial duties.\nMore careful analysis should be made of the qualifications and general\nstatus of rural school administrators in relation to their duties. Rural prin¬\ncipals typically have less than four years of college preparation, are poorly\npaid, have family obligations, and can secure leaves of absence infrequently\nfor further study. With eight or ten years’ experience they have often\nreached a plateau of improvement at a very low level.\nPreservice preparation of rural school administrators by teacher prepara¬\ntion institutions should be more highly developed. The provision of a yeai\nof graduate work should be the next step in the program of preparation.\nMore extended and specialized preparation would then be possible. Student\nteaching should include some administrative responsibilities. More instruc¬\ntion in vocational and educational guidance should be given. There should\nbe better selection of the students admitted to teacher preparation institutions.\nIn-service improvement of rural school administrators should be extended\nand more carefully planned. Staff members who engage in the instruction\nof rural school administrators should be experienced and should be hand¬\npicked on the basis of their success in work with adults. The services of\nstate supervisors should be more often available to county superintendents.\nState organization of education should be strengthened so that more direct\nand unified control over educational personnel can be exercised. Larger\nschool districts under state control would demand better prepared administra¬\ntive heads. Certification requirements should apply more specifically to\nadministrators in half or more of the states and should assist more effectively\nin upbuilding the qualifications of principals and superintendents. Finally,\nmore state control should be exercised over the selection and approval of\ninstitutions that prepare teachers and administrators.\n\n"}
{"page": 424, "printed_page": null, "text": "418\n\nNational Education Association\n\nHOW MAY THE STATE STAFF AID IN REDIRECTING THE\nPROGRAM OF RURAL EDUCATION IN TERMS OF\nPRESENTDAY NEEDS THRU SUPERVISION?\nHARRY B. KING, ASSISTANT STATE SUPERINTENDENT IN CHARGE OF\nELEMENTARY SCHOOLS, STATE DEPARTMENT OF EDUCATION,\nDOVER, DEL.\n\nIn attempting to redirect a program of rural education thru supervision to\nmeet presentday needs, there should be developed an attitude of intelligent\ninquiry, of open-mindedness, sympathetic understanding, and an apprecia¬\ntion of rural school problems in relation to the social and economic condi¬\ntions prevailing in every community. To these fundamentals should be added\nan intelligent vision of the educational task to be accomplished before apply¬\ning any of the supervisory technics which help to adapt an educational pro¬\ngram to the conditions and needs in the rural schools.\nThere should be a re-statement of the purpose of education and a new state¬\nment of policies and objectives, if we hope to approach the modern philosophy\nof education, which is to be followed by our teachers, principals, and super¬\nvisors in their methods and procedures. These objectives should provide for\nan integrated personality, which involves self-discovery, self-direction, self¬\nappraisal, self-control, and self-realization. Children must have the oppor¬\ntunity to develop creative spirit, critical thinking, scientific attitude, and\nsocial relationship; to acquire knowledge and skill; and to cultivate indi¬\nvidual interests and aptitudes so that they may become worthy members of\nsociety.\nAny supervisory program to be effective must first of all have leadership\nso that proper interpretation may be given, and second, every person en¬\ngaged in a supervisory capacity should be well qualified both by training and\nexperience to deal successfully with the problems affecting the children, prin¬\ncipals, teachers, and patrons. Everyone must understand the problems of\nrural education and the objectives of the program and be willing to carry\nthem forward in a cooperative manner. The supervisors’ important duties\nare to maintain esprit de corps, to broaden the vision, to develop initiative\nand creative spirit, to encourage participation in the solution of school prob¬\nlems, to improve the service of teachers, to build a spirit of freedom, con¬\nfidence, and responsibility, and to see that all teachers have an opportunity\nfor growth.\nTo redirect a program in rural education thru supervision demands that\nevery teacher be professionally trained, have a constructive philosophy of\neducation, be skilled in the technics of teaching, be an effective participant in\nsociety, understand the meaning of professional ethics, and possess and prac¬\ntise those traits of character which make his activities of life above reproach.\nProspective teachers should receive their professional training in a pro¬\nfessional school which provides opportunities in the laboratory school to\n\n"}
{"page": 425, "printed_page": null, "text": "Department of Rural Education\n\n419\n\nobserve, analyze, and participate in modern theories and practises in educa¬\ntion. They should also be given the opportunity for practise teaching in an\nactual classroom situation under the supervision of a superintendent, prin¬\ncipal, general supervisor, or special subject supervisor that they may become\nsensitive to the procedures of a specific school.\nA new curriculum must be developed and enriched in the light of the\npresent philosophies of education. It must provide for an integrated pro¬\ngram adapted to the individual needs which will build integrated personali¬\nties. The integrated curriculum provides opportunities for children to live,\nto learn, to experience, and to build their ways of behaving into their very\nbeing as they need them. The new curriculum is enriched by the oppor¬\ntunities that are provided for children to know and experience the cultural\nand esthetic values of life, as expressed in art, music, drama, and literature.\nThe subjectmatter in the new curriculum is adapted to the individual\nneeds, abilities, and capacities of the children. Provision is made for indi¬\nvidual instruction and development. The exceptional or maladjusted child\nis forced to the foreground in public education. Special facilities and in¬\nstructors are provided to make him happy, to show him how to get along with\nothers, to share life’s values, and to teach him how to use and express his\npowers to the maximum.\nThe curriculum for the rural schools should be in constant process of\nrevision that the program of education may be reconstructed in the light of\nthe ever-changing social ideals and the social and economic conditions. The\nrevision should be made by the cooperative efforts of all the members of the\neducational staff. The contributions of research specialists and educational\nleaders should be utilized and incorporated in the curriculum.\nThe problem of keeping the public informed thru community relation¬\nships is an important activity of the educational leader. The progress and\nsafety of the schools depend upon how well the school program is interpreted\nto the public. The problem of maintaining public understanding is very\nclosely allied to that of securing adequate financial support. Close coopera¬\ntion of every educator is essential for interpreting the purpose and value of\nthe services rendered by the program of education to the society it serves.\n\nIMPROVEMENT OF RURAL EDUCATION THRU\nCOORDINATION\nWILSON S. DAKIN, SENIOR SUPERVISOR OF RURAL EDUCATION,\nSTATE DEPARTMENT OF EDUCATION, HARTFORD, CONN.\n\nChildren must be freed from the dullness and boredom of mediocre living.\nIn their work and play thruout the days and seasons of the year they seek,\naccording to their brightness and stages of development, occupations of one\nkind or another. Imitating his elders, stimulated by toys, tools, pictures, and\ntravel, the child continues in the free time of his waking hours to explore,\nto venture, to collect, to build. In his most active pursuits he is preferably\n\n"}
{"page": 426, "printed_page": null, "text": "420\n\nNational Education Association\n\nwith others to whom he is temporarily bound by one interest or another.\nPotent among these associations are the ones that come by participation in\ngroups organized outside the school, for religious instruction, for character\ntraining, for recreation, for the pursuit of special interests.\nThe school may become the clearing-house, the central agency wherein\nall resources, educational for the child, can be studied and made meaningful\nto him. To the school he brings the flowers he finds by the roadside. In the\nclassroom he should seek answers to the questions that arise in his observation\nof the life about him, his reading, his radio hours, his conversation with\nothers, toys, plants, and pets. All his interests should find recognition and\nsatisfaction in his school life. From these experiences the skilful teacher\nmay guide the child thru discussions and experiments in ways that will\nmake living more fascinating and withal more truly educative. These school\ninquiries should in turn suggest problems that can be answered only by direct\ncontact with life. Such studies lead the child back in time to aspects of his¬\ntory ; abroad to a knowledge of geography; thru his imagination to appreciate\nliterature, music, and art.\nSupplementing a curriculum there might well be for each community a\n“ plan of education ” in which schoolroom experience will be an element,\nbut not the only one, for child development. This “ plan of education ”\nshould seek to mobilize the resources of the community, social and material,\neach to the best advantage, for all twelve months of every year. It should\ndevelop common policies and aims toward which each agency may contribute\nits share toward social training, religious training, health and recreational\nactivities, vocational insight, and civic loyalties.\n\nLEADERSHIP OF THE DEPARTMENT OF PUBLIC\nINSTRUCTION FOR RURAL EDUCATION\nJOHN A. WIELAND, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSPRINGFIELD, ILL.\n\nWe have a unique situation in Illinois. There are more than 10,101 oneroom schools in the state. We have 2658 one-room schools with an average\nenrolment of less than ten. We have only two counties in our state that\nhave no schools with an enrolment of less than ten. In this situation we\nfind ourselves with approximately 30,400 school directors directing 10,100\nteachers. Fifty percent of these teachers have under two years of training.\nIn 1934 we had 4494 teachers with one year or less of training beyond high\nschool. In that same year we had 2971 teachers with two years or slightly\nless of training beyond high school. In 1934 we had only 507 teachers with\nthree years’ training beyond the high school and in that same year we had\n631 with four years or more of teacher training in the rural one-room school.\nWe have three times as many schoolboard members as we do teachers.\nThis, in one-room schools, shows over the years that there never has been\na particular policy in regard to strengthening the purposes and the work of\n\n"}
{"page": 427, "printed_page": null, "text": "Department of Rural Education\n\n421\n\nthese schools. With such a large number of schoolboards there is not that\npossibility of correlated action relative to school policy which every state\nshould have. We are passing thru very difficult times now and for that\nreason salaries are being slashed tremendously. It now becomes a question\nfor the board of education to consider who is the cheapest teacher that can\nbe employed instead of who is the best teacher that we can employ at the\nleast wage. Both are undesirable, and yet, the greater of two evils is often\npractised at this point. The fertility of the country or the wealth of the\ndistrict did not play an important part in those considerations. The survey\nby my office brought this out, and that forms one of the most important re¬\nsearch programs for us—getting and classifying the facts relative to salaries.\nIllinois has a condition which cannot be defended at all now. I under¬\nstand, of course, how this situation came about. It grew out of a very\nnatural condition when Illinois had poor roads and natural barriers such\nas streams without bridges which made it difficult for any other type of school\norganization for us. That has brought about the conditions that discourage\ntrained teachers. They teach one or two years in a rural school and if they\ncan go to a city school system or even the village school system it is like a\nmecca to them. They are looking east for the first time in their professional\nlives.\nEducation is a science to the trained in our profession, but it is not a science\nto that great group of untrained people who teach for a living only. Teach¬\ning is both a science and an art. Now, take this under-trained teacher with¬\nout the background necessary to understand the social and economic system\nin which he lives. He is teaching a small rural school, under-paid without\nthose privileges which he should have. Is there any reason for him, unless\nhe be exceptionally brilliant and determined, to improve himself? In the\nfirst place he doesn’t get enough salary to save any money to improve him¬\nself. Under those conditions does he have that fine feeling for what should\nbe his profession? I say “ No! ”\nWe are right now formulating a curriculum, four years in length, a train¬\ning specifically for rural and village schools with particular emphasis upon\na wide basic knowledge which will make teachers appreciative over a wide\nrange.\nIf we can start in our state teachers colleges on a four-year course that\nreally lays a foundation for an appreciation of rural lives and habits, of rural\neconomics, of rural idealism, at least then we can send into some of those\nschoolrooms the type of people that will give educational service to our\nrural communities. We are asking our state legislature to give us a state\ndistributive fund of $30,000,000, or we will do so in the very near future.\nThat will guarantee to every teacher with standard teaching load approxi¬\nmately $600.\nI think it is the business of the superintendent of public instruction as\nthe leader, recognized under the law of the public school system, to fight\nfor those improvements. That is his business. He is supposed to help lay\ndown that policy and fight for it. We are trying now to work out a sort\n\n"}
{"page": 428, "printed_page": null, "text": "422\n\nNational Education Association\n\nof correlation between our teachers institutions and our state department\nwhereby we will have some type of uniformity in teacher training within\nthe state of Illinois, upon a higher level than ever before. If we can re¬\nestablish a basic pay which is adequate for our teachers then we can demand\nbetter trained teachers. That, in turn, I hope, will lead to a reorganization\nof our school system where we can really give our people an education. My\nassistant superintendents will go out with the specific notion of setting up\nremedial work to help teachers. Mere criticism—fault finding—is not for\na state department. Unless every criticism is matched with a remedy to do\nbetter work and that is given to the teacher so that he can improve from\nit, such inspectional work is futile. In my department this supervision will\nextend from the rural school to the junior college. That leadership must\nbe made by the state superintendent—he cannot escape it. A state superin¬\ntendent should inspire, but he should do more than that. He should furnish\na tangible leadership that reaches to every school strata and his staff should\nbe chosen with the idea of meeting this situation. Anything less than that\ncannot succeed.\n\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nSUE M. POWERS,\n\nSUPERINTENDENT, SHELBY COUNTY SCHOOLS,\nMEMPHIS, TENN.,\n\nChairman\n\nThe fundamental factors of organization, finance, administration, and\ninstruction in the established educational opportunities afforded rural and\nurban children have been definitely discriminatory against the children in\nrural areas. The stress and strain of recent years have accentuated rather\nthan alleviated these inequalities and unjust discriminations. This period\nof economic and social change offers the opportunity to correct these in¬\nequalities and adjust the educational program from the standpoint of\nnational, state, and local cooperative effort to the end that every child\nwhether urban or rural may have adequate and equitable educational\nopportunities.\nThe Department of Rural Education of the National Education Associa¬\ntion appreciates the increasing attention being given to the educational needs\nof rural children by the officers and departments of the National Education\nAssociation. The designating of one day of American Education Week to the\ninterests and needs of education in rural areas in the 1934 program was of\ngreat value and should become a regular part of this important annual event.\nThe Department of Rural Education should cooperate with the National\nEducation Association in the formulation and distribution of materials of\nnational interest and should stimulate state and local rural groups to render\nspecific aid toward this same end in their respective states and communities.\nWe reiterate our position taken last year that the Board of Directors of\nthe National Education Association authorize the employment of an in¬\nterpreter of rural education and urge the Budget Committee of the National\n\n"}
{"page": 429, "printed_page": null, "text": "Department of Rural Education\n\n423\n\nEducation Association to make the necessary appropriation for the employ¬\nment of such a person at the earliest date possible.\nWe wish to commend the efforts that have been made in cooperation with\nthose organizations interested in guidance of youth and the preparation of\nteachers and other leaders for such work among rural youth. The splendid\nbeginning that has been made here should be carried forward until a com¬\nprehensive and intelligent program of guidance for rural youth is an accom¬\nplished fact.\nWe wish to commend the United States Office of Education for the efforts\nthat are being made to develop intelligent technics for the administration of\nfederal emergency aid to state educational endeavor. Particularly do we\nwish to commend the United States Commissioner of Education for his\nefforts to secure federal funds for school plant surveys looking toward the\nestablishment of enlarged and more adequate rural school buildings; the\nestablishment of special demonstration centers for adult education thru\nforum leaders in larger rural areas; and the establishment of a special youth\nservice division in the national Office of Education to coordinate and stimu¬\nlate the organizations and activities in this line to the end that rural youth\nmay have the understanding, sympathy, and guidance they so greatly need\nin these days. To these worthy objectives of the United States Commis¬\nsioner of Education we pledge our hearty support. Further we should like\nto urge that the Office of Education seek to secure substantial federal assis¬\ntance to the several states in obtaining and maintaining for the children of\nrural areas adequate library facilities and other instructional equipment;\nmodern housing of their schools in well-planned social areas; and an ade¬\nquately trained staff of teachers, supervisors of instruction, and administra¬\ntive officers to insure for rural children the best educational advantages\nobtainable.\nWe believe that careful attention should be given to the formulation of a\ncomprehensive program of intelligently planned educational service to be\nadministered by our national, state, and local school officials that will guar¬\nantee to every child his educational birthright. To this end we oppose any\nlegislation or practises now operative or contemplated that place under the\nadministrative control of other departments, bureaus, or officials matters that\nproperly belong to educational officials and authorities—national, state, and\nlocal.\nWe commend the work of the special committee on objectives for rural\neducation in the United States and suggest that its statement be studied\nfurther by the committee and the members of this Department and that a\nrevised statement be brought to the summer meeting in Denver for further\nconsideration by this Department.\n\n"}
{"page": 430, "printed_page": null, "text": "424\n\nNational Education Association\n\nIMPROVED METHODS OF FINANCING RURAL\nEDUCATION\nWILLIAM G. CARR, DIRECTOR, RESEARCH DIVISION, NATIONAL EDUCATION\nASSOCIATION, WASHINGTON, D. C.\n\nThere are, I think, about four main proposals which must be given brief\nconsideration as steps in the improvement of rural school finance. The gen¬\neral outlines of these four proposals are, I feel sure, already familiar to\nmost of you.\n1. Adequate local units—Every rural community should be so organized\nfor school purposes that there may be available competent educational leader¬\nship and other services. This involves primarily a unit of local school ad¬\nministration large enough to make such services financially possible and\ndesirable. You will note that I said every community. Since we are dealing\nhere with units for administration and finance rather than units for atten¬\ndance purposes there seems to be no good reason for compromising on this\nparticular issue.\n2. State tax reforms—The farmer is one of the chief sufferers from the\nalmost exclusive reliance on the general property tax which still encumbers\nthe public revenue system of the United States. In 1926-27, the latest years\nfor which a comprehensive national study is available, taxes claimed about\n30 percent of the net rent of farm real estate. On the basis of intensive\nstudies in fourteen states, the United States Department of Agriculture\nreached this conclusion:\nFarm property is heavily taxed, and along with other real estate and certain\nother classes of tangible property, it is bearing more than its reasonable share of\nthe cost of local government. The methods by which the local units are financed\nplace on tangible property almost the whole weight of local expenditure.\n\nThe general property tax is by far the most important tax paid by Ameri¬\ncan farmers. In 1927, this tax accounted for more than four-fifths of the\ntotal tax collections. This indicates the excessive reliance of most states on\nthe general property tax as a source of public revenue.\n3. Apportionment of state school funds—Historically the theory of ap¬\nportioning state school funds has passed thru three stages. As long as school\nfunds were small and education was a purely local concern, it seemed entirely\nlogical and satisfactory to distribute state funds to each county or school\ndistrict in proportion to the number of children of school age in the district.\nA second stage in the development followed when it became evident that\na distribution on the basis of the number of children was difficult to ad¬\nminister and doubtful in results. It was reasoned that the state school fund\nought to encourage local districts to provide good schools. States gradually\nbegan to distribute all or part of their school funds in such a way as to\nreward school districts which were willing to go further than the others in\nthe development of their educational program. This second theory of\nreward-for-effort was a great advance over the early crude methods of\n\n"}
{"page": 431, "printed_page": null, "text": "Department of Rural Education\n\n425\n\napportionment. More recently, however, the theory of reward-for-effort has\nin turn been critically regarded. The increasing concentration of wealth\nemphasized the fact that some communities need state aid far more desper¬\nately than others. Some communities, indeed, could not meet state minimum\neducational requirements without such aid. Yet the reward-for-effort theory,\nat least as ordinarily put into practise, denied state aid to the less wealthy\ndistricts and gave aid abundantly to the wealthy districts which needed\nit least. Out of this condition grew a third principle of apportionment; that\nstate school funds should be distributed so as to permit every district to\noffer a reasonable program of education on a reasonable tax. The trend is\nclearly toward an increased emphasis on this equalization principle.\nReduced to its simplest terms, the equalization principle means an adequate\nstate school fund apportioned in such a way that a reasonable educational\nopportunity is available to every child without unreasonable local taxation.\nThe importance of this principle to the rural child is clear.\nThe balance of wealth favors the city and severely restricts the educa¬\ntional opportunities of the rural child. From the viewpoint of school sup¬\nport this condition can be met only by statewide application of the principle\nof equalization.\n4. Federal aid to education—It is not always recognized that federal aid\nto the public schools might have important special advantages for the rural\nschools. The extent to which rural schools would profit by a program of\nfederal aid would depend largely on the basis upon which the federal grants\nwould be apportioned among the several states. A straight grant of a fixed\nsum per child would give no special assistance to rural schools which would\nnot also be given to urban schools. If this aid is to reach rural schools in\namounts which will offset their present financial handicap it will be neces¬\nsary for the federal government to adopt an equalization plan of apportion¬\nment along very much the same general lines as have already been sug¬\ngested for the states.\nThe appropriateness of action by the federal government to improve the\nfinancial situation relative to rural schools is supported by a number of con¬\nsiderations. There has just been printed a study of the education of people\non the relief roll on Alabama farms. This report gives some amazing facts\nregarding the education of this group of American citizens. The report\nshows that one-third or more of the adults receiving relief on Alabama\nfarms are essentially illiterate—that is, they have either never been to school\nor have not passed beyond the third grade. We find the federal government\npouring out billions for relief to people who are not in any position to profit\nfundamentally from this relief because of the lack of educational oppor¬\ntunities. Would it not be a better policy for the federal government to send\nfunds into these farm areas to educate the children, and thus raise the eco¬\nnomic and cultural standards of the community for all time to come? If\nthe federal government can step in to alleviate the emergency relief needs,\ncan it not with equal validity step in to anticipate and forestall these needs ?\n\n"}
{"page": 432, "printed_page": null, "text": "426\n\nNational Education Association\n\nWhat I am saying is that rural education is the true basis for farm relief.\nBetter schools in rural areas are needed in America, not only with the\nimmediate welfare of the children concerned, but as a factor in improving\nthe general standards of rural life.\nInvestigation after investigation has shown that progressive and coopera¬\ntive attitudes among farmers are shown by a relatively high level of educa¬\ntion. It is because we need a rural population which can apply scientific\nmethods, which can cooperate with the others, which can appraise economic\nand social issues independently, which can adjust means to ends—it is because\nwe need such a population that we are interested in refinancing the rural\nschools of the nation.\n\nBETTERMENT OF RURAL EDUCATION THRU\nIMPROVED LEADERSHIP\nJ. T. ANDERSON, DEPARTMENT OF EDUCATION, STATE TEACHERS COLLEGE,\nKEARNEY, NEBR.\n\nOther things equal, no enterprise is likely to rise above the level of its\nleadership. This is especially true in education; therefore much depends\nupon the personnel of state and county officers as well as upon the teaching\nstaff.\nThe main function of the state department of education is leadership.\nThe chief state school officer needs, probably more than any other educa¬\ntional official, a superior type of leadership ability. He should be a man of\nbroad training and experience ; a man of vision, understanding, and integrity;\none in whom his constituency may have complete confidence. The state\nsuperintendent’s office should be removed from partisan politics, and candi¬\ndacy to the office should not necessarily be limited to the state. It is generally\nagreed that the official should be appointed by and responsible to a state\nboard of education which should consist of a continuous body of from five\nto nine members, elected by the people or appointed by the governor in such\na manner that there is never an entirely new board.\nThe range in annual salaries paid to the chief state school officer among\nthe various states is from $1800 to $15,000. The median salary is $5000.\nThis salary is considerably less than the best salaries paid city superintendents\nand presidents of state universities. Better salaries will tend to attract more\nefficient leadership. Provision for an adequate number of well-trained assis¬\ntants is also essential to success in the state department’s program of\nleadership.\nLeadership in the county superintendent’s office is as much to be desired\nas it is in the office of the state superintendent. The county superintendent\nshould be a college graduate with one year of graduate professional study,\nspecializing in supervision and rural school administration, and have had\nnot less than five years of experience in public school work. He should be\nselected by a county board of education in a manner similar to that prescribed\n\n"}
{"page": 433, "printed_page": null, "text": "Department of Rural Education\n\n427\n\nfor the state superintendent. In the removal of the selection of the county\nsuperintendent from popular election, the importance of the county board\nof education becomes more apparent. In general, the qualifications of the\ncounty board members and the state board members are similar.\nThe salary of county superintendents is far below the salary paid city\nsuperintendents. An increase in remuneration and security in tenure will\ntend to attract more efficient administrators to the office of the county\nsuperintendent, and thus improve the leadership afforded the schools of\nthe county. For the county superintendent to carry on his work to the\nbest advantage, it is necessary that he be supported by a group of welltrained office and supervisory assistants.\nThe best schools are being taught by the best qualified teachers. Rural\nschools will be improved with better prepared teachers. Present needs in\neducation demand a new type of leadership on the part of teachers. Those\nactivities of the school which carry over into the home and community life\nof the individual are perhaps the most effective agencies in providing the\nresults of training which we call growth and life.\n\nLARGER UNITS OF ORGANIZATION\nHARRY E. ELDER, REGISTRAR AND DIRECTOR OF STUDENT PROGRAMS,\nINDIANA STATE TEACHERS COLLEGE, TERRE HAUTE, IND.\n\nWhile there are many notable exceptions, the rural school as a whole is\nstrikingly ineffective and uneconomical. Inexperienced, poorly prepared,\nand underpaid teachers, insecure in their positions because of the unshackled\ninfluence of politics and nepotism, hold forth for pitifully short terms in\nunhygienic and inadequately equipped buildings, typical of the last century.\nFrequently a county is split into hundreds of little districts with abso¬\nlutely no unity except that imposed by the general school laws of the state.\nCounty supervision exists in name only and is clerical, statistical, and political\nrather than personal, helpful, and professional. With no unity of administra¬\ntion there can be no specialization and no adaptations of the curriculum to\nindividual needs. Each teacher is forced to be a generalist who presents\nall subjects in a mediocre or inferior manner.\nThru larger units of organization cities have been pioneers in the exten¬\nsion of educational opportunities. Because many educators have been un¬\nwilling to consider political appointments as county or state superintendents,\ncities have maintained for generations almost a monopoly of the genuine\nleaders in educational administration. Better teachers, better housing and\nequipment, and better results have gone hand in hand with the adoption of\nthe larger unit.\nOur problem, then, becomes one of the general improvement of rural edu¬\ncation by adopting the principles of administration already tested and found\neffective. Before this can be accomplished district and township organiza¬\ntions must be completely subordinated to county and state units, and party\npolitics must be eliminated from the management of schools.\n\n"}
{"page": 434, "printed_page": null, "text": "428\n\nNational Education Association\n\nThe desired change must be superimposed from above—by the state.\nMinimum standards must be adopted and every school district in the state\nmust be supplied with the leadership and financial support necessary to main¬\ntain these standards. The length of term, the certification of teachers, rates\nand forms of taxation, curriculums, minimum salaries, and attendance are\nstate rather than local problems. State departments of education must cease\nto be statistical and political in nature—they must be continuously staffed\nby the best leadership available and must have the respect and confidence\nof all educators.\nBecause public education is a dynamic institution, sensitive to changing\nconditions and varying social needs, present desirable trends will continue\nuntil common practise approaches what experience has proved to be right.\nTo hasten the achievement of this ideal is a task worthy of the best efforts\nof the National Education Association and of leading educators in America.\n\n"}
{"page": 435, "printed_page": null, "text": "DEPARTMENT OF\nSchool Health and Physical\n£ ducat ion\n\n"}
{"page": 436, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of school health and physical education had its\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 luly 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 1935-36 are: president,\nA. W. Thompson, Director of Health Education and City Recreation,\nBoard of Education, Grand Rapids, Mich.; vicepresident, Edna W.\nBailey, Associate Professor of Education, University of Calif or nia, Berke¬\nley, Calif.; secretary-treasurer, lames E. Rogers, Director, National\nPhysical Education Service, 315 Fourth Avenue, New York, N. Y.;\nexecutive committee: Ethel Perrin, Associate Director of Education\nService, American Child Health Association, New York, N. Y. (term\nexpires 1936); E. W. Maroney, Professor of Physical Education,\nTeachers College, Columbia University, New York, N. Y. (term expires\n1937) ; A. G. Ireland, Director of Health and Physical Education, State\nDepartment of Education, Trenton, N. I. (term expires 1938) ; William\nBurdick, State Director of Physical Education, 7 East Mulberry Street,\nBaltimore, Md. (term expires 1939).\nThe Department meets once each year, in dune. 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\n1902: 739- 758\n\n1903:817- 846\n1904:803- 841\n1905:755- 779\n1906:711- 713\n1907:925- 950\n1908 -.998-1045\n1909:745- 788\n1910:921- 948\n1911:905- 938\n\n1912 -.1141-1151\n1913: 667- 694\n1914: 683- 720\n1915: 971- 994\n1916: 681- 698\n1917: 521- 533\n1918: 339- 357\n1919: 315- 321\n1920: 311- 321\n\n[430]\n\n1921: 517- 522\n1922 -.1085-1098\n1923: 744\n1924 : 637- 649\n1925: 577- 597\n1926: 601- 624\n1927: 561- 581\n1928: 545- 567\n1929: 543- 558\n\n1930:501-527\n1931:541-560\n1932:455-466\n1933:463-475\n1934:461-468\n\n"}
{"page": 437, "printed_page": null, "text": "WHAT IS A PROGRAM OF SCHOOL HEALTH SERVICE\nADEQUATE TO MEET PRESENTDAY NEEDS?\nEDNA W. BAILEY, ASSOCIATE PROFESSOR OF EDUCATION, SCHOOL OF\n\nA\n\nEDUCATION, UNIVERSITY OF CALIFORNIA, BERKELEY, CALIF.\nfew fundamental principles governing the program of health ser¬\n\nvices in the secondary schools will be mentioned here.\n1. The program should differ from that found reasonably adequate for\nyounger children.\n2. It should make specifically different provisions for boys and for girls,\nhaving regard to their different health histories, environmental hazards,\nand probable future interests and responsibilities. In general, the programs\nnow functioning do much better by the girl than by the boy.\n3. Health service for youth should make special provision for safety\ninstruction, especially in regard to school activities and automobile dodging\nand driving; this is more urgent and must be more effective for boys than for\ngirls.\n4. Tuberculosis and other respiratory diseases should be specifically taken\naccount of, and every known measure of prevention and control enforced.\nThe school has at least an advisory and friendly part to play in helping\nparents to secure adequate medical care. The school has also a responsibility,\napparently not often recognized, to provide for rehabilitation during con¬\nvalescence. In regard to tuberculosis, the risk is much greater for girls\nthan for boys; but the need for rehabilitation is equally great in both sexes.\n5. Greatly increased attendance in secondary schools is largely destroying\nthe “ selective character ” of their youthful population. Adequate health\nservice will recognize the increasingly large proportion of underprivileged\nchildren, for whom tolerable living conditions, adequate food, medical and\ndental care, must be provided. To make this provision is not generally re¬\ngarded as the business of the school health service or staff; but recent studies\nshow strong sentiment in favor of the school taking some definite responsi¬\nbility for seeing to it that the needed care is somehow provided.\n6. Since the function of health service in secondary schools is essentially\neducational, the professional personnel, especially school nurses and physi¬\ncians, need special preparation and special aptitude for their tasks.\n7. All these specifications for a school health service which can be relied\non to meet the needs of youth carry as corollary the demand for a concep¬\ntion of the service as a whole school program, with important relations to\nall other community agencies. Parents are perhaps the most important\ngroup; next come the practising physicians, dentists, and public health\nofficials. No program can escape futility which fails in these “ public rela¬\ntions ” aspects.\nA few progressive and realistic schools are attacking the problem without\nprejudices or preconceived notions; they are learning that parents of\nadolescents and family physicians who feel responsible for their young\n\n[431]\n\n"}
{"page": 438, "printed_page": null, "text": "432\n\nNational Education Association\n\npatients are intensely interested in every effort made by the school to keep\nthem in touch with their children’s lives, and to utilize for the pupil’s better\nguidance all that parent and physician can tell of his history and personality.\nParents of nine-year-olds may feel self-sufficient and adequate; but present\nconditions and modern youth leave no parent of an adolescent in that\nsatisfied and peaceful state. Their eagerness and willingness to be taught,\ntheir pleasure in being of use, their devotion to the school which honors them\nby assuming they love their own offspring and can give any faculty useful\nhints on handling boys and girls—these are most impressive, and are a chal¬\nlenge to all secondary schools to find ways to reach parents and to capitalize\ntheir contributions.\nHEALTH AND PHYSICAL EDUCATION FOR THE NEW ERA\nSTRONG HINMAN, SUPERVISOR OF HEALTH AND PHYSICAL EDUCATION,\nPUBLIC SCHOOLS, WICHITA, KANS.\n\nEducators have placed health as the first of the cardinal objectives of\neducation. Some school administrators have practised their theory and have\ndeveloped outstanding programs in health and physical education. Others\nhave been content to drift along, and as a result this fundamental work\nhas taken a minor place in the curriculum.\nA sound mind in a sound body was an important Greek objective, but it\nis even more important today because we need sound minds and bodies to\ncope adequately with the dynamic society in which we are forced to struggle.\nMore patients are entering hospitals for nervous and mental diseases than\never before; and unless we call a halt and take a serious inventory of our\nhealth assets and liabilities and slow down, we are heading for a crack-up.\nFor our health service we secure doctors, dentists, and nurses who have\nreceived degrees in their respective fields from accredited institutions. Teach¬\ners in the division of health education have received special training for their\nwork, but when it comes to the division of physical education we ought to\nbow our heads in shame. In a neighboring state there are employed a num¬\nber of teachers who are giving all or part of their time to teaching some\nphase of physical education. According to their own statements only a few\nof these have had any professional preparation. No wonder physical educa¬\ntion has been looked upon as a frill. The very thought of placing the most\nprecious mechanism in the world in the hands of an untrained person who\nmight allow irreparable damage to result from improper handling is enough\nto cause cold chills. We would not treat our cars with such disrespect, yet\nwe allow unskilled and untrained “ mechanics ” to tinker with our growing\nboys and girls. No one should be allowed to teach physical education unless\nhe has secured at least a major in the subject.\nA full-time allotment must be given to health and physical education if\nwe expect to get results. We cannot hope to develop vigorous bodies which\nradiate positive health or to inculcate the highest standards of character if\nwe have our pupils only two or three hours each week. Good health, vigorous\nbodies, sound minds, and fine characters cannot be purchased in a patent\n\n"}
{"page": 439, "printed_page": null, "text": "Department of School Health and Physical Education\n\n433\n\nmedicine bottle at the corner drug store, but require regular daily effort on\nthe part of the individual to acquire them. English is a daily subject in most\nschools, and surely a subject which is admitted to be the foundation of all\nlife should have daily attention. One hour every day should be devoted to\nspecific instruction in health and physical education, and in addition oppor¬\ntunity should be given after school to practise the activities learned in school.\nFinally, if we are to fulfil our aim we must provide activities in which\nboys and girls can engage together. Coeducation in physical education is the\ncoming thing and rightly so. Boys and girls are going to live together as\nmen and women in a few years and ought to be taught how to get along\nwith one another. The activities in a well-rounded program of physical\neducation give a splendid opportunity for this. Tennis, tetherball, golf, hik¬\ning, canoeing, swimming, folk dancing, and social dancing should be a part\nof our coeducational program. Leisure time is ours in abundance now, and\nit looks as tho we would have more of it than we want in the future. Our\nschools are beginning to teach pupils how to enjoy leisure wisely, and physical\neducation should play a large part in it.\nA new social order is being ushered in, and it is being done thru the public\nschools. In the United States we are taking part in an evolution and are\nbeginning to realize that every individual owes a certain obligation to\nsociety, and that he must contribute to the common good. A sane school\nprogram including games and sports will help to instil these principles in\nthe minds of our future citizens. The youth of today is turned loose in a\nconfused society and he is wondering what it is all about. He has seen us\nstressing education for labor, for high-school graduation, for college en¬\ntrance and academic credits. In our new era we must stress activities that\nwill secure sound minds and vigorous bodies, enrich a life of leisure, develop\na thirst for culture, an appreciation for beauty, and a supreme personal\nenthusiasm to live most and serve best.\n\nTHE PROGRAM OF GIRLS’ ATHLETICS FROM THE\n1935 VIEWPOINT\nHAZEL CAVE, ASSOCIATE PROFESSOR OF PHYSICAL EDUCATION,\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nPITTSBURG,\n\nKANS.\n\nNot until the early part of this century was there any pronounced trend\nin the direction of girls participating in the more strenuous team sports and\nthe consequent desire for interschool competition. Men had blazed the trail\nand it was but natural that girls should follow, but there were a number of\npitfalls. Among these were intensive training for a few already physically\nfit and resultant neglect for those in greatest need, emphasis on immediate\nvictories rather than future health and happiness, exploitation for the sake\nof the fame or financial gain of some institution or industry, adoption of\nundesirable types of costume, and contributing to these and most detrimental\nof all, was the lack of trained leadership.\n\n"}
{"page": 440, "printed_page": null, "text": "434\n\nNational Education Association\n\nThe actual and potential dangers in this situation led a group of foresighted women to the formation of the Women’s Division of the National\nAmateur Athletic Federation in April 1923. I believe I am safe in saying\nthat the platform of this organization has been one of the most important\ninfluences in shaping the program of women’s athletics along sane and\nwholesome lines. Its policies have been endorsed by a great number of in¬\nfluential groups, one of which is the National Education Association.\nIn setting up some objectives, I shall quote from Agnes Wayman’s book,\nEducation thru Physical Education:\n1. Health—not just a negative condition represented by absence of physical\ndefects, but glad, radiant, positive, abundant health\n2. Strong muscles, and strong, well-poised bodies, mechanically correct and able\nto carry their loads easily\n3. Organically sound bodies\n4. Good neuromuscular control as represented not only by their reactions to\nmotor activities, but by their quick adjustment to any situation which arises\n5. Standards of living and established ideals, which will make every boy and\ngirl a finer and broader man and woman and not put a few on pedestals and worship\nthem because of records in this and that sport or event\n6. A wise use of leisure time, and the means for using it more wisely.\n\nBut what are objectives without a leader who is convinced heart and mind\nthat those objectives are worthwhile? I take it for granted that we all agree\nthat that leader for girls must be a woman. What qualities must such a\nleader have in order that those objectives be attained by the group which\nshe guides, be it students, office girls, or factory girls? Above all I would\nplace an absorbing enthusiasm for her work and a sense of humor. I am\ntacitly assuming an adequate background of cultural, scientific, and profes¬\nsional training. Perhaps on par with the two qualities already mentioned is\nabsolute fair-mindedness—that is, ability to appreciate the other person’s\nviewpoint, whether that person be one who greatly appeals to her, or one\nfor whom she has a great aversion. Woven into the whole pattern must be\npatience, patience, and more patience.\nWhat shall be the leader’s guiding principles? If she be a person of 1935\nideals her program shall be so planned that it not only furnishes opportunity\nfor each and every girl to participate in some activity, but it shall be so\nattractive that the indifferent ones cannot resist its appeal.\nIf time allowed, it might be worthwhile to go into detail on other essential\nprinciples, but let it suffice to refer you again to the already familiar platform\nof the Women’s Division of N. A. A. F.\nSome specific procedures are as follows:\n1. Development of a leaders’ corps. The primary function of the leaders’ corps\nis to make possible for the student the development of the qualities of leadership in\npractical situations.\n2. An extensive program of intramural athletics. Probably of greatest benefit is\na grouping of students which carries thru the year, and from these groups teams are\nchosen for the various seasonal sports.\n3. Highlight number three is play days. In play days we have a situation par\nexcellence for working out many of our aims; large numbers can participate, the\ngirl of mediocre ability feels that she has her place, and an opportunity is presented\nfor practical application of sportsmanship in a social situation.\n\n"}
{"page": 441, "printed_page": null, "text": "Department of School Health and Physical Education\n\n435\n\n4. Telegraphic competition. This, of course, lacks the stimulation of competition\nin which opponents meet face to face.\n5. Presentation of sports. Every sport has certain fundamentals which are es¬\nsential to its successful performance. It is the problem of every teacher to convince\nher girls that practise on those fundamentals is necessary if they are to attain any\ndegree of skill.\n6. The effect of physical activity upon mental health. Have you ever seen a\ntimid, uncertain individual blossom with new confidence when she found that she\ncould throw the ball as far, or run as fast as some other girl? Desirable attitudes\nwhich will function all thru life may be built up in physical education activities.\n7. Greater use of school gymnasiums, pools, and playgrounds in the evenings\nand over week-ends. We trust that the public will be so awakened to the values\nof the athletic program that adequate financial backing and larger staffs of in¬\nstructors will ryake such a use of facilities possible.\n\nWhat then shall be used as a measuring stick for the success of our\nprogram? Shall it be by games won, records broken, larger audiences at¬\ntracted by spectacular performances, or as Miss Wayman points out, by\nthe type of game the girls play, the way they conduct themselves, the form\nthey show, by their physical condition, by the number who participate, by the\nnumber who improve, and by their happiness, morale, and enthusiasm, and\nmay I add, by the number who use activities learned to occupy their leisure\ntime?\nAVOCATIONAL TRAINING FOR THE NEW LEISURE\nGEORGE W. BRADEN, WESTERN REPRESENTATIVE, NATIONAL RECREATION\nASSOCIATION, PASADENA, CALIF.\n\nIn order to make the new leisure an asset in community life there must\nbe a great increase in facilities, leisure-time training, greatly enriched and\nexpanded programs, and skilled, sympathetic, and highly qualified leader¬\nship. It must be recognized that all people do not seek recreation in the\nsame way and that facilities and programs must serve all ages and conditions\nof people year-round and at convenient centers.\nJohn H. Finley, vicepresident of the National Recreation Association, in\nhis foreword in The New Leisure Challenges the Schools has stated that\nit is a more difficult task to teach men to use leisure rightly than to instruct\nthem how to labor efficiently, and that it is indeed likely that the wise use of\nincreasing leisure may become for the masses as for the few the chief end of\neducation.\nFollowing are ten points to be emphasized in avocational training and\nleisure activities expression:\n1. Nature contacting and nature crafts—Nature lore, Indian lore, camps, hikes,\noutings, nature guiding, nature books, collections, and museums.\n2. Social recreation—Training for right social practises and contacts; the technic\nand management of parties, dances, and dining; the management and control of\nsocial recreation centers; and special planning of social contacts of young people\nof marriageable age.\n3. Physical activities—The culture of the body as a fine art—the Greek em¬\nphasis; physical education as equipment for fine and abundant living rather than\nas a preparation for sports and pastimes which are an end in themselves; the\n\n"}
{"page": 442, "printed_page": null, "text": "436\n\nNational Education Association\n\ncultivation of self-chosen activities which carry over into adult life—dancing,\naquatics, hiking, horseback riding, tennis, Badminton, archery, or golf.\n4. Recreative music—Music for the joy of self-expression thru sound creation—\nbands, orchestras, chorals, harmonica bands, or folk music.\n5. Recreative drama—There needs to be a tremendous expansion of the dra¬\nmatic emphasis which has been too largely confined to' the producing of plays.\nPageants, the major and minor festivals, processionals, pantomines and tableaux,\ndramatized costume parties, shadow graphs, and puppetry.\n6. Rhythmics—Fundamental training in rhythmics—folk, national, athletic, in¬\nterpretative, gymnastic, classical, naturalistic, and social dancing.\n7. The recreative arts of line, color, form, and perspective—Painting, sculpture,\nplastics, relief, and photographic arts.\n8. Handicraft arts—Work in Avood, metal, textiles, paper, leather, and reed,\nraffia, bead, and wire work.\n9. Scientific experimentation hobbies—Astronomical, botanical, efectrical, chemi¬\ncal, aeronautical, and radio. Thousands of boys are tinkering with automotives,\nradio, aircraft, and boat building.\n10. Linguistic arts—Old-fashioned spelling bees, debates, forums, essay writing,\ntopical writing, short story writing, play writing, linguistic arts memory contests\nof familiar literary expressions, and the cultivation of recreational reading.\n\nSchool recreative leisure-time organization and promotion will normally\nbe divided into four parts: (1) required curriculum activities, (2) extra¬\ncurriculum self-chosen activities for those attending school, (3) community\nrecreation activities for youth and adults not in school, (4) the adequate\nmanagement and control of school recreational facilities for self-controlled\ngroups.\n\nSECRETARY’S MINUTES\n\nDenver, Colorado\nBusiness Meeting, Thursday Afternoon, July 4, 1935\nMinutes of the 1934 meeting held at Washington, D. C., were approved.\nA. W. Thompson, president, reported for Secretary James E. Rogers on the\nvarious meetings held during the year by the Executive Committee and other groups\nin handling items of business for the Department between the time of the annual\nmeetings. This report coA^ered the offer of the National Tuberculosis Association\nto underwrite a conference on school health to be held in a location chosen by the\nDepartment and to present such a program as it saw fit to organize. Meetings\nof discussion and of acceptance of this offer were held at New York, Atlantic City,\nand Philadelphia. Mr. Thompson reported on the plans which have been deA^eloped thus far for the holding of this conference in Philadelphia next Novem¬\nber 1 and 2.\nThe Department went on record unanimously in expressing its appreciation to\nthe National Tuberculosis Association for this generous and unlimited offer and\nvoted to accept it. The secretary was instructed to acquaint the officers of the\nNational Tuberculosis Association with this strong feeling of appreciation on the\npart of the Department.\nThe matter of the promotion of girls’ competition in baseball for advertising or\npromotional purposes was presented by George W. Braden of the National Recrea¬\ntion Association. The Department went on record on this matter as follows:\nThe Department of School Health and Physical Education of the Na¬\ntional Education Association calls attention to the policies of the Women’s\n\n"}
{"page": 443, "printed_page": null, "text": "Department of School Health and Physical Education\n\n437\n\nDivision of the National Amateur Athletic Federation and to the standards\noutlined in the report on girls’ athletics as published by this Department.\nIt reapproves the stand taken in these two instances, and asks the cooperation\nof educational and other organizations in making certain that promotion of\nathletic activities is placed on a basis which seeks first the social and physical\nwelfare of the participants and which conforms to the standards mentioned.\nThe Department expressed its pleasure at the opportunity of having had on its\nprogram Mrs. Anna Morris Clark who spoke extemporaneously on the first session\nprogram on Monday, July 1, on “Reminiscences of Physical Education in the Na¬\ntional Education Association Forty Years Ago.” Mrs. Clark is a former director\nof physical education in Cleveland and was the first president of the Department\nof Health\n\nand Physical Training of the\n\nelected to that position in 1895.\n\nNational Education Association,\n\nbeing\n\nShe is now eighty-two years of age and her words\n\nof wisdom and approval for progress made, coupled with\nsprightliness, were a great inspiration to all in attendance.\nThe report of the Nominating Committee was\ndirector of health education, Denver, Colorado,\n\nher enthusiasm and\n\ngiven by Willard N. Greim,\nfor the chairman, James E.\n\nRogers, of the National Physical Education Service, who was unable to be present\nbecause of duties at Los Angeles.\n\nC. C. Wilson of Hartford, Connecticut, presided\n\nduring the consideration of the report of the Nominating Committee. There being\nno nominations from the floor, it was moved, seconded, and carried that the report\nof the Nominating Committee be accepted and that the secretary be instructed to cast\na unanimous ballot for each of the nominees as named. (See Historical Note, p. 430.)\n\n"}
{"page": 444, "printed_page": null, "text": ",\n'\n\n.\n\n■\n\n'\n\n"}
{"page": 445, "printed_page": null, "text": "DEPARTMENT OF\nScience Instruction\n\n"}
{"page": 446, "printed_page": null, "text": "HISTORICAL NOTE\n\nis an outgrozvth of a State\nDepartment of Natural Science Teachers which was organized at a meet¬\ning of the Colorado State Teachers Association in 1894. It was first\nknown as the Department of Natural Science Instruction.\nThe officers of the Department for the year 1935-36 are: president,\nIra C. Davis, , President, University High School, Madison, Wis.;\neastern vicepresident, Mildred M. Fahy, Principal, Amundsen-Von\nSteuben Schools, Chicago, III.; western vicepresident, Charles L.\nHampton, Instructor, Piedmont High School, Piedmont, Calif.; secre¬\ntary, Vesta Hicks, Supervisor of Elementary Science, Board of Educa¬\ntion, Austin, Texas; treasurer, Esther W. Scott, James F. Oyster\nSchool, Washington, D. C.\nThis Department meets once each year, in Jidy. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follozvs:\nThe department of science instruction\n\n1895: 951- 958\n1896: 937- 967\n1897: 916- 958\n1898: 959- 984\n1899:1097-1117\n1900: 592- 608\n1901: 771- 802\n1902: 759- 789\n\n1903:847-895\n1904\\843-896\n1903:781-825\n1906:719-720\n1907:951-957\n1908:965-998\n1909:789-828\n1910:949-967\n\n1911: 939- 992\n1912 -.1153-1193\n1913: 695- 716\n1914: 721- 773\n1915: 995-1028\n1916: 699- 749\n1917: 535- 555\n1918: 295\n\n[440 ]\n\n1919: 289\n1920: 305- 308\n1921: 663- 666\n1922:1239-1265\n1923: 843- 860\n1924: 753- 774\n1925: 598- 608\n1926: 625- 636\n\n1927:583-597\n1928:569-589\n1929:559-577\n1930:529-542\n1931:561-575\n1932 -.467-480\n1933:477-487\n1934:469-479\n\n"}
{"page": 447, "printed_page": null, "text": "A COHERENT SCIENCE TEACHING PROGRAM\nOTIS W. CALDWELL, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N. Y.\n\nA\n\nmay best be built upon those things\nalready proved most useful thru successful experience. Any other pro¬\nposed organization must pass thru scientific experiments like those which\nwould be required of any other scientific venture. There are types of science\ncourses that have proved their worth in attaining some of the accepted pur¬\nposes and in giving a beginning of understanding of science as a way of living.\nThe science of elementary schools is attaining encouraging results. The\ninterests of younger pupils are used in extending their nature acquaintance,\nin performing simple experiments, in guiding toward elementary-science\nreading and writing. Older pupils in elementary schools are beginning to\ngain in appreciation of the easier science principles, and of the ways and at¬\ntitudes that are characteristic of the best scientists. Thru planned studies in\nthe field, farm, industry, museum, library, and press, children are beginning\nto be science conscious. The first steps toward a coherent program are thus\nbeing taken.\ncoherent teaching program\n\nThe early years of the junior high school now use general courses which\nare the product of experimentation of the past twenty years. Practise has\nnot clearly determined the courses for the last year of junior high school,\nbut the tendency is clear. The topically organized general science courses\nof seventh and eighth years seem to lead naturally into the topical general\nbiology course of the ninth year; or these two courses are similarly related\nin the first and second years of the comprehensive four-year high schools.\nWe seem not yet to have made satisfactory plans for seventh and eighth\nyears in schools not on the junior-senior high-school plan. As the science of\nthe elementary grades continues to improve, it is quite possible that its upper\nyears may sometime include much that now finds place in the general science\ncourses of the junior high schools. Indeed, it seems to me altogether logical\nthat what we now call general science may undergo extensive changes, much\nof it finding its way into lower grades. Elementary-school pupils can under¬\nstand much of general science if only we can stop obscuring real elementary\nscience by our adult vocabulary and pedantic terminology about principles,\nobjectives, and procedures.\nI have retained the name biology for the last course in the junior high\nschool. The name is not important, but the underlying idea is. The ele¬\nmentary science and general science courses are foundational. As knowl¬\nedge and ability to work and understand are increased, studies are needed\nthat use the foundation but rise upon it. Previous acquaintance and ex¬\nperience with living things should now be used as the basis for more search¬\ning and more intensive studies of life phenomena and their meanings. The\nNote: A complete report for the Department may be found in the 1935 Proceedings of the De¬\npartment of Science Instruction. Copies may be secured from Esther W. Scott, Oyster School,\nWashington, D. C.\n[441]\n\n"}
{"page": 448, "printed_page": null, "text": "442\n\nNational Education Association\n\nsuccess of general science courses sfiould not mislead us into thinking that\nall science is general, or that the needs of developing minds are served by the\nuse of more and more problems of the same level. It seems, therefore, that\nsome such significant grouping and gradation of topics as indicated by the\nnames general science and general biology are likely to continue in the\ncoherent program. An examination of the proposed three-year general\nscience courses is not yet convincing that there is cumulative and coherent\nrelationship, such as is necessary for attainment of the best educational\nresults, or that there are those coherent and progressive qualities that must\nexist in any worthy coherent program of science education. It may be in\npoint to recall that few, if any, courses that have been developed and taught\nexperimentally for several years, have resulted in recommendations of con¬\ntinuous general science courses running thru the whole high school. Such\nrecommendations have usually come from persons not engaged in teaching\nhigh-school science.\nIf the foregoing observations and thinking are correct, they will have\nfurther bearing upon the other sciences of the senior high school, which\nusually are physics and chemistry. Research developments of recent years\nhave broken down many boundaries between the older physics and chem¬\nistry. It does not follow, however, that a new two-year senior high-school\ncourse will develop called physical science, with the boundaries wiped out.\nA misleading illustration has been used. Physics and chemistry surely need\nreorganization to make them most useful as parts of a coherent program.\nThey have their logical interval relationships, and sensing those constitutes\nan important part of a sound science education.\nDoes any good teacher of senior high-school science fail to desire the\ncoherence of ideas within a senior science subject?\nThis plan for a coherent science program might be regarded as a sort of\nseries of concentric circles. In elementary science we begin with acquaintance\nand interest studies, and in upper grades reduce the number of topics and do\nmore intensive work on those studied. Then, the general science of junior\nhigh school is topical and wide in scope but expects more accurate under¬\nstanding and appreciation of principles than before. Then follow the life\nsciences, more difficult but even more significant than the preceding. This\nleads to chemistry and physics, still more exacting, and needing much reor¬\nganization to make them most useful as parts of this program.\nFor those who later go to college, an orientation college course for all\nstudents at the college level again gives perspective and renewed sense of\nsignificant science. Unless the preceding courses have done their work well,\ncollege students would possess little to orient. Indeed, some freshmen\norientation courses seem to ignore the possibility of previous achievements.\nAre they right in doing so ?\nFollowing the college orientation course for all students, come the special\nscience studies for those who choose them. In graduate school special studies\nare continued, and when finally a student is engaged in a research problem\nof his own, he again calls for all his knowledge of all science, in order to do\nworthy research.\n\n"}
{"page": 449, "printed_page": null, "text": "Department of\n\nScience\n\nInstruction\n\n443\n\nSCIENCE IN THE ELEMENTARY SCHOOLS OF CLEVELAND\nMARY MELROSE, SUPERVISOR OF ELEMENTARY SCIENCE, CLEVELAND, OHIO\n\nHow is the elementary science course of study being made ? In Cleveland\nwe have certain elementary schools designated as curriculum centers. The\npurpose of these is to develop the course of study in the various subjects.\nDoan School is the curriculum center for elementary science. Such a plan\npermits much real experimental work and gives opportunity for the pupils\nto be a dominant factor in curriculum making, and indeed they are in science.\nWe began at Doan by both teaching and exposing pupils to practically the\nentire gamut of scientific topics, principles, and phenomena. From these the\nmost worthwhile materials and experiences are carefully chosen and .devel¬\noped into units with the pupils in a number of classes.\nHow was the science course put into operation thruout the city? This\nwas accomplished by rather a gradual process. Until the science curriculum\ncenter was established, science was not included in the list of subjects for\nelementary schools. In spite of the fact that it was a new subject to them,\nit was begun with much zest and enthusiasm by the corps of teachers selected\nfor Doan School. After some units were worked out, they were tried in\n15 cooperating schools. Teachers in some of these cooperating schools also\nworked together in committees to develop a few units with the pupils in\ntheir classes.\nThere soon came a demand, however, for science in all Cleveland ele¬\nmentary schools. These teachers were directed to begin by teaching only\none or two units during a semester in each grade. The following year two\nmore units were added—and so on. Such a plan gave the teacher time to\nbecome acquainted with subjectmatter in a few units at a time.\nThe science radio lessons also have proved very helpful in putting the\nscience program into action. These lessons constitute an active course for\na certain grade each year. As the broadcasts are weekly, the work for the\nweek is projected for both pupils and teachers. Moreover, various teaching\ntechnics are incorporated in these radio lessons, thus suggesting to the teacher\nsome fundamental methods of teaching elementary science.\nHow many teachers are teaching elementary science? Fortunately, in\nCleveland most of the schools are organized on a departmental basis in grades\n4, 5, and 6. There are 250 departmental science teachers who average four\nclasses per teacher. Thus you can readily realize that practically all uppergrade pupils are taught science by these 250 teachers. There are approxi¬\nmately 850 others who teach one science class only, and most of these are\nin the lower grades. This makes a total of about 1100 who teach one or\nmore classes in science.\nHow much school time is allotted to elementary science ? Science is given\nthe same amount of time as history. Until a definite period of time is allotted\nto science on the elementary-school schedule, the teaching of the subject is\nlikely to be rather indefinite. This is just as true of schools built on an\nactivity program as it is of schools working on a subject basis. A teacher is\n\n"}
{"page": 450, "printed_page": null, "text": "444\n\nNational Education Association\n\nnaturally reluctant to devote much time to science, if by so doing he is\nencroaching upon the time set aside for other subjects.\nWhat instructional materials are used ? Our chief source of informational\nmaterial is in the form of mimeographed units. When we have a unit more\nor less crystallized, both teacher and pupil copies are made and a few copies\nsent to each school. The schools then order as many copies as are needed.\nThen, too, each school is allowed yearly a budget for the purpose of build¬\ning up a library of science books. These are ordered from a carefully selected\nlist of titles that have proved to be the most useful in the various fields of\nscience. As most of these books are for pupils’ use they are kept in the\nscience room. So that these books may be used effectively we have a 102-page\nbooklet called An Elementary Science Readers' Guide, which is an annotated\nbibliography on practically every topic that may be discussed or studied in\nscience. We have just finished the work on a 142-page Readers' Guide Sup¬\nplement which includes references to the more recent publications.\nIs there a science room in every elementary building? Yes, there is a\nscience room in practically all the buildings, altho by no means are they\nall equipped as yet. We have set up standard equipment for a science room.\nIn selecting the furniture that best satisfied our needs we drew up plans\nand specifications to have the furniture made, if catalog items did not serve\nour purpose. Unquestionably we do not want these science rooms to be\nminiature high-school laboratories.\nThere must also be an adequate amount of supplies and simple apparatus,\nfor this beginning of science should be a study of objective material by ob¬\nserving and experimenting, and not merely a reading about it. A small\nsupply budget enables each school to increase its list of supplies every year.\nWhat determines the content of the course of study for each grade? There\nare indeed many factors that enter into the process of determining the science\ncontent for each school grade. For several years we have been carrying on\nintensive research along a number of lines to help us give a rather accurate\nanswer to this problem. I shall mention just one of these. We have been\nstudying pupil interest in four different ways, and I now have data on the\nscience interests of about 50,000 pupils. This is an indicator that must be\nconsidered in charting the course.\nMoreover, we do not include a unit or phases of a unit in which we can¬\nnot devise ways and means of answering the pupils’ questions in that grade;\nwe put it in a more advanced grade. It is our intention to prevent pupils\nfrom using word formulas which they do not understand.\nIf we designate the course as “ science ” there are certain elements that\nmust be incorporated, and some to be avoided. We should not include\nheterogeneous encyclopedic types of information, altho these may be ex¬\ntremely interesting. Rather should the material be organized around sci¬\nentific concepts and principles and set up around learning situations.\n\n"}
{"page": 451, "printed_page": null, "text": "Department of\n\nScience\n\nInstruction\n\n445\n\nTHE PREPARATION OF TEACHERS OF SCIENCE TO MEET\nTHE NEEDS OF THE NEW PROGRAM\nF. C. JEAN, HEAD, SCIENCE DIVISION, COLORADO STATE COLLEGE OF\nEDUCATION, GREELEY, COLO.\n\nIf we subscribe to a continuous, articulated program of science education\nin the public schools, the subjectmatter taught must necessarily cut across\nseveral branches of science. Such a program cannot succeed when supported\nby narrowly trained teachers. Therefore, broadened and socially enriched\ncurriculums for science teachers are imperative.\nBut what should the program of education for a science teacher in gen¬\neral be? Opinions will vary. In the institution which the writer repre¬\nsents, it is held that every prospective teacher in this field should have a\nbasis of general culture. Prescribed courses of from 8 to 12 quarter hours\neach in appreciative literature, art, and music are required. This must be\nsupplemented by a year’s sequence of introductory courses in the field of\nthe social sciences and economics. In the major field it would seem that a\nyear’s sequence of courses in introductory science is desirable. These courses\nshould be organized wholly from the viewpoint of their social value and\nshould, without restraint, cut across the physical, biological, earth, astronom¬\nical, and human behavior sciences.\nProspective teachers of science must establish scientific habits of mind.\nThe most progressive teachers these days are talking about generalizations,\nscientific procedures, and attitudes. One would think that classroom practise\nmust be wholly revolutionized. Strange to say, however, such does not seem\nto be the case. Teachers are giving intellectual assent to new ideas, but\nwhen it comes to pedagogicallv sound methods of achieving these outcomes,\nmost of us are still, like Hansel and Gretel, bewildered in the tall timber.\nWe herald the new criteria as great objectives to be realized; then straight¬\nway go about the task of achieving them in the same old way.\nWhy are teachers in general so uncertain and faltering in evolving meth¬\nods to achieve these outcomes? There may be several factors concerned,\nbut probably the primary obstacle is the way in which they as prospective\nteachers were educated. They were not habituated in the methods of realiz¬\ning these outcomes in their own experience. Most young teachers, either\nconsciously or unconsciously, follow to a very great extent the methods of\nwhat they considered to be their most stimulating instructors. It is only the\nrare genius under present college educational practise who becomes inde¬\npendent when he takes up the work of his profession; who has formed such\nwell-defined standards of judgment that he cuts loose from personal in¬\nfluences of the past and builds up his own method of procedure. In short the\nmost of us are very much inclined to teach as we have been taught.\nWe believe that the most fruitful point at which to attack the whole\nproblem of training teachers for the new integrated course in science edu¬\ncation is in the college classrooms. An acceptable curriculum is not enough;\nthe plan must affect classroom practise as well. May we, then, proceed to\nlist what we believe will constitute desirable classroom procedures in insti-\n\n"}
{"page": 452, "printed_page": null, "text": "446\n\nNational Education Association\n\ntutions which train students for the business of teaching in the public\nschools:\n1. Prospective teachers must recognize the value of facts\n2. Prospective teachers must learn how to generalize on the basis of facts\n3. Prospective teachers must receive practise in valid thinking\n4. Prospective teachers should form some conceptions of attitudes and their\nrelation to behavior\n5. Professionalized courses must be professionalized in fact as well as in name.\n\nUntil we who train teachers begin to make large provision for these con¬\nsiderations in our own classes, we cannot expect to train teachers in general\nwho can instruct others in scientific procedures.\n\nTHE SOCIAL SIGNIFICANCE OF SCIENCE TEACHING\nERNEST E. BAYLES, ASSOCIATE PROFESSOR OF EDUCATION,\nUNIVERSITY OF KANSAS, LAWRENCE, KANS.\n\nThe major problem before this Department is the development of a\nunified course in natural science extending from the kindergarten to the\ncollege. The question of grade placement of materials or topics has already\nbeen discussed. That is important because we must satisfy the psychological\nprinciple of maturation or pacing. But the problem of developing a unified\nscience curriculum cannot be solved satisfactorily, even in a tentative way,\nby giving attention to psychological factors alone. Of equal importance is\nthe question of whether or not particular topics should be included at all—\nwhat topics should be included and what should be omitted. Something\nmore than psychological suitability must be considered in answering such a\nquestion. The social significance of the subjectmatter is a major factor.\nMerely taking the results of statistical studies of what people do in order\nto determine what we should teach them, is one way of recognizing social\nsignificance, but very unsatisfactory. Such a plan means that the school\nbecomes an ally for maintaining the status quo. If, instead, we want the\nschool to aid in shaping human trends, rather than merely following them,\nwe must adopt other bases for determining schoolroom curriculums.\nIn order to be satisfactory, any proposal must seek to produce scientificallyminded students, and must function democratically. Neither autocratic nor\nlaissez faire organization of the classroom will be satisfactory. Our pro¬\nposal is therefore that classroom study deal persistently with challenging\nproblems. This demands a two-phase teaching rhythm: the problem-raising\nphase and the problem-solving phase. The teacher must therefore understand\n(a) problem-raising technics and (b) problem-solving technics.\nThe problem-raising technic is one of unsettling the settled nature of\nsubjectmatter—locating basic conflicts, vaguenesses, and inadequacies in pre¬\nvious behavior patterns or life philosophies. The problem-solving technic is\none of harmonization or integration—formulating beliefs or interpretations\nwhich progressively harmonize an ever-widening area of factual data. Such\na procedure implies a kind of historical or genetic treatment of scientific\n\n"}
{"page": 453, "printed_page": null, "text": "Department of\n\nScience Instruction\n\n447\n\nproblems and avoids, on the one hand, narrow indoctrination, and on the\nother, uncontrolled freedom. This is a plan which causes the science teacher\nto become concerned with the social implications of his subjectmatter, and\nto demand always that problems be viewed in the light of their wider social\nmeanings. No subject which fails to do this merits a place in the public\nschool curriculum.\nSECRETARY’S MINUTES\nDenver, Colorado\nFirst Session, Monday Afternoon, July 1, 1935\nThe following were the speakers and their subjects:\nThe Needs and Provisions fori Universal Science Education, Otis W. Caldwell,\nTeachers College, Columbia University, New York, N. Y.; and General Sec¬\nretary, American Association for the Advancement of Science\nScience in the Elementary Schools of Cleveland, Mary Melrose, Supervisor of\nElementary Science, Public Schools, Cleveland, Ohio\nScience in the Elementary Schools of Austin, Vesta Hicks, Supervisor of Ele¬\nmentary Science, Public Schools, Austin, Texas\nScience in the Elementary Schools of Tulsa, Mrs. Arlyne Morgan, Riverview\nSchool, Tulsa, Okla.\nScience in the Elementary Schools of Denver, Cora M. Myers, Washington Park\nSchool, Denver, Colo.\nElementary Science Needs an Outdoor Laboratory, Esther W. Scott, Supervisor\nof Elementary Science, Washington, D. C.\nThe attendance was about 500.\n\nSecond Session, Tuesday Afternoon, July 2, 1935\nThe speakers and their subjects were as follows:\nTraining Teachers to Meet the New Demands in Science Education, F. C. Jean,\nHead, Science Division, Colorado State College of Education, Greeley, Colo.\nA Basis for the Critical Evaluation of the Present Programs in Junior HighSchool Science, Anita D. Laton, Supervisor of Science, University High School,\nUniversity of California, Berkeley, Calif.\nScience in the Junior High Schools of Rochester, Harry A. Carpenter, Super¬\nvisor of Science, Public Schools, Rochester, N. Y.\nScience in the Junior High Schools of Wyoming, N. S. Stout, Junior High School,\nCheyenne, Wyo.\nScience in the Junior High Schools of Tulsa, Mrs. Lillian Kennedy, Woodrow\nWilson Junior High School, Tulsa, Okla.\nScience in the Junior High Schools of Denver, Helen Roberts, Horace Mann\nJunior High School, Denver, Colo.\nThere were about 550 people present at this session.\nAt the business meeting the report of the Constitution Committee was considered.\nIt was moved to adopt the constitution in its present form and to continue the\ncommittee for another year.\nThe Nominating Committee of which George Eby, was chairman, made its report.\nMr. Eby presided during the voting. Members of the Department commended the\nsplendid quality of leadership shown by the president, Mr. Davis, and cited the\ngain in membership to twenty-seven hundred during the past year. The secretary\nwas instructed to cast a unanimous ballot for the officers. (See Historical Note,\np. 440.)\n15\n\n"}
{"page": 454, "printed_page": null, "text": "National Education Association\n\n448\n\nReception—Banquet and Fortieth Anniversary Celebration\nThis part of the program was under the direction of Ray K. Easley, chairman of\nthe Denver Local Arrangements Committee and F. C. Jean, chairman of the Colo¬\nrado Committee.\nForty years ago, in Denver, the Department of Science was organized, and we\nwere honored to have with us on our program William Triplet of Denver who was\none of the charter members of the Department. William J. Bogan, superintendent\nof schools, Chicago, Illinois, was the guest speaker and Robert J. Niedrach, Col¬\norado Museum of Natural History, showed motion pictures of the wild life in the\nnearby country.\n\nThird Session, Wednesday Afternoon, July 3, 1935\nThe speakers and their subjects follow:\nThe\n\nE. E. Bayles, Associate Pro¬\nfessor of Education, University of Kansas, Lawrence, Kans.\nSocial\n\nSignificance\n\nof\n\nScience\n\nInstruction,\n\nA Basis for the Critical Evaluation of the Present Programs in Senior HighSchool Science, J. H. Jenson, Head, Science Department, State Teachers Col¬\nlege, Aberdeen, S. D.\nScience in the Senior High School of Lafayette, Morris McCarty, Superin¬\ntendent of Schools, Lafayette, Ind.\nScience in the Senior High Schools of Denver, Robert F. Collier, Jr., Director of\nVisual Instruction, South High School, Denver, Colo.\nIntegrated Science Program in the Senior High School, George Eby, Richmond\nHigh School, Richmond, Calif.\nScience in the Senior High Schools of Tulsa, Gabriella Pratt, Central High\nSchool, Tulsa, Okla.\nScience Direction in Tulsa, R. R. Stafford, Director of Science, Public Schools,\nTulsa, Okla.\nThis was also an overflow meeting with about 600 attendance.\n\nExcursion, Wednesday Afternoon, July 3, 1935\nRay Easley, chairman of the Denver Local Arrangement Committee, and F. C.\nJean, chairman of the Colorado Committee, conducted this trip. Private auto¬\nmobiles were generously offered to transport four hundred and fifty of our members.\nCoors Pottery Plant was first visited where a delicious supper was served. Im¬\nmediately after this visit the party was taken to “Lookout Mountain” and\n“ Buffalo Bill Museum.” The cordial hospitality of the Denver teachers and their\nfriends made the fortieth anniversary of the Department of Science Instruction a\ngreat success.\n\n"}
{"page": 455, "printed_page": null, "text": "DEPARTMENT OF\nSecondary Education\n\n"}
{"page": 456, "printed_page": null, "text": "HISTORICAL NOTE\n\nwas established in 1886.\nIt lapsed temporarily in 1924. In 1931 it was revived by the Delegate\nAssembly of the National Education Association at its annual convention\nin Los Angeles.\nThe officers of the Department for the year 1935-36 are: president,\nErnest D. Lewis, Evander Childs High School, New York, N. Yvicepresident, George R. Rankin, Boys Technical High School, Milwaukee,\nWis.; secretary, Ann E. Ryder, Snyder High School, Jersey City, N. /.;\ntreasurer, L. Denzil Keigley, Chester S. Morey Junior High School,\nDenver, Colo.; regional directors: Robert IV. House, Director for\nSouthern Region, Salem High School, Salem, Va.; Alvin H. Hanson\nDirector for Midwestern Region, Rufus King High School, Milwaukee,\nWis.; Grace Kenehan, Director for Intermountain Region, Chester S.\nMorey Junior High School, Denver, Colo.; Grace M. Davis, Director for\nPacific Region, Modesto High School, Modesto, Calif.; Augustus Lud¬\nwig, Director for Eastern Region, Pershing Junior High School, Brook¬\nlyn, N. Y.\nThis Department meets once a year, in July. Facts relating to the estab¬\nlishment of this Department, its revival, and the record of meetings are\nfound in earlier volumes of proceedings as follows:\nThe department of secondary education\n\n1886: 21\n1887:393-442\n1888 -.401-433\n1889-.497-533\n1890:613-655\n1891:615-687\n1892:333-373\n1893:177-242\n1894:743-794\n\n1895:579-635\n1896:557-619\n1897:644-699\n1898:664-700\n1899:601-817\n1900 -.428-453\n1901:565-604\n1902 -.455-492\n1903:429-486\n\n1904 -.473-536\n1905:423-479\n1906:633-636\n1907:521-710\n1908 -.577-667\n1909:479-522\n1910:443-533\n1911:555-657\n1912:663-765\n\n[ 450 ]\n\n1913:469-499\n1914:445-488\n1915 -.723-753\n1916:517-574\n1917:253-284\n1918:177-189\n1919:195-204\n1920 -.209-230\n1921:667-678\n\n1922 -.1267-1293\n1923: 861- 880\n1924: 775- 802\n1932: 481- 492\n1933: 489- 506\n1934: 481- 492\n\n"}
{"page": 457, "printed_page": null, "text": "THE DEAN LOOKS AT YOUTH PROBLEMS OF TODAY\nDOROTHY C. STRATTON, DEAN OF WOMEN, PURDUE UNIVERSITY,\nLAFAYETTE, IND.\n\nT\n\nhe major problems of every generation of youth have been well stated\n\nby Hollingsworth. They are: choosing a vocation, gaining independence\nfrom the home, establishing friendly relationships with the opposite sex with\nthe eventual objective of marriage, and building a philosophy of life. Each\nof these problems is changed by the present social and economic conditions.\nYouth may choose a vocation but be unable to make progress in pre¬\nparing for it because of lack of funds. He may finish his preparation and\nthen find no opportunity to use his training. He is hampered in gaining\nindependence from the home because he cannot become economically inde¬\npendent and for the same reason cannot establish a home of his own. He is\nbewildered in his attempts to formulate a working philosophy by the incon¬\nsistencies in his social environment.\nThe most important problem of youth is to develop an integrated per¬\nsonality unhampered by fear and distrust. The effects of the present social\nsituation are to shake youth’s sense of security both in itself and in the older\ngeneration, to give youth a sense of not being wanted, of not being needed,\nand to cause youth to question the merit of our whole social structure.\nYouth is frustrated in all its attempts to find an outlet for its energies. The\nincrease in juvenile crime shows the price a society pays which does not\nmake provision for the employment of youth in some constructive pursuit.\nSchools are taking steps toward meeting some of the problems by modi¬\nfying curriculums, emphasizing the value of extracurriculum and leisure¬\ntime activities, appointing personnel officers of various kinds to assist youth in\nchoosing a vocation. The larger body of society must solve the problem,\nhowever, of providing places for youth. The important question is not\n“ What will it cost to give youth opportunity to work or study? ” but “ What\nwill it cost not to provide it? ” When we as a nation are committed to the\npoint of view that the conservation and development of our human resources\nis our first responsibility, definite plans for meeting specific problems will\nbe found.\nTHE HIGH-SCHOOL PRINCIPAL LOOKS AT YOUTH\nPROBLEMS OF TODAY\nJAMES A. CHALMERS, PRINCIPAL, SENIOR HIGH SCHOOL, FITCHBURG, MASS.\n\nToday we find young people in four general groups: first, children of\nparents who still have sufficient means to send them on to college or make it\npossible for them to continue higher education until working opportunities\npresent themselves; second, children whose parents can and do provide them\nwith room and board, but are unable or unwilling to continue the responsi[451]\n\n"}
{"page": 458, "printed_page": null, "text": "452\n\nNational Education Association\n\nbility beyond that point; third, children whose parents are dependent on\nsome one of the different relief agencies and who are themselves subject to\nthe discouragement and temptations of idleness; and fourth, children of\nthose parents who cannot or do not support them and who turn them out\nto shift for themselves. All of these, even the first class, must be considered.\nHundreds of thousands, perhaps millions, in these groups are seeking the\nanswers to the following questions: What are we going to do? What are\nthe opportunities ahead of us? How can we take care of our health? What\nare the provisions for outdoor exercise and recreation ? What hobbies can\nwe develop ? What can we do to fill in all our leisure time ? Where can we\nlearn what we need to learn about clothes, dress, good social behavior ? How\ncan we secure information with regard to city administration of public\nhealth and public works, in taxation, in government, and the fundamentals\nof politics?\nOur young people are not going to sit around with their hands folded.\nWe must provide them with work. Their energy must be directed into\nright channels. There is no dam big enough or strong enough to hold back\nforever the quantity of water that comes down the river banks—at some\ntime or other the accumulating force will escape over and around or under¬\nneath the dam—will undermine and destroy it. And so, surely the dam of\ninactivity which has blocked the progress and desires of the young people\nof today must be opened and the flood of energy must be directed in the right\nchannels, or the pent-up accumulated vitality will spread out and around our\npresent civilization until much damage has been done.\nChanges are already very apparent, not only in the economic standing,\npolitical organization, but in the home and family as well. It is true the\nschools have not kept pace; there are a great many young people whom we\nin the high schools are not equipped to help. Many times we have forced the\npupil to adapt himself to the school. He can take it or leave it and to our\nsorrow many have left it rather than stay and take it. The school must\nadapt itself to the pupil; help him adjust himself to our present mode of\nliving; help him to readjust himself forward, not backward.\nReorganization is in progress. The high school will do its part. The\n“ little red schoolhouse ” did not color its graduates with the color of the\nbuilding; neither will the school of today ever give a high-school pupil\nanything but the best that it is capable of teaching.\nI have great confidence also in the good judgment, clear thinking, the\nability, and great common sense of the young people of today. The reorgani¬\nzation in which they are taking part will lead us to greater strength, health,\nand happiness.\n\n"}
{"page": 459, "printed_page": null, "text": "Department of Secondary Education\n\n453\n\nHOW MUCH FLEXIBILITY IN SECONDARY EDUCATION\nIS NEEDED IN THE FACE OF YOUTH\nPROBLEMS OF TODAY?\nSAMUEL E. FLEMING, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nSEATTLE, WASH.\n\nA few years ago employment was a safety valve in secondary education.\nBoys and girls who found the curriculums irksome received a ready wel¬\ncome from employers. The fact that 50 percent or more of their students\nshort-circuited thru emergency exits did not disturb high-school tycoons\none bit. Under all of the conditions probably boys and girls showed good\njudgment in transferring their center of education from the high school to\nthe counting house or factory.\nYouth cannot look to business and industry to take him in any more after\nhis school fails him. Secondary education has realized this and has yielded\nsome of its artificialities. It has gone partway at least to meet youth in its\ntrying crisis of emerging young manhood and young womanhood.\nHow far should it go? The whole way, I would answer, or until every\nnormal young person of secondary-school age finds an opportunity to suc¬\nceed in high school. With help youth can be trusted to make his own cur¬\nriculum in school every bit as much as he can be trusted to select what he\neats or the companions with whom he associates.\nThe dunce’s cap of the schools of yesterday would be no more out of line\nin secondary education than is the curriculum which presumes to dictate in\ndetail what young people shall study. Just as much out of line also is motiva¬\ntion based upon fear of failure.\nYouth should be able to count on two friends who understand him and\nwill take him as he is. One should be his home, the other his school. What¬\never flexibility is needed to this end is the measure of the flexibility which\nmust be effected in secondary education.\n\nCREATING CHARACTER VALUES THRU\nHIGH-SCHOOL EDUCATION\nREVEREND VERE V. LOPER, FIRST PLYMOUTH CONGREGATIONAL CHURCH,\nDENVER, COLO.\n\nI\n\nThe major factors in the creation of character values in high-school edu¬\ncation are the teacher and the regular routine life of the school. We have\ntried a great many short-cuts to character. They have value as minor con¬\ntributions, but they must be the supplement and not the substitute for a\nschool and a staff of teachers whose whole spirit is constantly creating rather\nthan destroying character.\nThe extracurriculum activities of the schools have their value. Hi Y’s,\nGirl Reserves, honor societies have some contribution to make if they are\ndirected with the greatest care. But in the end character must shine in its\n\n"}
{"page": 460, "printed_page": null, "text": "454\n\nNational Education Association\n\nown light and be expressed in every aspect of life. It cannot be separated\nfrom life and taught as an academic subject with any great success. Even\nwhen it is taught or created in one situation, it does not necessarily carry\nover to other situations. It must be created and expressed at every point of\nschool life rather than taught at one point.\nThe school system can help the teacher by properly setting the stage for his\neffort. The first requirement is a superintendent who is intelligent and con¬\ncerned about the character education movement which is sweeping thru our\nschools. He will see that a community plan is built which in turn will be\nadapted to each school. This plan will provide for an increasing use of sys¬\ntems of marking which give credit for all significant intellectual effort rather\nthan depend solely on getting the correct answer. It will provide tasks for\nwhich each student is adequate and see that he is assigned to them. It will\nintroduce the student to the complex actualities of society and help him to\nbuild those character values which he needs to live helpfully and happily\nin his world.\nThe teacher however is always the central figure in the building of char¬\nacter. Every teacher is constantly engaged in creating or destroying char¬\nacter, no matter what subject he teaches. Several factors contribute to mak¬\ning him a positive force. The major requirement is that he shall be a person\nof character himself. He cannot give that which he does not have. He\nmust be absolutely fair to all students in spite of his personal reactions to\nthem. He must set and maintain high standards in all departments of school\nlife under his leadership. To his fine character, he must add a love for young\npeople. They blossom morally and spiritually under his friendly under¬\nstanding. He will teach boys and girls rather than academic subjects. His\ntechnical equipment, methods of teaching, knowledge of society, and per¬\nsonal experience have character implications.\nThe schools can only conserve the character which they have created by\ngoing ahead of young people into society to help build a social order in\nrecreational activities, home, church, economic life, and international affairs\nwhich will increase and not destroy such character as has been built.\n\nA COMMISSION PLAN FOR YOUTH\nC. S. MARSH, ASSOCIATE DIRECTOR, AMERICAN COUNCIL ON EDUCATION,\nWASHINGTON, D. C.\n\nThe American Council on Education, Washington, D. C., is setting up a\nCommission to study comprehensively all the problems in the care and edu¬\ncation of American youth. To make this study possible the General Educa¬\ntion Board has granted to the Council a sum of $100,000 a year for five\nyears, with an additional sum of $300,000 for special projects which the\nCommission may develop during 1935-36.\nThe director of the American Council on Education, George F. Zook,\nformerly United States Commissioner of Education, is now selecting the\n\n"}
{"page": 461, "printed_page": null, "text": "Department of Secondary Education\n\n455\n\nmembers of the Commission. They will take up their duties with the Com¬\nmission in the autumn.\n“ The existence of defects in the current provisions for the care and\neducation of American youth does not mean that the American educational\nsystem as a whole is either misdirected or impotent. There is far more that\nis good than bad in the provision which America now makes for its youth.\nHowever, social and economic changes have made necessary an immediate\nadjustment of our schools to a new situation. The available results of con¬\ntrolled research and the present practises of numerous outstanding educa¬\ntional institutions suggest types of procedures which, put into widespread\neffect, would go far toward remedying the existing defects. Yet no agency\nexists which can capitalize and extend the good practises, integrate all the\npresent contributions, or stimulate new contributions in fields hitherto un¬\nexplored. It is believed that both the public and the great majority of\nworkers in the field are anxiously seeking a solution to this situation.”\nRecognizing the situation, therefore, the Commission will undertake:\n1. To collect and coordinate important available data bearing on the protection,\nguidance, and education of American youth\n2. To promote needed investigations in important fields thus far unexplored, or\nexplored only partially\n3. To develop—and, as conditions might require, progressively to revise—basic\nplans for the education and protection of American youth, in agreement with the\ngoals which seem best to fit American ideals, conditions, and institutions\n4. To cooperate with all agencies and instrumentalities dealing with the youth\nproblem, in order that a united front may be presented in attacking the common\nproblems\n5. To encourage the translation of these plans into definite action.\n\n“ From the outset of the proposed project the Commission should main¬\ntain contact with state departments of education, welfare agencies of various\nkinds, institutions for the training of workers with youth, heads of altruistic\nand commercial organizations concerned with adolescents, and with both\neducators and laymen who hold influential positions. The purpose of these\ncontacts should be partly to secure advice and suggestions and partly to keep\ninfluential persons and organizations continuously informed so that they\nmay understand the project and lend their aid in securing popular and pro¬\nfessional consideration of the recommendations which will eventually result\nfrom it.”\nGERMANY AND ITS YOUTH\nGEORGE NORLIN, PRESIDENT, UNIVERSITY OF COLORADO, BOULDER, COLO.\n\nThe Hitler revolution in Germany was and is primarily a youth move¬\nment. Whatever wholehearted enthusiasm Hitler commands is, mainly, the\nenthusiasm of youth. The older generation submits or acquiesces, but youth\nacclaims and youth is the motive power.\nThe appeal of Hitler to German youth is not difficult to explain under\nthe circumstances.\n\n"}
{"page": 462, "printed_page": null, "text": "456\n\nNational Education Association\n\nIn the first place, fanaticism—and Hitlerism is avowedly a fanaticism—\nfinds readiest lodgement in minds not anchored in experience or steady habits\nof thought.\nFurthermore, youth in Germany was desperate, without security, without\nprospects. It was a £< lost generation.” Hitler promised this generation a\nplace in the sun, and proceeded to huild out of it a hrown-shirt army which\nat its strongest numbered some 2,500,000 young men.\nAgain, account must be taken of the fact that for 5^outh especially the\nglory of Germany had departed. In 1914 Germany was the proudest nation\nin Europe. From 1918 on, Germany lay prostrate in the dust. Defeated,\nhumiliated, disarmed, Germany was virtually a subject nation. There was\nsome enthusiasm for the republic which replaced the empire, but, generally\nspeaking, the republic was regarded as an alien thing put upon the German\npeople. All the glitter of imperial Germany was gone, the parade and\npageantry of a military people. Nothing had taken its place but drabness.\nThere was no color or brightness for the eyes of youth to seize upon.\nThe result was that youth withdrew itself from the main currents of the\nnation’s life and turned back upon itself, seeking to squeeze out of life\nwhat pleasures and satisfactions it might still hold. The old moral impera¬\ntives were swept away, and youth, for the most part, drifted unhappily\nhither and yon upon a tide of animalism, to discover in the end that the\nlicense of shallow epicureanism left only dust and ashes in the mouth. The\nlost generation remained lost, more lost than ever, and yearned for someone\nto tell them where to go. The Hitler fanaticism not only called them back\ninto the nation’s life, but was weighted with certain moral austerities and\nimperatives which appealed to those who had grown disenchanted with\nthe fruits of liberty and license. They had overthrown the Commandments\nand trampled upon them only in the end to cleave to one who could say\n“ thou shalt ” and “ thou shalt not.”\nWhen there are imperatives to be heeded without question, when the\nsocial conscience sets up standards which are felt as mandatory, moral con¬\nduct is largely a matter of habit and life goes smoothly and comfortably.\nBut when these standards are broken down, when we are thrown back upon\nourselves, with no anchorage or harbor anywhere, when we have to ask\nourselves, perplexedly at every turn, Shall I do this? or, Shall I do that?\nlife becomes a bewildering, exhausting mess, and we are apt to feel like one\nwho enlists in the army in order that he may be told when and what to do.\nAt any rate, something like this has happened in the case of German\nyouth, and that is one reason why youth hails Hitler and welcomes his\ncommands.\nWhat, then, are the imperatives, the commandments, of Hitlerism? First\nof all, Thou shalt have no other gods before Adolph Hitler.\nThe second commandment is, Thou shalt not look upon a Jew as a brother;\nthou shalt hate him as thine enemy.\nThe fourth commandment to the German people is, Thou shalt believe\nthyself superior to all other races and nationalities.\n\n"}
{"page": 463, "printed_page": null, "text": "Department of Secondary Education\n\n457\n\nThe seventh commandment is, Thou shalt give thyself heart and soul\nto the German Reich.\nI have not time to complete the table of Nazi commands. I touch only\nupon the salient articles in the Credo which the Nazis have set up in what\nthey term their “ nationalization of truth ”—truth made in Germany for the\nsalvation of Germany. In that Credo is nothing new. It is a new phe¬\nnomenon only in the thoroness and ruthlessness with which it is pressed\nupon the people. One may not take it or leave it at will. There is terrorism\nbehind it and the most powerful propaganda which the world has ever\nknown. Schools and universities, newspapers, magazines, books, the radio,\nthe theater—all the instrumentalities which contribute to the formation of\nthe national mind are conscripted by the government to spread the gospel of\nthe New Dawn to the end that sixty-five million Germans may be made to\nfeel and think and act as one man.\nDay and night that propaganda pervades the atmosphere like a gas. Willy,\nnilly, one breathes it in. The older generation lives in two worlds, the old .\nand the new. It has an anchorage in an older tradition, and has its misgivings\nand reservations about what is now going on. But youth lives in one world\nonly, and it is amazing how youth is swept along by the powerful tide of\nthe moment.\n\nYOUTH AND THE PRESENT CRISIS\nGEORGE D. SMALL, KANSAS STATE TEACHERS COLLEGE, PITTSBURG, KANS.\n\nThere is a current tradition in America today to the effect that we have\nnever experienced a well-organized, socially conscious youth movement.\nStudents of history will brand this tradition as a fallacy. For America, con¬\ntrary to prevailing opinion, has experienced two youth movements which\nhave been influential factors in setting the general pattern of American life.\nI refer to the Revolutionary War and the development of the West.\nThe revolt of youth which was widely heralded from 1920 to 1925 was\nthe third great effort on the part of youth in America, but failed before it\nreached the movement stage. It failed largely because American youth\nwas not trained to accept wide social responsibility.\nToday we are experiencing another revolt of youth which has developed\nquietly and without the ballyhoo which marked the youth revolt which oc¬\ncurred between 1920-25. People in general approach this new revolt from\ntwo viewpoints: (1) those who attribute a Messianic quality to youth; and\n(2) those who review their efforts with a great deal of skepticism.\nThe first group contend that youth naturally possesses the abilities and\nqualities of mind which are needed if we are to solve the problems which\nthe crisis has thrust upon us. The following qualities are usually listed as\nthe special attributes of youth for this important task: (1) an attitude of\ndetachment which permits them to look at our presentday problems in an\nunbiased, scientific manner; (2) a capacity for assimilating and adjusting\nthemselves quickly to new ideals and new conditions of life; (3) educational\n\n"}
{"page": 464, "printed_page": null, "text": "458\n\nNational Education Association\n\nadvantages which have qualified them to accept and interpret the scientific\ndemands of our age; (4) they are more internationally minded than their\nelders; (5) they are more likely to avoid standardization and thus avoid\nprejudices and complexes which sway the older mind; (6) the ability to\nenlist themselves to the emotion of an ideal. There is no question, the\nidealists maintain, but that these qualities endow youth with a special social\ndestiny.\nThe second group, which we have designated as the skeptics, maintain\nthat youth is not socially responsible. Their skepticism has developed from\nthree sources:\n1. The record of European youth groups. This record, they maintain, reveals\nthat the mass of youth so far as it was active and articulate, stood for the absolute\nstate against the cooperative commonwealth, autocracy against democracy, the\ndemagog dictator against representative institutions. There is a likelihood that\nAmerican youth, unless it is more thoroly trained in social responsibility, will\nfollow the same course.\n2. The apparent confusion with which youth approaches life which has given\nit an attitude of indifference and purposelessness. This confusion is evidently a\ngeneral characteristic of American life and should not be attributed to youth\nalone.\n3. The fact that youth lacks historical perspective. Because of the transition\nperiod which we are now passing thru, youth is largely divorced from the traditions\nof American democracy.\n\nThe unprecedented task of training youth to be a worthy member of its\nown generation, rests almost entirely with the schools of our nation.\nTogether then, youth and education become the two unknown quantities\nwhich we must utilize if we are to adjust ourselves successfully to the new\nera into which we are just emerging. To borrow a phrase from Walter\nPitkin, both youth and education are presented with “ the chance of a\nlifetime.”\nSECRETARY’S MINUTES\n%\n\nDenver, Colorado\nFirst Session, Monday Afternoon, July 1, 1935\n“ The High School and Youth Problems of Today ” was the theme of two gen¬\neral meetings and eleven round-table conferences held by the Department of\nSecondary Education. The first of the general meetings, that of July 1, was held\nat the East High School. The addresses were all valuable and stimulating.\nAfter the addresses the general meeting broke up into round-table conferences\nin which papers were read followed by discussions as to the manner in which each\nof the curriculum subjects may contribute to the solution of youth problems. These\nround-table conferences were held in conjunction with either another department of\nthe National Education Association or a national association of subject teachers;\nthus the round-table conference on health and physical education was a joint\nconference of the Department of Secondary Education and the Department of Health\nand Physical Education of the National Education Association, and the round-table\nconference on English was a joint conference of the Department of Secondary Edu¬\ncation and the National Association of Teachers of English, etc.\n\n"}
{"page": 465, "printed_page": null, "text": "Department of Secondary Education\n\n459\n\nSpecial Session, Tuesday Afternoon, July 2, 1935\nA special session was held on the afternoon of Tuesday, July 2. Representatives\nof high-school teachers associations met with representatives of the National Con¬\ngress of Parents and Teachers to consider joint action in connection with the solu¬\ntion of youth problems of today. Forty persons assembled at this meeting and sug¬\ngested the appointment of a joint committee. This suggestion was referred to the\nbusiness meeting of the Department. The leader of the discussion was Mrs. J. K.\nPettengill, vicepresident of the National Congress of Parents and Teachers. The\npresident of the Department of Secondary Education presided.\n\nBusiness Meeting, Wednesday Afternoon, July 3, 1935\nThe business meeting of the Department of Secondary Education was called to\norder at 4:45 p. m. on the afternoon of July 3 in the East High School. In the\nabsence of Ann Ryder, secretary, Frederick Houk Law of the Stuyvesant High\nSchool, New York City, was appointed secretary pro tem. The minutes of the\nprevious sessions of the Department in Washington during July 1934 were read\nand approved. The report of the treasurer and the report of the president concern¬\ning the activities of the Department during the year were also read and approved.\nThere were several definite items of business transacted.\nThe president was authorized to issue ten notes of fifty dollars payable annually\nwithout interest in acknowledgment of the indebtedness of the Department of Sec¬\nondary Education to the High School Teachers Association of New York City. This\nindebtedness was incurred in connection with the establishment of the Department\nin 1931.\nA temporary membership was added to those already in existence which should\nbe known as an “ affiliated membership.” Open to this new membership were highschool teachers associations and kindred educational organizations, membership\ndues to be ten dollars and membership carrying with it the transmission to the\ngroup of all publications of the Department, mimeographed or printed.\nIn connection with the youth project being formulated by the United States Office\nof Education, the following resolution was adopted: “That we endorse the plan\nformulated by the United States Office of Education under the chartership of\nFred J. Kelly of that office, for the guidance, recreation, education, and work of\nyouth, to be administered under the direction of the educational institutions of the\ncountry, and that copies of such endorsement be submitted to Mr. Kelly and to the\nResolutions Committee of the National Education Association.”\nThe president was authorized to appoint a committee to be made up of representa¬\ntives of the National Congress of Parents and Teachers, representatives of the\nDepartment of Secondary Education, and representatives of student high-school\ngroups to study the problems of youth and to make helpful suggestions whereby\nparents and high-school teachers may jointly contribute to the solution of youth\nproblems. The annual election of officers and regional directors for 1935-36 com¬\npleted the business meeting. (See Historical Note, p. 450.)\nNote: Abstracts of the subjectmatter round-table conferences held at the Denver\nmeeting by the Department appear in Secondary Education for September, 1935.\n\n"}
{"page": 466, "printed_page": null, "text": "(\n\n.\n\n'\n\n-I\n\n.\n\n■ ni./’.bfi ‘i'f ot ,rf)UOX«\n\n.\n\n■\n\n‘\n\n"}
{"page": 467, "printed_page": null, "text": "DEPARTMENT OF\nSecondary School ^Principals\n\n"}
{"page": 468, "printed_page": null, "text": "HISTORICAL NOTE\n\nwas organized in\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 1935-36 are: president,\nHarrison C. Lyseth, Supervisor of Secondary Education, State Depart¬\nment of Education, Augusta, Maine, first vicepresident, Willard N.\nVan Slyck, Principal, Boswell Junior High School, Topeka, Kans.;\nsecond vicepresident, M. G. Jones, Principal, Union High School,\nHuntington Beach, Calif.; executive secretary, H. V. Church,\n5835 Kimbark Avenue, Chicago, III.; executive committee : Charles F.\nAllen, Supervisor of Secondary Education, Board of Education, Little\nRock, Ark.; K. J. Clark, Principal, Murphy High School, Mobile, Ala.;\nOscar Granger, Principal, Haverford Township High School, Upper\nDarby, Pa.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\nThe department of secondary school principals\n\n1887:393-442\n1888:401-433\n1889-.497-533\n1890:613-655\n1891 -.615-687\n1892:333-373\n1893:177-242\n1894 -.743-794\n1893:579-635\n1896:557-619\n\n1897:644-699\n1898:664-700\n1899:601-817\n1909:428-453\n1901:565-604\n1902 -.455-492\n1903:429-486\n1904 -.473-536\n1905:423-479\n1906:633-636\n\n1907:521-710\n1908:577-667\n1909 -.479-522\n1910:443-533\n1911:555-657\n1912:663-765\n1913:469-499\n1914 -.445-488\n1915:723-753\n1916:517-574\n\n[462]\n\n1917: 253- 284\n1918: 177- 189\n1919: 195- 204\n1920: 209- 230\n1921: 667- 678\n1922:1267-1293\n1923: 861- 880\n1924: 775- 802\n1925: 450- 477\n1926: 637- 652\n\n1927:599-677\n1928:591-650\n1929:579-632\n1930:543-595\n1931:577-620\n1932:493-524\n1933:507-530\n1934:493-512\n\n"}
{"page": 469, "printed_page": null, "text": "IMPLICATIONS OF PRESENT TRENDS IN THE\nHIGH-SCHOOL PROGRAM\nA. J. STODDARD, SUPERINTENDENT OF SCHOOLS, PROVIDENCE, R. I.,* AND\nPRESIDENT, DEPARTMENT OF SUPERINTENDENCE, NATIONAL\nEDUCATION ASSOCIATION\n\nT\n\nvery important and significant developments have taken place\nin the high schools of the United States within the last twenty years.\nIn 1910 only about one in seven of the boys and girls of high-school age\nwas in school; today approximately two out of every three are in school.\nThis great upward movement in the average age at which children leave\nschool has caused or been accompanied by two very important changes in\nthe curriculum of the high schools: (1) the number, type, and variety of\ncourses of study have been expanded far beyond the college preparatory\nwork of the past; and (2) the high school is coming to be regarded as an\ninstitution designed to serve the educational needs of a period of life of all\nyoung people, rather than a cumulative step in the educational ladder for\na selected few of the total age group.\nIt is logical to assume that further discoveries in science will result in¬\ncreasingly in keener competition for labor, with the elimination of employ¬\nment for those below the adult period of life. Advancing social attitudes\nagainst child labor will produce legislation barring youth from gainful\nemployment. As society becomes more and more complex and the duties\nof citizenship become more involved, the period of training of the individual\nmust be lengthened. In fact, there is much evidence to warrant the growing\nbelief on the part of many educators that the compulsory school age will\nsoon be raised very materially, possibly to twenty-one, in the next decade\nor two. Any tendency in this direction will necessitate a further expansion\nof the curriculum to meet a more definite extension of the range of indi¬\nvidual ability. As a larger proportion of boys and girls of high-school age\ncontinue in school many of them will be unable to comprehend much of\nthe present curriculum or to profit greatly even from an exposure to it.\nGreater adjustments to individual capacities for learning will be neces¬\nsary and the formality of the present program must be modified to meet\nindividual needs. No one can predict surely the extent or the direction of\nthese curriculum trends. However, it is very probable that the courses\nwill range in difficulty from the academic college preparatory work of the\npast to the development of simple skills and fundamental attitudes that are\nconcerned directly with the business of living. Careful research will be\nrequired to discover the variety of needs that these young people will have\nin the types of life that they will represent. The problem of the mentally\nunderprivileged must be met and it is probable that the meeting of those\nhree\n\nNote: Material presented at the Atlantic City meeting appears in full in “ Proceedings of the\nNineteenth Annual Meeting, 1935.” Department of Secondary School Principals Bulletin No. 55,\nMarch, 1935. Chicago, Ill.: the Department.\n\n[463]\n\n"}
{"page": 470, "printed_page": null, "text": "464\n\nNational Education Association\n\nneeds will force more attention to another neglected part of the school\npopulation, the mentally gifted.\nIt is likely that the high school of the future will be more closely con¬\nnected with the life of the community. Somehow the young people under\ntwenty-one years of age must be more definitely prepared for the duties of\ncitizenship which they are to assume later. Ways must be found in which\nthey can participate more definitely during their peroid of training in school\nin the life of their community, both from a social and civic standpoint.\nThere is no legitimate reason for delaying all opportunities for social and\ncivic responsibility until the age of twenty-one has been reached and then\nexpect the young man or young woman to assume suddenly those obligations\nand discharge them with credit. Many young people of high-school age\nare just as capable of carrying on certain types of community service as are\nthe adults. It is only common sense to furnish this training under the\nleadership of the schools rather than leave it to chance, as is now very\nlargely the practise.\nThe high school of the future will include a greater emphasis on those\nphases of education that are directly related to the pursuit of happiness,\nsuch as art, music, dramatics, and those many other forms of participation\nand appreciation that contribute to the abundant life. Specific vocational\ntraining may constitute an important part of the program for certain types\nof individuals, but it is more likely that occupational civics and vocational\nguidance, based upon a broad knowledge of industrial and professional\nactivities, will constitute the program for the majority.\nThe enlarged program of service will necessitate a more extensive use of\nthe high-school plant and will probably lead to a lengthening of the highschool course. The present high-school period of three or four years is\nhistoric rather than logical in origin. The high-school student in the future\nwill attend whatever period of time is necessary for him to receive the\npreparation that is needed in his individual case. Most of the students will\nprobably attend until twenty-one years of age. Such a period of training\ncould be defended more easily than the arbitrary limit that prevails gener¬\nally at the present time.\nIn other words, the high school of the future will include that type and\nrange of training necessary in preparation for adequate participation in the\nduties of citizenship and, at the same time, provide an enriched opportunity\nfor living during those years immediately preceding adult life.\nTHE HARMFUL EFFECTS OF PROPAGANDA AND\nTHEIR AVOIDANCE\nARTHUR M. JORDAN, PROFESSOR OF EDUCATIONAL PSYCHOLOGY, UNIVER¬\nSITY OF NORTH CAROLINA, CHAPEL HILL, N. C.\n\nChanges are capital situations on which to bring to bear thought processes\nof the highest kind and yet, in most cases, we are compelled to muddle\nalong too often led astray by the sound instead of the substance. There\nare many, many causes for our failure to think thru problems to a more\n\n"}
{"page": 471, "printed_page": null, "text": "Department of Secondary School Principals\n\n465\n\nreasoned and more efficient conclusion. The problems themselves may he\nso complex that the ordinary man who attempts to solve them at all finds\nthem too difficult. He closes up like many a high-school boy in the presence\nof an original in geometry; and yet when sincere men have themselves\nthought thru these problems many of them may be made understandable.\nThe difficulty may lie in the preoccupation of the ordinary citizen with his\ndaily “ petty trafficking in small creeks ” to such an extent that thinking\nabout anything becomes hard. I believe the most important cause of\nall is the wilful distortion of facts which may be designated propaganda.\nThis paper has no commerce with that more savory word “ propaganda ”\nwhich is closely allied to education, hut with that word “ propaganda ”\nwhich wears a “ halo ” of emotion and ready-made opinions, which Dewey\nthinks is partly responsible for our “ era of bunk and hokum.” It is about\nthat type of propaganda which keeps us hating before and during wars,\ncauses us to vote rather blindly on important matters, and wear and eat\ncertain things, rather than others more desirable.\nProbably at no other time is there such an opportunity for propaganda\nto be more effective than in war times. In the time of war the sources of\ninformation are under the control of the government. Only those bits of\ninformation favorable to the home government are allowed to get to the\npublic. During a war it is essential (1) that animosity of the whole com¬\nmunity be mobilized against the enemy, (2) that friendly relations be\nmaintained among the allies, (3) that as much news as possible favorable\nto our side get to neutrals so that they will come in on our side or else\nremain neutral, and (4) that everything possible be done to divide the\nenemy so that their morale will be broken.\nIt is clear that the essence of propaganda consists in studying what each\nimportant group would like and then controlling the news so that these\ndesires are met. Furthermore, since men unite in emotion, the aim is to\narouse the common bond of feeling. To bring about conviction it is always\nbetter to get the truth as far as possible and to use actual happenings in\ncase they occur. During the World War a great deal was done to get the\nhome folks to hate the enemy. Germany’s disregard of her treaty with\nBelgium, her rather ruthless U-boat campaign, and her execution of Edith\nCavell were facts pounced upon and greatly magnified. Probably the most\nsubtle propaganda and that to be most feared is the type which is built\nup out of partial facts. Some of these facts are withheld, some are over¬\nemphasized, others are twisted slightly from their original meaning.\nIn peace times, when the sources of information are open to all, the\npropaganda must be more carefully and subtly managed, nor can it ever\nreach the universal acclaim accorded to such procedures in war time.\nCompetition among claims which beset the individual so divides his thoughts\nthat some have argued that if all propaganda were given free play it might\nnot be harmful. This would be satisfactory if all articles could have the\nsame financial backing and could thus employ the same advertising experts.\nToo frequently the inferior article is advertised and sold the most. The\nsecond point of objection concerns the type of claims set forth. As in war\n\n"}
{"page": 472, "printed_page": null, "text": "466\n\nNational Education Association\n\ntimes, no attempt is made to arrive at the truth about salable objects, but\nonly to magnify the best features.\nFrom the campaign of art in the case of Ivory soap to that of “ See your\ndentist twice a year ” of Pepsodent, propaganda is everlastingly with us,\nstimulating our emotions, conditioning our fears, appealing to our desires\nfor security, beauty, elegance, advancement, satisfactory home, and an\nexcited love life. But there are other areas of life where propaganda is\npossibly more baneful than in business.\nMany organizations in the United States are attempting to use propa¬\nganda as a medium of social control. Whatever be the aims and purposes\nof these organizations, some of their technics approach very closely the type\nof undesirable propaganda being described here. In many cases they arouse\nemotions for their cause by appealing to the love of country, to love\nof a particular church, to racial and group antagonisms, and the sanctity of\nthe home.\nUp to the present in this paper I have tried to point out the need for\nthinking clearly about the problems of modern times. One of the main\nreasons for this lack of clearness in thought lies in the manner in which\nsupposedly serious events are presented. That type of appeal which relies\non emotions, gives only one side of important questions, and twists the\nfacts by emphasis or omission, I have called propaganda.\nIt is the contention of this paper that if our future citizens really are\nto make progress in the solution of these problems they must (1) be taught\nto weigh and evaluate evidence and develop critical attitudes all thru their\nhigh-school courses. This has been amply emphasized during the last few\nyears. (2) They must be taught the technics of propaganda itself. After\nall, there is far from universal transfer of training from one situation to\nanother, and technics gained in one body of evidence might not be clearly\napplicable to a new situation. On the other hand, the earmarks of propa¬\nganda are easily recognizable, and the technics used are easily accessible.\nI confess that since working on this paper I have become more highly\nsensitive to the influence of propaganda and more keenly aware of its\npresence, where before it would not have been recognized. Fortunately\nsome of these procedures have already been tried out and published by\nW. W. Biddle in Propaganda and Education in the Teachers College\nseries at Columbia University.\nDr. Biddle prepared nine lessons called “ Manipulating the Public ”\nwhich were used experimentally to teach resistance to organized autistic\nthinking. In these lessons the main points of propaganda were explained\nand illustrated. Before and after these experimental lessons in propaganda\nwere taught, tests were given differing from the propaganda lessons in\nnature and offering an opportunity to apply in principle these experimental\nlessons to lifelike situations in which propaganda was used. The scoring\nin these end tests had been previously determined by obtaining the mode\nof the judgments of 24 competent persons; while the customary control\ngroups were provided for, the lessons were taught under customary class¬\nroom situations by the teacher in charge. The results were clear-cut and\n\n"}
{"page": 473, "printed_page": null, "text": "Department of Secondary School Principals\n\n467\n\nstatistically reliable as judged by the strictest canons of statistics and showed\nthat the teaching of propaganda in even a few lessons produced a measur¬\nable transfer effect to the recognition and analysis of situations when\ndifferent material was used. A knowledge of the technics of propaganda\nat least in this experiment did bring about a more sensitive response to its\npresence. Those who were gullible at first made the most improvement.\nThose who failed to gain did so because they were already critical in their\nthinking. One of the control groups gained because they, on their own\naccount, were engaged in making a critical study of American history.\nSome of the comments on the second application of the test series to the\nexperimental group were interesting. One would say, “ This is all bunk,”\n“ The writer is trying to appeal to our emotions,” “ This is propaganda,”\nor “ This article is full of atrocities.”\nForty-two percent of the experimental group showed definite improve¬\nment. Thirty-one percent more showed an improvement in critical attitude,\nand twenty-seven percent remained unchanged.\nWhen we teach the lives of great men as if they were totally devoid of\nerror, or the policies of the United States as always being right, or bring\nup our children to follow uncritically the faith of our fathers, or to admire\neverlastingly the Republican or Democratic party, we are developing those\nhabits of mind which fatten on propaganda.\nThe presence of propaganda has been demonstrated. Like the poor it\nwill always be with us. It is my reasoned opinion that somewhere in the\nhigh school there should be introduced a study of the technics of propa¬\nganda and the universality of its presence. Illustrations could be had near\nat hand for purposes of analysis and study. When this is done thoroly and\ncritical attitudes and skepticism taught in all classes possibly we can arrive\nat a point where we shall not be so greatly influenced by the vaporings of\na Huey Long, a Father Coughlin, or be led astray by Ku Klux Klans or\nother organizations of that ilk.\nFACING THE FUTURE IN SECONDARY EDUCATION\nRAYMOND A. SCHWEGLER, DEAN, SCHOOL OF EDUCATION,\n\nUNIVERSITY OF\n\nKANSAS, LAWRENCE, KANS.\n\nA reasonably useful and stimulating forecast in the field of secondary\neducation must concern itself with a number of disparate problems. It\nmust not only emphatically and clearly illuminate the most probable future\ngoals of secondary education, steering carefully between the rocks of fanatic\npropaganda and of sterile devotion to a traditional past, but it must also\nsuggest the correlated changes which these envisioned goals imply in such\nmatters as teacher training, the curriculum, the method, and the final\nevaluations of student achievement. It will also be necessary to point\nbriefly to some of the factors that are likely to impede the developments\nwhich we forecast.\nThere is then, in the first place, the problem of the changing goals of\nsecondary education. Whether one follows Dewey or Bode, or listens to\n\n"}
{"page": 474, "printed_page": null, "text": "468\n\nNational Education Association\n\nthe commonplace voice on the street or at the luncheon club, the fact is\nclear that there is a growing distrust in the magic of traditional subjectmatter with its inevitable maze of unrelated, stridently competing depart¬\nments, each lifting a supercilious eyebrow at the pretensions of the others.\nThere is growing scorn for the ponderous patter of the specialist, and an\nincreasing demand for the straightforward recognition of the fundamental\nfact that the core and soul of every valid educational program is the de¬\nvelopment of the power to live wholesomely and happily. The day is com¬\ning, it may soon be clearly here, when developed human personality and\nsmoothly efficient human function in all of their kaleidoscopic complexity\nwill be recognized as the lodestar of all that bears the name of secondary\neducation. The center of the secondary-school universe will shift from the\ncurriculum to the attempts of the adolescent organism to master the art of\nliving.\nOnly at intervals, and we seem now to be on the verge of such a period,\ndo we rediscover the fundamental fact that the real goal of education is\nnot psychological paint and feather, but a robust, wholesome, well-oriented,\nintelligent, socially adequate, skilful, and emotionally efficient human being.\nThis, in our moments of sanity, we all recognize to be the true goal of\nsecondary education—in truth, of all education. Approached from this\nangle, however, secondary education finds itself confronted by a novel, per¬\nhaps even startling, collection of problems.\nThere is first the problem of the achievement of a rugged vigorous body,\nand the maintenance thruout life of radiant health. Surely no problem\ncan present a more fundamental challenge to education than this, nor is\nthere one that is more certainly the concern of every teacher! Tomorrow\nit will be so recognized, and instead of thinking of physical education as a\nhardly tolerated step-child of education, and as the handmaid of low-brow\nathletics, we will capture it, develop it in the best light of physiology and\nanatomy and biochemistry, and will practise it as indeed the ancients are\nsaid to have done. Health and well-being will be one of the cornerstones\nof the new secondary education. For what shall it profit a man, tho\nhe read all the books of Vergil, and master all the figures of Euclid, and\nin so doing, lose his health?\nSecond, there is the problem of an intelligent mastery of the forces and\nrealities of nature which restlessly surge around us. The new curriculum\nwill consciously seek to interpret nature to the learner, and to provide\npractise in its practical exploitation and control. The new approach to\nnature will be based on human needs and on the problems and practises\nof an active present world. There will be not less stress on learning about\nnature, but more on what to do about what you know. Such an approach\nwill break down departmental barriers, for nature does not present herself\nin the isolated garb of chemistry, or of physics, or biology, but rather in\nthe form of intricate patterns of forces and processes in action; and he\nwho would be at home with nature must learn to meet her as she is, rather\nthan as she is pictured between the lids of the specialist’s textbook.\nBut adolescent man must live not only face to face with nature, he must\nlearn to get along with his fellowman. He must learn to understand the\n\n"}
{"page": 475, "printed_page": null, "text": "Department of Secondary School Principals\n\n469\n\nmotives and hungers both of himself and of his neighbor. He must appreci¬\nate the intellectual processes and the emotional tensions which are at the\ncore of man’s behavior. He must discern the nature of man’s evasions and\ncompromises with reality, his yearnings and compensations. He must dis¬\ncover the immense values of the congregate as contrasted with the solitary\nlife, and must learn how graciously, gladly, and wholeheartedly to take\nhis place in the social scheme. He must learn to do these and many other\nthings, not by being told about them, but by doing them in the broad labora¬\ntory of the school and of life, for the goal of education is the mastery of\nthe art of life.\nSomehow, too, the new education will succeed in the now unmastered\nart of emotional integration. Instead of ignoring and belittling values,\nwe will sensitize the adolescent learner to the beautiful and the good and\nthe true wherever they occur. We will lift man above the clod, and pro¬\nvide him with an armor of defense against the deadening routine of a\nrelentless machine age.\nThere is reason to believe that the new approach will be based much\nmore generally on the psycho-biological tensions of the learner than is now\nthe case. It is quite probable that the new method will start with the\nlearner’s readiness to learn rather than with the teacher’s readiness to teach,\nand that it will select its technics and approaches increasingly from this\npoint of view. In the first place, such a method depends for its success on\na mastery of the art of developing and maintaining a state of tension, i. e.,\nof interest, which few of us now possess. Whether it be the infection of\nexample, or the more positive method of using the learner’s suggestibility,\nwe will learn how to arouse and maintain interest as we have not done\nhitherto.\nIt is probable, too, that the emergent method will make larger use of real\nfacts and life experiences rather than of words about these facts. Teachers\nwill be increasingly advisers and counselors, as they now are in good gradu¬\nate schools, instead of drivers. The pupil will come with his problem and\nwill be referred to available books and staff-specialists, and will finally\npresent his problem solution to that teacher who chances to be his appointed\nguide.\nThe counseling service of the new type school will concern itself not\nonly with the development of the ability to interpret experience in terms\nof known science, but it will concern itself with problems incident to the\nintegration of personality. Teachers will be expected to note the first signs\nof such difficulties, and to refer them to proper experts for adjustment.\nThe touchstone of value for every phase of teaching will probably ulti¬\nmately be the question: “What will the doing of this thing do to the\ndoer? ” Mere parrotting of information will be abandoned. The goal will\nbe power to meet life and to participate freely, helpfully, and happily in\nits events.\nAnother aspect of the now-developing system of secondary education is\nworthy of attention. It is more than probable that the new school will\nabandon the current methods of topical testing, and will insist that the\n\n"}
{"page": 476, "printed_page": null, "text": "470\n\nNational Education Association\n\nonly real test of sagacious knowledge is to be found in doing. The capacity\nto meet life intelligently will be erected into a crucial test.\nThere remain now to be briefly considered a number of questions which\ninevitably occur to him who has followed us to this point.\nFirst, there is the inevitable problem of the relationship of secondary\nschools to universities, colleges, and other so-called institutions of higher\nlearning. These institutions have for centuries maintained more or less\nrigorous entrance requirements which in standardized and regimented\nform have exerted an all but compelling power upon the framework and\npractise of secondary schools. What will the new secondary education do\nabout these entrance requirements? The answer is twofold: First, these\ninstitutions have abundantly demonstrated within the past thirty years their\nresponsiveness to pressure from the secondary school. Thirty years ago\nmost if not all high-grade institutions insisted on Latin as a condition to\nentrance, and many insisted on Greek as well. Today, few or none mention\nGreek, and those who mention Latin advise rather than demand it. Hav¬\ning gone this far, the universities have demonstrated ability to go farther.\nIn the second place, we modestly submit that the output of the new type\nsecondary school need have no hesitation in facing any entrance examination\nwhich a university is likely to set. The candidate not only knows, but\nknows that he knows, and the examination instead of being a terror to him\nwill be a welcome opportunity to demonstrate that he does know. There\nis scant likelihood that the inertia of higher education will long prove an\neffective barrier to the further wholesome development of the secondary\nschool. In any case, the function of universities will be immeasurably aided\nwhen their student bodies consist of honest, mentally alert, well-adjusted,\neager searchers for the higher truth.\nSecond, there is to be faced the far more serious problem of teaching\nstaffs to carry on the new type of program. Tradition dies hard both in\nthe daily practise of a profession, and in training schools for the professions.\nThe fate of the “ reorganized secondary school ” and of the junior high\nschool demonstrates what happens to a brilliantly conceived program when\nit is entrusted to the hands of staffs which have neither comprehension of\nnor sympathy for it. The saving element in the situation is the fact that\nthe transition from the old to the new is already under way, that it will\nnot come as the result of convulsive revolutionary upheavals, but as the\nresult of slow and normal growth. One thing is certain, and that is that\nwhen we have finally developed the type of teacher who will succeed in\nthe new-type school, he will know far more about the intricacies of human\ngrowth and function, more about physical and mental and social hygiene,\nand infinitely more about the divine art of guiding and inspiring nascent\nlife than the typical teacher knows today. And, as a bit of solace, may we\nsay too, that this new-type teacher will be recognized, respected, and often\nrevered by those who are served as the minister used to be, and as the doctor\nnow is, not for what he pretends to be, but for what he actually is: a human\nengineer.\n\n"}
{"page": 477, "printed_page": null, "text": "DEPARTMENT OF\nSocial Studies\n\n"}
{"page": 478, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of social studies zvas formerly the National Council\n\nfor the Social Studies and zvas 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 1935-36 are: president,\nEdgar B. Wesley, University of Minnesota, Minneapolis, Minn.; first\nvicepresident, Roy O. Hughes, Director, Department of Curriculum\nResearch, Board of Education, Pittsburgh, Pa.; second vicepresident,\nElmer Ellis, University of Missouri, Columbia, Mo.; secretary-trea¬\nsurer, Bessie L. Pierce, University of Chicago, Chicago, III.; advisory\ncouncil: Mary G. Christie, Department of Social Studies, North High\nSchool, Denver, Colo.; Harley S. Graston, Department of History,\nWoodlazvn High School, Birmingham, Ala.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1926:653-663\n1927:679-695\n\n1928:651-654\n1929:633-642\n\n1930:597-606\n1931:621-632\n\n[ 472 ]\n\n1932:525-532\n1933:531-536\n1934:513-519\n\n"}
{"page": 479, "printed_page": null, "text": "A BACKGROUND OF SIGNIFICANT INFORMATION\nRUTH WEST, LEWIS AND CLARK HIGH SCHOOL, SPOKANE, WASH.\n\nF\n\nacts are not fashionable in the social studies, but are needed to preserve\n\ncivilization. They furnish youth with a picture of the society in which\nhe finds himself and give him some explanation of how we got this way.\nThey give him a greater variety of vicarious experience than he could ever\nacquire in person. By giving him evidence of constant change in the past,\nthey help to dispel his fear of social change and furnish him with a sounder\nbasis for evaluation and discrimination in adjusting himself to rapidly\nchanging social relationships.\nFacts are the best preventive of prejudice. They should help youth to\nbe on his guard against deliberate propaganda—to know why he holds his\nopinions, and to keep his mind open to the reception of new facts.\nAll facts are not equally important1—the choice of significant facts is a\nproblem to be solved by joint efforts of teachers and students. We cannot\nbe sure what will be the most significant facts tomorrow, but a technic of\nfact finding, together with frank recognition of the fact of social change\nand a readiness to accept new facts even if they upset his most cherished\nopinions, may be the most important contribution the social studies can\nmake to the youth of today.\nA SOCIAL, ECONOMIC, AND POLITICAL PHILOSOPHY\nBEN G. GRAHAM, SUPERINTENDENT OF SCHOOLS, PITTSBURGH, PA.\n\nAs the entire structure of civilized life rests upon the development of the\nsocial, intellectual, and moral values of childhood, as the progress of any\nnation depends upon this development of the intelligence of its citizens,\nAmerica’s youth must be educated for an intelligent participation in Ameri¬\ncan life. Toward this enlightened citizenry, the social studies have the most\nto contribute for they are the studies that beyond all others develop those\nunderstandings and attitudes that make for better living together in societal\nrelationships.\nIf all the boys and girls in our high schools are given the idea that citizens\nought to know something about the systems of government which obtain\nin the United States, what the duties of the various officials are supposed to\nbe, and what qualifications a person ought to have before he is elected to\npublic office, our governmental bodies in the future might prove to be less\nincompetent than they sometimes have been in the past. Therefore, our\npupils should be made aware of great political, social, and economic changes\nas they take place. How they think is more important than what they think.\nThey can be taught how to think far more successfully by considering an\nunsolved current problem than by studying the results of the thought\nprocesses of a past generation. A political controversy challenges the best\nthinking of our country for its solution. Pupils in our high schools will\n[473 ]\n\n"}
{"page": 480, "printed_page": null, "text": "474\n\nNational Education Association\n\nfind one of their best opportunities in learning to think by studying these\ncurrent problems that are pressing upon us.\nThe contribution of the social studies, so far as political philosophy is\nconcerned, thus stands revealed. We must turn out citizens of the next\ngeneration who have more interest in political issues, problems, and per¬\nsonalities, more intelligence of the political variety; better political leaders\nand more followers who know the qualities that the superior political leader\nmust have; more knowledge of and respect for law to the end that we may\nnot be described, and accurately, as the most lawless nation on the earth.\nIn the formulation of an economic philosophy the social studies can be of\ngreat value if from the classrooms emerge students aware of economic rela¬\ntions and their immediate and remote consequences; with the knowledge that\nin our society people have divergent ideals and attitudes; that there is both\neconomic conflict and cooperation; that economic conditions give rise to\ndifferent solutions. The ability to acknowledge the existence of a problem\nand then in an open-minded manner to set about solving that problem,\nexamining one’s own attitude and changing or developing it by study of\nactual economic situations, would make students better equipped to enter\ninto and participate in the solutions of the country’s needs.\nPossibly the greatest opportunity for the social studies is to build morale\nin the children—to give them the right social outlook. How, without our\nhelp, can young people build a satisfying philosophy of life for this com¬\nplex and changing world? How else can they distinguish between funda¬\nmental and superficial values? How, otherwise, can they acquire courage\nand avoid cynicism? If ever children needed moral and spiritual guidance\nit is now. They need to see a way out, when all doors seem closed before\nthem. They need perspective with which to evaluate the wholesome and the\nsordid in every realm of life. They need ideals and purposes, larger than\nthemselves, to which they can give allegiance and devotion. Since we cannot\nimprove living by merely teaching life as it is, why not teach it by capitalizing\nthe worthwhile and facing frankly the shortcomings with a determination\nto change them? Acceptance of this position, from the point of view of\npractise as well as theory, implies that the school must take a broader view\nof its educational responsibilities and potentialities than it now has.\nIn conclusion, let me say, the social studies will contribute to a political,\neconomic, and social philosophy by molding our student body into a group of\nideal American citizens—citizens who will know that progress in the sense\nof human welfare is not inevitable but depends upon the intelligence we\nbring to bear on the solution of problems that face us; that the progress of\nscience and industry has vastly changed the terms in which our social prob¬\nlems are expressed; that antiquity alone is not an index of efficiency or\ndesirability; that political organization is necessary; that the problems which\nconfront us are essentially social and economic—citizens who will cooperate\nin social solutions—citizens who will desire to work for the common good,\nto show responsibility, tolerance, and a respect for personality.\n\n"}
{"page": 481, "printed_page": null, "text": "Department of Social Studies\n\n475\n\nAN INSPIRATION TOWARD WORTHY CHARACTER AND\nGOOD CITIZENSHIP\nGEORGE W. ROSENLOF, UNIVERSITY OF NEBRASKA, LINCOLN, NEBR.\n\nThe statistics of crime and juvenile delinquency in America; the almost\ndaily round of newspaper accounts of malfeasance and dishonesty in offices\nof high estate; the evidence on every hand of social and moral disintegration\namongst all classes of people in our land; and the ever-increasingly complex\nproblems confronting law enforcing agencies and those charged with meting\nout punishment to offenders against law, order, and decency in the United\nStates stand as a challenge to those of us who have been entrusted with\nresponsibility for the right education of the youth that have been heretofore\nor are now enrolled in our schools.\nThe unfortunate circumstances of life—those things that represent today\nthe failures of and in society and that have occasioned such unexampled\nlosses economically, politically, socially, physically, and morally call out to us\nas never before to set for ourselves new tasks and responsibilities, to enlarge\nthe sphere of our usefulness as teachers, counselors, and leaders, and to\nprovide youth with new inspirations and encourage these youth to aspire\nto become the fit representatives of an ideal form of democracy in a changing\nworld order.\nWe can be certain of this that whatever may be the nature of the indi¬\nvidual as to his character or conduct or his citizenship ideals, he is what he is\nby reason of certain hereditary and environmental factors. On the one hand\nwe have certain fundamental and basic determiners of character, and on the\nother we have the environmental stimuli to conduct. “ Heredity determines\nthe individual’s basic capacities and fundamental urges and drives, while en¬\nvironment determines the application of his capacities and the specific ways\nin which his desires are satisfied.” As to the relative importance of each, no\none is yet prepared to speak with certainty, altho evidences are tending more\nand more to reveal that environmental influences are the more important.\nFirst of all, let it be noted that the social studies are unique as agencies\nfor character building and citizenship training in that their very nature\ninvolves a consideration of social relationships. We do not, or at least cer¬\ntainly should not, present the social studies merely as factual information.\nThe sequence of events in history, the form and structure of government,\nthe theory and principles of economics and sociology while in and of them¬\nselves are of great importance factually, have a far greater significance than\nthat.\nSuch an objective or purpose for the social studies requires the revamping\nof whole technics, method, and procedure in the classroom. It requires that\ninstead of a “ re-citation ” of subjectmatter contained within the textbook,\nor references used and an intermittent testing of knowledge memorized and\nretained, that we shall focus attention upon a consideration of social situa¬\ntions existent in life and society in and out of the school, interpreting these\nin terms of their influence upon individual pupils and groups of pupils.\n\n"}
{"page": 482, "printed_page": null, "text": "476\n\nNational Education Association\n\nAgain such a purpose or objective for the social studies will require that\nthe teacher be an individual who in every sense of the word represents in\nhis own personality those elements that are conducive to the establishment of\nright ideals of conduct and behavior.\nThere is no doubt that the character of the teacher is a most important, if\nnot the most important, factor in the right development of youth. Unless\none’s mode of living and one’s attitudes toward life or philosophy of life\nare in accord with the best known ideals of life, he cannot hope to render a\nfull measure of service in this regard.\nA teacher of the social studies must be one who has drunk deeply at the\nfountains of life, who has come to know in an intimate manner the sig¬\nnificance of life in all of its varying circumstances, and who appreciates not\nalone the stern realities but something of the sentient influences of idealism\nthat must be the experience of all who would truly lead in making life\nricher and more wholesome. Such a person is not confined to academic\ncloisters and constantly associated with the factual materials of his library\nor study. He lives out in the world and knows life as it is and gives to that\nlife something of the richness of personality and the fullness of experience.\nPoetic you say, and idealistic? And why not? The world is cold and awaits\nthe fires of Prometheus.\nIt is thus that I would view the responsibility and the high privilege of the\nteacher of the social studies. Given a curriculum wholly in accord with\nmodern conceptions of what a curriculum should contain and how it should\nbe organized, and given a teacher of training who possesses the best knowl¬\nedge and information relating to the most effective technics of instruction\nand methods of procedure, and given those qualities of personality and fine\ncharacter, there is no reason to doubt that our program of the social studies\nmay become indeed an inspiration for character and citizenship.\nWHAT THE SOCIAL STUDIES HAVE DONE FOR ME\nHUGO N. ESKILDSON, JR., NORTH HIGH SCHOOL, DENVER, COLO.\n\nHere in Colorado with the mountains so near at hand there is a passage\nfrom the Psalms of David which means a great deal to us. “ I will lift up\nmine eyes unto the hills from whence cometh my strength.” Just as our\nmountains stand out from the plains, so has my study of the social subjects\nstood out above all my other school work.\nHistory has become one of the highest and strongest of the peaks in my\nSocial Studies Mountain Range. Without history to guide us, we would\nstill be floundering in the experimental stages. As it is, we may look to his¬\ntory and find parallels of our problems with remedies and effects of such\nremedies to guide us in choosing the best way out of our difficulties.\nA way to study history, which I believe to be even better than the chrono¬\nlogical order, is the topical form of study. I find that I like it much better\nthan when such events are merely sandwiched in with the other events\nof the chronological period.\n\n"}
{"page": 483, "printed_page": null, "text": "Department of Social Studies\n\n477\n\nThe ever-pressing need for making a living easily explains the presence of\neconomics in my Social Studies Mountain Range. A knowledge of business\nprinciples and fundamental economic laws is an almost imperative requisite\nto obtaining the foothold from which to climb on to success in the business\nworld. Not only should the person intent upon entering business have the\nstudy of economics as a background but also every person who has the wel¬\nfare of governmental policies at heart should have an economic background\nfor intelligent action.\nAtop Long’s Peak in my Social Studies Mountain Range I would place\nsociology. If every man, woman, and child in America should have at least\na survey course of sociology, this would be a better world to live in because\nin our everyday social contacts we would find ourselves being more tolerant\nof the other person. Racial prejudice, too, I believe, would vanish as men\nstudied concerning their mutual problems with the desire to master them.\nTolerance for the insane would increase their chances of regaining mental\nhealth and, in short, the entire world would proceed as a single working\nunit, striving for the good of all rather than for just John Doe’s welfare.\nThis, of course, is slightly idealistic but I believe that by educating the\nfuture generations in the social subjects, at least a semblance of this Utopia\ncan be reached.\nRECENT EXPERIMENTATION IN SOCIAL\nSTUDIES TEACHING\nELENE M. MICHELL, STATE TEACHERS COLLEGE, SAN FRANCISCO, CALIF.\n\nExperimentation has been forced upon the secondary schools since they\nhave become the landing fields for youths in their ’teens, many of whom\nhave no interest in education for itself.\nRecent experiments center about courses in “ social living ” in which\nsocial science content is, most commonly, merged with literature and com¬\nposition, but sometimes music, art, science, and mathematics are also in¬\ncluded. Thus suffrage appears not as a mere fact in political science, but\nas a matter of personal experience and attitudes, of learning in terms of oral\nand written expression, of the mathematics involved in statistical graphs,\nof music in campaign songs, and so on. The purpose is to provide learning\nexperiences in entirety, not as fragments separated by subject lines, and to\nbuild attitudes and habits that are socially valuable.\nThe new plan occupies from one to three hours a day, for a single term\nor for two years. Many high schools in California are offering such classes\neither as alternatives to the traditional courses or in substitution for them.\nSan Francisco, Oakland, Redwood City, Chico, Los Angeles, and Santa\nMonica are among the cities in which some classes in the public schools\nfollow the new plan.\nTho adequate equipment should be a fundamental part of an experi¬\nmental program, the lack of classroom libraries is noticeable; in some cases\nthe teachers themselves have supplied additional reading material. In a\n\n"}
{"page": 484, "printed_page": null, "text": "478\n\nNational Education Association\n\nrecent survey two schools received commendation for the libraries in their\nsocial science classrooms—the Washington High School, Pasadena, Calif.,\nand East High School, Rochester, N. Y. In each of these schools, wide\nreading of accepted authorities has become an integral part of the class work.\nIt is not yet possible to evaluate the success of the effort to develop social\nattitudes and habits. Some mistakes are undoubtedly being made but there\nis stimulation in the challenge hurled at the traditional content of standard\ncourses. Improved instruction should result as the high school changes its\nemphasis from subject specialization to the social adjustment of the indi¬\nvidual. However, the superior teacher has always striven to achieve both of\nthese outcomes.\nA PRACTICAL PROGRAM FOR THE SOCIAL STUDIES\nJOHN A. SEXSON, SUPERINTENDENT OF SCHOOLS, PASADENA, CALIF.\n\nIn proposing a practical program for the social studies, looking toward a\nsolution of youth problems, the school administrator must interpret the\nwords, “ practical program,” to mean such a program as may be introduced\ninto, and consistently maintained thruout, a public school system for such\na period of time as will permit measurable results to accrue. Such a pro¬\ngram involves due consideration for adult opinion outside the school, and an\nappraisal of the professional training, ability, and experience of the teaching\nstaff, a survey of available facilities and materials for teaching and studying,\nand an intelligent understanding of youth, both as individuals and as a part\nof such a society as that in which they live today.\nMy first suggestion would be that the program be shaped in the light\nof the needs of the individual pupil, and that an effort be made to under¬\nstand the individual, and to meet the problems of the individual. Emphasis\nin the social studies has been placed too exclusively upon group tendencies,\ngroup trends, and group problems.\nThe social science program should be evolved in the light of general\nprinciples. These may be stated, as follows:\nAll life is a process of growth, and the school if it is to serve child life\neffectively must embody that essential characteristic of life. It must also be\ncomprehensive, touching life at all angles, and it must be developed around\nthe child, both as a present and a future member of society as the central\npoint of interest. Since we live in a democratic social order, our school cur¬\nriculum must be based upon and exemplify democratic principles and proc¬\nesses in the method of development, in content, and in its application in teach¬\ning procedure. In harmony with these principles, the program should make\npossible a continuous, progressively coordinated series of experiences which\nshall be in keeping with presentday philosophy of education, and which shall\nbe a vital and meaningful part of the everyday life of the youth in our\ncurrent civilization, enabling them more fully to organize, integrate, and\ninterpret all their life experiences, and increasingly achieve a continuous re¬\nconstruction of experience, or growth.\n\n"}
{"page": 485, "printed_page": null, "text": "Department of Social Studies\n\n479\n\nIn setting up these experiences for the elementary school, the general\nobjectives to be kept in mind are health ; citizenship ; practical efficiency; selfexpression ; enrichment of undirected time; and world-mindedness.\nAt the secondary level the specific objectives for social science, which have\nbeen formulated on the basis of the general objectives for secondary educa¬\ntion, are health; command of the fundamental processes needed for further\ngrowth ; growth in vocational fitness and avocational resourcefulness; citizen¬\nship, cooperation, leadership, followership, self-dependence, and worldmindedness ; and maximum character development.\nSix major functions of society upon which the social science program must\nnecessarily be based are the following:\n1. Conservation of life, liberty, and property\n2. Production and consumption of food, shelter, and clothing\n3. Transportation of goods, services, people, ideas\n4. Recreation\n5. Expression of esthetic impulses, such as art, music, and literature\n6. Religion.\n\nAny program of the social studies that hopes to be effective in the solu¬\ntion of youth problems must transfer the emphasis from institutions to these\nfunctions which society necessarily maintains. An administrator proposing\nthe above type of life activities learning program will realize that such a pro¬\ngram is not instituted in a school system at a single moment, or continuously\nfrom the kindergarten thru the junior college in the course of a single effort.\nSuch a program will start out by the appearance in certain classrooms of\nactivities directly related to traditional subjects of the school curriculum\nwherein the teacher will select certain types of activities and employ them\nmerely as a basis for the motivation of the subjectmatter already selected.\nIn the course of time, this practise will pass over into one in which the\nactivities are related to certain criteria apart from the regular subjects, and\nthe curriculum will be built around the selected activities retaining the\nessentials of the fundamental subjects worked over into the new classroom\nprocedure.\nFinally, in a few of the better rooms under the guidance of the better\nteachers, there will be found a third type of program in which the activities\nare selected in direct relation to the interests and activities of the learners,\nand where the relatively less important traditional curriculum viewpoint\nwill have been successfully embodied in an integrated program of the higher\ntype. It is absurd to conclude that any rigid prescription of grade level\nactivities is absolutely essential to an effective program based upon such\nprinciples as those above outlined.\nIt is a basic assumption that the American ideal of the “ good life ” em¬\nbodies the ideal of the greatest welfare and happiness of the masses, and that\ntrends and choices in our rapidly changing American life, in its economic,\nsocial, and political, and its national and international aspects should be\nstudied in their relationship to this American ideal. This ideal of the “ good\nlife ” is not to be conceived of as a static condition fully visualized at any\ntime, but as a dynamic, growing concept which embodies the finest life mean16\n\n"}
{"page": 486, "printed_page": null, "text": "480\n\nNational Education Association\n\nings evolved out of past and present human experience and which will con¬\ntinue to take on new meaning with new experiences. This concept of the\nAmerican ideal is the basic criterion for the choice of curriculum materials\nand for the determination of instructional methods.\nMAKING THE PROGRAM FIT THE NEEDS OF\nINDIVIDUAL PUPILS\nMARY\n\nM.\n\nBALCH,\n\nSAFFORD\n\nJUNIOR\n\nHIGH\n\nSCHOOL,\n\nTUCSON,\n\nARIZ.\n\nThose who claim that the program already fits the needs of individual\npupils are clinging to a phantom. The crux of the question lies in the\ninterpretation of the word “ needs.” Certainly it does not mean surrender¬\ning to the whims of children. What every individual needs is competence\nin handling each phase of his life: his job, his home-membership, his recrea¬\ntion, his civic life.\nThis paper is a challenge directed against the inadequacies of presentday\nschooling to equip youth with the competences they need, particularly in\ncivic and economic fields. High-school graduates, for the most part, are\nintellectual kindergartners when it comes to dealing with current problems.\nTeachers have emphasized “ imparting facts ” at the expense of far more\nimportant goals: socialization and ability to handle controversial topics\nwhich are the very essence of our public life. We must arouse interest in\ncivic affairs, a truth-seeking habit of mind, and an eagerness to share in\nthe pioneering toward a new and better social order.\nIn the second place, we have not equipped individuals to achieve satis¬\nfying vocational goals. Our program has been geared too largely to the\nneeds of the small minority who go to college. We need new courses to\ndevelop new skills needed in new jobs. We need training for versatility for\nthose who will enter semi-skilled jobs, whose life work will be not one\njob, but a succession of jobs. And we need to help students find happy\nsolutions for their particular personal problems: choosing vocational and\nother life goals, overcoming personal handicaps, and choosing the most\nsuitable school courses.\nFor a practical program, we must attack on three fronts—administrative,\ninstructional, and guidance. The administrative problem is to provide the\nright program, one that is* broadened and modified to conform to new\nsocial, civic, and employment conditions. From the instructional point of\nview the problem is to harmonize the contents, methods, and standards\nwithin each course with the demands of current life and the aptitudes of\nindividual pupils. From the guidance point of view, we need to study the\nindividual pupil—his mental, physical, and emotional make-up—and on\nthe basis of this, help him overcome remedial handicaps and plan a good\nlife.\nCan this ideal of making the program fit all the needs of all the pupils\never be more than a golden dream? If we are to fulfil our duty to the boys\nand girls entrusted to our care, we must carry forth this dream into reality.\n\n"}
{"page": 487, "printed_page": null, "text": "Department of Social Studies\n\n481\n\nIDEALS FOR THE FUTURE DEVELOPMENT OF THE\nSOCIAL STUDIES PROGRAM\nEARLE U. RUGG, COLORADO STATE COLLEGE OF EDUCATION, GREELEY, COLO.\n\nThe school has already available two types of civic materials—the “ read¬\ning ” materials embraced in the summarized subjectmatter of the social\nstudies, and the so-called extracurriculum activities. Both assert citizenship\neducation to be their main objective.\nIt is the writer’s conviction that all the advantages of the vicarious\nexperiences of the social studies should be capitalized but with reference to\ndefinite standards or criteria. Rather than knowledge for its own sake or\nfor the doubtful mind-training value, these studies should seek to throw\nlight on definite civic activities and problems of all citizens today. Real\nunderstanding of the social structure which we call government is de¬\nmanded. Real appreciation of the characteristics of citizenship—loyalty,\npatriotism, service, justice, leadership—must be sought. Every item that can\nserve such objectives must be taught. A functional point of view is seem¬\ningly demanded. Mind sets, dispositions, attitudes should be promoted that\nwill serve as emotional drives to inculcate the development of abilities re¬\nquired of good citizens.\nAnd yet the mere study of the reading materials of the social studies\nwill not suffice, because reading, however important in and of itself, is but\none avenue of learning. All the other avenues of learning—doing,, observa¬\ntion, and the like—must be utilized. The dynamic character of service activi¬\nties (student councils to teach the ideals of leadership and representation\nand homeroom activities to teach the supervisory obligations of followers),\nis demanded. School spirit properly directed is a vehicle for teaching\nwhat real loyalty and patriotism involve. Student participation in the\ncontrol of their own affairs should lead not only to habits of law and justice\nbut also to right attitudes towards those institutions. A school in which\nthe pupils are gradually taught why and how to do rather than what must\nbe done because of teacher-authoritarianism should serve to inculcate in\npupils a real appreciation of what democracy means.\nThis is a plea for the curriculum maker interested in citizenship educa¬\ntion to study and investigate the fundamental implications of social life.\nIt further insists that basic criteria be set up on which to evaluate what is\ntaught in the name of citizenship education. The writer does not deny the\nneed for much of the present social studies. Rather he wishes to see a\nsynthesis of all elements that seemingly relate to the problem of teaching\nboys and girls (America’s youthful citizens) to do better the things they\nneed to do as citizens in a country committed to the ideal of democracy.\nIt is our task to move pupils up the scale from present civic deficiencies to\ncivic standards, so far as the maturity, capacities, and interests of children\npermit them to be moved. This can be done only by fundamental investi¬\ngation of all aspects of proper social behavior, which is apparently synony¬\nmous with the problem now termed “ citizenship education.”\n\n"}
{"page": 488, "printed_page": null, "text": "482\n\nNational Education Association\n\nSECRETARY’S MINUTES\n\nDenver, Colorado\nFirst Session, Monday Afternoon, July 1, 1935\nThe first session followed a joint meeting with the Department of Secondary\nEducation. Because of the large number who wished to attend the meeting of the\nDepartment, the meeting had to be transferred from the library to the main audi¬\ntorium in the East High School. The attendance at this meeting was estimated at\n500. R. O. Hughes, first vicepresident of the Department, presided, and acted in a\nsimilar capacity on the following day, since Mary G. Christie, of the North High\nSchool of Denver, was out of the city. The general theme for the afternoon was\n“ The Contributions of the Social Studies to the Solution of Youth Problems of\nToday,” which in turn was a development of the theme of the program of the\nDepartment of Secondary Education, “ Youth Problems of Today.”\n\nSecond Session, Tuesday Afternoon, July 2, 1935\nThis meeting was held in the auditorium of the Capitol Life Insurance Building.\nThe auditorium, which had normal seating capacity for about 200, was greatly\novercrowded and many were unable to get into the meeting. The general theme\nfor the program was “Looking Toward a Practical Program.”\nThe meetings at Denver had the largest attendence of any in the history of the\nDepartment of Social Studies.\n\n"}
{"page": 489, "printed_page": null, "text": "DEPARTMENT OF\nSpecial Education\n\n"}
{"page": 490, "printed_page": null, "text": "HISTORICAL NOTE\nApplication for the establishment of a Department of 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 1935-36 are: president,\nMabel A. Harms, Boys’ Vocational School, Minneapolis, Minn.; vicepresident, Catherine Nutterville, School Psychologist, Board of Educa¬\ntion, Butte, Mont.; secretary-treasurer, Latische Henderson, John\nMarshall High School, St. Paid, Minn.\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 -.533-542\n\n1933:537-550\n\n[ 484 1\n\n1934 -.521-534\n\n"}
{"page": 491, "printed_page": null, "text": "NEEDED LEGISLATION IN THE INTEREST OF ALL TYPES\nOF EXCEPTIONAL CHILDREN\nCATHERINE NUTTERVILLE, SCHOOL PSYCHOLOGIST,\n\nPUBLIC SCHOOLS,\n\nBUTTE, MONT.\n\nI\n\nbecause of conditions that are offensive to a\nj people. The whole body of law may be likened to a handwoven\ntapestry in which the pattern evolved as each generation made its contri¬\nbution. This being true, legislation in the interest of exceptional chil¬\ndren may be considered at present as a crude frame upon which a few warp\nthreads have been strung with only a few spots showing where the pattern\nis beginning to take shape.\nExceptional children are those who cannot be educated with the typical\ngroup. Studies show that 85 percent of the legislation in the interest of\nthese children has been passed since 1914. There is very little agreement\namong the states concerning this legislation. The blind, the deaf, and the\ncrippled are the types for which most efficient care has been provided. This\nno doubt is because of the obvious emotional appeal of these groups.\nThe Economic Security Bill now before Congress places the administra¬\ntion of funds for the education of crippled and otherwise physically handi¬\ncapped children in the hands of the Children’s Bureau in the Department\nof Labor. This causes an overlapping which must necessarily be confusing,\nsince the Office of Education is prepared for and its personnel is trained\nfor this function. Commissioner Studebaker and the state superintendents\nand commissioners of education protested against this set-up to the proper\ncommittees in Congress. On May 25 no change had been made in the bill.\nIf the fabric of legislation in the interest of exceptional children is to\ndevelop into a real protection for these children, it is the duty of the edu¬\ncators of America to make known the needs of these children.\naws\n\nu\n\ncome\n\ninto\n\nbeing\n\nTHE PSYCHOLOGY OF EXCEPTIONAL CHILDREN\nSARA STINCHFIELD HAWK,\n\nUNIVERSITY COLLEGE,\n\nUNIVERSITY OF\n\nSOUTHERN CALIFORNIA, LOS ANGELES, CALIF.\n\n\\\n\nOut of forty-five million children in this country, we know that approximately three million are already in special classes or receiving special edu¬\ncation. There are many in need of such training who are unable to receive\nit at this time, as such work tends to be concentrated in the larger cities.\nOur experience in the Child Guidance Clinic of Los Angeles and Pasa¬\ndena indicates that social workers, teachers, school administrators, physicians\nconnected with the school, psychologists, and psychiatrists are coming closer\ntogether in point of view regarding the need of special education for these\nhandicapped children. The groups include children who are not so severely\nhandicapped as to need institutional care, but rather those who suffer from\n[ 485 ]\n\n"}
{"page": 492, "printed_page": null, "text": "486\n\nNational Education Association\n\na mild degree of deafness, visual defect, crippled condition, speech defect,\nbehavior difficulty, tendencies toward delinquency, nervousness, psycho¬\npathic or psychotic tendencies which require “ special handling.”\nIt would seem to be the duty of the state and of the nation to make edu¬\ncation so safe that parents may realize that their child shall have a fair\nchance for development, up to the limits of his capabilities and within the\nrange of his special talents or limitations. This is sound social insurance\nfor childhood.\nThe present trend is away from a cut-and-dried program for the handi¬\ncapped child, and in the direction rather of a loosely-knit, flexible program,\nadapted to his special needs and to the nature of his handicap, as determined\nby the school nurse, physician, pediatrician, teacher, and parent. Teachers\nin schools and classes for handicapped children are those who have had\nspecial training. They understand the child better than many of the teach¬\ners in regular classrooms, we believe. The child who is under par often\nreceives, as in the Los Angeles schools, assignment to a special class where\nhe works in a small group, is assigned shorter lessons, recites to the teacher\nindividually rather than in class style, has a special rest period, special\nphysical education program, supervised lunch period and recreation, and\nhis progress is accelerated or slowed up according to the individual’s energy\nand natural rate of learning.\nWe need to realize that there is a special psychology for the handicapped\nchild which differs for the child with a severe handicap, as compared with\none having only a mild degree of difficulty. Sometimes the child with a\nsevere handicap will work harder to overcome his difficulty than a child\nwith a lesser defect, while the slightly handicapped child may become\nmorose, highly sensitive, unsocial, and may use his defect as a weapon by\nmeans of which he gets what he wants, in an infantile, childish fashion.\nHe may develop an unsocial personality and set himself apart more than\nhis handicap warrants. Amid the modern radical changes in family life,\nwe should have a knowledge of each child’s natural endowment, should\nprotect him against unfavorable conditions, and provide a form of training\nwhich will insure him success and happiness.\nMEETING THE NEEDS OF EXCEPTIONAL CHILDREN IN\nRURAL SCHOOLS\nHELEN\n\nHEFFERNAN, CHIEF, DIVISION OF ELEMENTARY EDUCATION AND\nRURAL SCHOOLS,\n\nSTATE DEPARTMENT OF\n\nINSTRUCTION,\n\nPUBLIC\n\nSACRAMENTO, CALIF.\n\nProvision for the education of exceptional children is a comparatively\nnew departure. According to the report of the White House Conference\non Child Health and Protection only about 10 percent of our handicapped\nchildren who require instruction of a remedial or corrective nature have\nopportunity to receive it. Even for cities the problem of meeting the needs\nof exceptional children is only beginning to be explored. Naturally, the\n\n"}
{"page": 493, "printed_page": null, "text": "Department of Special Education\n\n487\n\nrural school, where financial support is meager, where teachers are rela¬\ntively less well trained, where pupil population is scattered over large areas,\nand where the attitude of the public may be apathetic or indifferent, is\n“ bringing up the rear ” in providing adequate opportunity in the field of\nspecial education.\nRecent trends in education have made the school more adapted to the\nneeds of all children and hence more suitable for the exceptional child.\nThe aim of modern education is to know the whole child as completely as\npossible. As we come to a better understanding of individual differences,\nit becomes more and more apparent that all education is special education.\nThe modern school aims to provide an environment conducive to the com¬\nplete development of every child’s potential possibilities. Such a philosophy\nhas significant implications for special education. The exceptional child\nis not apart from the school program but merely a child who may need\nspecial equipment, differentiated methods and materials, and an educational\nprogram adapted to his individual needs. The school believes that its func¬\ntion is to help the child to compensate for his handicaps and to use his\nabilities to the maximum.\nThe great need in rural areas is to give teachers educational perspective\nin the treatment of the individual child. In the general program of the\nclassroom less rigidity of academic standards and more flexibility in curricu¬\nlum adjustments will make it possible to meet the needs of many of our\nexceptional children. “As nearly normal as possible ” has been suggested\nas the slogan for the education of the exceptional child. With all the dis¬\nadvantages which the rural school may possess, perhaps it prevents one of\nthe worst errors into which we have fallen in the treatment of our ex¬\nceptional children—complete segregation from the normal social group.\nSuperintendents, principals, and supervisors can do much to meet the\nneeds of exceptional children in rural schools by encouraging rural teachers\nto specialize in some field of special education during summer sessions.\nIn California we have been developing a corps of teachers, well distributed\nover the state, who are qualified to give expert assistance in the field of\nspeech correction. Since 1925 we have had a State Bureau of Speech Edu¬\ncation. The work of this bureau has been largely directed toward the\ntraining of teachers in speech work. Work with special defectives has been\nreimbursed by the state on the same basis as work with the physically\nhandicapped, namely, an annual reimbursement of two hundred dollars\nper pupil in average daily attendance.\nOne great source of leadership in meeting the problems of special cases\nin rural areas is provided by the school supervisor. In California we have\none hundred and sixty persons engaged in the professional direction of the\neducational program. In two counties supervisors are employed particularly\nfor work with exceptional children, but in other counties the supervisor of\nhealth education or the general supervisor renders service comparable to\nthe special education departments of cities.\nIn the counties where special supervisors have been provided, an interest¬\ning pioneer program is being developed. These counties are emphasizing\n\n"}
{"page": 494, "printed_page": null, "text": "488\n\nNational Education Association\n\nthe early discovery and adjustment of minor handicaps in a preventive\nprogram to avoid later more serious maladjustments. This work includes\npreschool work, home visitation, speech problems, and individual problems\nof personality adjustment. In one of the counties a delayed reading program\nfor the mentally immature and a remedial reading program to eliminate\nschool maladjustment have already given evidence of profitable results.\nThe traveling child guidance clinics have been a source of real help for\nsocially maladjusted children in rural and small city communities where a\npermanent clinic was a financial impossibility. The child guidance clinic\nhas made it possible to treat many problem children in their own community\nand in their own homes. It has been an agency for constructive planning\nfor childhood thru which the educational forces, health officers, probation\ndepartments, and welfare agencies united for concerted action to prevent\nsocial and personal maladjustment.\nSPEECH CURRICULUMS FROM A PERSONALITY\nAPPROACH\nELWOOD MURRAY, CHAIRMAN, DEPARTMENT OF SPEECH,\n\nUNIVERSITY OF\n\nDENVER, DENVER, COLO.\n\nPersonality is limited in its development to the extent that the means\nof expression and the social contacts of the person are limited. To increase\nthe range and refinement of expression is to release the personality to achieve\nits full possibilities. At the same time the basis for effective and highly\ndeveloped speech behavior is a well-balanced and integrated personality.\nWhatever conditions help the one help the other, within limits. Yet speech,\nwhich is a chief tool of adjustment to social situations, requires the same\nspecial solicitude on the part of the educational system as is given the de¬\nvelopment of other basic skills. Speech offers a most excellent means\nwhereby something may be done directly to the student as a person, in\ndistinction to the conventional treating of a subject.\nThe development and refinement of speech behavior should be provided\nby an appropriate strand of speech experiences and training, extending from\nkindergarten thru college. The stress upon such activities as dramatics,\ndebate, and interpretation will not be so much upon the artistic effectiveness\n(which is important) as it will be upon personality growth, which may\nbe a byproduct of the preparation and presentation of these projects. The\ncreative aspects of speech are most important, both in extempore and con¬\nversational situations and in such projects as preparing and presenting plays.\nSpeech work should be correlated with every other subject and activity in\nthe curriculum.\nAt every level the speech curriculums should aim at the development of\nthe following: (1) speech proficiency for vocational and social uses; (2)\nspeech proficiency as a means of helping change the social order as needed;\n(3) the well-integrated personality; (4) esthetic appreciations thru the\nspeech approach to fine literature, poetry, and drama.\n\n"}
{"page": 495, "printed_page": null, "text": "Department of Special Education\n\n489\n\nAUDITORY DEFICIENCY AND DELAYED SPEECH\nSARA STINCHFIELD HAWK, UNIVERSITY COLLEGE, UNIVERSITY OF\nSOUTHERN CALIFORNIA, LOS ANGELES, CALIF.\n\nMany problems in speech deficiency and phonetics are beginning to be\nbetter understood because of recent researches and inventions such as those\nwhich have been made by the Bell Telephone Company in the study of\nsound transmission, and in the Hollywood and New York film studios, on\nsound analysis and phonetics. The invention of the audiometer and the\naudiphone has made teaching of the deaf much more effective. Many\nschools are equipped with the latest devices for effective speech teaching\nof very deaf and partially deafened children, as in the city of Los Angeles,\nwhere a large school building is set aside for such work. It is important\nthat parents of deaf children should be in touch with schools even before\nthe deaf child is of school age, as direction of the activities of the preschool\nchild thru the nursery school set-up is now possible in most cities.\nA study of one hundred preschool children in Los Angeles, in the HillYoung School of Speech, the Parents Cooperative Nursery School, and\nthe Hollywood Day Nursery School has revealed that there are a con¬\nsiderable number of children with speech defects, and children with delayed\nspeech who have reduced hearing or auditory inacuity to such an extent\nthat speech does not develop normally, as a result of auditory stimuli, and\nexperiments are under way to work out an improved technic for the speech\neducation of such children thru a motor-visual and kinaesthetic method.\nMany children have difficulty in hearing the high-frequency tones s> z, sh,\nzh, ch, and ], and the low-intensity tones of th, 1, and r are also difficult\nsounds for most children.\nIt is possible for children to be misjudged on the basis of intelligence,\nbecause those who do not speak cannot pass tests involving language and\ncommunication. Once they acquire speech, something seems to happen to\nimprove power of attention and concentration, building up new mental asso¬\nciations and perceptual processes in the brain, so that the child actually\nmakes a higher score on intelligence tests than before he was able to talk.\nSpeech should therefore not be neglected and parents should not wait for\nthe child to “ outgrow ” a speech defect, as valuable time may be lost edu¬\ncationally if they do wait for the difficulty to disappear. The favorable time\nfor speech training, with the child who is not responding to speech stimuli,\namid social situations, is between the ages of two and three years. If one\nwaits until school age, much important time has been lost and the child\nmay even be permanently retarded. The need of a fundamental speech\ntherapy is increasingly apparent, in speech clinics, as we are finding out at\nthe Child Guidance Clinic of Los Angeles and Pasadena.\n\n"}
{"page": 496, "printed_page": null, "text": "490\n\nNational Education Association\n\nTHE STAMMERER—WHOSE RESPONSIBILITY?\nMARY A. WILLSEA, SPECIAL TEACHER IN SPEECH CORRECTION, PUBLIC\nSCHOOLS, DENVER, COLO.\n\nSince education has learned that it must call the roll of the home, the\neducator, the psychologist, school administrator, and the doctor for the\nnormal development of the normal child let us now call this same roll on\nits responsibility to the stammerer.\nInstead of beginning our discussion of school responsibility with the\nkindergarten as would seem most logical we are placing our first great re¬\nsponsibility on the universities, colleges, and teacher-training schools. We\nare not asking that every teacher who graduates from university or college\nhave the knowledge which the specialist should have. But we feel that\nit is fair to expect that every teacher before he receives a certificate to teach\nhave sufficient knowledge of good speech that he may detect speech diffi¬\nculties—not necessarily diagnose but be conscious of them and have an\nalert ear; we feel that it is fair to expect the teacher to have a wholesome\nattitude of understanding of the child’s handicap and of his struggle to\ncompete with his classmates.\nWhile speech re-education is a problem which must be met in all class¬\nrooms and every grade, particularly of the elementary schools, we feel that\nthe kindergarten and first grade are the fields of greatest responsibility.\nThere is an ever-increasing appreciation of the value of correcting stammer¬\ning in the early stage before the child is self-conscious, worried, or fearful.\nPrimary stammering, as C. S. Bluemel classifies those who stammer without\nthe anxiety, fear, self-consciousness, and similar emotions which -mani¬\nfest themselves in the later stage or secondary stammering, is more easily\ncorrected than the deep-seated secondary stammering. Therefore it is the\nresponsibility of the kindergarten and first-grade teacher to be alert and\nhelpful to the child who is beginning his school life with this handicap.\nThe speech correction teacher has a responsibility toward the child in\nmaking the home and the school feel the importance of giving attention\nto the correction of stammering. He is constantly striving to overcome one\nof the greatest obstacles in the re-education of the stammerer—indifference.\nIt is our responsibility to sell our work to the superintendents and super¬\nvisors and principals that they will have a definite knowledge and interest\nin the field of speech improvement—not a passive interest but a vital\ninterest.\nIn order to do this we must be well equipped. It is the responsibility of\nthe special teacher of speech correction to be professionally equipped. .He\nshould keep informed as to the movements in the field of speech research,\nkeep in touch with new publications and the work of the National Society\nfor the Study of Disorders of Speech.\nIn return it is the responsibility of the school to see that the home is\ninformed and educated for assuming its share of its responsibility in the\nre-education of the child who stammers. Just as we feel that the teacher\nshould be prepared, so should parents of stammerers have the opportunity\n\n"}
{"page": 497, "printed_page": null, "text": "Department of Special Education\n\n491\n\nfor adequate information. The physical side of the treatment lies almost\nwholly in the hands of the home. Proper rest periods, control of activities,\nselection of amusements are entirely the work of the home. A tranquil,\nwell-guided home environment is one of the greatest assets in the correction\nof the stammerer.\n1 he work of the special speech teacher (who should know the home\nconditions and advise with the parents), the classroom teacher, and the\nhome should be most closely linked together. The mother should visit the\nspeech class frequently so that there will be unity of purpose and method.\n1 he physician can give very helpful counsel and advice as to the physical\ncondition of the stammerer and his nerve reactions. His diagnosis may\nbe a definite indication of the method of correction to be used.\nWhen one takes a survey of the United States and sees how few com¬\nmunities have any help for this group of their citizens and how inadequate\nthe force of speech teachers is in these cities it is plain to be seen that those\nof us who are in the field should feel it our duty to impress the significance\nof this work. We should do all in our power to make society, the school\nand the home, educators, doctors, and administrators feel the importance\nof good, controlled, intelligible speech and the necessity of furnishing oppor¬\ntunity for necessary training in this line.\nTHE DEAF CHILD AND PUBLIC RESPONSIBILITY\nEDNA E. DAVIS, HEAD TEACHER, DAY SCHOOL FOR THE DEAF,\nSPOKANE, WASH.\n\nFor centuries people believed that if a person were deaf he was also de¬\nprived of intelligence and could never be considered in the same class with\nother people. Being compelled to fight against this unjust opinion has added\njust that much more to the deaf child’s already heavy burden. It has\nhampered his educational opportunities. It is still necessary constantly to\nprove to the public that the deaf child can be trained to take his place in\nsociety with hearing people, that he is a normal child lacking in hearing but\nnot in intelligence.\nParents of a deaf child need to be informed that their child benefits by\nbeing in school at an early age so that he may have a good start in speech,\nlip reading, and language, and develop in a normal way and form the\nproper habits before he is six years of age.\nThe hard-of-hearing pupil should not be neglected. People need to be\nenlightened, also, about the causes of deafness.\nThe public may be reached thru the parents of the children, thru news¬\npaper articles, by means of radio talks, by encouraging visitors to come\ninto the schoolroom, and by demonstrating for men’s and women’s clubs,\nlodges, medical and dental associations, chambers of commerce, and parentteacher associations.\nOur most successful type of demonstration never lasts more than an\nhour and a quarter. First we show the youngest children giving their first\nsounds, their first words, and taking their first steps in lip reading. The\n\n"}
{"page": 498, "printed_page": null, "text": "492\n\nNational Education Association\n\nnext little group may show how they build up their first sentences. Another\ngroup shows one phase of arithmetic, history, or geography to prove that\nthey are capable of studying those subjects. The older children give an\noral dramatization to show their ability in speech and lip reading. This\ndramatization may be based on their school work or it may be chiefly for\ntheir pleasure and that of the people in the audience. Rhythm work in\nspeech, dancing, or by the rhythm band makes a good conclusion to the\nprogram. Such demonstrations give the pupils an added incentive to work.\nThe children lose their timidity and gain self-confidence and poise. The\npublic gains a sympathetic understanding of the needs of the deaf child.\nDemonstrations are also helpful in educating the business public. They\nmake it easier for the deaf to secure employment.\nIt is our obligation as teachers to convince people that it is the public’s\nresponsibility to see that each deaf or hard-of-hearing child receives an ade¬\nquate education to fit him not only to earn his livelihood but also to enjoy\nlife. The public must be prepared to receive him unto itself.\nThe purpose of this address is to encourage teachers in educating the\npublic, to show the need of public demonstrations, to add to the vision of\nthe inexperienced teacher, or indirectly to broaden the scope of some deaf\nchild’s life.\nMENTAL HYGIENE AND EDUCATION\nBERT A. NASH, DIRECTOR, EDUCATIONAL CLINIC, UNIVERSITY OF KANSAS,\nLAWRENCE, KANS.AND PRESIDENT, KANSAS STATE\nSOCIETY FOR MENTAL HYGIENE\n\nEducation also has its forgotten men. The forgotten men—the school\nchildren who are beginning the habits of thought and of behavior which\nultimately will result in some form of mental, emotional, or social break¬\ndown.\nToo many of the products of our schools are filling our jails, reforma¬\ntories, hospitals for the insane, and otherwise are becoming public liabilities.\nSome of these products are the children who have dropped from the schools\nbecause of maladjustment or dissatisfaction, while others have completed\nthe requirements for graduation and have received their diplomas. Schools\ncan never eliminate all the crime or the mental and emotional breakdown\nso prevalent in society, but they are not capitalizing the opportunity to\nwork on the preventive aspects of these conditions. Our schools have the\nchildren when these personal and social inadequacies are first beginning to\nappear, and this time is most economical for seeking a reduction in these\nforms of behavior.\nDelinquency, mental distortion, and emotional instability develop gradu¬\nally. These traits spring from dissatisfaction with the conditions imposed\nupon children, and it is the function of education to aid children in the\nfacing of reality in a frank and sane manner, and at the same time to help\nto modify any unusual or unreasonable obstacles which lie in the pathway\nof the child.\n\n"}
{"page": 499, "printed_page": null, "text": "Department of Special Education\n\n493\n\nIn education we must know more about the physical handicaps of chil¬\ndren, as these are the primary foundation of mental health. Teachers must\nalso recognize that failure to learn may be due to some emotional condition\nof the child, which they may help to overcome. The worries, the anxieties,\nand the complexes which children experience are reflected in their school\nactivities, and what we have so conveniently called mental retardation often\nturns out to be some form of mental ill-health which can be overcome\nwith proper guidance.\nIn practise, our present educational program is almost entirely con¬\ncerned with academic learning. The “ failure ” system is probably the\nmost pernicious of our present school practises, in terms of the mental health\nof the school child, but it is the only alternative we now have when the\nchild does not measure up to the inflexible requirements set by our graded\nsystem. The school of the future will have a more flexible organization\nof curriculums and methods as well as a more effective program for ad¬\njustment to the variations in child nature.\nThe increased professionalization of teachers will mean the preparation\nof teachers in terms of understanding children, because teaching is primarily\na psychological relationship of two personalities. We must sell education\nto our patrons on the basis of what the schools can do for the whole person¬\nality of the child. The folly and the tragedy of selling education in terms\nof fine buildings and equipment and “ subjectmatter teachers ” is partially\nreflected in our 13 billion dollar crime bill, and the 75,000 persons who\nannually experience mental or emotional breakdown.\nAt least 25 percent of our school children are in need of some form of\nspecial assistance in the personal, mental, or emotional field, if they are to\nbecome effective in their social relationships. Even if most of these never\nbecome criminals or develop insanity, they will be liabilities to society in\nthe form of reduced effectiveness, and will lower the general morale of the\ngroups in which they mingle. Psychological clinics, guidance counselors,\nand other trained workers in this field, as well as more adequately trained\nteachers, will be expensive as items on the school budget, but the saving to\nsociety by the reduction of the numbers of misfits, and the heightened effec¬\ntiveness of our children will prove to be a most profitable investment.\n\nEMOTIONAL TRAINING IN THE RURAL SCHOOL\nWALLACE T. WAIT, COLORADO STATE COLLEGE OF EDUCATION,\nGREELEY, COLO.\n\nThe many kinds of emotional responses manifested by the adult to almost\nevery conceivable kind of stimulating situation are largely the result of\nthe habits formed by the individual. By the conditioning experiences of\nlife almost any conceivable stimulus may be made the appropriate cue for\ncalling forth an undesirable response. By undesirable I mean simply in¬\nappropriate. Oddly enough, these same stimuli may be made to elicit de¬\nsirable or appropriate responses. Which of these two kinds of responses\n\n"}
{"page": 500, "printed_page": null, "text": "494\n\nNational Education Association\n\nis to be called out will depend to a very large extent upon the previous\ntraining and upon the previous habits formed by the individual.\nAnother aspect of the emotional life of children in school grows out\nof the constant manifestation of authority by the teacher. The child has\nno choice in his reaction to this authority but to submit or contrive some\nother means of escape which is very apt to result in emotional maladjust¬\nment. This suggests the importance, from the standpoint of the emotionally\nappropriate development of the child, of either restricting the authority\nvested in the teacher or, better yet, the training of teachers to the point\nwhere they do not have to resort to this undue manifestation of authority.\nAnother source of difficulty in the emotional training of children, some¬\nwhat more applicable to the small rural school than to the city school,\nis found in the narrowly traditional curriculum content. So much emphasis\nhas been placed in recent years upon the mastery of certain skills and facts\nthat teachers have come to regard these facts as objectives instead of empha¬\nsizing social efficiency as the most worthwhile objective of all. Children\nare being taught facts of arithmetic, geography, and what not, at the expense\nof being taught how to live efficiently with others, to accept responsibilities,\nto discover and solve social problems, and in general to be efficiently\nsocialized.\nThere are certain respects in which the rural schools are at a disadvantage\nas compared with city schools, and certain other ways in which they enjoy\na distinct advantage. From the standpoint of disadvantages, the rural\nschools are unable to hold their best teachers in competition with city\nschools. They have less adequate opportunities for socially wholesome play\nactivities and social adjustments on the playground than do the city schools.\nThey usually have a somewhat narrower and less socially vital curriculum,\naltho in all of these respects the disadvantages so markedly apparent form¬\nerly will probably gradually disappear.\nFrom the standpoint of the advantages enjoyed by the rural school for\nthe emotional training of children, it is appropriate to mention the fact\nthat altho the best teachers tend to migrate to the larger centers of popu¬\nlation, the rural schools have the advantage of the enthusiasm and vigor of\nthe beginning teachers just out of teacher-training institutions. This is an\nadvantage not to be lightly disregarded. Another advantage enjoyed by\nthe rural school child is the greater opportunity for the development of\nself-responsibility as well as matters of responsibility imposed by others. The\nrural child is often compelled to depend upon his ingenuity and imagination\nin amusing himself and in solving his everyday life problems. From the\nstandpoint of healthful living conditions, the advantages and disadvantages\nare probably about evenly divided between the rural and city children with\nthe advantage resting slightly with the rural children.\nIn the important problem of sex education, in the large sense of teach¬\ning children the necessary skills of the sexes playing, working, and living\ntogether, not all of the advantages and disadvantages are to be found in\neither the rural or urban situation. From the standpoint of the biological\nfactors of sex, the rural child has the greater opportunity for developing\n\n"}
{"page": 501, "printed_page": null, "text": "Department of Special Education\n\n495\n\nmatter-of-fact and unemotional attitudes. On the other hand, the relative\nscarcity and lack of variety of social situations of the two sexes meeting\nand living together in a variety of rural situations, gives the rural child\na rather distinct handicap in the development of social attitudes which\nshould form an extremely important part of any program of sex education.\nMay we then close by pointing out the significance of the fact that the\nrural conditions are rapidly becoming more like the urban ones. Conse¬\nquently the programs of emotional training for children in the two situations\nhave more similarities than dissimilarities. In either case it is a matter of\nnoting specifically the agencies in the community which can be employed\nto advantage. At the same time, it is also important to note the lacks and\nscarcities of certain desirable agencies and to supply them in the school\nprogram so far as they can be supplied. Naturally, easily, and comfortably,\nthru the school program the best possible adequate substitutes must be pro¬\nvided. Here as in everything else it is important to remember that there\nis no substitute for common sense, and that the teacher in the rural schools\nwho is concerned about the problem of emotional development of his pupils\nis particularly enjoined to the necessity of employing his imagination and\ningenuity to a maximum degree.\n\nTHE GIFTED CHILD AND HIS EDUCATION\nHOWARD TAYLOR, DEAN, OKLAHOMA COLLEGE FOR WOMEN,\nCHICKASHA, OKLA.\n\nThat there are gifted children and that they may be discovered is assumed.\nOur concern is how to educate them effectively in the public schools. Such\neducation is beset with peculiar difficulties which can and must be overcome.\nPublic education is democratic, but intelligence is not; public schools tend\nto neglect individual differences and to level down. Gifted children are\nespecially the victims of this leveling down process. Public education must\nbe cheap. This cheapness is excessively expensive to the gifted child, since\nhe gets relatively less in return for the investment of his time. Public\nschools are a system and system cramps those who do not fit into it. Both\ndull and gifted suffer because of this, but the loss is greatest for those who\nhave the most to lose. That there are few gifted teachers is another\nobstacle to the education of the gifted. There is a suspicion abroad that\n“ if they are gifted they are not teachers.”\nGifted children, as a group, are superior in physical development and\nhealth. They have initiative, are ambitious, resourceful, and original. They\nread well, learn rapidly, work enthusiastically and persistently, but are\nbored by routine and useless drill. Gifted children are good citizens, respect\nauthority, and have a sense of justice. Their teachers, therefore, should\npossess both character and intelligence. Emotionally, gifted children are\nmore stable than the average, but are often put under unnecessary nervous\nstrain. Of course, there are marked individual differences among the gifted\nwith reference to every trait. These differences must be given full con-\n\n"}
{"page": 502, "printed_page": null, "text": "496\n\nNational Education Association\n\nsideration in their education. Variability is especially great in endowments\nof special abilities, such as music or art.\nGuiding principles for the education of gifted children are:\n1. Should help the child adapt himself to his social environment\n2. Should fully challenge the child’s learning ability\n3. Should be within the limits of the physical and mental ability of the learner\n4. Should have breadth and depth thru enrichment rather than height thru ac¬\nceleration\n5. Should take into account maturation as well as learning ability. Time is an\nessential condition of growth\n6. Should pfovide for a wide range and variety of individual differences.\n\nSuggested procedures include grouping of gifted children, wherever\npractical. Individualized instruction should be correlated with socialized\nlearning and group activities. Recreational and esthetic interests should not\nbe neglected. Gifted children should have close contact with one another and\ncompanionship with gifted teachers. Their education should emphasize\nsocial responsibility and provide for normal biological and psychological\ndevelopment as an aid to proper social adjustment.\nSpiritual growth is a vital part of the education of the gifted. Thru\nwrong education they may become intellectual monstrosities. There are\nfundamental loyalties which cannot be ignored. There is still a place in\nlife for intelligent patriotism and for the abiding values which are the\nsubstance of religion. The gifted child needs a loyalty to the home, the\ninstitution which embodies the most sacred human relationships. All of\nthese things should be a part of the education of our gifted children. To\nhave such education is their right; to give it to them is our duty and our\nprivilege.\nTHE EDUCATION OF EXCEPTIONAL CHILDREN IN A\nRURAL STATE\nMAUDE SHOLTY, DIRECTOR, NURSERY SCHOOL, LARAMIE, WYO.\n\nIt is a tenet of our educational philosophy that an equal opportunity for\nan education is due all children. Therefore many states are promoting\nfinancial measures that will equalize educational advantages thruout the\nstate.\nVariant children, however, because of physical and mental deviations,\ncannot always appropriate these advantages. Such advantages do not consti¬\ntute opportunities unless they can be grasped. The crux of equal opportunity\nin school is the privilege of profiting from attendance. The dull child\ncannot meet the difficult requirements; the hard-of-hearing child cannot\nhear the instruction; the partially-seeing cannot do the required reading.\nThese and other handicapped children cannot profit from school attendance\nequally with the normal. School will mean humiliation and frustration\nto them unless some special adjustments and provisions can be made.\nCity schools are rapidly providing such modifications of regular methods\nand equipment as will meet these children’s needs. The richer and more\n\n"}
{"page": 503, "printed_page": null, "text": "Department of Special Education\n\n497\n\npopulous states are providing special education for many variant children\nby transporting them to special classes in towns and consolidated schools.\nHowever, if variant children of a rural state are to receive justice in the\nmatter of an education, special provisions must be made for them just where\nthey are in their home schools. It is impossible under present conditions to\ntransport any significant number to centers providing special classes.\nMany factors are involved in establishing such a program, the most\nimportant ones being: (1) training the rural teacher to adapt academic\nrequirements and to make use of physical and mental hygiene measures\nto meet the needs of exceptional children; (2) state supervision of such\na program by means of manuals of instruction, cumulative case records,\ndirect contact, and the planning of programs; and (3) stimulation of local\ninterest in furnishing exceptional provisions for these children.\nThe whole program has as its objective the social adjustment of variant\nchildren by helping them build up compensations for insurmountable limita¬\ntions. All the factors in their school program should be planned with this\nend in view in order that they may be prepared to meet life more nearly\non an equality with their unhampered classmates.\n\nTHE EDUCATION OF THE RETARDED CHILD\nHARVEY L. BALLENGER, PROFESSOR OF EDUCATION, NEW MEXICO NORMAL\nUNIVERSITY, LAS VEGAS, N. MEX.\n\nThe children under consideration in this paper are those with I. Q.’s\nranging from about 75 to 90. Recognition is given to the fact that the\nretarded child possesses all the kinds of ability that the normal child has\nbut the differences are a matter of degree. Another basic conception is that\ntheir education, as in the case of normal children, should be of such a type\nas to help them do better those things which as adults they are going to\ndo anyway.\nThe lives of the subnormal will be closely related to each of the seven\ncardinal principles of education which calls for an education suitable to\nthese needs. Those interests of greatest importance are vocations, leisure¬\ntime activities, citizenship and moral training. Skills and attitudes on the\nhabitual level are important, hence a large number of actual life-like situ¬\nations should be provided and with sufficient frequency to perfect those\nhabitual forms of behavior which should be perfected.\nThe experience of success should play a large part in their activities\nand it will be a great advantage if a special group of the retarded children\ncan be organized, but where administrative conditions make this impossible\nany teacher can so arrange her program as to permit a development of their\nabilities to a greater extent than is usually done. In either case a wellrounded activity program is an excellent means of providing for the\nretarded.\n\n"}
{"page": 504, "printed_page": null, "text": "■>\n\n'\n\n■\n\n.\n\n"}
{"page": 505, "printed_page": null, "text": "DEPARTMENT OF\nSuperintendence\n\n"}
{"page": 506, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of superintendence was\n\nthe outgrowth of a meet¬\ning of the National Teachers' Association in Harrisburg, Pennsylvania,\n1865, at which time the state and city superintendents present decided to\nform an organization of their own. Final action was taken in Washing¬\nton, D. C., in February, 1866. The new organization was called the Na¬\ntional Association of School Superintendents.\nIn 1870, the National Association of School Superintendents merged\ninto the National Education Association as a Department. In 1921, the\nDepartment was reorganized and a fulltime secretary employed. It pub¬\nlishes a report of its annual meeting and a yearbook which are sent only\nto members.\nThe officers of the Department for the year 1935-36 are: president,\nA. J. Stoddard, Superintendent of Schools, Providence, R.\nfirst vicepresident, E. E. Oberholtzer, Superintendent of Schools, Houston,\nTexas; second vicepresident, A. L. Threlkeld, Superintendent of\nSchools, Denver, Colo.; executive secretary, Sherwood D. Shankland,\n1201 Sixteenth Street, Washington, D. C.; executive committee:\nCarroll R. Reed, Superintendent of Schools, Minneapolis, Minn. (term\nexpires 1936) ; Frank G. Pickell, Superintendent of Schools, Montclair,\nN. I. (term expires 1937) ; George C. Bush, Superintendent of Schools,\nSouth Pasadena, Calif. (term expires 1938); Ben G. Graham, Superin¬\ntendent of Schools, Pittsburgh, Pa. (term expires 1939).\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1873:244-271\n1887:509-538\n1874:297\n1888:513-543\n1875:291\n1889:611-613\n1877:253-261\n1890:365-542\n1879:223\n1891 -.379-525\n1880:235-236\n1892:559-743\n1881:252\n1894 -.252-592\n1882:Pt.ll:l-112 1895:213-429\n1883\n1896:231-392\n1884:283-292\n1897:195-316\n1898:303-488\n1885:160-191\n1886:333-350\n1899:251-379\n\n1900:183-296\n\n1901:189-348\n1902 -.151-305\n1903:139-300\n1904:173-332\n1905:155-270\n1906: 29-214\n1907:145-327\n1908:129-312\n1909:159-330\n1910:143-306\n1911 -.161-329\n\n[ 500 ]\n\n1912: 329- 497\n1913: 99- 354\n1914: 133- 291\n1915: 253- 525\n1916: 895-1099\n1917: 661- 845\n1918: 473- 683\n1919: 483- 673\n1920: 407- 536\n1921: 679- 849\n\n1922:1295-1464\n1923: 881-1024\n\n1924:803-961\n1925:633-862\n1926:665-838\n1927:697-871\n1928:655-830\n1929:643-802\n1930:607-770\n1931:645-800\n1932:543-677\n1933:551-680\n1934:535-672\n\n"}
{"page": 507, "printed_page": null, "text": "GENERAL SESSION, MONDAY MORNING,\nFEBRUARY 25, 1935\nGOVERNMENTAL PLANNING IN THE UNITED STATES\nCHARLES E. MERRIAM, CHAIRMAN, DEPARTMENT OF POLITICAL SCIENCE,\nUNIVERSITY OF CHICAGO, CHICAGO, ILL. ; AND MEMBER,\nNATIONAL RESOURCES BOARD\n\nI\n\nN 1931 governor roosevelt declared that “ in the long run state and\nnational planning is essential to the future prosperity, happiness, and exis¬\ntence of the American people.” President Hoover’s Research Committee on\nRecent Social Trends suggested in 1932 the establishment of a National\nAdvisory Council “ including scientific, educational, governmental, eco¬\nnomic (including industrial, agricultural, labor) points of contact, or other\nappropriate elements able to contribute to the consideration of the basic\nproblems of the nation.” “ In any case,” said the Committee, “ and what¬\never the approach, it is clear that the type of planning now most urgently\nrequired is neither economic planning alone, nor governmental planning\nalone. The new synthesis must include the scientific, the educational, as\nwell as the economic and also the governmental. All these factors are in¬\nextricably intertwined in modern life and it is impossible to make rapid\nprogress without drawing them all together.”\nUnder authority of the NIRA, Secretary Ickes appointed in July 1933\na National Planning Board, consisting of Frederick A. Delano, Wesley C.\nMitchell, and Charles E. Merriam. This Board undertook two principal\ntasks: (1) the long-time planning of public works; and (2) the preparation\nof a plan for national planning.\nThe report of July 1, 1934, covered a plan for planning. It was accom¬\npanied by a discussion on the role of science in national planning prepared\nby the National Academy of Science Committee on Governmental Rela¬\ntions ; and another on the role of social science in planning prepared by the\nSocial Science Research Council. It contained also an analysis of various\nplanning agencies in the United States, and in a number of other nations,\nincluding Japan, Italy, Russia, Germany, and the economic councils of\nother states.\nAs a result of this report President Roosevelt, by executive order, created\nin July 1934 the National Resources Board for the consideration of natural\nresources and of human resources. This Board consisted and now consists of\nHarold L. Ickes, Secretary of the Interior; Henry A. Wallace, Secretary\nof Agriculture; Frances Perkins, Secretary of Labor; George H. Dern,\nSecretary of War; Daniel C. Roper, Secretary of Commerce; Harry L.\nHopkins, Federal Emergency Relief Administrator; and Messrs. Delano,\nMitchell, and Merriam. The latter three also constituted an advisory com¬\nmittee in charge of the inquiries of the Board.\n[501]\n\n"}
{"page": 508, "printed_page": null, "text": "502\n\nNational Education Association\n\nThis report was based on studies made by a technical committee on land use\nof which Dr. Gray was chairman; another on water uses, of which Morris\nL. Cooke was chairman; another on mineral uses, of which Professor Leith\nwas chairman. There was also included the special material collected for\nthe PWA Board by Maurice Clark, Gayer, Black, Powell and others on\nlong-time planning of public works.\nThe natural resources of America, said the Board in its opening state¬\nment, are the heritage of the whole nation and should be conserved and\nutilized for the benefit of all of our people. Our national democracy is built\nupon the principle that the gains of our civilization are essentially mass\ngains and should be administered for the benefit of the many rather than the\nfew; our priceless resources of soil, water, minerals are for the service of the\nAmerican people, for the promotion of the welfare and well-being of all\ncitizens.\nThis report of the President’s National Resources Board brings together,\nfor the first time in our history, exhaustive studies by highly competent in¬\nquirers of land use, water use, minerals, and public works in their relation\nto one another and to national planning. The report lays the basis of a com¬\nprehensive long-range national policy for the conservation and development\nof our fabulous natural resources. If these recommendations are put into\neffect, it is believed that they will end the untold waste of our national\ndomain now, and will measurably enrich and enlarge these national trea¬\nsures as time goes on.\nIt was the special purpose of the National Resources Board to bring to¬\ngether these and other social interests, sets of data, and principles of action,\nand to consider them from the over-all position of national policy. In so\ndoing, however, we should guard against too narrow a view of the possibili¬\nties of natural resources development, attractive as they may be. The eco¬\nnomic crisis in the United States was not caused by erosion, serious as its\ninroads are on our soil assets; nor is unemployment due chiefly to lack of\nadequate flood control, calamitous as the consequences of floods are in many\ninstances. It is too much to suppose that the proper development of our\ndrainage basins will of itself solve the problems of the perplexed body\npolitic.\nEven the problems centering around land and water cannot be solved in\nthese terms alone, but require for their practical and successful treatment a\nfull consideration of the broader but closely related aspects of agriculture,\nindustry, labor, transportation and communication, health, education, pub¬\nlic finance, governmental organization.\nFinally, human resources and human values are more significant than\nthe land, water, and minerals on which men are dependent. The application\nof engineering and technological knowledge to the reorganization of the\nnatural resources of the nation is not an end in itself, but is to be conceived\nas a means of progressively decreasing the burdens imposed upon labor,\nraising the standard of living, and enhancing the well-being of the masses\nof the people.\n\n"}
{"page": 509, "printed_page": null, "text": "Department of Superintendence\n\n503\n\nThe program indicated is too long to be discussed in detail here, but in\nbroad outline the policy indicated was as follows:\n1. Provide for the systematic development of our water resources for purposes of\nsanitation, power, industrial uses, transportation, recreation, domestic consumption,\nand other collateral uses on a far higher level than ever before.\n2. Remove the recurring menace of great floods and vast losses to persons and\nproperty.\n3. Reduce the heavy losses of soil caused by uncontrolled erosion.\n4. Eliminate the use of land incapable of affording a minimum standard of living,\ndevelop agricultural production on the most suitable soils only, and thus aid in\nraising the standards of living in many agricultural regions.\n5. End the wasteful use of our mineral resources and substitute a national policy\nof mineral conservation.\n6. Make available large areas of land for purposes of popular recreation.\n7. Assemble basic data necessary for national planning.\n8. Avoid the extravagance caused by failure to coordinate public works, federal,\nstate, and local; bring about better programming of socially useful public works;\nprepare public works projects suitable, if desired, for use in emergency situations.\n9. Provide for continuous long-range planning of land, water, and mineral re¬\nsources in relation to one another and to the larger background of the social and\neconomic life in which they are set.\n\nThis program contained many detailed recommendations, but broadly\nspeaking the following were perhaps the most important:\n1. A land purchase program providing for the retirement of some five million\nacres of submarginal land yearly for some fifteen years, with administration thru\na permanent land planning section, cooperating with state and local boards and\nauthorities (with many collateral recommendations).\n2. A permanent water planning section to proceed with detailed engineering, so¬\ncial, financial, and legal studies of seventeen major drainage basins, and the prep¬\naration of constructive programs for their development (with many collateral rec¬\nommendations).\n3. In mineral industries, permanent regulation of competition, adequate to con¬\ntrol production, capacity, surplus stocks, and protection of the workers. Considera¬\ntion of retirement of marginal mines is also indicated. Scientific research to foster\nmining technology was recommended. For all these purposes a permanent mineral\npolicy committee was suggested. A further report on this subject is in preparation,\nand also a report on hydroelectric power.\n4. A permanent public works administration, preparing a six-year works pro¬\ngram, operating thru lump sum appropriations by Congress, and assuming the\nleadership in cooperation between national and local public works authorities.\n$. Continued encouragement of and cooperation with state and regional planning\nboards.\n6. Collection of basic data for planning, including a financial balance sheet for the\nfederal government, a mid-decennial census of population and employment, com¬\npletion of standard maps of the United States, basic scientific studies of land and\nwater resources. A considerable part of this program has already been put into\npractise or is now pending and about to be introduced in Congress.\n7. In addition the National Resources Board recommended a permanent advisory\nnational planning board to serve as a general staff for the President. It was sug¬\ngested that this board consist of not more than five members appointed by and re¬\nsponsible to the President, with a rotating panel of consultants and a skeleton staff\nmade up of government personnel and others brought in for special inquiries.\n\nThe Board and its staff would serve as a clearing-house for significant\nplans of many types developed in federal, state, or local service—by public\n\n"}
{"page": 510, "printed_page": null, "text": "504\n\nNational Education Association\n\nor private or quasi-public agencies. Appropriate powers of fact finding and\nfacilities for plan analysis would be granted to the Board. At present no such\nnational agency exists and there is often serious difficulty in obtaining the\nnecessary data regarding important plans or projects in actual operation\namong 175,000 governmental bodies and many other quasi-public groups,\nindustrial, scientific, or otherwise. A mere card catalog of all projects would\nbe of little value for this purpose, but an intelligent understanding of the\nmain lines and types of planning research would be of high value, not only\nto those engaged in such tasks but to governing officials charged with the\nfinal duty of formulating and administering policies.\nThe Board would have the function of tendering its friendly offices as a\ncoordinator of various federal plans, and of federal and state or local plans,\nor other types of plans where closer cooperation might seem desirable and\nfeasible. For this purpose conferences and consultations would be useful, also\ncontinuing analysis of conflicting or unrelated plans and constructive efforts\nto bring these into some harmony of action.\nThe coordinating activities of the Board would lie in several overlapping\nfields of which two may be cited :\n1. Functional coordination such as that recommended by the water resources sec¬\ntion in Part I of this report and exemplified in the work of the water planning com¬\nmittee.\n2. Geographical or jurisdictional coordination as between local, state, regional,\nand federal planning agencies. In a two-dimensional figure of this sort it is obvi¬\nously impossible to put any one activity under a single heading; and groups or\ncommittees set up to further coordination in general must function to some extent in\nother fields.\n\nAt the direction of the President a report on the land and water resources\nof the United States was prepared and presented December 1 as the first but\nnot the last task of the Board. In this was included also an analysis on long¬\ntime planning of public works and a discussion of national planning methods\nin the fields of physical, social, governmental, and economic affairs.\nPlanning agencies have already been developed in a number of federal\noffices, and it is to be anticipated that more will be set up. Since the division\nof functions among the several departments is a result of historical growth\nrather than of planning, “ departmental planning ” may run counter to\n“ functional planning.” This same difficulty exists in bureau organization\nbut to such a small extent as to be practically negligible. The establishment\nof interbureau or other planning divisions would contribute greatly to the\nsound development of national planning. A national board and its staff\nwould encourage and welcome such agencies where they are not now found,\ncooperate with those in active operation, endeavor to bring together lines of\nplanning that seemed to run too far apart or even unwittingly at variance\nwith one another, and in general use its good offices to bring about the best\nunderstanding among planners, and the highest and best use of all such re¬\nsearch agencies for the common national welfare in the domain of planning.\nIn this field it may be observed in passing that the intelligence and vision\nof a board and its staff, the respect and confidence they enjoy among groups\n\n"}
{"page": 511, "printed_page": null, "text": "Department of Superintendence\n\n505\n\nwhose intimate cooperation is indispensable, will be far more effective than\nstatutory powers or bristling governmental sanctions.\nThe various planning activities going on within departments will con¬\ntinue on an even greater scale than heretofore. The government bureaus\nwill always be planning in their special fields. But there are many questions\nwhich cut across the boundaries of established departments as in the case of\nland, water, and mineral resources which are discussed in the text of this\nreport. In such cases the necessary planning requires cooperation, and the\nvery existence of a central planning agency facilitates cooperation in many\nways.\nBut every Cabinet member is the head of a huge going concern which he\nmust administer and for which he is responsible. Cabinet members are over¬\nburdened with a bewildering variety of administrative duties and are con¬\nfronted with an overwhelming mass of decisions which cannot be postponed.\nThey are also drawn into the discussion of urgent national problems upon\nwhich action is imminent, and in which their relations to the President, to\nCongress, and to the public are such as to entail upon them the heaviest and\ngravest responsibilities.\nIn the sense of having ultimate political and administrative responsibility,\nthe Cabinet members are themselves a final planning council acting with the\nPresident and the Congress; but in the technical sense they may advantage¬\nously be served and strengthened by an agency more detached from the\nstress of daily commitments and obligations. A technical general staff has\nalready been found useful both in public and in private business, and might\nwell be adapted to national governmental purposes.\nThe flexibility and economy of these types of planning organization have\nbeen proved by the efforts of the last few months to prepare the land, water,\nand mineral reports contained within these covers. With a small central staff,\nnecessary funds, and the hearty cooperation of numerous federal, state, and\nprivate agencies, needed basic data and policy recommendations have been\ndeveloped with speed, economy, and assurance.\nOne of the duties imposed upon the previous National Planning Board,\nand now on the National Resources Board, is that of encouraging and\nstimulating interest in various forms of planning—state, local, and regional.\nJudging from the experience of the last year, this is a field of very lively and\nkeen interest. Over forty state planning boards sprang into existence almost\nas if merely awaiting the suggestion.\nUntil a few years ago state planning was almost unknown, altho there\nwere developments in New York and in Wisconsin, and there were scat¬\ntered conservation agencies in one field or another in many of the com¬\nmonwealths.\nThere are now forty-three state planning boards in operation, and it is safe\nto say that there will be forty-eight within a short time. These boards were\nset up with the aid of a state consultant supplied by the National Resources\nBoard and with the cooperation of the governor and other state officials.\nThe scope and method of the work of these boards vary widely from state to\nstate, but include as a minimum land and water use, conservation, transpor-\n\n"}
{"page": 512, "printed_page": null, "text": "506\n\nNational Education Association\n\ntation, and public works. In other instances education, taxation, govern¬\nmental reorganization, industrial and social welfare problems, have been\nmade the subject of consideration. Almost all of these states have prepared\npreliminary reports, ranging from inventories of state assets to constructive\nproposals regarding their use. These programs are concerned with long¬\ntime capital expenditure budgets, with grade crossings, with rural electrifi¬\ncation, with soil erosion, flood control, and power development, with land\nuse, with recreation, with schools, unemployment, industrial relations, de¬\npending on the special problems of the state or the line of interest of the\nboard. Taken together they constitute a unique development of state plan¬\nning policy and mark a new phase in the organization of our commonwealth\nactivities.\nIn the rural field the development of county planning looms large. Par¬\nticularly in Wisconsin the planning function of the county with reference\nespecially to land use has been advanced in a very notable manner. There\nare now nearly one hundred county planning agencies in existence and a\nwidespread interest in the further development of rural planning.\nCity planning has developed for the last twenty years and there are now\nsome seven hundred city planning agencies. The activities of these boards\nhave been halted somewhat during the depression, altho some nine thou¬\nsand workers under the CWA aided in the development of city plans in\n1934. On the whole the cities have fallen behind in the movement they\nstarted a quarter of a century ago.\nThere is reason to believe as a result of recent discussion in the Majors’\nConference and in the American Municipal Association that city planning\nwill develop more widely than before in the near future. This advance tends\nto take the form of (1) metropolitan regional planning, and of (2) broader\nsocial planning in which housing, recreation, employment, and social welfare\noccupy a more conspicuous place than heretofore.\nDecentralization of planning activity is essential to the healthy growth of\nthose local and individual interests upon which public support and under¬\nstanding rest. It is also essential in the development of the planning move¬\nment to develop responsibility in state and local officials and to find new\nleaders and enthusiasts.\nIt would further be the function of the national board to initiate inde¬\npendent lines of inquiry into various aspects of a national program, con¬\ntemplating the wisest use of our national resources, in the broadest sense, and\nto present the results of its work to the President with such findings and rec¬\nommendations or alternative recommendations as may be indicated by com¬\nprehensive research and mature reflection, and for such use as the responsi¬\nble governing agencies of the nation might deem appropriate under all the\ncircumstances. A discussion of some possible types of inquiry is found in\nearlier paragraphs of this report.\nIt cannot be too strongly emphasized that the role of such an agency would\nbe advisory to those in positions of political power and responsibility with\nthe right and the duty to make the broad decisions in national affairs.\n\n"}
{"page": 513, "printed_page": null, "text": "Department of Superintendence\n\n507\n\nStanding apart from political and administrative power and responsibility,\nbut in close touch with the chief executive and under the control of the\npolitical powers that be, such a group of men would have large opportunity\nfor collecting the basic facts and for mature reflection upon national trends,\nemerging problems and possibilities, and might well contribute to those in\nresponsible control, facts, interpretations, and suggestions of far-reaching\nsignificance.\nThis is not the time nor was I directed to discuss the pros and cons of\nplanning, but I may perhaps be pardoned for referring to a few points, leav¬\ning the documents for further statement of my position.\nThere are three outstanding considerations in looking at plans for plan¬\nning :\n1. The necessity and value of coordinating our national, state, and local policies\ninstead of allowing them to drift apart or pull against one another, with disastrous\neffect.\n2. The value of looking forward in national life, of considering in advance rather\nthan afterward, of preventive measures as well as remedial.\n3. The value of basing plans upon the most authentic collection and analysis of\nthe facts.\n\nDown to the turn of the nineteenth century no country had done more\nextensive national planning than the United States. Our American program\nfirst of all was based on the greatest heresy of the time, namely, that gov¬\nernmental arrangements or constitutions could be planned and made. Our\nprogram included the abolition of hereditary government and the substitu¬\ntion of democracy, the adoption of the federal system thru the Constitution,\nitself a masterpiece of economic-political planning, a land system reaching\nfrom the abolition of primogeniture and entail on down to the Homestead\nAct, the American system of tariff. After the Civil War the United States\nled in large-scale business planning thru powerful industrial combinations.\nOur planning has not been coordinated, and not always in the public in¬\nterest, however, and in a time when coordination becomes essential, the\ndifficulties of disjointed planning become evident.\nI quote from the report of the National Resources Board:\nIt thus appears that there is need for government economic planning, not to re¬\nplace business planning, but to render services to the general public and to business\nitself, which business cannot render. Business cannot satisfy the wants of people\nwho are unable to pay prices that are profitable in the long run, however pressing\nand important these wants are. Business cannot master the troubles it produces for\nitself by the widening of markets and the spread of combinations. Business cannot\nprotect itself effectively against the business-cycle hazard. When the government\nattempts planning in these fields it is attacking problems of enormous difficulty with\nwhich men can learn to deal effectively only by careful analysis and well-designed\nexperiment. But in trying to find solutions for these problems, the government would\nnot be making inexpert attempts to do what business accomplishes. So far as govern¬\nment succeeded in finding solutions, it would be broadening and making safer the\nfield of private enterprise.\n\nIt is an error to conclude that all planning involves regimentation of a\ndeadening nature. I am not referring now to the objections of those who\n\n"}
{"page": 514, "printed_page": null, "text": "508\n\nNational Education Association\n\nthink of regimentation as an interference with any robber baron privilege\nof private exploitation and oppression, but to those who sincerely believe that\nthere is danger of sacrificing something that is valuable in civilization. Dr.\nMitchell has discussed President Hoover’s identification of planning and\nregimentation in the current number of the Political Science Quarterly, and\nI have done likewise in the current American Political Science Review.\nWise planning makes provision for decentralization as well as unification,\nboth for territorial and individual decentralization, for independent crit¬\nicism, judgment, and initiative, for preserving and creating free areas of\nhuman activity. The zoning of power is as important in political as in eco¬\nnomic organization. We may plan indeed for fuller liberty—and indeed are\nnow so planning.\nSound planning is not based on control of everything, but of certain stra¬\ntegic points in a working system. Control of these points holds the system\nin balance, reconciling order, justice, liberty. These points change from time\nto time, sometimes peacefully and sometimes violently. At various times\npolitical societies have found it necessary to deal with landowners, with\nslavery, with army authorities, with the church, with labor or industrial\ncaptains, with racial groups, readjusting the power system to the new in¬\nterests and values of the new time. This is the ABC of politics, but often\nseems to be the XYZ of economics.\nThe best planning will find these strategic points, shown by the social\ndirectives of the time, with least delay, and seize no more points than are\nnecessary for the purpose in mind. Insight, sagacity, inventiveness, facility\nin cooperation and management are far more important here than the club\nor the prison. Force is only too often the result of impatience. What often\nhappens is: (1) change is too long delayed; (2) the readjusters violently\nseize more than they need; and (3) eventually the readjusters restore what\nthey would not have taken if they had been wiser. To find these strategic\npoints and to utilize them as foci of social control in the light of the social\nvalues of the time is the highest task of intelligent national policy—the acid\ntest of American statesmanship.\nIf, however, there are those who believe that our liberties are in jeop¬\nardy, I rejoice that they speak out, that they organize and agitate in support\nof their judgments, for only in this way may our liberties be maintained.\nWe cannot have freedom if men tamely submit to what they believe is dan¬\ngerous and wrong.\nThere can be no greater threat to liberty than absence of free and full\ndiscussion of opposing views, political, social, and economic. Already Rus¬\nsia, Italy, Germany, Austria have forbidden free public consideration of\npublic questions; and if democratic states adopt the same policy, a new era\nof darkness opens—an era when we abandon discussion for concussion, hop¬\ning in the rhythm of the club and the statistical sputter of the machine guns\nto find a better guide to wise action.\nIt would even be legally possible for the Liberty League and the American\nCivil Liberties Union to merge their forces, altho I am not setting this down\nas a visible trend.\n\n"}
{"page": 515, "printed_page": null, "text": "Department of Superintendence\n\n509\n\nI cannot refrain from saying, however, that some of those who declare\nthat our liberties are lost seem to be thinking of liberty as if it were a shield\nfor private rather than public welfare. Nor can it be forgotten that there\nare even some who look upon efficient government itself as a menace to\nliberty. A former president of the United States Chamber of Commerce, not\nspeaking, however, for that organization, once declared: “ The best public\nservant is the worst one. ... A thoroly first-rate man in public service is\ncorrosive. . . . He eats holes in our liberties. The better he is and the longer\nhe stays, the greater is the danger.”\nObviously there is no magic in the mere word “ planning ”—neither white\nnor black magic. Nor is there any mystic charm in a planning mechanism\nor board per se, any more than there would be any charm in a national\ndrifting board. But intelligent factual study of our national economy and\nprograms is of vital importance in every political society, and it is a task to\nwhich students of social processes and mechanisms will be called upon to\ncontribute. One of the most encouraging experiences of the National Re¬\nsources Board was the advice given generously by the National Academy of\nSciences and the Social Science Research Council on the role of science in\nnational planning.\nOur democratic system is based upon the principle that the gains of civi¬\nlization are essentially mass gains and should be diffused thruout the people\nas promptly and equitably as possible. With this end in view, there is reason\nto believe that systematic, forward-looking planning would facilitate the\nadoption of such policies regarding our natural and human resources as\nwould best serve this basic purpose of our system, increasing our output and\nproviding for sounder distribution.\nI am not unmindful of the complexities and difficulties in the way, but\ndangers lie around as well as ahead. There are dangers from non-action\nthat are greater than the dangers of action. We cannot proceed as if nothing\nhad happened in recent years, or could ever happen again. Our doctrines of\nliberty, equality, democracy are not to be regarded merely as legal phrases\nto be paraded and celebrated on memorial occasions. They have meaning\nonly as expressed in the general welfare of our American people, in an Amer¬\nican standard of living, in an American set of values. Conditions have de¬\nveloped that masses of people will not quietly endure forever and should\nnot endure. No modern social structure is secure that does not promise more\nto the body and soul of those who feel themselves disinherited by the present\norder of things.\nEvery man is entitled to his own opinion and I have no desire to thrust\nmy views on others, but perhaps I may be permitted to say quietly as a\nstudent of government for a disgraceful number of years and not by nature\nan alarmist, that especially on returning from Europe this summer, I do\nnot share the complaisance of those who look forward to a world but little\nchanged. Without essaying the role of a prophet, I may say that I anticipate\nfundamental changes in the scientific, technological, political, and industrial\norder, changes that will alter many of the presentday and historic social pat¬\nterns and remake them in new, and perhaps to some, unwelcome forms.\n\n"}
{"page": 516, "printed_page": null, "text": "510\n\nNational Education Association\n\nThe mold in which the modern state was cast is broken or is breaking. But\nthe way is open for America to reconstruct a finer type of life, if we can\npioneer our way thru, over, and around difficulties as nobly as did our fathers.\nPlanning in a democracy is a cooperative enterprise, requiring widespread\nsympathy and support, beyond party and beyond region. Business may brake\nor block it; labor, agriculture, the middle class, may brake or block it. But\nthe danger is that we drift away from planning, not into a blissful heaven\nof politics and economics, to live forever with golden harps and only an\noccasional Lucifer, but to a point where force mounts the throne and passion\nwrites a plan. In the language of President Hoover’s Committee on Recent\nSocial Trends:\nThe alternative to constructive social initiative may conceivably be a prolonga¬\ntion of a policy of drift and some readjustment as time goes on. More definite\nalternatives, however, are urged by dictatorial systems in which the factors of force\nand violence may loom large. In such cases the basic decisions are frankly imposed\nby power groups, and violence may subordinate technical intelligence in social\nguidance.\nUnless there can be a more impressive integration of social skills and fusing\nof social purposes than is revealed by recent trends, there can be no assurance that\nthese alternatives with their accompaniments of violent revolution, dark periods\nof serious repression of libertarian and democratic forms, the proscription and loss\nof many useful elements in the present productive system, can be averted.\n\nFor my part I do not accept the defeatism that seems to paralyze many of\nthe leaders of our civilization; I reject the cynicism that stands carping at\nevery hopeful change. Americans do not stand at the broken end of a wornout way. Avenues of greater opportunity than ever open before us. The\nnatural and human assets of Ajnerica give us the means to provide a higher\nstandard of life and fuller realization of essential human values, more\nequitably diffused than ever before. But this is precisely the time in which\nthe necessary adjustments cannot be made by drift and chance. Rather do\nthey imperatively demand construction and invention of a high and dis¬\ntinguished order, nobly directed toward the common goal of that public\nweal which has always been the promise of American life.\n\nTHE QUEST FOR NATIONAL SECURITY\nCHARLES A. BEARD, AUTHOR AND HISTORIAN, NEW MILFORD, CONN.\n\nThe American republic now tosses heavily amid the tempest of a crisis\nin its economy. No facts and figures are required to prove that statement.\nStark evidences of the crisis lie all around us—in silent industries, in rusting\nmachines, in the broken lives of men, women, and children. But deeper than\nthese outward signs and entangled in them is another crisis, not visible to\nthe eye—a crisis in American thought which springs from our quest for\nsecurity thru national action on a national scale. This is the phase of the\npresent national dilemma which distinguishes it from previous panics and\nespecially concerns the teachers of the land.\n\n"}
{"page": 517, "printed_page": null, "text": "Department of Superintendence\n\n511\n\nWhen, nearly a century ago, the United States was shaken by the eco¬\nnomic crash of 1837, the ensuing popular distress was generally taken as a\npassing visitation of an unknown evil. President Martin Van Buren attrib¬\nuted it largely to the sins of greed and speculation. In a message to Congress\nhe declared that, under the Constitution, the federal government could do\nnothing about it. Moreover, he insisted that, were the powers available, it\nwould be unwise for Congress to meddle with the affairs of private enter¬\nprise. Such was the thought of the President during that calamity. The poor\nsuffered in silence or fell by the wayside. In due course came a revival of\nbusiness as American ingenuity was turned to building railways, opening\nvirgin soil to cultivation, establishing basic industries, and exploiting the\nnational endowment in natural resources.\nToday the republic finds itself in another economic crash, with similar\nsigns of distress and discouragement. But the whole economic setting has\nbeen altered, and thought has changed. The continent has been rounded out;\nforeign trade has been pushed to the limits; the exploitation of natural re¬\nsources has reached a point of decline and decay; railway construction has\nstopped and the mileage shrinks; basic industries have been established; and\nan unexplored wilderness no longer beckons youth with opportunity. The\nnation stands in the presence of an unparalleled equipment for the produc¬\ntion of wealth, and this equipment is nationwide in its connections and\nramifications.\nIn the course of a hundred years, the whole economy of the nation has\nbeen altered. The independent producer and owner of 1837 has been sup¬\nplanted by the specialist, the corporation, the cooperative association, and\nthe trade union. The self-sufficing homestead and community have almost\ndisappeared. Individuals, communities, and regions have become interde¬\npendent. All have been so woven into a common economic mesh that, apart\nfrom a few primitive farmers, no one, whatever his virtues of industry and\nthrift, lives unto himself, or by his own efforts applied to nature’s resources\nwins security for himself and his family. This transformation was coming\nabout before the crisis; it is proceeding amid the crisis; the calamity itself\nhas demonstrated the collective character of our economy and our distress.\nIndividual energy, industry, and virtue no longer guarantee a chance to make\na living and attain security.\nWhile the economic scene has been changing, thought has been changing,\ntho lagging behind the alteration in the economic structure. When President\nHoover declared that “ no one shall starve in America,” and took steps to\ncheck the course of the panic, he made a breach in the historic thought of\nAmerica. When President Franklin D. Roosevelt, in his message of January\n4, 1935, proclaimed his objectives to be security of livelihood, security against\nthe major hazards of life, and security of homes, he widened the breach\nopened by his predecessor. If economic security is in fact the certain reward\nof individual industry and thrift, if poverty is the offspring of laziness, then\nj there is no reason why the poor should not be allowed to starve, to suffer\npunishment for their sins. There was a time when economists and statesmen\nj held and celebrated this faith and practise. Charity might dole out soup,\n17\n\n"}
{"page": 518, "printed_page": null, "text": "512\n\nNational Education Association\n\nbut the nation represented by its government had no moral responsibilities\nin the case. Thought has changed. The obsolescence of the creed has been\ndemonstrated. President Hoover and President Roosevelt have condemned\nit. Their measures differed but their thought on this issue was the same.\nAnd it is inconceivable that we can go back to the philosophy of President\nVan Buren or the economic arrangements of his day. A break has come; a\nreturn to the past is impossible; the burden of the new thought and the\nnew responsibility will press harder and harder upon us as the future unfolds.\nThis change in thought did not come upon us out of a blue sky. For more\nthan half a Century practise had been preparing the way for it. Confronted\nby the alterations brought about in economy by machinery, specialization,\nintegration, and the multiplying ties of social living, our cities, states, and\nthe nation had been making innumerable adaptations in government to meet\nnew problems as they arose. They did this pragmatically without much spec¬\nulation in social theory. The process may be simply illustrated by reference\nto the substitution of a collective water-works system for the individual\npump in the backyard. And, as Theodore Roosevelt remarked long ago,\nno one thought that his individuality was crushed when he surrendered the\npump handle for the faucet in his house. Stage-coach drivers and carters felt\naggrieved, no doubt, when continental railways took over long-haul trans¬\nportation, but society derived benefits from that achievement of corporate\nenterprise. When the rates and services of railways were deemed unfair and\nunreasonable, government stepped in to regulate and control them. But not\nmany citizens felt their liberty destroyed because railroad companies were\ncompelled to heat trains, guard crossings, and subject engineers to tests for\ncolor blindness.\nThe history of municipal, state, and federal governments for more than \\\nfifty years is the history of growing interventions and actions on behalf of\nthe public or collective interest in a quest for greater convenience and secur¬\nity. Compulsory public education was one of the first forms of this trans¬\nformation. The individual right of parents to bring their children up in\nilliteracy and ignorance was denied, and the burden of supporting schools\nwas placed upon society itself. Public health services, parks, playgrounds,\nhospitals, mothers’ pensions, and public institutions of beneficence all illus¬\ntrate the increasing assumption of collective responsibility for the welfare\nand security of individuals. From year to year there has been an increasing\nintervention of government in the processes of agriculture and industry, an\nincreasing regulation of private enterprise, an extension of government ac¬\ntivities into new fields, a growing centralization of control and financing in\nthe hands of the state and federal governments as contrasted with local\ngovernments—in health, education, highways, relief, and social insurance,\nfor example. To go into more detail would be superfluous. The story is told\nwith a wealth of cold statistical description in the volumes prepared by Presi¬\ndent Hoover’s Committee on Recent Social Trends. And now those findings\nare almost daily confirmed by Presidential messages, by report after report\non resources, welfare, and planning, turned out by engineers, statisticians,\nand specialists in economy and government. And the particular proposals\n\n"}
{"page": 519, "printed_page": null, "text": "Department of Superintendence\n\n513\n\nare crowned by a great national project for state and federal cooperation in\nproviding assurance for the aged and the unemployed. The whole nation\nis engaged in a quest for security for all men, women, and children.\nVarious names have been applied to this new configuration of things and\nefforts. President Hoover called it “ associational.” The term “ coopera¬\ntive ” has been used to characterize it. The Commission on the Social Studies\nfound the word “ collectivism ” appropriate. Over definitions it is not profit¬\nable to tarry long. The fact stands: We live in a society that is differenti¬\nated, integrated, centralized, and interdependent in all its parts—a society in\nwhich government, representing the common interest, assumes increasing\nresponsibilities, along with farmers’ cooperatives, industrial corporations,\nand labor organizations, in holding economy together and making it work.\nIndividuals remain. The virtues of intelligence and industry remain. In¬\ndividual responsibilities remain and will always remain. But without in¬\nformed and efficient collective action, without the subordination of personal\nambitions and greed to common plans and purposes, Americans cannot win\nsecurity, cannot safeguard natural resources, cannot bring an economy of\nabundance into full flower. This is not a theory, a mere supposition; it is the\nconfiguration of the cold and brutal facts amid which we flounder and\nblunder today in a search for security and the good life.\nWith the facts, however, our thought has not yet entirely caught up, and\nthis discrepancy makes for tension, distress, and uncertainty. The old theory\nthat security is the simple product of individual thrift and virtue no longer\ncorresponds to the actualities of the social situation, to our knowledge of its\nstern mandates. And unless we can bring our thought into harmony with\nestablished and stubborn facts, with emerging trends, American society can¬\nnot be brought to the highest possible degree of economic efficiency. Nor can\nthe forms of security required for decent living be attained.\nThe task is conceded, but already voices are heard, telling us that the new\nadjustments and institutions cannot be made by thought, knowledge, and\ncommon efforts; that they must be made by brute power, supported by the\nsword. Already tones of thunder in Europe proclaim the death of democratic\nprocesses—government by public discussion, public decision, and public\naction, supported by the knowledge and resolve of citizens.\nAmid the crumbling structures of old practise and thought and emerging\npractise and thought stand leaders in education, responsible for the schools\nand the preparation of youth for the coming years. In the nature of things\nthey represent a public or collective interest, as distinguished from special\nand individual interests. Yet what are their immediate obligations, if any?\nThey may say, of course, that this crisis in economy and thought is not\ntheir concern, that they must not be involved in the tensions and conflicts of\nsociety, that they will close their eyes and ears to the turmoil of the world,\nthat such great public documents as the report of President Hoover’s Com¬\nmittee on Recent Social Trends have no interest to them. They may say,\n“ Let us go on undisturbed teaching Greek, Latin, mathematics, literature,\nchemistry, and history in the old way, without any reference to what is\ntaking place in society or the nature of the social order in which children\n\n"}
{"page": 520, "printed_page": null, "text": "514\n\nNational Education Association\n\nare to be graduated from the school.” Or, confronting the fact of a closely\nintegrated society, they may say, “ We believe that a return to the old order\nof 1850 is possible and that old theories and knowledge may after all work\nvery well again.” Or they may say, “ We are pure scientists concerned with\npurveying facts and we are not concerned with the use of facts any more\nthan the chemist is concerned whether one of his formulas is used to heal the\nsick or poison personal enemies.” These intellectual positions are possible—\nas long as society can afford and will pay salaries to educational leaders\nwho hold to such views of their present responsibility.\nOn the other hand, another position is possible for educational leaders.\nThey may say, “ It is our duty to give to pupils a picture of contemporary\nsociety and its trends as realistic and accurate as knowledge can make it.\nLet us prepare boys and girls thru information and training to take part in\nthis order of things, to contribute to its smooth and efficient functioning,\nto supply the knowledge and enthusiasm required to sustain the common\ninterest, and to contribute abilities to the maintenance of the democratic\nprocesses of government and collective adjustments.” If the schools are,\nafter all, to serve the society which supports them, this seems to be the only\nposition open to the educational leader who is not indifferent and defeatist\nin thought and spirit.\nSuch a position, however, carries with it imperatives. What are they?\nFirst of all is a clarification of thought and purpose, enlarging the mind and\ngiving it firmness without harsh dogmatism, vision without hectic illusions,\nand guidance without bigotry. Wide and deep knowledge of social develop¬\nment and contemporary social processes, including the history of culture.\nAcquaintance with ideas and ideals now bidding for the loyalties of Ameri¬\ncan citizens. A judicial spirit—the capacity to look around each particular\nissue, to listen to conflicting voices, even tho their tones be hateful, and to\nweigh and balance evidence. A generous freedom of teaching so that a real¬\nistic picture of American society, with its tensions and conflicts, may be\nsquarely presented to students. A recognition by each community of the fact\nthat schools have functions to perform in this respect which transcend spe¬\ncial and private interests. The judgment and wisdom that pay strict attention\nto strategy and tactics and never lose sight of grand objectives in personal\nor particular quarrels. These, to borrow from Shelley, are the seals of that\nfirm assurance which bars the pit over destruction’s strength.\nSuppose educational leadership, in common with all leadership, fails at its\ntask, what lies ahead of the republic? Glimpses of its fate are to be found\nin the monumental report of the Mississippi Valley Committee prepared by\ncompetent men of science under the auspices of the United States govern¬\nment. After making a minute survey of the Mississippi basin, comprising all\nor parts of thirty-one states, the committee presents an illustrative finding:\nIf certain presentday trends were to be projected unaltered into the future, the\nmap (of the Valley) would be a sorry one. We would be compelled to show increas¬\ningly larger stretches of once fertile lands stripped of their life-giving humus, rivers\nbreaking forth in floods of increasing severity as the denuded slopes permitted an\never swifter run-off, industry and agriculture becoming ever more precarious, the\nlife of the people on the land becoming more and more disorganized, and a steady in-\n\n"}
{"page": 521, "printed_page": null, "text": "Department of Superintendence\n\n515\n\ncrease in farm tenancy and of economic dependency. Under such conditions local\nself-government would be likely to break down and under the spell of a dire and\nnever-ending emergency, economic and political centralization would steadily in¬\ncrease. The comparison of such a situation with the final days of the Roman Em¬\npire is not too far-fetched.\n\nThis is not a vague declaration of sociology, social psychology, partisan\nphilosophy, or parlor communism. It is the cold, scientific, and statistical ver¬\ndict of engineers, foresters, and geographers, based on a study of indisputa¬\nble and stubborn facts of earth and life. As one among the many great state\npapers of our time, dealing with the crisis in our economy and thought, it\nreveals an inescapable phase of the present challenge to American leadership.\nIt lays no iron mandate upon us, but it forecasts our destiny if leadership\nfails. The past is closed and cannot be recovered. It is for us, the living, to\ntake up the work before us, and to meet the challenge of our time with the\nindomitable spirit and the inquiring mind which inspired and led the found¬\ners of the American republic.\n\nGENERAL SESSION, MONDAY EVENING,\nFEBRUARY 25, 1935\nTHE DOUBLE CRISIS OF THE SCHOOLS\nGLENN FRANK, PRESIDENT, UNIVERSITY OF WISCONSIN, MADISON, WIS.\n\nI shall not struggle to say anything new. I am more concerned to sound\na battle cry than to tickle your ears with any novelty of doctrine or dialectic.\nWith this vast assembly as a sounding board, I want to restate the gravity\nof the crisis in education which the crisis in enterprise has precipitated. Out\nof the No Man’s Land of uncertainty between old deals and new deals, I\nwant to sound again the bitter cry of the children for a square deal.\nScience, technology, and power production have brought American life\nand enterprise to a critical juncture. These three forces of social modernism\nhave created a new American civilization. The restless energies of this new\ncivilization are today straining against the obsolete and obsolescent in the\ntraditional patterns and procedures of American life which were, in the\nmain, designed to reflect an American civilization that no longer exists, a\ncivilization in which the scale of enterprise was small, the productivity of\nenterprise slender, the relationships of enterprise simple, and the tempo of\nits development slow. Events are compelling even conservative leadership\nto acknowledge the necessity of rethinking and recasting the old order in\nterms of a new world in which the scale of enterprise is vast, the productivity\nof enterprise lavish, the relationships of enterprise complex, and the tempo\nof its development swift.\nIn this imperative process of readjustment, it is to the schools and related\nagencies of special and mass education that we must primarily look for the\ndevelopment of superlative leadership and stably intelligent followership.\n\n"}
{"page": 522, "printed_page": null, "text": "516\n\nNational Education Association\n\nBoth in public service and in private enterprise the problems with which\nleadership must now deal are unprecedentedly complex and call for an un¬\nprecedented richness of information, insight, and intelligence. This means\nthat we must, if we are not to court national disaster, maintain the highest\npossible quality of education. Then, too, as political leadership moves to\neliminate child labor and as economic leadership proceeds to do the world’s\nwork with fewer and fewer workers in less and less time, the new freedom\nof children and the new leisure of adults throw a vast new load upon the\nnational machinery for formal and informal education.\nThe situation, in short, calls for an increased quantity and an intensified\nquality of education at a time when, unhappily, both the quantity and the\nquality of American education are threatened.\nNever before in the United States and nowhere else in the civilized\nworld has a depression been permitted to scuttle the schools and rape the\nintellectual resources of the national future. The panic of 1837 ended in the\nrenewal, not in the ruin, of the schools. Between 1837 and 1843, leading\nAmerican states increased their support of education as much as 34 percent.\nThe panic of 1857 left the schools unharmed. The panic of 1873, despite\nits severity, did not result in any backward step in education. In twentynine representative states, the financial support of the schools was averagely\nincreased by more than 50 percent. The depression of 1893 did not reduce\nthe support of the schools. The depression of 1907 did not tamper with\nthe public investment in education. And the depression of 1922 saw no edu¬\ncational retrenchment. It remained for the depression of 1929 to set going\na process of social suicide in which a supposedly enlightened people has\nstood silently by while the very foundations of its education were being\nsapped.\nLess than a year ago, when I last examined the situation in some detail,\nsomewhere between 3,250,000 and 3,500,000 American children found the\ndoor to educational advantage slammed in their faces. More than a third\nof these exiles from education were direct casualties of the depression. The\nlocked doors and boarded windows of schools here and there and yonder\ntell this tragedy. Even the schools kept open have drastically slashed their\nservices. Classes are crowded beyond the point of teaching efficiency and\nleft to the mercy of teachers unpaid or underpaid. Teaching staffs are de¬\npleted as student enrolments mount. And the valid enrichments that have\ncome to the curriculums of the schools during the last quarter century are\nbeing ripped out under pressure from this interest or that ignorance to\nwhich they are but frills intolerable in a time of stringency.\nUnless something comprehensively national is done, with promptitude\nand intelligence, to stabilize the support and stimulate the morale of the\nnation’s educational system, we shall emerge from the depression having lost\na quarter century of educational gains, and the national future will be\nfashioned by an inadequately disciplined people.\nTo date, virtually no leadership, save the leadership of education itself,\nhas gone manfully out to meet this threat to the national future. Business\nleadership has not. Conservative business men have, by and large, been on\n\n"}
{"page": 523, "printed_page": null, "text": "Department of Superintendence\n\n517\n\nthe side of uncritical retrenchment in educational expenditure and have ap¬\nplauded, here discreetly and there openly, a satirization of the teachers of\nthe nation as parasitic tax-eaters. Political leadership has not. And the\nconservatism or liberalism of the leadership has not materially altered the\nfact of its aloofness to the issue. Despite its profound social significance,\neducation has been largely left to shift for itself by a new era politics that\npurports to put social considerations first. In face of the seeming disposition\nof political liberalism to insure everything to everybody, the guaranty of ed¬\nucational opportunity to the children of all classes and all conditions of men\nclamors in vain for its rightful place on the current agenda of liberal politics,\nsave as it can be made a side-issue to relief.\nThis strange slump in the national concern for education is apparently\ndue, not to any particular social philosophy that has swept the rank and file\nof the people, but to an epidemic blindness to basic values that has attacked\na harassed leadership in business and politics.\nI assume that no extended argument is needed to prove that the crisis\nin economics has precipitated a crisis in education. The important thing is\nthat the current unconcern of leadership generally with the plight of the\nschools be shattered by an utterly objective analysis of this plight. Without\nwandering into any wilderness of details, I want to suggest a point of de¬\nparture for such analysis.\nThe crisis that has caught the schools in its vise-like grip is a double crisis.\nIt is, on the one hand, a crisis in external support, and on the other hand, a\ncrisis in internal policy. The current situation puts to society the problem of\nproviding the schools with a financial support that will enable them ade¬\nquately to carry the greatly increased load of work thrown upon them by\nthe new freedom of children from labor and the new leisure of adults under\na regime of power production which, independent of social policy, must\nmove relentlessly toward shorter and shorter hours. The current situation\nputs to the schools the problem of providing society with a kind of education\nthat will enable its men and women to master and bend to human advantage\nthe new instrumentalities of this age of science, technology, and power pro¬\nduction.\nI shall not discuss in detail the crisis in external support. I have dealt with\nthat phase of our educational difficulties extensively at both the Chicago and\nMinneapolis meetings. At neither of these meetings nor at any time during\nthe depression have I suggested that educators be permitted to spend money\nin reckless prodigality while the ghost of starvation stood at a million win¬\ndows. I have asked only that we remember that the highest economy is pro¬\nductive investment, whether it be the funds of a person or the taxes of a\npeople that are involved, and that we execute our economies with broad in¬\ntelligence and a statesmanlike sense of relative values.\nOne could not function, as I have functioned during these depression\nyears, at so turbulent a storm-center of public expenditure as the executive\nheadship of a large state university without vividly realizing the stark finan¬\ncial realities that government must face in a time of stress. But, as I have said\nagain and again during the difficult days of the last five years, in a phase of\n\n"}
{"page": 524, "printed_page": null, "text": "518\n\nNational Education Association\n\neconomic crisis, there are interests that lie beyond economics, and, unless\nthese interests that have to do with the bodies and minds and spirits of the\nmen and women and children of the nation are safeguarded in the midst of\ncrisis, economic recovery itself will prove a barren achievement.\nOn the Acropolis in Athens are the ruins of a lovely little temple dedi¬\ncated to the Wingless Victory. The lore of later days has it that the sculptor\nchiseled this symbol of victory without wings to express the hope of the\nAthenians that victory would never again fly from their city. The victory\nit celebrated is now forgotten of men, save as the antiquarians may salvage\nits story. The temple itself is now a scarred ruin, but its mute existence leads\nus to ask what victories of ancient Greece have stayed and what have been\nsnatched away. It needs no new research to frame the answer. The victories\nof Athens and of its empire that were victories of sheer force, physical or\npolitical, notable as they were at the time, have gone from the minds of all\nsave the historians. But the victories won by the Greeks who were path¬\nfinders of the mind and spirit, the philosophers and poets and dramatists and\nhistorians who expressed the Greek passion for truth and beauty and good¬\nness, these victories have been wingless. They have never left Greece. The\nGreeks who dealt in deathless values themselves became deathless, and in\nmyriad ways their legacy still lives to water the parched roots of the world’s\nculture and the world’s conscience.\nHistory has unforgettably dramatized the problem of relative values in\nthe story of Athens. The transient values of force, the power of organized\ninterests, concerned with material conquest, and the lust for supremacy,\nseductive to many at the time, have lost in the court of history. It has always\nbeen so. It is so now. It will be so for all time. But man is a stubborn and\nsingularly obtuse animal. He declines to listen to the record. He persists in\npursuing victories that will surely fly from him once he wins them. He\nspends his life in quest of achievements that he should know will turn to\nashes in his mouth.\nHere is a parable for statesmen, whether the day’s work sets for them\nthe task of balancing a budget or reconstructing a social order. In the\nmidst of fiscal difficulties and economic dilemmas, no matter how dire, we\nmust keep our attention tethered to those deathless values that give endur¬\ning greatness to a civilization. And wingless victories can be won, even in\nthe midst of the most drastic retrenchment that necessity may enforce, if we\nadminister our economies with bold intelligence instead of blind hysteria.\nIn the decisions it makes respecting its support of education, the nation\nis dealing with one of the deathless values of civilization, a value more vital\nto the complex civilization of this modern phase than to any civilization of\nsimpler centuries. If the nation is short-sighted in the decisions it makes,\nit cannot confine the wages of its sin to the generation that blunders. We\ncan defer the building of a road, a bridge, or a building and catch up on its\nconstruction later. We cannot put educational opportunity for the millions\nin cold storage for the duration of a depression and restore it later to an\nunschooled generation grown old. These must go thru life a lost generation\n\n"}
{"page": 525, "printed_page": null, "text": "Department of Superintendence\n\n519\n\npoisoning the processes of popular thought and political action with their\nundisciplined judgments.\nSo much for the crisis in the external support of education. I turn now to\nthe crisis in the internal policy of the schools. And here the crisis is quite as\nreal.\nDuring the last quarter century, the civilization going on outside the\nwalls of our schools has changed profoundly under the impact of the forces\nof science, technology, and power production, and has put a bewildering\narray of new problems to the individual American as well as to business, in¬\ndustry, finance, the church, the state, and the family. The rapidity and\nrevolutionary nature of this social change have taxed, almost beyond the\npoint of effective response, the capacity of the schools for flexible adjust¬\nment of the content and procedures of education to the new circumstances\nof this new civilization for life in which they must contrive to train.\nSchools do not operate in a vacuum. They function at the center of a\nswirl of forces that are forever churning and changing the nature and mood\nof the age. They could not, if they would, stay aloof from the processes of\nconflict and change that surge thru the social order they seek to serve.\nIn the quarter century before the onset of the depression in 1929, the\nschools of the United States had the difficult job of playing guardian to\nthe complementary forces of stability and progress in a phase of profound\nflux. At least seven silent but sweeping revolutions were remaking, for good\nor for ill, the life around our schools.\nA political revolution was under way. Self-centered national governments\nwere failing to solve the international problems of the twentieth century.\nWar was assuming an aspect of universal destructiveness. A call to some\nsort of world organization sounded insistently above the cries of our separate\npatriotisms. We have since slumped back into a phase of tribalism, but, for\na time, the minds of men, at least, clutched at concepts that went beyond\ntribalism. And everywhere the mass man crowded to the center of the stage\nwith dictatorships and democracies alike bidding for his favor. Democracy\nwas no longer the regnant religion it once was. New and alien philosophies\nof strong government found fertile soil in the bewilderment of the post-war\nyears.\nAn industrial revolution was under way. The competition between ma¬\nchine power and man power raced on with increasing intensity. A famine of\nemployment opportunity that could not be charged to an Act of God loomed\nas a permanent possibility of the power age. The power to produce was\nfast exceeding the power to purchase. New technical processes were render¬\ning old economic policies obsolete. Extensive social readjustments were be¬\ncoming imperative. And foreign policy, as well as domestic economy, was\ninvolved. Superpower and mass production were making active interna¬\ntional markets, stabilized by some sort of world coordination, more and\nmore necessary.\nA financial revolution was under way. The determining economic power\nof the world was rapidly getting out from under the dominance of European\npolitics and was coming under the thumb of American business. Markets\n\n"}
{"page": 526, "printed_page": null, "text": "520\n\nNational Education Association\n\nwere becoming financially less dependent upon wealth and more dependent\nupon wages for stable continuity.\n\nThere was a progressive broadening of\n\nthe base of stock ownership, with some momentary influence upon the psy¬\nchology of capital and labor, if but little influence upon actual industrial\ncontrol. The old formulas alike of wealth and of ownership were in process\nof change. As the modern economy of science, technology, and power pro¬\nduction matured, wealth became less and less a static something to be\ncaptured and cached, and was increasingly regarded as a dynamic something\nthat must be continuously created and re-created—at least so regarded by\nall who were alive to the forces of economic modernism. As the process of\ncorporate development marched ahead, the most astute analysis of the\nmodern corporation saw it making for ownership without control and\ncontrol without ownership.\n\nWealth went dynamic and ownership went\n\nimpersonal.\nA scientific revolution was under way.\n\nMen pushed their mastery of\n\nnature further and further. As they established a firmer and firmer scientific\ncontrol over their physical environment, they leaned less heavily on forms\nof religious authority that arose out of some dim past when men faced\nnature with fear rather than understanding.\n\nScience was changing men’s\n\nminds in this and a thousand other ways, even if the science of the labora¬\ntory seemed but slowly to influence the statecraft of the legislature.\n\nThe\n\nlives of men were being subtly changed by the seemingly inexhaustible flow\nof new machines, new instruments, new appliances, as the science-born\nautomobile, for example, altered the social habits of the world.\nA religious revolution was under way.\n\nMultitudes of modern men were\n\nfinding difficulty in adjusting themselves effectively to the modernisms of\nscience and social organization in terms of historic creeds and dogmas. The\ndiverse racial faiths were coming more and more into contact, and each was\nfeeling the impact of the others.\n\nThere was increasing impatience with a\n\nreligion insulated from the issues that intimately color and control men’s\nlives. With race hatreds, wars, and revolutions on their horizon, men were\ngroping for a religious experience that would help them meet the problems\nthrown up out of the competition of races, nations, and classes.\nA psychological revolution was under way.\n\nMen were slipping the leash\n\nof intellectual traditions, group ideals, personal codes, and social disciplines\nthat had long gone unquestioned.\n\nOn the part of millions there was a\n\nrather complete mental and emotional break with the past. The equilibrium\nof the outer and inner forces of men’s lives was disturbed. And, despite the\nvaried poses of unconcern that were for a time fashionable, men were con¬\ncerned to find a new and better balance.\nA social revolution was under way. The individual was being superseded\nby the group as the important unit in policy and action.\n\nThe small local\n\ncommunity, with the autonomy and richness of life that once marked it,\nwas passing.\n\nThere was a steady migration of competence from country\n\nto city. America was going urban with astounding rapidity. The center of\neconomic gravity was shifting from agriculture to industry. The old fluidity\nof classes showed signs of freezing, altho the poor could still climb to the\n\n"}
{"page": 527, "printed_page": null, "text": "Department of Superintendence\n\nseats of power by the grace of superlative capacity.\n\n521\n\nThe new economics\n\nwas putting to the old politics problems for which there were no answers\nin the textbooks. The masses were beginning to sense what they might do\nto better their economic lot thru the use of their political power, while\nradio, motion pictures, the talking film, and the airplane were beginning\nprofoundly to affect the social outlook.\nThese few brush strokes, in lieu of a completer picture, give some sense\nof the flux and ferment in the society our schools had to serve in the quarter\ncentury before 1929.\n\nIn so mercurial a situation, it was no easy matter to\n\ndetermine wisely just what and how the schools should teach. But one thing\nwas clear, namely, that processes of change so profound and so pervasive\nmade necessary a conscious reconsideration of the content and procedures\nof education in terms of what these seven revolutions were doing to Ameri¬\ncan life and to the lives of Americans.\n\nFor the better part of that quarter\n\ncentury, however, there were special circumstances that made popular pres¬\nsure for such reconsideration less insistent than it might have been.\n\nFirst\n\nthe single-track concentration of the war years and then the lotus-eating\nmood of the era of speculation diverted the public mind from any absorbing\nconcern with the social adjustment of our basic institutions.\nToday the situation is the exact reverse.\n\nThe depression has intensified\n\nall the more basic trends of the seven revolutions that were under way before\nthe economic collapse.\n\nIt has generated in us an extraordinary willingness\n\nto subject our traditional policies and institutions to critical reconsidera¬\ntion.\n\nIt has exposed, with compelling effect, how far behind social change\n\nmany of our social institutions have lagged.\nIt is always a critical moment in the history of social institutions when\nthe civilization they were designed to serve shifts the bases of its thought\nand action.\n\nIt is in such moments that historic institutions may either find\n\nrenewal or be relegated to limbo. If the adjustment of social institutions to\nthe social change surrounding them is inadequate or unduly laggard, they\nmay find themselves suddenly bereft of their traditional support, summarily\nchanged by external authority, or sweepingly disestablished and supplanted\nby alternative agencies thru which society thinks it can better achieve its\naims. If, on the other hand, social institutions adjust themselves intelligently\nto the social change surrounding them, they may experience a fresh invigoration and enter a phase of productive development.\nIt is some such situation that today confronts the schools, colleges, and\nuniversities of the United States. And their directive leadership may prof¬\nitably review the historic record of institutions that have failed fully to\nreckon with the phenomenon of social change outside their walls.\nThe enterprise of education has bulked about as large in twentiethcentury America as the enterprise of religion bulked in the Europe of the\nMiddle Ages. And the educational establishments of modern America now\nface a situation that bears at least a limited likeness to the situation that\nconfronted the religious establishments of medieval Europe preceding their\nphase of decline.\n\nSchoolmen may with profit reexamine the fate of the\n\nreligious foundations of the Middle Ages and reflect upon the maladjust-\n\n"}
{"page": 528, "printed_page": null, "text": "522\n\nNational Education Association\n\nment between their internal policies and the external cricumstances of the\ntime which resulted in their downfall.\n\nThey failed to meet constructively\n\nthe changes that went on without their walls.\nSchoolmen may with equal profit reexamine the record of the impact of\nthe French Revolution upon the French universities.\n\nHere, again, is evi¬\n\ndence of what happens to social institutions when they fail to take fully\ninto account changes in the climate of opinion surrounding them.\n\nThe\n\nsurface symptoms of the American readjustment now in process are far\nfrom identical with the violent manifestations of the French Revolution,\nbut we are confronted with reconstructions of political, social, and economic\npolicy quite as basic even if bloodless. The corporate form to which France\nhad entrusted the interests of the higher learning had lost the capacity for\nflexible adjustment to changes in the social situation it was designed to\nserve. The result was that, from the outset of the Revolution, the univer¬\nsities were heckled and harrassed by the political authorities.\nthere their property was seized.\nprivileges were revoked.\n\nHere and\n\nTheir independent status and corporate\n\nProfessional tests were abolished.\n\nAnd, finally,\n\non September 15, 1793, the convention sweepingly suppressed “ the colleges\nand the faculties of theology, medicine, arts, and law over all the surface\nof the Republic.”\n\nThis suppression was suspended within twenty-four\n\nhours, but seventeen months later the colleges were definitely abolished\nby decree. The French universities, like the monasteries of an earlier time,\nfailed to meet constructively the changes that went on without their walls.\nAnd the result was that the French Revolution scrapped the French uni¬\nversities and set itself to the task of educational reconstruction from the\noutside.\nThe likelihood of anything so sweeping may be remote, but it is not, in\nmy judgment, impossible that the story of the monasteries and the French\nuniversities will be repeated in the course of the American readjustment\ninto which events are forcing the government and enterprise of the United\nStates. There is, at any rate, enough in the analogy to bring everyone con¬\ncerned with the preservation and promotion of a valid education promptly\nto attention.\nI am keenly aware of the superficiality of much of the criticism that has\nlately been lodged at the doors of the educators, but I refuse to blind myself\nto the fact that there is a spreading disillusionment with the content and\nfocus of an education that has not produced a leadership better equipped\nto keep the social and economic orders from running amuck. As the break¬\ndown in social management, from which we along with the rest of the\nWestern peoples are suffering, becomes more and more manifest, the con¬\nviction grows that the general impact of our education upon popular judg¬\nment and the thinking of leadership has been as unsatisfactory as its tech¬\nnical training for specialized enterprise has been satisfactory.\nIn my Thunder and Dawn, in a chapter on “ Educating for Social Mas¬\ntery,” I went at length into the grounds for this growing disillusionment,\nand found myself forced to agree with the critics of my craft in their con¬\ntention that, while Western education has been superbly successful in train-\n\n"}
{"page": 529, "printed_page": null, "text": "Department of Superintendence\n\n523\n\ning Western man for the technical execution of his separate enterprises,\nit has signally failed to fit him for realistic statesmanship in the ground plan\nand governance of his social and economic orders, and that, thru the last\nquarter century, the fruits of this failure have been evident in a generation\nof leaders whose fingers have all been thumbs in the molding of those gen¬\neral policies of political, social, and economic organization which, in the\nend, make or break the separate enterprises of men. I wrote:\nAnd, altho it pains me as a schoolman to admit it, I cannot but believe that Western\neducation must share the blame for this breakdown of political, social, and economic\norganization. We are reaping the Dead Sea fruits of an era of over-specialization\nin Western education. . . . And we have produced what we have thus been organ¬\nized educationally to produce, namely, a generation of specialists. The vast crowd of\ncustomers who enter and leave the schools of the West without becoming good spe¬\ncialists nevertheless bear the mark of the system in their minds. They are partialists\nwho are powerless to play a constructive role in the analysis and adjustment of a\nsocial order whose current instability is to be found at the point of the relationships\nof its parts. With a mind molded by specialized instruction, Western man every¬\nwhere displays an increasing reluctance to wrestle with difficult problems as a whole.\nHe dismembers his difficulties and sends their separate parts to the appropriate\nspecialists. And then, when his social order faces a general crisis, as now, he finds\nthe specialists unwilling, even in consultation, to assume responsibility for general\nconclusions.\n\nI wrote this in 1931 before either the National Socialism of Germany\nor the New Deal of the United States had been added to the Communism\nof Russia and the Fascism of Italy in seeming contradiction of the con¬\ntention that Western man is reluctant and ill-equipped to deal with difficult\nproblems as a whole, because his education has been essentially the education\nof a specialist, and that the specialists decline responsibility in the field\nof general policy. But the more I burrow into the current process of political\nexperimentalism, the more I am convinced that the contention holds in the\nsense that the overspecialized education of these later years has not ade¬\nquately equipped us for the prompt mastery of the problem of social man¬\nagement that the economy of science, technology, and power production\nhas now put to us.\nWith us, indeed, the national problem has been tackled as a whole, and\nthe specialists have come out of their separate cells of expertness and gone\nat the building of broad policies with an unprecedented abandon.\n\nBut it is\n\nobvious, I think, that desperation rather than a sense of confident grasp\nhas driven us to the ambitious ventures in national planning upon which we\nhave lately entered. As we put this planning under the microscope, it be¬\ncomes clear that its net result to date is not so much a national plan as a\nmedley of divergent and mutually contradictory plans, as, for example, the\nplan to increase wages has been nullified by the plan to increase prices.\nIn theory, the national leadership is planning.\nby ear.\n\nI do not quarrel with this.\n\nIn practise, it is playing\n\nPlaying by ear may not be so bad a\n\nthing, in a phase of unprecedented uncertainty, if the player has a good ear\nfor music. It can, however, land us in confusion worse confounded; and, if\na leadership that is playing by ear hypnotizes itself into the belief that it is\nplanning, it can quickly degenerate into a rigid dogmatism that is sure it\n\n"}
{"page": 530, "printed_page": null, "text": "524\n\nNational Education Association\n\nhas in its bag the one remedy that will cure all of our ills in thirty days or\nmoney refunded.\n\nThat is infinitely more dangerous than the frankest of\n\ncatch-as-catch-can improvising.\nFinally, the dependability of the judgment of specialists in the field of\ngeneral policy is still to be proved. We may well find that it is simply not\nsafe to turn the financial experts loose on monetary pdlicy, the economic\nexperts loose on industrial policy, and the social experts loose on budgetary\npolicy without the correlating genius of a broadly educated statesmanship\nto correct their conclusions in terms of their interaction in practical opera¬\ntion. We cannot put the single-track policies of specialists from varied fields\ntogether like flag-stones and expect effective national policy to be the result.\nEffective national policy is not a mosaic of separate judgments. It is a living\nforce that functions as a unity.\nIt is just this genius for correlation, this capacity to see the interrelation\nof separate and specialized judgments, and this trained ability to ferret out\nthe social implications of knowledge that the education of the last quarter\ncentury or more has been least effective in fostering. The sense that this is\nso lies at the root of the educational disillusionment that has fallen upon\nso many of the abler minds of the time.\nAdded to this skepticism of traditional education at the more select levels\nof judgment, there is today a special factor that gravely threatens the popu¬\nlar enthusiasm for education which has heretofore been a distinguishing\nmark of the American temper. I refer to the long and lean army of school,\ncollege, and university graduates who have tasted the bitter bread of inse¬\ncurity and had their spirits broken on the rack of unemployment.\n\nI have\n\nseen the inside of the minds of hundreds of these men during the last five\nyears, and, as one concerned with the maintenance of a fruitful social atti¬\ntude toward the enterprise of education, I do not like what I have seen there.\nIn the long hours of enforced idleness, these men have tightened their\nbelts, and let their minds run reminiscently back over the long years of\nschool, college, and university education that have left them workless in a\nworld of closed doors. They are today, by and large, centers of dissatisfac¬\ntion with the content and focus of American education.\n\nThey are not\n\nirrational enough to assume that formal schooling can ever become an in¬\nfallible insurance against unemployment for every man with a diploma or\ndegree.\n\nThey do not assume that the universities can magically stabilize\n\nthe turbulence of this transition into a new world of science, technology,\nand power production. But, in a half-wistful half-resentful mood, they do\nfeel that the whole social situation might be different today if, during the\nlast few decades, the schools, colleges, and universities, in their curriculum\narrangements and teaching procedures, had attacked more directly the\nproblem of giving their graduates a living and informed sense of the forces\nand tendencies that have combined to give this historic juncture in American\naffairs its peculiar and perilous character.\nThey dimly sense what seems to me the obvious fact, namely, that a\ngeneration of Americans that had been consciously and comprehensively\ngrounded by the schools in an understanding of the forces that were cur-\n\n"}
{"page": 531, "printed_page": null, "text": "Department of Superintendence\n\n525\n\nrently making, unmaking, and remaking the political, social, and economic\norders would, in general, have reacted with a more flexible intelligence\nto the political and economic issues of the time and would have thrown up\nout of its ranks a more realistic leadership that would have been less con¬\ntent to let affairs drift relentlessly toward the debacle of 1929. This, they\nfeel, would well have been worth the sacrifice, if necessary, of much that\nhas been traditional in the objectives and content of American education.\nThe reaction of these unemployed and the more conscious analysis of\nthe educational realist alike underscore the fact that the situation now\nconfronting American educators cannot be met by any mere reshuffling of\nthe cards in curriculums.\n\nThe problem involved is nothing less than a\n\nfresh determination of what the directive aim of American education shall\nbe in the light of the new nature and the new needs of the new civilization\nbrought into being on this continent by the forces of science, technology,\nand power production, a civilization in which social change has so far out¬\nstripped institutional change as to throw the survival of our social order\nin the shadow of serious doubt.\nMany of the patterns of our educational system, like many of the pat¬\nterns of our political and economic orders, were designed in terms of the\nsimpler and more highly personalized life of the pioneer era. To a degree\nthat seems to some indefensible, they reflect also an era in which education\nwas predominantly a source of passive culture of a leisure class and of\npreparation for the learned professions. The schools must still keep going\nthat relay race of the human spirit in which, from generation to generation,\nthe seasoned wisdom and matured beauty of the centuries are handed on.\nFor the learned professions the schools must now provide a richer and more\nrigid training than ever before. But the life that made these the dominant,\nif not exclusive, demands upon education is not the life of contemporary\nAmerica. And to the degree that we persist in educating for social situa¬\ntions that no longer exist, we depress the effectiveness of education and\nintensify every latent skepticism of its processes.\nThis is the heart of the crisis in internal policy that has struck American\neducation. The crisis in external support is, in some measure, related to this\ncrisis in internal policy. It is related at least in the sense that an education\nsteered by a thoroly modernized directive aim, brought more immediately\nto focus on the political, social, and economic problems of contemporary\nAmerica, and animated by the avowed social purpose of training a genera¬\ntion of citizens to play a productive role in the creation, comprehension,\nand control of a workable order of life in an age of plenty will renew and\nreenforce in the American mind its early, if then somewhat uncritical,\nbelief that, in the words of the ancient Talmud, “ by the breath of the school\nchildren shall the state be saved.” And a people so convinced will not long\ntolerate a crisis in the external support of its educational enterprise.\n\n"}
{"page": 532, "printed_page": null, "text": "526\n\nNational Education Association\n\nTHE ECONOMY OF ABUNDANCE\nSTUART CHASE, ECONOMIST AND WRITER, GEORGETOWN, CONN.\n\nThe other day I was sitting in the office of a corporation in New York\nlistening to its president berate the New Deal.\n\nHe happens to be high in\n\nthe councils of the Republican party. The great mahogany table shivered\nto the thumping of his fist as he protested against little pigs thrown into\nthe Mississippi, cotton plowed under, the regimentation of honest enter¬\nprise,\n\nthe reckless spending of thousands of millions of public credit.\n\n“ Why,” he cried, referring to the recent elections in our most eastern state,\n“ they bought Maine, bought it in cold blood with relief money. . . . And\nwho is going to pay for it all? Where is the money coming from? Why,\nJim Farley. . .\n“ Wait a moment,” I said.\n\n“ How many unemployed have we? ”\n\n“ They say ten million.”\n“ How many Americans are on public relief? ”\n“ They say twenty million.”\n“ What does it cost a year to keep twenty million people alive? ”\n“ I do not know.”\n“ Well,” I said, “ I will tell you.\n\nIt costs about two thousand million\n\ndollars to keep them not much more than half alive, at $100 per head per\nyear.\n\nDoes this constitute reckless extravagance? ”\n\n“ It’s a lot of money.”\n“ If Mr. Hoover had been elected in 1932, would the depression now be\nended, and the unemployed back at work in private industry?”\n“ Well. . . .\n\nNo.\n\nI’m afraid not.”\n\n!\n\n“ If you Republicans were in office today, what would you do with twenty\nmillion destitute Americans? ”\n“ I suppose we should have to feed them.”\n“ Precisely.\n\nAnd what would it cost? ”\n\n“ You say two billion.”\n“ In other words,” I said, “ so far as the one outstanding problem of the\npresent crisis is concerned—namely, keeping a sixth of the American popu¬\nlation alive—Mr. Hoover, had he been elected, would have had to do just\nabout what Mr. Roosevelt is now doing—and the Democrats would be\nburning with moral indignation about buying the Maine elections, and\nabout the reckless, drunken spending of public funds.”\n\nI\n\nMy corporation president, albeit a stout Republican, is an honest man.\n“ Yes,” he said, “ I suppose that’s true. Republican or Democrat, we are in\nthe same boat so far as relief is concerned.\n\nWe cannot let people starve.\n\nWe cannot invite revolution. But who is going to pay for it? How can it\never be paid ? Millions and millions and millions. . . . Where are we go¬\ning, anyway?\n\nI don’t dare plan my business a month in advance.\n\nWhat\n\nkind of a crazy world have we entered since 1929? . . . And 1929 was\npretty crazy, too.\n\nRadio common at $500 a share.\n\nWhat is it all about? ”\n\nWhat is one to do?\n\n"}
{"page": 533, "printed_page": null, "text": "527\n\nDepartment of Superintendence\n\nHe had become a different man.\n\nIn place of the outraged Republican\n\npartisan was a perplexed, almost humble human being, groping for some\nunderstanding of a world which had loosed such thunderbolts about his\nhead.\n“Well,” he said, “what do you think it is all about?\n\nI never met as\n\nmany as two economists who ever agreed upon anything, but at least you\nhave been studying these larger questions, while I have been trying to keep\nmy business one jump ahead of the sheriff.\n\nHe nearly got me in ’32.”\n\nSo I told this baffled business man what I thought it was all about—\nfor an hour and a half. He listened patiently. When I had finished, he said:\n“ Well, perhaps. At any rate you have made me look over the top of my\nown ledger. Perhaps you are right; perhaps we have got to change a lot of\nthings.\n\nBut you didn’t produce your plan to save the world.”\n\n“ I haven’t any,” I said.\nWith your permission, I am going to tell you what I told that business\nman. He was not convinced by my diagnosis, nor probably will you be, but\nif I can help you to look over the top of your private ledgers for a few\nminutes, I shall be content. It is a habit that all of us must cultivate if we\nare to come safely thru the crisis in which Western mankind finds itself\ntoday.\nI began with a recital of certain gross physical facts. These things have\nhappened, or are happening. They cannot be escaped by argument, words,\nslogans, phrases, wishful thinking, or any other variety of the escape mecha¬\nnism. With the facts before us, we can then try to find a pattern of inter¬\npretation.\n\nThis is a prerequisite, it seems to me,\n\nto any program for\n\nconstructive action.\nThe first fact—Energy is the basis of life, and the basis of civilization.\nIn the last century in the United States, energy consumed per capita has\nincreased fortyfold.\n\nEvery man, woman, and child has theoretically at\n\ncommand forty times as much power to do work as obtained a century ago.\nMost of this energy is not animate, provided by man or beast, but inanimate,\nfrom coal, petroleum, and falling water.\n\nIts presence in the social mecha¬\n\nnism has engendered vast pressures, unknown in a simpler economy. This\nenergy can build—look at the Empire State Building or at Boulder Dam—\nand it can smash—look at a Big Bertha. In a very real sense, it was energy\nwhich smashed the traditional free market, precipitated the world depres¬\nsion, and let one hundred billion dollars go hissing out of Wall Street values\nin a few days in 1929.\n\nThe United States has developed energy and en¬\n\ngendered pressures in a more headlong fashion than any other country,\nbut all Western nations have followed the same general course.\nThe second fact—Invention has grown at a rate which, when charted,\nresembles a compound interest curve. The depression has in some respects\naccentuated the curve, by encouraging labor-saving devices and cheaper\nprocesses as gross income has declined.\n\nInvention is like a vine, starting\n\nfrom a single stalk and proliferating upward in spreading branches.\nThe third fact—As a result of the increases in energy and in invention,\ncost of production in terms of man-hours of work are the lowest in history,\n\n"}
{"page": 534, "printed_page": null, "text": "528\n\nNational Education Association\n\nand constantly going lower.\n\nThe only proof needed is the colossal extent\n\nof the overhead establishment—the salesmen, middlemen, politicians, pro¬\nfessional\n\npeople,\n\narmies,\n\nnavies,\n\nadvertisers,\n\nservice\n\ntradesmen.\n\nThese\n\ngroups, relatively speaking, are supported by a few farmers, industrial and\ntransport workers, aided by inanimate energy. The food, clothing, shelter,\nand other essentials of life are produced and distributed at a small fraction\nof the man-hour cost which earlier cultures have known. In the last analysis,\nthe man-hour must be the measure of true cost.\nBut while costs have been tobogganing as mass production methods have\nimproved, money costs in dollars or in pounds have by and large remained\nstubbornly high.\n\nExpressed in man-hours, the cost of living today is prob¬\n\nably not more than a third of what it was a century ago. Expressed in dol¬\nlars, it is higher than it was a century ago. Prices have not come down with\ntechnical improvements except in certain cases.\n\nWhen Henry Ford tried\n\ndeliberately to bring his prices into rough alignment with costs, he was met\nwith horror by the business and financial world.\ncricket.\n\nThis simply was not\n\nPrices should be fixed at the point of all the traffic will bear.\n\nIn\n\nmany industries traffic bore up better by the formation of a monopoly—\novert or covert, as the case might be.\nPrices have been “ sticky ” thruout the industrial revolution, with the\nresult that the price structure is all out of line with the technological struc¬\nture. In 1929 the technological structure burst thru the paper system of the\nbankers and hurled many prices down the back stairs into the cellar. Other\nprices did not fall—interest rates, railroad rates, the price of steel in the\nUnited States, for instance.\n\nThe lack of alignment still remains fantastic.\n\nThe fourth fact—Energy and invention have further disrupted the free\nmarket system by fostering technological unemployment, and so diminished\nbuying power.\n\nNot long; ago I visited the plant of the A. O. Smith Cor¬\n\nporation in Milwaukee.\n\nHere I found, filling a whole building, a great\n\nmachine which seizes raw steel at one end and pushes out finished frames\nfor automobile bodies at the other end; 10,000 frames a day, 3,000,000\na year at capacity operation. This one building can supply the frames for\nmore automobiles than the entire country produced in 1933.\n\nTending the\n\nmachine are fewer than 200 men. They do no work on the steel itself, but\nsimply set gages, inspect the process, control the endless flow of shining\nframes.\n\nSide by side with this mill is another of older design.\n\nIt uses the\n\nsemi-automatic, not the full automatic process.\n\nIt is a far larger building,\n\nand its output is the same, 10,000 frames a day.\n\nHere men do much work\n\non the frames themselves.\n\nWhen operated at capacity 2000 men are em¬\n\nployed. I asked the president of the company how many men it would take\nto manufacture 10,000 frames a day by the still older machine process,\nbefore conveyor belts and standard parts were introduced. At least 20,000,\nhe said.\nHere we have the threat of technological unemployment in vivid form.\nTwenty thousand men using hand machines give way to 2000 men using\nsemi-automatic methods, who give way to 200 men on the full automatic\nprocess—all for an identical output.\n\n"}
{"page": 535, "printed_page": null, "text": "529\n\nDepartment of Superintendence\n\nIndustry has been moving rapidly toward the semi-automatic and, where\npossible, the automatic method. The photo-electric cell is now taking over\nsome kinds of inspecting and other mental work.\n\nNothing can stop this\n\ntransition to the cheapest, easiest, most dependable method.\nAs it marches, other things being equal, men lose their jobs and their\npurchasing power.\n\nIt is a curious but significant thing that, along about\n\n1920 in the United States the manpower employed in all our great industrial\ndivisions began to decline. Thruout the period of prosperity, with produc¬\ntion steadily increasing, we employed fewer farmers, fewer miners, fewer\nfactory workers, fewer railroad workers. The beginning of the last decade\nwas thus a time of signal importance in the history of the industrial revolu¬\ntion.\n\nIt marked the turning point where industrial efficiency apparently\n\nhad no use for more manpower in the great primary industries, no matter\nhow much output increased.\nThe fifth fact—A further result of energy and invention has been to tie\na whole continent into one productive mechanism, where this section fur¬\nnishes foodstuffs, another coal, iron ore, petroleum; other sections specialize\nin pottery or textiles or motor car manufacturing; while the transport and\ncommunication industries link all together with arms of cement, copper, and\nsteel. One can no longer go into business for himself, as he could a hundred\nyears ago.\n\nHe can establish a business, true, but he will almost instantly\n\nland in a court of insolvency unless he is prepared to subordinate himself\nto the whole economic organism.\n\nHe is a part of a network which covers\n\nhis own country, his own continent, and to a lesser extent, the whole world.\nIf he attempts to do what he pleases, regardless of the network, he will find\nhimself ruined.\n\nLittle farmers, little shopkeepers, little iron masters, in\n\n1800 could boast of their economic individualism and even practise it. To¬\nday we boast of it, but nobody dares practise it.\n\nImagine a business man\n\ntelling the telephone company, or the water company, or the electric light\ncompany, to get off his premises.\nEconomic activity today is governed by the whole organism, precisely as\na-finger or toe or eyelid is governed by the whole body. True, it can move\nby itself but only within a limited orbit.\n\nIn these stern circumstances, the\n\noutcries of reactionaries about freedom, unfettered initiative, the curse of\nregimentation, are just loud and meaningless noises.\n\nOne can properly\n\ndiscuss how far a finger can wiggle, but one cannot discuss a finger wiggling\nby itself without an arm and a body behind it.\nThe sixth fact—Population in Western civilization is growing at a\ndecrement, upsetting the plans, valuations, mortgage security of real estate\nspeculators, especially in the United States. The plans were laid, and the\nmortgages incurred, on the bland assumption that the curve of population\nwas to continue to mount forever as it did in the nineteenth century. A few\ninventions in biology and some other events have halted this majestic expan¬\nsion. Real estate interests in this country are waiting in a sort of dreadful\nsuspense for business to pick up, so that their frozen mortgages may be\nvalidated, blind to the fact that to validate their mortgages, they must first\npick up the population curve. If these gentlemen had their own best interests\n\n"}
{"page": 536, "printed_page": null, "text": "530\n\nNational Education Association\n\nat heart, they should be running about breaking up birth control clinics,\nrepealing immigration quotas, and offering prizes for large families like\nSignor Mussolini.\nThe seventh fact—The United States has reached the Pacific and turned\nback on itself. The pioneer is dead. “ Go West, young man! ” said Horace\nGreeley a half century ago. Well, go West today—and try to get a job in\nHollywood walking on with a spear. There are relatively more unemployed\nin California than there are in New York state.\n\nThe frontier has gone;\n\nand with it the new markets that followed the opening of free lands.\nMeanwhile the industrial and agricultural plant has been developed to\na point far in excess of market demand.\n\nIn 1929, the radio industry could\n\nreadily have made five times as many radio sets as it sold; there were four\ntimes as many filling stations along the roadside as the traffic called for;\nthe Wool Institute, in 1927, estimated a woolen mill capacity thrice normal\ndemand.\n\nLast year farmers in California alone destroyed 238,000 tons\n\nof fresh peaches for which they could find no market, and considered the\nsurplus small.\n\nI have a photograph of a pile of oranges, 10 feet high and\n\na solid mile long, dumped from freight cars to rot.\nIn this almost universal condition of excess plant capacity, it is difficult\nto persuade private capital to add to the plant by investing in more woolen\nmills and orange groves. Nay, it is downright impossible, as the huge sur¬\npluses of uninvested capital in the banks bear witness.\n\nSaving has run far\n\nahead of investment, and investment cannot catch up when energy and\ninvention have already equipped the plant so well.\n\nFinally, the vast load\n\nof debt on the plant has not been appreciably lifted, and industry hesitates\nto pile new debts for expansion on top of old ones.\nThe eighth fact—When domestic markets have in the past been saturated,\nit has been common practise for industrial nations to sell their surplus goods\nabroad, or to invest the surplus savings abroad. This worked well during\nthe nineteenth century.\n\nBut, like the United States reaching the Pacific,\n\nthe conquest of foreign markets has reached the end of the Seven Seas.\n“ Backward nations ” borrowed Western inventions and developed their\nown energy, built their own factories,\n\nsupplied increasingly their own\n\nmarkets, and even invaded the trade preserves of older industrial countries.\nLook at Japan. Look at Russia. Look at the Argentine.\n\nEven as America\n\nno longer has the safety valve of free lands, Western industrial powers as\na whole no longer have the safety valve of expanding foreign markets into\nwhich their surplus may be dumped.\n\nEconomic nationalism, autarchy, has\n\nbecome the order of the day. Apart from the ferocious infections of jingoism\nit creates, it forms an almost insuperable barrier to the revival of industry\non the capitalistic formula.\n\nThe old trading grounds are plastered with\n\nsigns: “ Dump no goods here. Trespassers will be prosecuted to the fullest\nextent of the law.”\n\nThe law, incidentally, is a tariff a mile high.\n\nThe above are the eight major facts I placed before my corporation\npresident.\n\nLet us recapitulate them:\n\nThe growth of inanimate energy\nThe growth of invention\n\n"}
{"page": 537, "printed_page": null, "text": "531\n\nDepartment of Superintendence\n\nThe decline in man-hour costs, while costs in terms of money have been pegged by\nmonoply and waste\nThe increase in technological unemployment\nThe network of specialization which has destroyed local self-sufficiency\nThe halting of the population curve\nThe development of the productive plant to a capacity far in excess of market\ndemand\nThe saturation of foreign trade, due to the exporting of energy and invention to\nso-called backward nations.\n\nWhat kind of a pattern can be woven from these facts?\n\nHow shall they\n\nbe interpreted?\nMany orthodox economists would be disposed to admit them, but to deny\nthat the interpretation calls for a new social order.\n\nSuch economists argue\n\nthat the whole trouble has arisen from the “ sticky ” prices which have not\nfallen as costs have fallen.\n\nDestroy monopoly, establish free competition,\n\nthey say, and the old system can be made to work again. But we cannot go\nback 150 years—except by a cataclysm. Really to establish free competition\nagain would mean scrapping the most of government activity, scrapping\nlabor unions, trade associations, holding companies, a good part of the cor¬\nporate structure.\n\nIt means deflation to the bitter end, and above all takes\n\nno account of changed technological methods, the network of specialization\nwhich has finished rugged individualism, in fact if not in theory.\n\nThis\n\ninterpretation is, in my opinion, pure moonshine.\nOther students somewhat more realistic, including many business men,\ninterpret the facts in another way. They invite us to look at the poverty of\nthe mass of the people.\n\nHere, they point out, is a market for unlimited\n\nelectric refrigerators, bathtubs, radios, new motor cars, tomato juice, what\nyou will.\n\nIt is ridiculous, they say, to talk about a saturation point being\n\nreached in the capitalist system when people still need so many things.\n\nIf\n\nand when Americans, or Europeans, have their wants satisfied, regard then,\nthe teeming hordes of Asia, Africa, and South America.\n\nWhy, they cry,\n\nthere is work enough here to keep all our mines and factories busy for a\ngeneration.\nA partner of a large banking house painted this soothing picture for me\nonly the other day.\n\nI asked him how the poor in America were to pay for\n\nelectric refrigerators, to say nothing of the teeming hordes of China.\nhad no answer.\n\nNone of this school have any answer. They hope for the\n\nbest.\nThese gentlemen are confusing their frames of reference.\n\nj\n\nHe\n\nThey seem to\n\nthink, in their non-business hours, that business is carried on to supply people\nwith useful commodities. In their business hours, they know better, and act\naccordingly. A manufacturer of plumbing supplies who went about giving\nbathtubs to people who needed them would not long remain in business.\nIndeed, he would be lucky if he escaped detention in a lunatic asylum.\nWe must keep our frames of reference clear, or we fall into vast con¬\nfusion. We can look at economic activity in terms of what Thorstein Veblen\nhas called serviceability.\n\nThis is a physical frame and is concerned with\n\nwhat people need, and the available facilities to satisfy these needs. There\n\n"}
{"page": 538, "printed_page": null, "text": "532\n\nNational Education Association\n\ncan be no banks, mortgages, debts, interest charges, insurance, profits, taxes,\nor money in this frame.\n\nIt is a straight engineering point of view.\n\nOr we can look at economic activity in the frame of business-as-usual,\nwith the bank credit, debts, buying power, money all in. This is the only\nview permissible to those who believe in maintaining the present financial\nsystem.\n\nThey cannot go about giving goods away; they must sell them.\n\nThis frame Veblen has called vendibility. You cannot mix serviceability and\nvendibility any more than you can mix oil and water. You cannot sell radios\nto citizens of China who have no money to pay for them if vendibility is to\nbe maintained.\n\nThe world may be starving for the goods which our idle\n\nfields and factories are eager to supply, but not a wheel will turn, not a\nfurrow be laid back, without the prospect of a pecuniary market.\n\nLet us\n\nhear no more nonsense about human needs from those who believe in\nbusiness-as-usual.\nMy interpretation of the eight facts is this.\n\nEnergy and invention have\n\nproduced an economy of abundance. In the frame of reference of vendibility\nthis means a surplus of factory capacity, of agricultural products, of labor.\nMachines, crops, and manpower are a drug on the market.\nEven in physical terms, without considering purchasing power, it is\nprobable that energy and invention, aided by the elimination of waste, could\ngive every family in Europe and America a decent but modest standard of\nliving and utterly abolish poverty.\n\nThe present plan cannot yet provide\n\nluxuries for all, but it might do so if invention were given a free hand.\nThe economy of abundance is trying to function in the confines of a\nfinancial system laid down when energy and invention were in their infancy.\nThe gold standard, the creation of wealth only thru the creation of debt,\nthe methods whereby capital is allocated and invested, the edifice of insur¬\nance and savings based on the law of compound interest—are all scarcity\ninstitutions,\n\nformulated in an age when wealth was scarce, and when\n\ncapital saved from current consumption commanded a large premium. Now\nwe are surfeited with capital, and the premium is no longer mandatory;\nor better, the rate of premium has been already greatly reduced by an\neconomy of abundance.\nAs I see it, the financial system founded on scarcity has been split wide\nopen by the technological pressures of an abundance economy.\n\nI believe\n\nthat capitalism has outlived its function, tho the wreckage will take many\nyears to clear away. We are habituated to it, and the habits of men change\nslowly.\nThe Western world is in the birth throes of a new order. It is entering\na period of transition from private capitalism to some new system more\nconsistent with the imperatives of a high energy culture, even as feudalism\ngave way to private capitalism some hundreds of years ago. That transition\ntook many decades. Oxcarts were a favorite method of energy consumption\nand transport. This transition will be more rapid. Three hundred thousand\nhorsepower turbines are not so patient as oxen.\nThe\n\nformula of private capitalism\n\ndemands\n\ncontinuously expanding\n\nmarkets, and an expanding capital goods sector, where unearned income\n\n"}
{"page": 539, "printed_page": null, "text": "533\n\nDepartment of Superintendence\n\nmay be profitably invested. The wages and salaries paid to the workers who\nare building the new capital goods—the railroads, steel mills, skyscrapers,\ndepartment stores—when added to the wages and salaries paid to the work¬\ners who are producing consumers’ goods keep the system in equilibrium.\nBut it is of the utmost importance to understand that capitalism, to function\nproperly, must expand. Like the Red Queen, it must move faster and faster\nto keep in the same place. The eight facts have checked the rate of expan¬\nsion, I believe, permanently.\n\nIn the United States, while consumers’ goods\n\nhave declined about 25 percent during the depression, capital goods have\ndeclined 75 percent. There has been no appreciable pick-up under the New\nDeal.\nGovernments everywhere have been driven to fill the breach left by this\nabdication. In one sense, that is all the New Deal is. The collapse of invest¬\nment closed every bank in the nation in March 1933. The New Deal pried\nthe bank doors open with public credit. The collapse of investment threw\nten million capital goods workers on the streets. The New Deal is feeding\nthem and trying to find employment for them in public and civil works.\nThe plans were carried out hastily and in a great emergency. Few persons\nrealized that the crisis was more than temporary.\nIf you are disposed to accept my interpretation, you have a right to ask\nme what I propose to do about it.\n\nI can reply with equal right that I do\n\nnot set myself up as an arbiter of vast historical change.\ncan do very much about it—not even Mr. Roosevelt.\n\nNo one person\n\nBut many men and\n\nwomen, alive to the facts, can throw their combined weight in certain\ndirections which may prevent the transition from being unnecessarily cruel\nor unnecessarily sanguinary.\nThe first thing is to admit the necessity of the transition. The second, to\nappreciate the forces which engendered it.\n\nThe third, to secure some idea\n\nof a new social framework which will be consistent with those forces—act\nwith them rather than against them.\n\nSpecifically this means a financial\n\nmechanism which will release purchasing power as fast as energy and in¬\nvention lower man-hour costs and increase potential output. It is important\nto realize that the hundreds of schemes, plans, and experiments now ad¬\nvocated as alternatives to “ sound money ” are in answer to an insistent\ndemand. Somehow, a new financial mechanism must be found. The various\nproposals for inflation, for the creation of non-interest bearing public credit,\nthe Douglas Plan, the schemes to nationalize private banks—are all aimed\nin the same direction. Our problem is not to set our faces blindly against\nsuch proposals, calling them the visions of crackpots, but to determine\nwhich proposal can be tried out with the least social disruption.\n\nAnd we\n\nmust remember that whatever is tried, some people are bound to be hurt.\nAgain, it does no good in the light of the facts, to register a blanket pro¬\ntest against government invasion of economic activity. As private capitalism\nrelinquishes responsibility for the employment of capital goods workers, the\ncommunity thru its agent—the government—must assume responsibility.\nAs my business man admitted, the unemployed cannot be allowed to starve,\nor even to degenerate into unemployables. If we have even a trace of realism\n\n"}
{"page": 540, "printed_page": null, "text": "534\n\nNational Education Association\n\nin our natures, we must be prepared to see an increasing amount of collec¬\ntivism, government interference, centralization of economic control, social\nplanning. Here again, the relevant question is not how to get rid of govern¬\nment interference, but how to apply it for the greatest good of the greatest\nnumber. The methods applied to date by Messrs. Hitler and Mussolini\nleave something to be desired. But these, as well as the methods of Stalin\nand Roosevelt and the recent conversion of the British public debt, are all\nitems in a historical transition—all answers of one kind or another to a set\nof inescapable conditions.\nWe must also prepare for a shift of accent from saving to spending, from\nproduction to distribution, from vendibility to serviceability. Only so may\nmass consumption catch up with mass production. Insurance is ceasing to\nbe an affair exclusively of the individual, and is giving way to social in¬\nsurance. As the economy of abundance gains, it is not too much to expect\nthat every family will be guaranteed economic security on a fairly high\nlevel. The essentials of life will flow as a matter of right, even as the water\nsupply, high roads, public health services, and common school education flow\ntoday. Indeed, if we can keep our perspective and our heads, we may come\nout of this troubled transition with a stout foundation laid for the greatest\ncivilization ever dreamed of.\nTechnically, the economic problem is already solved. We can produce\nenough to go round and more. The task before us is to change traditional\ninstitutions so that the technical promise can be realized in fact, and to be\nperfectly clear in our minds that the technological pressures are smashing\nthese institutions willy nilly.\nWhat a happy day it will be when we can drop economics as a universal\nproblem, sink it in the sea and forget it, and go on to some of the real and\nexciting problems of mankind. I hope that I may live to see myself done\nout of a job as an economist.\n\nGENERAL SESSION, TUESDAY MORNING,\nFEBRUARY 26, 1935\n“ SOCIAL CHANGE AND EDUCATION,” THE 1935\nYEARBOOK\nJury-panel Discussion by Members of Yearbook Commission:\nJohn W. Studebaker, United States Commissioner of Educa¬\n\ntion, Washington, D. C., Chairman\nFrank W. Ballou, Superintendent of Schools, Washington,\nD. C.\nLyman Bryson, Visiting Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y.\nJohn L. Childs, Associate Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y.\n\n"}
{"page": 541, "printed_page": null, "text": "Department of Superintendence\n\n535\n\nFrederick S. Deibler, Professor of Economics, Northwestern\n\nUniversity, Evanston, Ill.\nJ. B. Edmonson, Dean, School of Education, University of\nMichigan, Ann Arbor, Mich.\nFred J. Kelly, Chief, Division of Higher Education, United\nStates Office of Education, Washington, D. C.\nWorth McClure, Superintendent of Schools, Seattle, Wash.\nJesse H. Newlon, Professor of Education and Director of Lin¬\ncoln School, Teachers College, Columbia LTniversitv, New\nYork, N. Y.\nW. W. Theisen, Assistant Superintendent of Schools, Mil¬\nwaukee, Wis.\nCarroll Hill Wooddy, Adult Forum Leader, Des Moines\nPublic Schools, Des Moines, Iowa\nPresident Oberholtzer:\n\nAs you know from the program, we have\n\narranged this morning for discussion of the yearbook of the Department\nof Superintendence. It is useless for me to comment upon this yearbook.\nThe discussion of this panel this morning will be all of the justification, I\nthink, we need, to evaluate its merits. This array of talent has been gathered\ntogether by the chairman of this yearbook. The members of the panel will\nbe introduced to you by him.\nI think it is not worthwhile for me to spend much time in introducing\nthe chairman of this Yearbook Commission. Dr. Studebaker, as Superin¬\ntendent of Schools of Des Moines, has made an enviable reputation as a\nleader in education. Those of you who know of the public forums that were\ncarried on in the city of Des Moines, know something of the vision and\noutlook that he has.\nAt the present time he is the Commissioner of Education of the United\nStates, and I, for one, am especially glad to have a practical schoolman who\nsees the problems first-hand in the classroom, representing public education\nin the department of our government.\nI am pleased to introduce to you at this time the chairman of our year¬\nbook, Dr. John W. Studebaker, United States Commissioner of Education,\nwho will have full charge of the discussion of the morning.\nChairman Studebaker: Some great philosopher once said, “A speaker\ncan say enough in fifteen minutes; he can tell all he knows in half an hour.”\nIt is somewhat with this thought in mind that the present panel discussion\nhas been planned. We hope within about one hundred minutes to open\nand to advance a discussion of a number of fundamental social questions\nwhich we trust will be stimulating to you for months to come.\nIt is not my purpose now to talk for half an hour in an effort to tell you\nall that I know. But I think it will help to orient you in relation to the\ndiscussion if I tell you very briefly how this yearbook was prepared, what\nissues are to be discussed, and how this panel is to be conducted.\nFor several years the resolutions and convention programs of the Depart¬\nment have indicated an intensification of the interest of superintendents in\n\n"}
{"page": 542, "printed_page": null, "text": "536\n\nNational Education Association\n\nsocial problems. Individually superintendents had come into personal con¬\ntact with economic unrest. They had followed the current reports in news¬\npapers and periodicals. But much of the discussion moved in circles of\nconfusion; it offered few specific suggestions for the busy executive whose\nenergies were absorbed by the demands of his school system.\nIn the hope of helping to clarify the situation the Executive Committee\nvoted in April 1932 to authorize a yearbook which should deal with social\nand economic issues. By November of that year President Milton C. Potter\nhad appointed a commission on this subject. The Commission met in May\n1933 to outline the proposed publication. Subsequent meetings were held\nfor the purpose of discussing and preparing the contents of each chapter.\nA subcommittee, consisting of the chairman and four members, met in the\nfall of 1934 to prepare the general statement and to complete the final\narrangements.\nIt became evident quite early in the deliberations of the Commission that\nthe Department was not ready to issue a “ blueprint ” of the obligations of\neducation to a changing civilization. The report of the President’s Research\nCommittee on Social Trends had been issued only recently. The final re¬\nports of the Commission on the Social Studies of the American Historical\nAssociation were still in the course of publication. There did appear, how¬\never, to be a need for a presentation of social thinking which would help\nto bridge the gap between theoretical discussions of society and the practical\ndemands of the classroom. With such a handbook superintendents would\nbe prepared to undertake the experimentation in their own school systems\nwhich would lead to more vital curriculum offerings.\nThe present yearbook, therefore, is neither a treatise on sociology nor an\noutline of a social studies curriculum. Its field lies between these extremes.\nChapters II thru VII of the yearbook review the nature of recent social\ntrends and summarize the efforts of society to adjust to change. Chapters\nVIII to XV inclusive point out some of the implications for education of\nsocial and economic adjustments. Chapter I attempts to bring out the\nfundamental differences of opinion on social questions which exist among\nboth laymen and educators.\nAfter the preliminary drafts of manuscripts were prepared, it was dis¬\ncovered that in spite of many common viewpoints the members of the Com¬\nmission held a number of divergent opinions. Two ways of proceeding were\npossible. The points of difference could have been avoided so as to present\na report which all members might have conscientiously signed. Obviously,\nunder such a plan this yearbook might have been an incomplete patchwork\nof innocuous platitudes. A second alternative, and the one finally chosen,\nwas to allow the author of each chapter to develop his topic as he thought\nbest. At the same time the chapters were thoroly discussed by the Com¬\nmission as a whole and many individual viewpoints considerably modified.\nIt is inevitable that the decision to have signed chapters should result in\na yearbook with widely different interpretations of the same social data.\nMany of the same differences of opinion exist among the members of the\nDepartment as well as among social scientists, government leaders, and\n\n"}
{"page": 543, "printed_page": null, "text": "Department of Superintendence\n\n537\n\ncitizens generally. It is not a condition to be deplored as it sets the stage for\nfrank and stimulating discussions. In conferences of superintendents, in\nteachers meetings, and in professional periodicals the role of education in a\nchanging civilization needs to be explored. Group discussion has always\nbeen a typically American way of reaching decisions on matters of general\nwelfare.\nIn the swirl of social change which threatens at present to engulf man¬\nkind, education must strive with double diligence to keep both its balance\nand its sense of direction. Nothing has yet shaken our faith in education as\nan indispensable instrumentality of social progress. Nor has anything al¬\ntered our belief that the right of every man to his fair chance in life is a\nprinciple worth fighting for. These are the things which abide. They re¬\nmain steadfast as a point of reference while all the conflicting desires of\nmen jostle about for position. Neither urbanization nor technology can\nstamp out in the lives of men their desire for freedom, one of the most\nfundamental urges of the centuries thru which man has arisen.\nBut freedom today is harder to attain than it was yesterday. The banker’s\nfreedom may cost me my savings. The stockbroker’s freedom may mean my\npoverty. The farmer’s freedom to produce as much as he desires may mean\nnot only the loss of his own income but his neighbor’s as well. The milk¬\nman’s freedom may mean the death of my child from typhoid fever. In a\nthousand ways, I must curb my freedom if I am not to injure my neighbor\nor curtail his freedom.\nBut freedom is still an important part of an American’s conception of\nthe good life. His intelligence is still his guide in attaining it. That new\nforces arise to baffle him and confuse his motives may add to the difficulty\nof his quest, but they will not turn him aside. He will seek to understand\nthe new barriers that arise in the way of his progress, and evolve an ever\nbetter system to aid his intelligence in overcoming those barriers as he ad¬\njusts himself to them.\nThose who have the destiny of our system of public education in their\nhands feel their responsibility keenly today. In a nation which fought\nheroically to establish a government which might serve equally the needs of\nall people, concentrated wealth has formed a power that often bends govern¬\nment to its own purpose. In a nation which was inspired by the faith that\neveryone should have an equal chance, control by the few of the instru¬\nmentalities of production has closed to many the doors of opportunity. In\na nation which once held out to all the promise of opportunity for useful\nlabor, millions are now deprived of that opportunity thru no fault of their\nown. These and other maladjustments in a land which has boasted of its\nequal opportunity to all are obstacles in the path toward freedom.\nFurther, when once there was much of mutual participating in common\nvalue, there is now much of the blighting effects of competition for private\npecuniary gain. Where once there was well-nigh universal faith in demo¬\ncratic institutions as the effective guarantee of a freer and nobler life, some\ninterests which now control public opinion increasingly decry that faith.\n\n"}
{"page": 544, "printed_page": null, "text": "538\n\nNational Education Association\n\nIt is in such a complex of social change that education must now work.\nMinds informed about the new problems, and habituated in responding to\nthe new motives, must result from the combined efforts of all the agencies\nof education. Every teacher, every leader of youth, every parent, has his\npart to play. And he cannot play it without an understanding of the forces\nthat move society and determine the reactions of individuals. Educators\nmust be students of social forces as well as students of the processes of\nlearning. To help educators to see their vital part in the education of to¬\nmorrow, this yearbook entitled Social Change and Education has been\nprepared.\nThere exist among laymen, as well as among educators, certain funda¬\nmental and genuine conflicts in point of view. These differences arise chiefly\nfrom varying assumptions as to the nature, the needs, and the purposes of\nsociety. Several terms are used today to designate these underlying assump¬\ntions, such as social philosophy, stereotypes, and frame of reference. Re¬\ngardless of the labels, the fact remains that these basic views have,\nconsciously or unconsciously, colored the chapters of the present yearbook\nand will probably color our discussion here.\nNow let me state briefly, and in rather extreme form, four fundamental\nissues which came up many times in the preparation of the yearbook and\nwhich perplex the American people today.\na. Is it the primary aim of our American civilization to give the individual un¬\nhampered freedom of thought and action, or is it completely to integrate the indi¬\nvidual with large social processes?\nb. Is our capitalistic economic system such a failure or a social hindrance that it\nshould be replaced entirely by a collectivistic system designed to meet our Ameri¬\ncan needs?\nc. Is our present system of parliamentary government and political parties so un¬\nsuited for presentday industrial conditions that it should be replaced by a system\nrepresentative of functional groups within American society?\nd. Is the primary function of public education to help children and adults to under¬\nstand the nature of and trends in American life, or is it actively to formulate the\noutline of needed changes and to indoctrinate pupils with the desirability of these\nnew proposals?\n4\n\nNow one final word as to procedure:\n1. In a minute or so I shall begin to call upon the members of the panel in turn\nto discuss these fundamental issues. Each person will speak for three minutes. Dur¬\ning that time there will be no interruptions by other members of the panel.\n2. After each one has had his three-minute period of freedom, a provision in the\nprocedure established by the consent of the group, I shall throw the meeting open to\nfree discussion. Members of the panel will address one another and not the chairman,\nunless the chairman engages in the discussion. Written questions addressed to a\ndesignated member of the panel will be received from the audience by the chairman.\nThese questions will be answered during the last ten minutes. Let me suggest, how¬\never, that in this free discussion no one should speak continuously for more than\nthree minutes.\nLyman Bryson :\n\nThe first of the principles which you put up here for\nus to discuss is rather a preliminary to other things which are more con¬\ntroversial and possibly more important, but it is necessary to clear the\n\n"}
{"page": 545, "printed_page": null, "text": "Department of Superintendence\n\n539\n\nground on this first point. Is it the primary aim of our American civilization\nto give the individual unhampered freedom of thought and action, or is it\ncompletely to integrate the individual with large social processes?\nI should say from my own thinking that that is an impossible alternative.\nIn the first place, the idea of unhampered freedom of thought and action\nis an unrealistic idea. No society could ever be, or ever has been, con¬\nstructed in which individuals could have unhampered freedom. The second\nidea which is offered as a choice, completely to integrate the individual\nwith large social processes, is possible but not at all desirable, and I say that\nbecause I do not believe that there is any way of setting up any completely\nintegrated social process to which each individual must be entirely related,\nwithout having that social process in the hands or in the control of some\nof the individuals in that society; in other words, if you have complete\nintegration, you have tyranny, absolutely and necessarily, in my opinion.\nSo the alternative is not between complete freedom and complete integra¬\ntion, because one is anarchy, and the other is tyranny, and neither one is\nacceptable nor desirable.\nHere we have a false choice put before us; what we want is obviously\nthe best manipulation of a very difficult interrelationship. My freedom as\nan individual is due in very large measure to the kind of social process in\nwhich I live; that is, I can be free only as society offers me certain kinds\nof freedom. At the same time, unless that society guards my right to criti¬\ncize it, to change it if I care to, to move freely within the pattern, it is\nunsatisfactory, because there again it limits my freedom.\nThe primary aim of American civilization, like the civilization or society\nof any other group of people in this world, is to give the individual the\ngreatest possible chance for growth within the social processes which are\nnecessary; in other words, we want a society which will give individuals\na chance for the greatest possible personal development, knowing very well\nthat that does not mean anarchy or unhampered freedom, but a civilized or\nmeasured freedom which takes into account fully the necessary freedom\nfor the others that are in that society with him. That, of course, is a\ncompromise, a middle ground.\nI don’t expect all my colleagues to agree with me, because it is an oldfashioned position, but I think it is a sound position, that society should aim\nat the greatest possible freedom for the individual, knowing that that is a\ncompromise between one man’s freedom and the freedom of his next door\nneighbor.\nJ. B. Edmonson : I agree with Mr. Bryson that the primary aim of\nAmerican civilization should be found in a middle course rather than in\neither of the proposed alternatives. In my opinion both of the proposed\nalternatives are objectionable. It is my judgment that we should emphasize\npreparation for greater cooperativeness as a controlling aim of American\ncivilization.\nI do not believe that we are going to improve the present situation by\nurging complete freedom of the individual or, on the other hand, advocating\nthat the individual should be lost in the larger group. Greater cooperative-\n\n"}
{"page": 546, "printed_page": null, "text": "540\n\nNational Education Association\n\nness is needed in order to improve our communities, and to improve the\nsituation in the state and in the nation. It is true that some persons do not\nyet realize this fact and continue, therefore, to overemphasize the impor¬\ntance of freedom of the individual to manage his own affairs.\nThe improvement of our social life depends upon training in cooperative¬\nness. This is true of the individual and it is also true of groups of indi¬\nviduals, such as our community. No man thrives best alone. No undertaking\nthrives best without the support and assistance of many persons. The Bibli¬\ncal question, “Am I my brother’s keeper? ” needs to be reviewed by large\nnumbers of people in our American society. The new spirit of cooperative¬\nness is promoted by an unselfish interest in the welfare of others and a\ndesire to work happily with others. This new spirit is opposed by greed,\nselfishness, and intolerance.\nComplete individualization is not a desirable goal of American civiliza¬\ntion. Complete integration of the individual with larger social groups is\nequally objectionable. A middle course with emphasis on greater coopera¬\ntiveness for the good of the individual in terms of the good of the many is\nthe aim that I would urge for American civilization.\nJesse H. Newlon: The chairman has assigned Question B to me for\nanswer. I shall have to read that question: Is our capitalistic economic\nsystem such a failure or a social hindrance that it should be replaced entirely\nby a collectivistic system designed to meet our American needs? Here again\nwe have the statement of two extremes, but I assert that our historic\ncapitalistic system is not a solution to the difficulties which we confront\nin the United States at the present time.\nWe are moving in towards some form of collectivistic society. We shall\ngo in that direction far enough to insure economic security and opportunity\nfor the pursuit of happiness to all Americans and not just to those who are\nmost fortunately situated in our society. We live in a period of social un¬\ncertainty and change in which the American people are making the most\nfundamental decisions since the American Revolution.\nIn such a time education cannot be neutral. The school will be employed\neither to support the existing order or to build up a better social order. Dr.\nOberholtzer has rendered a splendid service to education in recognizing\nthe basic importance of this problem by making it the central theme of this\nconvention.\nThe American people are not afraid of change. They welcome all\nchanges that will bring economic security to all of the millions who do the\nproductive work of the country. Profound changes must be made in our\neconomic system if the natural and technological resources of the country\nare to be utilized for all. America will choose between fascist control by\na privileged group and control by the people, for the people. If the school\nis to serve the people, the roads of free inquiry must be kept open. Let us\nnot be deceived. Powerful forces are seeking to destroy this freedom. These\nforces are the enemies of the school and of the people. If the issues are\nmade clear, the people will demand a school that will make a fearless ex¬\namination of the facts of the social situation.\n\n"}
{"page": 547, "printed_page": null, "text": "Department of Superintendence\n\n541\n\nWhether education is informed and forward-looking depends in large\nmeasure on the social vision and courage of educational administrators. I\nhave faith that counsels of fear and evasion will not prevail in our ranks.\nBut if we are to discharge our responsibilities, we must face that fact that\nwe cannot and will not be neutral in the struggle of social forces now going\non in this country. Will the school, by giving the people knowledge of the\npossibilities of American life and of the forces that thwart the realization\nof these possibilities, serve the true interests of the people, or play straight\ninto the hands of privilege? That is the issue as I see it, Mr. Chairman.\nChairman Studebaker: Some of us have felt for a long time that as\npedagogs get together annually in large gatherings or in small groups upon\nfrequent occasion, they should have in their midst some experts in the fields\nof economics, political science, and sociology. Personally, I am persuaded\nthat most of us in the field of pedagogy have only a little veneer of social\ninsight. The next speaker is Dr. Frederick S. Deibler, professor of eco¬\nnomics in Northwestern University.\nFrederick S. Deibler: In discussing Dr. Studebaker’s second question,\nmay I say that I am not one of those who has despaired of the present\neconomic order, notwithstanding the trying times since 1929.\nMy faith in the essential soundness of the present system is based upon\nfour considerations:\n1. This is not the first depression thru which we have come, even tho\nwe admit that in point of numbers affected, it is the most severe one. Nor\nis it the first time that we have had ardent advocates of radical social change.\nThe period following every depression is the heyday for all sorts of social\nphilosophizing.\nOur economic system is very delicately balanced and even in peace times\nit is extremely difficult to maintain that balance, but wars completely disrupt\nour social, political, and economic relations for )^ears to come. Our most\nserious depressions have always followed wars. It seems, therefore, a much\nmore realistic interpretation of what has happened in Europe and America\nsince 1914, to attribute it to the disrupting influences of war than to charge\nit to a breakdown of the economic system.\n2. Under the present system the material welfare of countries that have\nembraced it has been developed to a level unattained by any country under\nany other form of economic organization.\nBelieving, as I do, that our intellectual and spiritual welfare have a mini¬\nmum economic basis, I hold that the present economic order has made\nnotable contributions to these aspects of our civilization.\n3. We know the present system. We know its strength and we know its\nweaknesses. The whole pattern of our life is adapted to its mode, and our\nways of thinking are very largely conditioned by its operations.\nTherefore, I find it very difficult to believe that wisdom lies in the direc¬\ntion of scrapping the experiences of the past for an adventure on an un¬\ncharted sea of social and economic revolution. This is not the way of science.\nWhen medical men become baffled by a disease beyond their control, do they\n\n"}
{"page": 548, "printed_page": null, "text": "542\n\nNational Education Association\n\nadvocate the scrapping of the biological findings of the past for a new\nsystem of medicine? Not if I have read the history of science correctly.\nI have faith to believe that in the social sciences the future holds more\nfor us along the path of evolutionary adaptation of our institutions to the\nneeds of our generation than in the direction of a new order.\n4. Any new system will have its own problems. A new system may cor¬\nrect some of the evils of the present system, but we may rest assured that\nit will create others equally baffling and equally difficult to solve. Let no\none deceive himself into believing that changing the institutional framework\nof society will bring about an economic and social millennium. I think\nShakespeare’s admonition is still sound doctrine in which he said in sub¬\nstance: “ We had better bear with the ills we know than to fly to those we\nknow not of.”\nFor these reasons, very briefly put, I believe that we can make the surest\nprogress in solving the social and economic ills of our time by building on\nthe solid foundations of experience rather than by attempting to construct\na new order that would require the acceptance of a new social and economic\nphilosophy.\nChairman Studebaker: One of these labels called social philosophy\nor stereotype or frame of reference, which certainly will color our attitudes\ntoward the learning process, will be more and more this question of the\ndevelopment of an executive government on the one hand of an extreme\ntype, or the retention of a rather widespread representative parliamentary\nsystem on the other hand. Dr. Wooddy, a political scientist, may have some¬\nthing to say on this subject.\nCarroll Hill Wooddy: I have the same criticism of this proposition\nwhich was expressed concerning the first, and I think it is also true of the\nsecond. We have to deal with rather widely spread alternatives in between\nwhich there may be any number of middle positions, not merely one.\nWhether or not our present system of parliamentary government and\npolitical parties is unsuited to political conditions is a debatable proposition,\nbut whether it should be replaced by a system representative of functional\ngroups seems to me highly questionable. That, I think, is tantamount to\nasserting that reform of our political institutions can follow only one direc¬\ntion, namely, that of imitation of fascist or soviet states.\nI shall attempt to analyze the alternatives by presenting one or two\npropositions which support the extremist view, and then one or two counter\npropositions which represent what seems to me to be a more reasonable\nattitude.\n1. I think those who believe that our present governmental forms are\ninadequate to the needs of the present crisis and must be replaced by some\nform of functional representation assume that an economic revolution has\nalready occurred, is on the verge of occurring, or that it will inevitably\noccur; and secondly, they assume that economic revolution always expresses\nitself in terms of new governmental forms. There is a certain amount of\ntruth in the latter statement, but unless the first be true, the proposition as\na whole perhaps falls to the ground.\n\n"}
{"page": 549, "printed_page": null, "text": "Department of Superintendence\n\n543\n\n2. It is frequently urged as an argument for revolutionary governmental\nchange, that parliamentary democracy has in the past worked best when\ncontrolled by a single class, or when there was substantial agreement as to\nwhat the economic basis of society should be. When the Duke of Welling¬\nton was Prime Minister of Great Britain, it was said that the government\nconsisted of a number of gentlemen, all of whom lived in Mayfair, talking\nto one another. That kind of government disappeared in 1832, and Eng¬\nland, as it extended the basis of representation, has found it increasingly\ndifficult to operate under the parliamentary system. It is urged that the\nsame type of criticism is valid as applied to our own institution.\n3. As a counter proposition, I should like to point out, first, that condi¬\ntions in the United States are much more favorable to the continued\noperation of representative government than is true in the case of those\ncountries where so-called parliamentary democracy has been discarded.\nWe have had a longer experience with widespread political participation\nthan any other nation. It is true that we achieved as early as 1840 adult\nmale suffrage, whereas England didn’t get it until 1884. Thus we have\nhad a more extensive experience in operating a form of parliamentary gov¬\nernment than has any other country.\n\n<\n\nj\n.\n\\\n\nWhile it is true that we were never entirely a classless society and have\nbeen becoming less and less so, it is also true that no single economic class\nhas ever controlled our government, that all economic classes have access\nto the government, and that the government has proved reasonably re¬\nsponsive to the demands of classes which are not economically dominant.\nThis has been true, not only of farmers and laborers, but also of many\nother elements in our population. The assumption that our government\nis completely controlled by a propertied class is not in harmony with the\nfacts.\n4. Secondly, despite the apparent rigidity of our governmental forms,\nour governmental mechanism possesses a considerable inherent capacity of\nadaptation to economic needs when these needs are clearly formulated and\nadequately supported. Thus in this present emergency, in spite of the fact\nthat we have a nominal division of powers between the legislature and the\nexecutive, there has been a decided shift of legislative authority to the Presi¬\ndent, in response to a need for greater efficiency. We have assumed that the\nSupreme Court operates as a barrier to change which can never be sur¬\nmounted ; but this view can scarcely be held after the decision on the gold\nclause.\nWe think perhaps of our state boundaries as serious obstacles to the de¬\nvelopment of a complete national consciousness, yet we now see the region¬\nalization of the United States proceeding at a rapid rate under our present\nadministration.\n5. I reach this conclusion, then, that those who are interested in economic\nchange would be well advised to strive to strengthen, to develop, and to\ndefend the democratic political process as the most effective agency for\nachieving economic justice rather than to insist upon an economic program\n\n"}
{"page": 550, "printed_page": null, "text": "544\n\nNational Education Association\n\nwhich is likely to overthrow the government and thus destroy the avenues\nwhereby their objectives are most likely to be attained.\nSecondly, and this is a step in the same direction, they should support\nthose political reforms and administrative changes which will make the\ngovernment an increasingly useful agency for providing the expertness and\nstatesmanship without which democratic control becomes mere unharnessed\nenergy.\nJohn L. Childs: I should like first to express my keen appreciation of\nthe excellent leadership which John W. Studebaker has given as chairman\nof this Commission. Recognizing that our country is at a turning point in\nits history, and that honest minds differ about the direction in which we\nshould now move, Dr. Studebaker did not urge us on the Commission to\nsubmerge and minimize our important differences. On the contrary, he\nencouraged us to elaborate these several views in the 1935 yearbook, and he\nalso arranged for this opportunity for their further exploration in public\ndiscussion. In pursuing this course, Dr. Studebaker demonstrates that he is\none who translates his educational theories into actual practise.\nIt is my aim in this opening statement to redefine one of these funda¬\nmental issues which I hope may be discussed this morning. I think I can\ndo this most concisely and appropriately in this gathering by reading a\nparagraph from a statement made by the honorary president of the National\nEducation Association, John Dewey, in the February issue of the Social\nFrontier. He says:\nLet it be admitted that the school must have some social orientation. Let it also be\nadmitted that this necessity is implicit in the nature of education. And when I say\n“admitted” I do not mean admitted for the sake of argument, but admitted as the\nfact of the situation, and a fact that cannot be escaped.\nLet it be admitted also, and for the same reason, that broadly speaking the teach¬\ning profession is now faced with choice between two social orientations. Of these\ntwo orientations, one looks to the past, the other to the future. That which looks\nto the past, looks also by the necessities of the situation to the interests of a small\nclass, having a highly privileged position maintained at the expense of the masses.\nThat which looks to the future is in line with the scientific, technological, and indus¬\ntrial forces of the present, and, what is more, it is in the interest of the freedom,\nsecurity, and cultural development of the masses. Everything that has been said\nabout the reality of the contest between these opposed interests and groups, I believe\nto be also true. In one way or another, teachers as a body and individually do and\nmust make a choice between these opposed social orientations and all they prac¬\ntically imply.\n\nIf Dr. Dewey analyzes correctly the present educational situation (and\nI think that he does) the problem of indoctrination assumes a new character.\nOn this basis, the crucial issue is not whether education should be based\non a social philosophy. Education by its inherent nature must give its\nallegiance to some social outlook. The important question today is, What\nis this social philosophy to be, and how is it to be used in our educational\nactivity?\nFred J. Kelly: It has been several minutes now since these proposals\nor issues were read. May I be allowed to re-read the one that I hope to\ndiscuss? It reads this way: Is the primary function of public education to\n\n"}
{"page": 551, "printed_page": null, "text": "Department of Superintendence\n\n545\n\nhelp children and adults to understand the nature of and trends in American\nlife, or is it actively to formulate the outline of needed changes and to\nindoctrinate pupils with the desirability of these new proposals?\nThe reason I am choosing to discuss the fourth issue is that no matter\nhow badly I say what I shall try to say, I do not believe I can make the issue\nof indoctrination more confused than it already is.\nI believe in the first alternative stated. It is the function of public educa¬\ntion to help people understand the nature and trends in American life. But\nlet’s be clear that I do not believe that can be done without what many\npeople are calling indoctrination. If, for example, I am convinced that the\ntrend is toward bureaucracy, I don’t see how I can teach that trend without\nmy students sensing my attitude toward the dangers of bureaucracy. If they\nrespect my judgment, they will tend to become opponents of bureaucracy.\nSimilarly, if I believe the trend is toward the increasing power of the\ndemagog in public life, I don’t see how I can keep my students from sensing\nmy attitude and thus becoming indoctrinated against the demagog.\nI have chosen these two illustrations because bureaucracy and the dema¬\ngog have no friends at court. No one complains about my indoctrination\nagainst them.\nBut even in such a case, I shall be careful about my method of teaching\nif I want to be really effective. I shall not ask my civics class to rise and\nrepeat in concert, “ Down with the demagog! ” I shall have them try to\nfind the evidences, and to understand the tactics of certain men in high\nplaces, perhaps senators or newspaper owners, about whose honesty and\nhigh purpose I may have some doubt. My students will study their speeches,\ntheir radio addresses, and their editorials. If the devices used by these men\nare too subtle for my students to discern, I shall probably help them to see\nthru these subtleties just as I would help them to see thru the subtleties of\nShakespeare. I shall not be surprised if they come thru with a fairly loathesome attitude toward the demagog.\nIt is quite likely that if I maintain during this teaching exercise the\njudicial attitude becoming a teacher, I shall probably not have said anything\nscathing myself about a demagog. I shall feel disappointed, however, if\nmembers of my class haven’t. I shall expect them to have to restrain an\nimpulse to organize a parade and carry a banner on which is inscribed,\n“ Horsewhip the demagog! ”\nBy this example I mean only to point out that the offense, real or fancied,\nof indoctrination is in the method of teaching used rather than the materials\ntaught. When I come to believe that Fascism is the best “ ism ” for America,\nI shall hardly be able to teach my classes in political science without their\nfinding out my belief. But, since Fascism is not quite so one-sided an issue\nas demagogy, I shall not expect that the evidences will be conclusive enough\nto convince all my students, nor fire them to march in the next Fascist\nparade. When the evidences have become so conclusive as that, then no one\nwill bother to call our teaching about it by the epithet indoctrination. While\nthe evidences are still inconclusive, I must respect their inconclusiveness\n\n"}
{"page": 552, "printed_page": null, "text": "546\n\nNational Education Association\n\nunless I wish to transfer from the role of a teacher to that of a demagog\nmyself.\nWorth McClure : May I approach, in practical fashion, the discussion\nof this fourth question which the chairman has laid before us, namely, the\nissue of indoctrination in relation to school problems? There has been too\nmuch tendency, I believe, to discuss this question in a vacuum, and, as one\nwho is not by reason of his work able to talk at great length about some of\nthese questions without being confronted with the necessity of a decision,\nI wish to approach the question from the functional point of view.\nIt has been said already that democracy is a dynamic social process, the\ngoal of which is the production of a finer type of human being. With this\nstatement I am in agreement. I think it was Mazzini, the Italian patriot,\nwho said that democracy is the progress of all thru all under the leadership\nof the wisest and the best. We catch this same note of the progress of all in\nLincoln’s Gettysburg Address, and in many of the other statements of\nleaders of this republic.\nEducation must, therefore, function along the line of the production of\na citizenship composed of individuals who have been disciplined by a social\nconscience. What does the school contribute toward wholesome individual\ngrowth ? What does it contribute toward the sense of personal responsibility\nfor the progress of all? These are questions which every school must ask\nitself constantly and by which every teacher must constantly test his instruc¬\ntion, so I wish to suggest two major lines of development along which the\nschools perhaps must go, which I believe they must follow for the imme¬\ndiate and the succeeding years.\nThe first of these is that there must be a rethinking of all of the resources\nof the school and a mobilization of these resources toward the cultivation. of\nchild growth. Now we can call that character education, if we will. We can\ncall it guidance, if we will. The goal is the same, the capitalization of all\nof the experiences which exist in the daily mine run of school life for the\ndevelopment of stronger and more intelligent personality.\nThe school for childhood, I believe, since that is my chapter in the book\nand—I approach this question from that angle—the school for childhood as\nwell as the secondary school, must stress the broadening and finding func¬\ntions. We have been entirely too content to believe we could leave explora¬\ntion and guidance to the secondary-school years. There needs to be counsel¬\ning based upon studies of individual pupils, such as we have known only in\nrare instances in the past. We need to know about the child physically,\nintellectually, emotionally, and socially.\nThe experiment now under progress in the city of Washington, D. C.,\nin character education, is fraught with valuable suggestions along this line\nfor every superintendent in the country.\nThere is another comment upon this first major trend. May I add that\nthe school organization must be made much more flexible than it is at pres¬\nent? There is too much rigidity at present in such organizations as the\nplatoon school, in junior and senior high school, excellent as is the purpose\nof these plans of organization. We are still too much dominated in them and\n\n"}
{"page": 553, "printed_page": null, "text": "Department of Superintendence\n\n547\n\nin other types of school organizations as well, by the machine organization\nconcept, the press-the-button idea, that if we get the right kind of school\nmachine, it will automatically do the job. Purposes must dominate the school\norganization, not the reverse.\nThird, may I say that character education, the cultivation of this personal\ngrowth that we have been talking about, must be based upon a new definition\nof success. We have had too much emphasis upon success in terms of tangi¬\nbles in this country, not enough emphasis on those intangible values which\nare productive of certain indestructible satisfactions attained by those who\nachieve the wingless, deathless victories that we heard about last night.\nAs a second major trend, I believe we must merge the school more closely\nwith the community than we have ever done. Such things as excursions must\nbe conducted on a larger scale than we have yet visioned them. We must\ntake the children out into the community where they see social processes\nin action.\n*\nThe Ann Arbor, Michigan, experience and those of other school systems\nwhich have been extending the life of the school beyond the walls of the\nschool, are valuable for all school superintendents. We need to use the com¬\nmunity as a social laboratory and as a corollary of that our study of “ current\nevents ” must become a study of the current of events. The current of events\npoints the existence of fundamental problems which society must solve.\nHow would you find out more about the problem which this incident just\nrelated brings to view? How have Americans dealt with such problems in\nthe past? What is the responsibility of educated Americans toward such\nproblems ? These are questions which the teacher must ask and must inspire\nthe students to ask.\nThe goals in this process (let us be perfectly clear about this) are the dis¬\ncovery and stimulation of interests in social problems and in social progress,\nthe sense of responsibility for the progress of all, the mastery of methods of\nindependent thinking and advice, the open mind, not the closed one.\nWill students be indoctrinated then? Yes, they will be indoctrinated with\nideals and values pertaining to American democracy. They will not be in¬\ndoctrinated with thought-suppressive, ready-made social nostrums, or gov¬\nernmental patterns borrowed from across the sea.\nEvery teacher should ask himself, “ Will my students be better able to\ndeal intelligently and independently with propaganda in all its forms be¬\ncause of my teaching? ” The teacher who turns out from his classroom a\npropaganda-ridden generation because of his own attitude, is false to the\n! ideals of teaching.\nFrank W. Ballou : I presume that we all agree that the school is a\nfundamentally important social institution. I think the history of education\nshows that it always has been and I think it will undoubtedly continue to be,\nin any democratic form of government.\nI am of the opinion that certain work of the schools inevitably represents\ni a stabilizing force, and that certain other work that is going on in the schools\nis directly related to the existing social order which historically, I think, is\nalways to some extent a changing social order.\n\nS\n\n"}
{"page": 554, "printed_page": null, "text": "548\n\nNational Education Association\n\nI should like to pause long enough to observe that while this panel is con¬\ncerned with social change, we shall go on teaching reading and arithmetic\nin the most up-to-date ways, whatever may happen in connection with the\nadoption of any teaching program in the social studies.\nWe educators are too prone to take up one idea and forget some of the\nother important activities of the school. I think it is one of the primary func¬\ntions of public education to help children and adults to understand the nature\nof and trends in American life, but I think the public school has other equally\nimportant functions to perform.\nAs a superintendent of schools, I am heartily in accord with the general\nidea that the schools must play an important part in social change; however,\nas superintendent, and necessarily concerned with the formulation of a pro¬\ngram of instruction in the social studies, I would like to have help in defin¬\ning what that new social order is for which the schools are expected to\nprepare.\nWhen the consensus of the American people shall have decided the kind\nof a social order they want, I think the schools are prepared to give instruc¬\ntion in that social order. The politicians are disagreed, the sociologists are\ndisagreed, the economists are disagreed, and the philosophers and educators\nare disagreed, and I do not know of any fund of knowledge or group of\npractises to which we can turn to find out the kind of new social order we\nought to have.\nI should like to say that that is the primary difficulty with which it seems\nto me the school people of America would be confronted if they were com¬\nmitted to the problem of indoctrination concerning that new social order.\nPersonally, and using the word “ indoctrination ” in the usual sense, I am\nunalterably opposed to indoctrination. I think the school should undertake\nto teach about the existing social order for the purpose of determining with\nthe pupils of mature or youthful age, some understanding of that social order,\nsome understanding of its strengths and its weaknesses. On that basis I think\nwe can then approach the consideration of improvement in the existing\nsocial order.\nI do not believe that we should undertake to teach the children what to\nthink, but I do think we should undertake to teach them how to think about\nsocial problems. I think we should leave to the generation now in our schools\nthe determination on their part of the kind of social order they want when\nthey take our places.\nW. W. Theisen: Personally I cannot subscribe to either of the two\nalternatives which the chairman has proposed as to the primary function of\neducation. The first is inadequate, and the second represents an unsound\ndoctrine. I agree rather with those who hold that the primary function of\neducation is to train individuals to think and act cooperatively in the\ninterests of group welfare, and at the same time to encourage the individual\nto develop his own talents to the fullest so long as the results are not detri¬\nmental to society.\nThe advocates of indoctrination assume that teachers are competent to\nfind the proper solutions to our social and economic difficulties, but with the\n\n"}
{"page": 555, "printed_page": null, "text": "Department of Superintendence\n\n549\n\naverage level of training of teachers in this country not above that of normal\nschool graduation, and when our best economists, sociologists, and students\nof political science can offer only partial solutions to some of our difficulties,\nit seems rather naive to place such confidence in teachers. While teachers\nshould be students of social problems, it is extremely improbable that even\nthe best among them can find more than temporary solutions to even a few\nof our difficulties, or that more than a few of their proposed solutions, even\ngranting that they were correct, would be accepted without long and bitter\ncontroversies.\nIf we deem it our proper function to undermine the present social order,\nwe should be honest enough to make our intentions known to the public\nwhich engages our services. Anything less is rank dishonesty.\nIf we wish to transplant bodily European methods of solving social prob¬\nlems, possibly we should proceed to indoctrinate without reservation. Indoc¬\ntrination for the masses, however, is an appeal to emotional action and only\na poor substitute for the rational thinking which we hope to develop in citi¬\nzens. The advocates of outright indoctrination must realize that if educators\nbecome the champions of untried social schemes and seek to enforce their\nacceptance, much of the confidence which the public now has in the schools\nwill be destroyed, and financial support withdrawn. Retrogression rather\nthan progress must be the result.\nOur quarrel is not so much with indoctrination as a process but with a\ntype which is revolutionary as compared with one which is evolutionary and\nthe outgrowth of orderly thinking habits of individuals.\nIt can scarcely be held that the primary function of education is to indoc¬\ntrinate children with ideas which are dependent upon an assumption of\nwisdom and insight in teachers far beyond that which anyone could possibly\npossess. The primary function seems rather to be that of developing indi¬\nviduals whose attitudes, habits, and ideals will be sufficiently integrated to\nlead them to strive for the common welfare and at the same time provide for\na rich, full development of the individual.\nOur job, on the one hand, is to lead individuals to see the possibilities of\ncooperative effort and to create impelling desires to evoke the orderly proc¬\nesses necessary to bring such efforts to fruition. On the other hand, our task\nis to lead individuals to discover their own special aptitudes and to foster the\ndevelopment of those which promise to yield the greatest life returns con¬\nsistent with social welfare.\nWhat is needed by teachers today is not so much a blanket authorization to\nindoctrinate children as it is to have a broader social vision, a clearer con¬\nception of the role which education must play in our democratic society, and\na fuller appreciation of the need for enlisting public support in order that\nthe necessary educational opportunities may be made available in every comi munity.\nChairman Studebaker: I will start the more informal part of this pro¬\ngram by directing a comment and question to Dr. Newlon, driving again at\nthe question of the relation between some kind of social philosophy and the\nrole of education.\n\n"}
{"page": 556, "printed_page": null, "text": "550\n\nNational Education Association\n\nNow, Dr. Newlon, it seems to me that the germ of your idea was crystal¬\nlized in your statement that education cannot remain neutral. What do you\nmean by education ? Do you take all of us in ? Are all of us in education ?\nIf so, how are }T)u going to make us take sides, and exactly what do you\nmean by being neutral ?\nJesse H. Newlon: First I have got to correct your quotation from my\nopening statement. You said that I said that education cannot remain neutral.\nWhat I said was that education cannot be neutral, never is neutral, and\nnever will be neutral.\nChairman Studebaker: I will accept that.\nDr. Newlon : It is a very important distinction, because the inference is,\nif we use the word “ remain,” that there are neutral persons in this audience\ntoday with reference to the great problems that confront us at the present\ntime, and I assert that there are no neutral persons in this audience. I assert\nthat we look to the future, as Dr. Childs pointed out, or we look to the\npast in our social orientation. I would go further and say that American edu¬\ncation never was neutral. It was never intended to be neutral so far as the\npeople were concerned. American education is a product in large measure of\nthe American Revolution.\nThe fathers of our republic believed that a system of popular education\nwas necessary if our great experiment in democracy was to succeed in this\ncountry, and fifty years after the Revolution our free public school system\nwas established under the leadership of men like Horace Mann, who were\nnot neutral in regard to the great social and economic problems of those days.\nHorace Mann was considered almost a dangerous person by the conservative\ninterests in society.\nI include all of us when I speak of education, all of us engaged in educa¬\ntion. I mean not only the school but the press and the clergy and everybody\nengaged in education, and I assert as a most basic fact in this whole discus¬\nsion that none of us is neutral with regard to these great social problems.\nSome have thought them out more fully than others, but none is neutral, j\nChairman Studebaker: I think you are a little confusing. You speak\nas tho education includes all of us, and then you say that we differ among\nourselves. If education includes all of us and we differ among ourselves, how\ncan we expect education to push forward to the accomplishment of some\npreconceived notion which resides in the minds of some of us?\nDr. Newlon: Again I want to warn you that you are imputing to me\nsomething I have never said. I have not advocated a system of education\nteaching some preconceived, detailed blueprint of a social order, and I think\nthat eliminates much of what the gentlemen on my left got excited about\nthis morning, because they have been setting up a straw man as tho we want\nto close the avenues of criticism in America. That is not what we want to\ndo. We want to keep them open, but we know that every person who has a\nvested interest that he does not want to have disturbed, is an enemy of\ncriticism. The one thing that he does not want to have come into the Amer¬\nican school is intelligence, social intelligence. I don’t know whether that\nanswers your question.\n\n"}
{"page": 557, "printed_page": null, "text": "Department of Superintendence\n\n551\n\nChairman Studebaker: I am going to stop in a moment, but I want to\n\nask you one more question. What do you think of the statement made one\ntime by President Angell of Yale? He said the teacher should possess “ that\nserene detachment which alone can guarantee clarity of judgment and the\nexercise of dispassionate intelligence.”\nDr. Newlon: In answer to that question I shall read a few sentences\nfrom Charles Beard that appear in his splendid article in the Encyclopaedia\nof the Social Sciences, on “ The Rise of Individualism and Capitalism in the\nNineteenth Century.” I have lifted these sentences from an article by Dr.\nCounts in the current number of the Social Frontier.\nDr. Beard says: “ In beginning a survey of this intellectual revolution, it\nis well to recall that none of the participants were disembodied spirits, not\neven the cold-blooded scientists who so passionately announced their lack of\npassion. All of the thinkers in this period stood, as in all other periods, in\nsome relation to the feudal order that was crumbling or the capitalistic\norder in the process of becoming. . . .” and I think that is a much more ac¬\ncurate description of the intellectual processes of these great scientists and\nscholars who are supposed to withdraw into their ivory towers of serenity,\nthan the one we have just heard from President Angell.\nCarroll Hill Wooddy: In these panel discussions someone has to be\nthe goat and it seems Dr. Newlon is elected to that role. I was interested in\nhis quotation from Dr. Beard, but I wonder how the people of the day, at\nthe time when feudalism was making way for capitalism, knew what capi¬\ntalism was, and what kind of social order they were coming into. It is easy\nfor us to look back and say feudalism made place for capitalism, but did the\nfeudalists know they were going to be capitalists, or that the next era in\nhuman history was to be capitalistic?\nI detect in something Dr. Newlon said, and also in something Dr. Childs\nsaid, a supposition that we know what the next social order is going to be.\nNo doubt I also am misquoting Dr. Newlon, but I wrote down here some¬\nthing like this: “ The school must either support the existing order or advo¬\ncate a new order.” Now I wonder whether this “ a new order ” means any\nnew order, or some particular new order.\nDr. Newlon:\n\nDo you want me to answer that?\n\nDr. Wooddy: Yes.\nDr. Newlon : Again I have got to point out that you misquoted me. I\ndid not say that the school must support the old order or some new order. I\nsaid that the school will, and there is all the difference in the world.\n\n'\n\nI believe that all of us engaged in education either have our faces to the\nfuture or we have our faces to the past. Now you ask me do I know exactly\nwhat this new order will be. I do not, but I know some things about it,\nI think. I believe that we live in a very closely integrated economy in the\nmodern world. We live in a world of machinery and science. We shall not\ntura the clock backward. We cannot throw away our machines. We will\nnot throw away modern science. We shall not again live in the simple\nagrarian society that existed before the age of science and machinery.\n\n"}
{"page": 558, "printed_page": null, "text": "552\n\nNational Education Association\n\nYou ask, did the people of, let us say, the eighteenth century, know what\nkind of society they were going to have ? I would answer, they did not, but\nthe fathers of the American Revolution, men like Thomas Jefferson, knew\nthe kind of society that they wanted to have in the United States, and they\nwent out and fought for that society, and it made all the difference in the\nworld. And we want the same kind of society. We want democracy. All\nright. I have another question to my right. Come on.\nJ. B. Edmonson : I want to ask Dr. Childs a question, and then I will\nask this question that I have written out for you, but I think you need a\nlittle rest.\nDr. Childs, are you convinced that our schools are now indoctrinating\nchildren with reactionary principles that are dictated by the privileged\nclasses ?\nJohn L. Childs: As a number of the speakers on the panel have said,\nthe term “ indoctrination ” is one of the most slippery words in the English\nlanguage, and in the whole educational vocabulary. Personally, I limit the\nterm to designate an educational method where, on the basis of other than\nevidence, and a careful, critical examination of values, some leaders of one\ntype or another, whether they be in the school or elsewhere, seek to in¬\nsinuate by an appeal to stereotypes, by a process of emotional conditioning,\ncertain doctrines and attitudes into the minds of others—old or young.\nNow, if you mean that kind of indoctrination, I would say there may be\nsome of it in our schools, but I think on the whole the American schools are\nnot trying to do that sort of thing. If, on the other hand, you ask, “Are\nthe American schools completely open-minded on all questions? ” I say they\nare not, and they cannot be, and they should not be. We are living in a\ndemocratic society, and a democratic society rests upon certain social pre¬\nsuppositions, and, from my point of view, the schools would be recreant to\ntheir trust if they were not trying to develop in the minds of the young those\nideals, beliefs, and even emotional attachments appropriate to that way of life\nthat we call democracy.\nNow, it has been said here that democracy is a living, dynamic social\nprocess. I believe that it is. I would go farther and would say with Professor\nMead, of the University of Chicago, that democracy is an attempt to insti¬\ntutionalize revolution, meaning by that that it is an attempt to allow us,\nthru orderly institutional procedure, to make whatever adjustments chang¬\ning conditions call upon us to make.\nIt is true we cannot give the blueprints of this new social order. I agree,\ntho, with Dr. Newlon that we can give you some of the characteristics of it.\nFirst, we are living in a collective, interdependent world. The kind of\nrugged individualism that went with our frontier, agrarian economy, with\na self-sufficient household economy, is gone. It is dead. If we pass on the\nnotion that laissez faire individualism can be rehabilitated, we are passing\non an idea that has lost its power. It no longer fits the conditions under\nwhich we live.\nIn the second place, we are living in an economy of potential abundance,\nand we are living under a social and economic system that does not seem to\n\n"}
{"page": 559, "printed_page": null, "text": "Department of Superintendence\n\n553\n\nbe able to organize the resources of this economy of abundance so as to\nuse them effectually for the welfare of the masses of the people. Moreover,\nuntil we change that economic system, I believe we shall not utilize these\nresources.\nMay I say to you superintendents who have been fighting a good fight\nfor the maintenance of the schools, I do not believe we will ever maintain\nthe public school system unless we broaden our fight to include a demand\nfor an economy that will use, and not waste, our material, technological,\nand human resources. Any notion that we can keep our school system as it\nis, regardless of whether or not we as a nation are moving progressively\nto lower the standard of living of the American people, is an ill-conceived\nnotion. Moreover, I believe that if educators continue to fight on such a\nnarrow front, and do not broaden the program to include a new social\norganization, that we will rightfully earn the resentment of the great mass\nof the people.\nIn the third place, I believe that without some kind of planning and\ncontrol—conscious control—we cannot integrate, coordinate, and use these\nresources in this technological, interdependent society. I believe many of\nour industrialists and business leaders now recognize this to be true. Owen\nD. Young, Gerard Swope, of the General Electric, and others, have said\nthat we are “ on a one-way street,” and we will not go back. The crucial\nissue, therefore, is, if there is to be planning and control, in whose interests\nis that planning and control to be exercised? I maintain that the school\nsystem cannot be neutral on that issue. Democracy is indeed dynamic, but\ndemocracy does not exist apart from us. Unless we are willing to move out\nof our old position and have the courage to dare and risk something, we\ncannot expect democracy of itself to be dynamic and to make its adjustments\nby an automatic process apart from courageous, intelligent, human leader¬\nship. Will educators supply their share of that leadership ?\nDr. Edmonson : Well, Dr. Newlon, I really want to put you on the\nspot now. I want to ask you a question that has disturbed me a good deal.\nAre you convinced that the members of the teaching profession are more\ncritical of the existing social and economic order than are the members of\nthe clergy, the editors, the lawyers, the industrialists; and, if so, why?\nDr. Newlon : Well, Dean Edmonson, I consider that a rather easy ques¬\ntion, altho a very important one.\nWilliam T. Harris said before the National Education Association some\nthirty or forty years ago that the teachers, the clergy, and the lawyers, con¬\nstituted the most conservative groups in society, and it was their function\nto conserve social stability, maintain social stability.\nNow, I think there is some truth in what William T. Harris said, but\nI do not think it was wholly true even in his day, nor do I think it is as\ntrue today as it was when he made this statement, thirty or forty years ago.\nFirst, let us start with the clergy. Let us start with the Founder of the\nChristian religion. The Founder of the Christian religion was put to death\nfor His ideas, and from the time of the founding of the Christian religion\ndown to the present time, there have always been members of the clergy\n\n"}
{"page": 560, "printed_page": null, "text": "554\n\nNational Education Association\n\nwho have stood out boldly as champions of the people, common people. I\ncould name them today. I could name men like Bishop McConnell, of the\nMethodist Episcopal Church, or I could name the Episcopal bishop in San\nFrancisco, who a couple of weeks ago had the courage to speak out against\nthe suppression that is being carried on in that state by certain interests in\nthe name of liberty, warning them they were bringing about their own\ndestruction.\nI would put it this way: Teachers at the present time, are, as a group,\nmore critical of the existing social order than are the lawyers as a group,\nmore critical than are the industrialists as a group, if you please.\nIf you ask me why, I will say that we are chosen, or consecrated, or\ndevoted, whatever word you wish to use, to the education of youth, to a\ncollective service. Our interests are different in important respects from the\ninterests of the lawyers who serve mainly the industrialists, and one’s inter¬\nests make all the difference in the world in his outlook.\nComing back to the clergy, comparing teachers with the clergy, are we\nmore critical or less critical than the clergy at the present time? Well, if I\nshould compare the resolutions adopted by the teachers organizations, state\nteachers associations, branches of the National Education Association, with\nthe pronouncements of some of the great religious bodies of the United\nStates in their national conventions or assemblies in regard to the present\ncritical economic situation, I think I would be forced to conclude that they\nhave spoken out more boldly, more critically, of the injustices of our order,\nthan have the teachers. I want to say that for the clergy of the United\nStates at the present time.\nI should like to follow up one other point, made by Dr. Childs. I should\nlike to say this, that if we wish to gain support and secure and maintain\nsupport for public education in the future, we superintendents of schools\nand teachers must make our appeal to the rank and file of the American\npeople that the schools were intended to serve, rather than to the privileged\nclasses in society.\nFred J. Kelly: Dr. Deibler, you included among your arguments for\nthe present capitalistic system one we hear, I think, rather often, that\ncapitalism has brought us to this fine place of high standard of living, etc.,\nin this country. Isn’t it true that capitalism as a system has also been the\nprevailing system in other countries which have not reached that high\nstandard of living during these past decades?\nFrederick S. Deibler: I can say yes, and add to that, if you undertake\nto compare the material welfare of those countries with any other country\nthat has lived under any other system, you would find that their material\nwelfare was higher. The point I make is that you cannot charge the present\nsystem with the difficulties that are sometimes charged against it, but I\nwould maintain that the present system has been a very strong contributing\nfactor to the material welfare of all countries which have embraced it.\nDr. Kelly: Well, what countries are you thinking of now, to compare\nit with, that have not lived under the capitalistic system?\nDr. Deibler: Well, I suppose one could say that in India and in China\ntoday the economic organization is quite different from the capitalistic\n\n"}
{"page": 561, "printed_page": null, "text": "Department of Superintendence\n\n555\n\nsystem of Western countries; and if we go back further in history, we will\nfind a feudal system in which the conditions of economic life were very\ndifferent from those we recognize in our economic order. I think we may\ninclude also the Russian experiment and many collectivist colonies, like the\nAmana Society in Iowa. My belief is that any such comparison will show\nthat the material welfare has developed further under capitalistic systems\nthan under any other form of economic organization.\nDr. Childs : I should like to ask Dr. Deibler a question. I am not sure\nthat I understood him. Before I ask my question, however, I should like\nto indicate for the benefit of my good colleague here, Dr. Studebaker, that,\nas he said in his opening statement, it may be true that many mere “ pedagogs ” have only a thin veneer of knowledge in the social science field.\nHence we are all very happy to have in the panel a specially trained econo¬\nmist. I should also like to point out, however, that last night we also had\na specially trained economist on the platform. It would have been very\ninteresting if he could have had two hours with Dr. Deibler and Stuart\nChase discussing these questions. Obviously today there are economists and\neconomists. I am rather inclined to agree with Dr. Keynes, of Cambridge,\nEngland, one of the great economists of our period, when he says the problem\nthat confronts us today is not primarily an economic problem; it is a civiliza¬\ntion problem; it is a question of values, and the kind of life that you want,\nand that is not a problem for the economist alone.\nThe question I want to ask Dr. Deibler is this: If I understood you, you\nintended to indicate that the scientific way of proceeding was to elaborate old\npoints of view and further develop old systems rather than to begin with a\nnew point of view which might involve a departure from an old point of\nview or an old system. Did I understand you correctly, and is that your\nview of science ?\nDr. Deibler: Not at all, any more than I believe that we have to\nchange radically from what we have done in order to have a basis to face\nthe future. I think my attitude as expressed in the brief time allotted me,\nwas fairly stated in what I had to say about the medical men. When medi¬\ncal men find a disease they cannot control, they do not scrap their knowledge\nof biological science for a new system of medicine. They proceed on what\nthey know, and, if they are unable to solve that difficulty by their hypotheses,\nthen they proceed to develop new hypotheses and test these in the same way\nthey did the old ones. There has been a disposition here, as it seems to me,\nto assume that only those persons have their faces turned toward the future\nwho are advocating a complete change in the economic order. My conten¬\ntion is that those who believe the present system can be adapted to our\nneeds, face the future quite as realistically as those who advocate a new\norder.\nDr. Childs : I am glad to have that statement made, because I think\nthat brings us closer together. The issue is, then, have we reached a time\nin the development of our economy when a new hypothesis has to be in¬\ntroduced ?\n\n"}
{"page": 562, "printed_page": null, "text": "556\n\nNational Education Association\n\nDr. Newlon :\n\nMay I answer that?\nDr. Deibler: I think I have already answered it. My judgment is that\nwe haven’t.\n\nDr. Newlon: I should like to ask Dr. Deibler a question. He spoke\nof building on experience, building on our American experience, utilizing\nthe experience of the American people, I assume, for one hundred and\nfifty years, in improving present conditions. I should like to ask him how\nhe would build upon experience and what experience he expects to build\nupon. Do we want to build upon the type of experience that is represented\nby the exploitation and waste of our natural resources, by the exploitation\nof human labor that went on in the nineteenth century, and undoubtedly\ndid much to bring us to 1935 with twelve million unemployed in the\nUnited States?\nThe experience of the American people has many elements in it. Would\nthere be no selectivity with regard to this experience in building for the\nfuture?\nDr. Deibler: I think I shall have to use Dr. Newlon’s comeback. You\ndidn’t quite quote me correctly. I mean by building on experience what I\ntried to say, namely, that we have our thinking molded very largely by the\nconditions under which we have lived. These patterns of thought cannot\nbe easily or quickly changed. I am interested to hear these men with their\nprophetic vision of what we are going to have in the future, but, after all,\nour thinking is very definitely conditioned by what we have been accustomed\nto thinking in the past. I have no objection to those men letting their\nimagination run riot, if they please, but I believe that experience is a better\nbasis on which to erect our economic structure.\nChairman Studebaker: I have a question for one of the members of\nthe panel, from the audience, and I am going to show that some of us up\nhere do believe in democracy, by reading this question before we let the\npanel further monopolize this discussion. The question is directed to Dr.\nBallou: We do not know with exactitude what sort of society will face our\nboys and girls when they leave the influence of the schools. Should not the\nefforts of educators be everlastingly directed towards efforts in training\npupils to meet new experiences of a great variety of kinds, and to meet\nthese experiences with intelligent understanding of how to handle them¬\nselves ?\nDr. Ballou : That is a very fine question and I can answer it very\nspecifically by calling attention to the fact that I stated that it should be\nthe purpose of the school to so organize its program of instruction that\nthe children and young people will be acquainted with the existing social\norder, with its shortcomings, with its strength, as a basis on which to de¬\nvelop a process of thinking on their part about the social order.\nI can conceive of no more definite, specific statement that might be made\nin answer to that question. With respect to what has just been said, which\nrelates to this problem directly, I don’t conceive that basing one’s future\naction on past experiences necessarily means that the past experiences which\nhave been unfortunate are going to be duplicated in the future. It would be\n\n"}
{"page": 563, "printed_page": null, "text": "Department of Superintendence\n\n557\n\nhoped that we would learn by those experiences, and a process of selection\nof experiences to be projected into the future would be a part of that edu¬\ncational program. Child labor, for example, would be one of those experi¬\nences which it seems to me would not be projected into the future.\nDr. McClure: Might I comment, apropos of what Dr. Ballou has\nsaid, that as a superintendent of schools my experience has been that when\nteachers have done that kind of thing, and have not attempted to appear in\nthe role of propagandists in the classroom, there has been very little, if any,\ncriticism or difficulty, or any outside attempt to dominate the teaching of\nthe school. It is only when the teacher appears to the community, either\nrightfully or wrongfully, to have acted in the role of an advocate, that\ndifficulty arises, and that we do find the criticism which is objected to, so I\nfeel that perhaps there has been somewhat of a tendency, well, since the\nterm “ straw man ” has been used, to set up a straw man, as to the amount\nof dominance that is exercised over the schools in the free discussion of\nthese public questions.\nDr. Wooddy: I want to ask a question of Dr. Newlon and of Dr.\nTheisen, and I do not care which answers first, but I think perhaps Dr.\nNewlon should. It may sound rather impertinent, and yet I ask it seriously.\nDr. Newlon suggested that superintendents of schools should appeal not\nto the vested interests but to the great American people for whom the\nschools are intended. At the same time we recognize the fact that education\nis under lay control, and boards of education are composed of laymen who\nhave got on in the world and may be regarded generally as associated\nwith vested interests. If the superintendent of schools appeals over the head\nof the vested interests to the great American people, how long will he remain\na superintendent of schools?\nDr. Newlon: That depends on how effective he makes that appeal.\nThat depends on his courage.\nChairman Studebaker: How effective, or how tactfully?\n\nI mean how effectively. It depends on his courage, on his\nvision, on his insight. Nothing that I have said could be construed to mean\nthat there are no friends of public education in the so-called upper classes\nof American society, or that our appeal should not be to all the people. It\nshould be. What I tried to say was that our appeal should be not especially\nto what you have described as the vested interests, but rather to what we\ncall in America the common people, because they have the biggest stake\nin education, and if I had the time, I could cite you instances in the history\nof the American school systems in the last few years, in which superinten¬\ndents of schools have carried their appeal straight to the people against\npowerful vested interests in the community, and I could point to some of\nthose programs that are still apparently flourishing and on a solid foundation.\nI might even call attention to the courage of the chairman of this Com¬\nmission in a great battle that he fought in Des Moines some years ago\nagainst unreason and hysteria, in which he carried the message straight to\nthe people of Des Moines, and he was supported.\nDr. Newlon:\n\n"}
{"page": 564, "printed_page": null, "text": "558\n\nNational Education Association\n\nI am going to demonstrate that in one re¬\nspect, at least, this Commission can be very practical. We are going to close\non time. I promised the president of our Department that we would do\nthat, so we are going to close the discussion in just a minute or two.\nI assure you that you will find many gems of wisdom both on the re¬\nactionary and on the progressive side in this yearbook. I commend it to\nyour reading. I ask you one or two questions just in closing. I wish I had\ntime to ask a question of my friend, Dr. Newlon, so there would be no\ndisagreement as to the question asked, but I should like to ask all of you,\nin connection with methods of discussing controversial issues, whether or\nnot there is a definite difference between those of us working in education\nand those of us who wish to participate in the rough and tumble game of\nAmerican politics as aggressive advocates out on the public platform, try¬\ning to persuade people that we should turn in a certain economic or political\nor social direction?\nI want to ask another question which I wish I might have directed again\nto my friend, Dr. Newlon. He is a prophet of change. He believes that\nchange will come about. He says that education will indoctrinate, always\nhas indoctrinated. Now, I ask, may it be possible that education itself in its\nprocesses might change? Is it possible that education as an organized pro¬\nfession in American democracy might rise to the level of the real art of\ninterpreting all possibilities for progress in American life, without being\nthe victim of the theory of propaganda and indoctrination? Is that change\nin education possible?\nThose are some questions which you and I are going to have to handle.\nSome of us as superintendents of schools, and Dr. Newlon has been one, have\nstood for many years before the public, trying to persuade that public\nthat there should be actual freedom of speech in education. I, for one,\nbelieve with Superintendent McClure, of Seattle, that the only guarantee\nthat we shall have in American democracy the wide, free, open road to\nlearning about all of the possible aspects of controversial issues—and we\nhave no trouble except with controversial issues—I, for one, believe that\nthe way in which we can open up the road to free learning in education is\nto demonstrate without any shadow of a doubt to the whole American\npublic, to all of the propagandistic organizations on the outside that want\nus to “ teach ” what they imposed, that we don’t believe in imposing, but in\nfairly revealing to all people, young and old alike, at all appropriate levels\nof education, all possibilities of social progress.\nNow the panel is adjourned.\nPresident Oberholtzer: I should like to say further to the audience\nhere that I am fully agreed with the thought that we must have some\nexperimentation. In setting up this program there had to be some experi¬\nmentation. Some said the panel idea wouldn’t go over in a general session.\nThe success of this was due to our worthy chairman and the talent he\ncollected in this yearbook to assist him, and I think it has been demonstrated\nthat this method is a good method to be used out in the various communities;\nin fact, it was given here this morning in order that you might understand\nChairman Studebaker:\n\n"}
{"page": 565, "printed_page": null, "text": "Department of Superintendence\n\n559\n\nhow Superintendent Studebaker carried on his great forum discussions in\nhis own city at Des Moines; and if you believe it has been worthwhile, and\nif you believe that it is necessary for us to have these varying points of\nview brought out in the open, then I think you should carry this yearbook\nback with you for your own faculty to study and have these discussions in\nyour faculty. Perhaps you might want to have them carried over into the\ncommunity discussion as well.\n\nGENERAL SESSION, TUESDAY EVENING,\nFEBRUARY 26, 1935 * 1\nJoint Meeting with the Department of Secondary School Principals in\nCelebration of Three-Hundredth Anniversary of Founding\nof Secondary Schools in America\nThe Historical Development of Secondary Education in America, Charles H.\nJudd, Head, Department of Education, University of Chicago, Chicago, Ill.\nThe Philosophy Which Must Guide Secondary Education Today, Thomas H.\nBriggs, Professor of Education, Teachers College, Columbia University, New\nYork, N. Y.\nThe Financial Policies Which Must Be Worked Out for Secondary Education,\nSidney B. Hall, State Superintendent of Public Instruction, Richmond, Va.\nThe Public and the Program of Secondary Education, George F. Zook, Director,\nAmerican Council on Education, Washington, D. C.\n\nGENERAL SESSION, WEDNESDAY MORNING,\nFEBRUARY 27, 1935\nEDUCATIONAL LEADERSHIP IN A TROUBLED WORLD\nGEORGE D. STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\ni\\\n\nA discussion of educational leadership in these troublous times might con¬\ncern itself with an attempt to review our social and economic ills, to show\ntheir relationship to education, and to propose the way out by means of\neconomic and social reconstruction. I shall assume that all of you are\nfamiliar with current discussion concerning the maladjustments in our so¬\nciety. I shall take it for granted, as well, that you are conversant with the\nopposed points of view of those who see the need for complete reorganiza¬\ntion of our economic life, our government, and indeed the whole social\norder, and those who believe that progress lies in the more gradual evolution\nof our society. I feel sure that you will agree with me that leaders in educa¬\ntion and in all other walks of life will need to cooperate in finding and\nputting into effect those changes which will contribute to the common\ngood. I take it, as well, that you would agree that those of us who work\n\n1 National Education Association, Department of Superintendence. Official Report. WashingU ton, D. C.: Department of Superintendence. National Education Association, 1935. p. 89-117.\nl \\ fl National Education Association, Department of Secondary School Principals. “ Proceedings\n! of the Nineteenth Annual Meeting, 1935.” Bulletin No. 55: 68-109; March, 1935. Chicago, Ill.:\n| the Department.\n\n"}
{"page": 566, "printed_page": null, "text": "560\n\nNational Education Association\n\nin the field of education must depend for guidance on experts in economics,\nin government, in psychology, sociology, and anthropology, if we are to\nhave a sound basis in fact for our thinking with respect to social change.\nI find that among the most competent scholars in the social sciences there\nis no complete agreement concerning the way out. I am therefore per¬\nsuaded that dogmatic statements concerning the pattern which society will\ntake should not be accepted as a basis for the reorganization of our educa¬\ntional program. The discussion of the varying points of view held by com¬\npetent students of economics, government, and politics will undoubtedly\nprove helpful in the development of a sane public opinion. Educational\nleaders, along with all other groups in our society, have an obligation to\ninquire concerning the validity of the theories which are proposed and,\nin the light of all of the evidence available, to reach the conclusions which\nwill govern their thought and action.\nWhile this period of discussion and of change is going on, we can all\nagree that certain obligations rest in peculiar manner upon leaders in the\nfield of education. There are many possibilities of improving the service\nof education and by this means contributing to the realization of the good\nlife for all of our citizens. We know better than we do. There are areas in\nwhich we need further investigation in order that we may do a better job.\nOne of the outstanding phenomena of the period thru which we are\npassing has been the failure of our society to maintain schools at the level\nwhich they had attained before the depression. This situation is due in con¬\nsiderable measure to a failure on the part of leaders in education to devote\nthemselves to a study of the problems of educational finance. It is no answer\nto this indictment to propose that in times of prosperity we were adequately\nsupporting public education. As a matter of fact, in our most prosperous\nperiod many children were not in school at all or went to school for very\nshort terms. A considerable percentage of the teachers engaged in schools\nwere poorly prepared and underpaid. Millions of children were housed in f\ninadequate and insanitary school buildings with little of the equipment i\nl\nnecessary for the development of a modern program of education. Our\nfailure to finance public education adequately has been due in large measure\nto our dependence upon local taxation, chiefly the general property tax.\nWe knew before the depression hit us that the maintenance of an ade¬\nquate program of education thruout any state was most certainly dependent\nupon the financing of schools on a statewide basis. The technics necessary\nfor the measurement of the ability to support education of each local\nadministrative area and the measurement of the need for support of each\nof these areas had been well established. In a few of the states a financial\nprogram, based upon a modern system of taxation acknowledging the re¬\nsponsibility of the state for the support of the fundamental program of\neducation, had been carried into effect. But in the great majority of all\nthe states no such adequate provision for the support of schools had been\nmade.\nThis period of distress has driven home to us the necessity for the as¬\nsumption of leadership by those responsible for the administration of educa-\n\n"}
{"page": 567, "printed_page": null, "text": "I\n\nDepartment of Superintendence\n\n561\n\ntion in the development of more scientifically devised programs of taxation\nand more equitable schemes of state school support. We shall, of course, be\ndependent upon tax specialists for guidance in the development of revenue\nsystems in line with our current economic life. The tax experts in their\nturn must look to Paul R. Mort and to others who have developed the\ntechnic for distributing moneys from the state treasury to the localities.\nI would not have you believe, however, that the whole financial problem\nwill be solved when state programs for the financing of education and state\nrevenue systems have been developed. If we take seriously the promise of our\ndemocracy that there shall be equality of opportunity, then the financing\nof education must rest upon a national basis. Just as it has been found\nnecessary in the past to enlarge the unit of support from the district to the\ntownship, to the county, and to the state in order that the opportunity for\neducation and the burden to be borne by citizens in support of this enterprise\nmay be equalized, just so the ultimate realization of our ideal will be de¬\npendent upon a program of support by the federal government.\nThe action already taken by the national government in keeping open\nschools that would otherwise have been closed, in providing salaries for\nunemployed teachers who work in the field of adult education, in providing\npartial support for 100,000 college students, in developing an educational\nprogram in the Civilian Conservation Corps camps, and in the proposal\nthat a part of the money from the public works program be used for the\nconstruction of school buildings, amounts to an acknowledgment of the\nresponsibility of the federal government for the maintenance of public edu¬\ncation. Simple equity demands, however, that the contribution by the fed¬\neral government be not sporadic and made available only for the sake of\naverting a complete breakdown of the system of education. In a nation in\nwhich our economic life is organized on a national scale, the central gov¬\nernment should act as an agency for the collection of revenue and its redis¬\ntribution to the several states. This distribution should be on an objective\nbasis. It should be based upon the ability of each of the states to support\nthat fundamental program of education which is considered essential for\nall of our people.\nEarly studies in the field of educational finance revealed great disparity\nin the ability of the several states to support schools when measured by\nwealth or income. It was discovered that one state was six times as able\nas another to provide education, if this service were made available for all\nchildren from six to fourteen years of age. More recent studies have dem¬\nonstrated the fact that if a model tax plan were applied in each of the states\nof the union, the disparity in ability to support the necessary fundamental\nprogram of education would still exist. Leslie L. Chism, in a study of the\neconomic ability of the states, soon to be published, has found that the rela¬\ntive ability of the states to finance education under a model system of state\nand local taxation would vary by more than six to one. He calls attention\nI to the fact that it would be necessary for the poorest state to spend for\n^ education more than its total tax collections under the model tax plan in\njj order to support a defensible minimum program.\ni\n\n■\n\n"}
{"page": 568, "printed_page": null, "text": "562\n\nNational Education Association\n\nIt seems reasonable to propose that it is the duty of educational leaders\nto bring to the attention of citizens thruout the United States the reforms\nin taxation and in the method of school support necessary for the mainte¬\nnance and improvement of our public schools. Whatever resources we\nhave available in national, state, and local organizations might well be used\nto conduct inquiries and to disseminate information among all the people.\nIt is not true in the United States today that we cannot afford to support\nour schools, but it is true that we cannot keep our schools open or maintain\nthem at any high degree of efficiency so long as our dependence is, as at the\npresent time, so largely upon local support.\nThe changes in school support which have been made necessary by the\ndevelopment of our economic system can be brought about without inter¬\nfering with the right and obligation of the several states to control and\nadminister their schools. Our economic organization knows no state lines.\nRaw materials and manufactured products associated with particular regions\nand localities are distributed thruout the nation. Along with the develop¬\nment of interdependence of all sections of the country, there has come a\nreorganization of the financing of all our economic enterprises. The out¬\nstanding characteristic of our economic life is found in the consolidation of\nindustry into great national units. The financing of these enterprises and\ntheir ownership are quite commonly located in the larger centers of popula¬\ntion. On this account the ability to pay taxes tends to be much greater in\nthese centers of industry and finance than in other parts of the country.\nIncomes accruing from enterprises carried on in one part of the United\nStates will very frequently be subject to taxation in another part of the\ncountry.\nAdded to these factors of interdependence and the segregation of wealth\nand income in the larger centers of population is the further factor of the\nmobility of our population. Boys and girls born and educated in rural com¬\nmunities move to the city. Those educated or denied this opportunity in one\nstate move to other states after they reach adult life. It is therefore apparent\nthat the well-being of each section of the country is dependent upon the\nprovision for education that is made in each of the several states. Ignorance\ncannot be segregated in the United States.\nDuring the first seventy-five years of our national history the federal\ngovernment provided most generously for the support of schools without\ninterfering in any way with the responsibility of the several states for the\ncontrol and administration of their own school systems. There is a parallel\nsituation in the support provided in the states to the localities. In those\nstates in which the most generous provision is made by the state for the\nsupport of education, it is still true that the administration and control of\nthe schools are left primarily in the hands of local schoolboards. It is just as\npossible to have federal support without federal control.\nThe need of the hour is for leadership that will distinguish clearly be¬\ntween the desirable supervisory activities, research, and dissemination of\ninformation which may be conducted on a statewide or even a nationwide\nscale, and the detailed administration and development of curriculums and\n\nI\n\nI\n\n"}
{"page": 569, "printed_page": null, "text": "Department of Superintendence\n\n563\n\nmethods of teaching which are the proper responsibility of local school\nauthorities and the local professional personnel.\nIn the great majority of the states of the union there is a crying need for\nthe reduction of the number of administrative units. In like manner thru\nconsolidation of schools and transportation of pupils the number of at¬\ntendance units should be greatly diminished. There is no present prospect\nof efficiency or economy in the administration of schools except upon the\nbasis of the organization of units of administration large enough to justify\nthe employment of a chief executive officer supported by competent specialists\nin the field of administration and supervision. There is little real possi¬\nbility of improving the curriculums of elementary and secondary schools so\nlong as a large percentage of children are enrolled in one- or two-teacher\nelementary schools or in the small high schools in which two or three\nteachers are asked to accept responsibility for all that is taught.\nHoward A. Dawson, in his Satisfactory Local School Units, proposes a\ndesirable minimum of seven teachers for an elementary school and ten\nteachers for a six-year high school. He finds, as well, on the basis of an\nanalysis of the situation in several states, that it is desirable to set up an\nadministrative organization to include from 6000 to 12,000 pupils, with a\nminimum administrative unit responsible for 1750 pupils. These reforms\nhe considers essential in order that there may be an efficient educational\nadministration of the school system, competent supervision of instruction,\nadequate health supervision, and effective census and attendance service.\nAny proposal for the re-financing of education on a state and national basis\nmay well take account of this necessity for the reorganization of local units\nof attendance and administration. While it would not seem desirable to\nforce the issue of consolidation upon the people locally, it has been found\npossible, upon the basis of careful surveys and by means of support for new\nbuildings, to bring about the desired reorganization with the complete\nacceptance and goodwill of those involved.\nWe have a professional obligation in this field of the reorganization of\nour school system which calls for extended inquiries and for the acquain¬\ntance of our public with the changes which are necessary in order that the\nservice which we represent may be performed more effectively and more\neconomically.\nIn a recent Research Bulletin of the National Education Association,\ndealing with the nation’s school building needs, it is revealed, upon the\nbasis of an inquiry that was instituted in several states, that approximately\n1,392,000 pupils are housed in buildings that have been pronounced unsafe\nor insanitary. It is my judgment that this is an understatement rather than\nan exaggeration of the situation with respect to school buildings. From\nsurveys made in more than fifty cities scattered thruout the United States\nand in three states, I estimate that at least 25 percent of all school buildings\nnow in use are little suited to the program of education which our current\nsocial situation demands. There are millions of children housed in school\nbuildings which offer only the most meager accommodation of a fixed seat,\na dingy blackboard, a few textbooks, and a very minimum of sanitary\n\n"}
{"page": 570, "printed_page": null, "text": "564\n\nNational Education Association\n\nfacilities. I estimate, as well, that at least one-fourth of all the children\nenrolled in our schools have no adequate play facilities provided for them.\nIf large units of attendance and of administration are to be set up, they will\nserve the communities in which they are placed only when more adequate\nbuildings and more generous equipment are provided.\nIn a bulletin on Space Requirements for the Children s Playground,\nissued by the National Recreation Association, it is proposed that the mini¬\nmum play space required to serve 300 elementary-school children is two\nand one-half acres, and that a playground for 1000 elementary-school chil¬\ndren would have to include as much as five and one-third acres in order\nto care for the play needs of this group. When one allows for the space\noccupied by the building and for landscaping, it would appear that the\nminimum desirable site for an elementary school would be five acres, and\nthat correspondingly larger spaces of from ten to twenty acres would be\nrequired to accommodate the play needs of junior and senior high-school\ngroups. It is essential that these opportunities for play be provided for\nschool children if we are to take account of their physical well-being and\nof their social development. There are cities in the United States that have\nalready met these standards in their more recent schoolhousing, but the job\nremains to be done for the most urban and most rural communities.\nThe program of reconstruction of school buildings will involve the adap¬\ntation of the school plant to the needs of our current program of education.\nWe can no longer rest satisfied with classrooms of the traditional sort.\nModern elementary and secondary schools must be equipped with libraries,\nlaboratories, shops, gardens, studios, auditoriums, and gymnasiums. Without\nthese facilities it will be difficult, if not impossible, even for able teachers\nto render the service to children that is essential for their personal and\nsocial development. A billion or more of the $4,800,000,000 proposed for\npublic works could be spent to advantage on school buildings thruout the\nUnited States. There is no other area in which the need is more certainly\nindicated and one in which the return to our society would be more sure.\nIt is the duty of educational leaders locally, in the state, and in the nation,\nto call attention to these needs for better schoolhousing, and to present\nthe case to the local, to the state, and to the national governments for action.\nIt is gratifying to know that the United States Commissioner of Education\nalready has under consideration a survey of school building needs thruout\nthe nation.\nSome progress has been made during the period of the depression in\nraising the level for entrance to the profession. Much remains to be done\nin the revision of the curriculums of teachers colleges and of the graduate\nschools of education in our universities. One might even have the temerity\nto propose that this would be a good time to carry into effect thruout the\nUnited States provision for the certification of supervisory and administra¬\ntive officers on the basis of that broad professional training which educa¬\ntional leadership implies.\nOur profession has an obligation to work for the establishment, particu¬\nlarly in the state and county administrative offices, of the principle of selec-\n\n"}
{"page": 571, "printed_page": null, "text": "I\n\nDepartment of Superintendence\n\n565\n\ntion of persons competent for these most important posts without reference\nto partisan politics. The highest type of educational leadership, as has\nbeen amply demonstrated in American cities, is dependent upon the selec¬\ntion of a professional executive by a board of education that is free to choose\nthe man or woman best qualified without respect to the political affiliation,\nthe religion, or the place of residence of the one selected. It is true that in\nmany of the states it would be necessary to amend the constitution in order\nto provide this better basis for the development of state and local leadership.\nIt is the duty of our profession to seek the consent of the people to this change\nin the interest of the cause of public education.\nThe movement for the recognition of the professional executive is com¬\ning more and more to be acknowledged in government. The council-manager\ntype of city government follows the pattern, established almost a hundred\nyears ago, of the board of education employing a professional superintendent\nof schools. The professionalization of the state office has already been de¬\nveloped in fourteen of our states. Leaders in education have an obligation\nto work for the establishment of this better practise in state and county\neducational administration.\nCompetent leadership will express itself in the growth of the entire\nprofessional personnel of our schools. However high we may make the\nrequirement for entrance to the profession of teaching, the real job of\ndeveloping professional competence will be accomplished, if at all, during\nthe period of professional service. The most satisfactory measure of the\nquality of leadership in any school system is to be found in the responsibility\naccepted by all members of the teaching staff for the improvement and\ndevelopment of the educational service. It is only in school systems in which\nthe ideas and achievements of those who work with children are utilized\nin the development of curriculums, in the modification of school procedures,\nand in the organization and administration of the schools, that true leader¬\nship exists.\nAll that has been proposed as the task of leadership in the fields of\nfinance, better housing, larger units of administration, and better personnel,\nhas its meaning in the provision of a better program of education for chil¬\ndren, for youth, and for adults. We face in the United States the necessity\nof providing for the education of young children in nursery schools and\nkindergartens, of older children in the elementary school, of practically\nall of our youth in junior and senior high schools, of an increasing percentage\nof the total population in higher education, and of all adults who need to\nbe re-trained and of those whose intellectual and social life can be satisfied\nonly by engaging in some form of creative endeavor.\nWe have known for more than a quarter of a century of the inadequacy\nof our traditional school program. The failure of education to take account\nof individual differences has been recorded in millions of failures in ele¬\nmentary and in secondary schools. It is still possible to go into most school\nsystems in the United States and to find from 10 to 20 percent of failure\nin the elementary school and from 10 to 30 percent of failure in courses\noffered on the secondary-school level. We have as a primary obligation the\n\n"}
{"page": 572, "printed_page": null, "text": "566\n\nNational Education Association\n\nelimination of failure so far as it is caused by factors under our control.\nThere must be provided in connection with our schools services which will\nacquaint us more certainly with the needs and capacities of boys and girls\nas well as knowledge of their limitations. We have only begun to provide\nthe service in physical examination and corrective treatment which furnishes\nthe necessary foundation for any significant achievement for many boys and\ngirls. We still condemn children to failure because of a lack of the knowl¬\nedge which the psychologist or psj^chiatrist should furnish. We still permit\nand encourage children to enrol in courses for which they have no aptitude\nand in which they must inevitably fail. We still ignore environmental con¬\nditions which contend against the influence of the school for a controlling\nposition in the education of children. We still close school buildings at four\no’clock in the afternoon and turn children loose in an environment which\nsuggests and encourages antisocial conduct.\nI would not propose that we have the final solution with respect to the\norganization of children in groups or classes for instruction or that our\ncurriculums or programs of work even in the most favored communities\nare fully adjusted to the demand which is now made upon the schools. But\nI do propose that it is of paramount importance that leaders in education\ndevote themselves to the revision of the program so far as it has been found\ninadequate. We may not all of us contribute in any large measure indi¬\nvidually, but we may encourage the allocation of whatever resources are\navailable, either from the public treasury or from private sources, in order\nthat the fundamental studies for the solution of this problem may be made.\nIn the meantime, in every school system in which there is real leadership,\nthe duty of the leader is to encourage experimentation and to seek the\ncooperation of the public in making available resources in personnel com¬\npetent to deal with these fundamental educational problems.\nMany of you find yourselves overwhelmed in these days with respon¬\nsibilities that seem to lie outside the work of the schools. You have been\ndrafted for that service which provides relief for the destitute. You have\naccepted an obligation to work with others in the development of a program\nof recreation. A new program of adult education, based upon the vocational,\ncultural, and broad social needs of the community, has challenged your best\nthought. The necessity for education which will result in the social reha¬\nbilitation of delinquents has been brought to your attention. These consti¬\ntute only a part of the program of cooperation with other social agencies\nwhich leaders in education may reasonably be expected to accept.\nThe challenge which I have sought to bring to your attention has in it\nlittle of novelty. On the other hand, I contend without fear of contradiction\nthat our schools cannot adequately serve our public except upon the basis\nof the solution of the major issues which I have presented. This is not the\ntime to retreat in our campaign for the realization of the ideals of our\ndemocracy. At this time more certainly than at any other time in our history\nthe call is for leadership that will utilize the professional knowledge which\nwe already possess for the development of a more adequate educational\nservice.\n\n"}
{"page": 573, "printed_page": null, "text": "Department of Superintendence\n\n567\n\nWe must organize the friends of public education behind a program of\nmore adequate support. We can, if we will, bring about a reorganization\nof attendance and administrative units which will make possible a higher\ndegree of efficiency and a multiplication of educational opportunity for all\nof our children. We must provide better housing, more generous play¬\ngrounds, more adequate facilities in libraries, shops, studios, auditoriums,\ngymnasiums, and gardens in order to make possible an adequate program\nof education. We can, if we have the qualities of leadership, increase in\nlarge degree the professional enthusiasm and competence of all who are\nengaged in the educational service. We must develop the kind of an educa¬\ntional program which will provide experience for children, for youth, and\nfor adults, related to their individual capacity and to the needs of our time.\nWe can no longer rest satisfied with a situation in which schools operate\nout of relation to the environment in which they are placed, or the other\nsocial agencies which contribute to the achievement of the good life for all.\nThe demand of the hour is for the consolidation of our forces. If leader¬\nship is effective it will organize teachers and citizens locally, within the\nstate, and on a national basis, in support of those measures which are\nnecessary for the maintenance and improvement of our system of free public\neducation. The funds of local, state, and national educational associations\nwill be utilized for the promotion of research and the dissemination of\ninformation concerning the crisis which confronts our schools. A noteworthy\ncontribution to the realization of this purpose has been made by the Joint\nCommission on the Emergency in Education. But the greater part of the\njob remains to be done. Under your leadership there is the possibility of\norganizing a great movement which shall have as its aim the realization\nof our democratic ideal thru education. The friends of democracy are the\nfriends of public education. Their number is legion. They await the chal¬\nlenge which it is our duty to bring to their attention. I have confidence that\nthis leadership is equal to the task.\n\nPUBLIC EDUCATION AS A FORCE FOR\nSOCIAL IMPROVEMENT\nWILLIAM H. KILPATRICK, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nThe situation and the topic—There are many who think that our social-\n\neconomic system should be radically reconstructed. To this proposal, opinion\nresponds over a wide range from an extreme yes to an extreme no, with all\ngradations in between. Some who are most anxious to bring about this\nsocial-economic reconstruction urge the school to take an active part in\nhelping to build the new social order. To this proposal, also, opinion re¬\nsponds over a wide range from an extreme yes thru intermediate positions\nto an extreme no. It is this situation that I am asked to discuss: Granted the\nwide range of opinion as to the need for a new social order, what is right,\nproper, and feasible for the public school to do? In what follows, the public\n\n"}
{"page": 574, "printed_page": null, "text": "568\n\nNational Education Association\n\nelementary and secondary schools are most in mind, tho higher education\nand adult education are not excluded.\nFairness to you compels me to state my position on the social problem in\norder that you may the better judge my discussion on what the school\nshould do.\nI believe that thru modern technology we have become economically interdepen¬\ndent and, this to such a degree, that we should now consciously set up the inclusive\npublic economic welfare as the prerequisite to the individual’s economic welfare.\nI believe this largely because I believe in democracy and count this to be hence¬\nforth the only feasible way in which to bring genuine equality of opportunity to all.\nI believe that all decisions, either for bringing this reconstruction or for the sub¬\nsequent essential management thereof, should be made by majority vote of the peo¬\nple after free discussion. I reject all forms of dictatorship or minority rule.\nI believe that effecting the desired social-economic changes will have to be a mat¬\nter of decades so that education broadly conceived can and must be a significant\nfactor in the process.\nI believe that, as with human affairs generally, the outcome of the situation be¬\nfore us is in doubt. The result for good or ill and the degree thereof will depend on\nthe degree of public intelligence that we can bring effectually to bear on the making\nand execution of policies. It is in this way, as I see it, that the education of all con¬\ncerned becomes an essential factor in determining the outcome of the situation.\n\nSome distinctive positions—A preliminary glance at some of the distinc¬\n\ntive positions on the problem may help to get the question the better\nbefore us.\n1.\n\nThe school has in the past never tried to bring social changes; it\nshould not undertake any now.\n\n2.\n\nThe people will not stand for it. We would simply make trouble for\nall concerned.\n\n3.\n\nEven if it were desirable, we do not have the teaching personnel\nadequate to do it. It cannot be done.\n\n4.\n\nThe school has always followed public opinion, has always taught\nthe accepted culture. This is its proper function. It should continue\nso to teach.\n\n5.\n\nPublic school teachers are state agents; they must and should teach\nonly and exactly what the state provides.\n\n6.\n\nThe public school exists to make intelligent citizens. The discussion\nof controversial issues is necessary to buildingf an intelligent social\noutlook and philosophy, but the school teacher should remain neutral\nas between the sides of any controversy.\n\n7.\n\nThe school cannot really teach without taking sides. The teacher\nshould know what constitutes social progress and teach accordingly.\nTo finish the range we may call attention to the totalitarian states of\nRussia, Italy, and Germany where the state undertakes to make one\ninclusive policy for every aspect of life. The schools teach specifically\nfor this.\n\n8.\n\n"}
{"page": 575, "printed_page": null, "text": "Department of Superintendence\n\n569\n\nSome underlying conceptions needed for further discussion:\n\n1.\n\nHow the culture educates. Intelligence as a cumulative cultural\nproduct.\nEach one is born into a cultural group, with its language, its tools,\nits customs, its thought forms and distinctions—all with their implicit\noutlook on life. Participating in the use of these cultural products is\nthe correlative of group living. Continued existence depends on it.\nAs each learns to use the group culture and live the group life, his\nmind is built on the group model. In static societies, the elders stand\nguard over the culture. To vary is taboo. Conservatism is a cardinal\nvirtue. What is once learned unquestionably sticks tenaciously. Still,\neven in static cultures, improvements have come, albeit slowly. In the\nStone Age, man made no significant improvement for 30,000 years, yet\neventually worked out of it. Once improvements are accepted, they\nare conserved. Culture, or communicable intelligence thus accumu¬\nlates, and the individual becomes in turn more effectually intelligent.\nHe can apply more thought.\n2. Change: Its cumulative hastening; attitudes toward it.\na. Two facts about change concern us here.\n(1) Always the stream of affairs develops in novel fashion; along\nwith the abiding and recurring come the unexpected and\nthe new.\nIn spite of our best efforts, results remain precarious. Think¬\ning thus becomes forever necessary; only in this way can\nwe care for the new and doubtful. Mere habit cannot suffice.\n(2) As culture accumulates, a more rapid change in culture be¬\ncomes probable. With the growth of tested thought (dating\nespecially from 1590), discoveries increase in geometric ratio.\nWe have at length discovered the method of discovery. To\nsee how far we have come, compare the present rate of dis¬\ncovery and invention with that of the 30,000 years of the\nStone Age. More changes, some say, since 1835 than in all\nthe preceding years of man.\nb. Three attitudes toward change:\n(1) The attitude of static tribal life. A static culture, assisted\nby ritual, repeates itself religiously. Life is indoctrination.\nChange is taboo. Any change that may happen is accidental\nand clandestine. But once accepted, any cultural change is\npreserved and so changes thus accumulate.\n(2) The attitude favorable to instrumental change. When cul¬\nture accumulates sufficiently, and ritual abates, man wel¬\ncomes those changes that help him do better what otherwise\nhe would do only less well. So we now welcome natural\nscience and its inventions. Such service or instrumental\nchanges call for a minimum of reconstruction of means only,\nnot of goals. In this stage, philosophy and religion, hand\n\n"}
{"page": 576, "printed_page": null, "text": "570\n\nNational Education Association\n\nin glove with vested interests, rationalize the status quo\ngoals and count any fundamental change unthinkable. But\nscience has brought modern technology, and this at length\nupsets the old social order.\n(3) The attitude favorable to fundamental criticism. With the\ngrowth of science, philosophy escapes from theology and be¬\ncomes increasingly critical even of goals. Now at last the\ncommon man, partly from science, partly from social changes,\npartly from economic turmoil, is learning to criticize the\nfundamental structure of his culture.\n3.\n\nOur present need and the resulting dilemma. Technological develop¬\nments introduce social changes which call in question our old system\nof life and thought. Intelligence is our only reliable hope of dealing\nwith this situation. We must apply constructive criticism. Intelli¬\ngence, as we have seen, is socially built thru cultural accumulation.\nMoreover, intelligence, as psychology teaches us, is relatively specific.\nTo learn to deal with social change we must study social change,\nand partly while it is in process. A changing civilization must pro¬\nvide the means for building the social intelligence needed to deal with\nchange, else it is doomed either to ignorant blunders or perhaps to\nangry violence; it must provide for the widespread and popular study\nof social changes.\nOur present dilemma: Changes already in effect demand major\nchanges in goals and beliefs; but deep-rooted cultural conservatism\nopposes any adequate proposals for social reconstruction, partly mere\ncultural conservatism, the result of cultural indoctrination and partly\nthe self-protective efforts of selfish vested interests.\n\nThe Problem Is Psychological and Educational:\nHow can a nation which does not yet believe in needed changes\nbring itself to accept the idea and find and make the changes de¬\nmanded by the situation? The problem is the more difficult because\nthe existing economic system, under which we must meanwhile live,\nby its very operation educates against the cooperative attitudes and\nhabits which seem undoubtedly necessary for the new state of affairs.\nCriticism of proposals as to what the school should do:\n\n1.\n\nThe school must be suspicious of social innovation, must indeed throw\nits weight against change. This position was well stated by the Lusk\nCommittee in 1920 (vol. 3, p. 2343) : “ No person who is not eager\nto combat the theories of social change should be entrusted with the\ntask of fitting the young and old of this state for the responsibilities\nof citizenship.” Such sentiments are common to many groups who\nprofess to speak in the name of patriotism.\nA variety of motives group themselves under this general wish\nto keep the school unspotted from social innovation: An antiquarian\n\n"}
{"page": 577, "printed_page": null, "text": "Department of Superintendence\n\n2.\n\n571\n\ninterest in maintaining patriotic myths, holding naively and often\nerroneously to the letter of our revolutionary heritage as opposed to\nits spirit; a chauvinistic slant on patriotism; a conservative, not to say\nreactionary, attitude toward the status quo as maintaining vested\ninterests.\nCertain fundamental conceptions seem to underlie this position:\nDenial of any significant place to change in human affairs; acceptance\nof the logic of black versus white distinctions—both are pre-scientific\nand antimodern conceptions, usually now coupled with a general\nwillingness not to think. A further but less well-defined belief is that\nteaching is properly a handing down of fixed beliefs and attitudes,\nthat is, is essentially indoctrination. The upholders of this position\ndo not conceive a modern type school.\nThe school must teach the socially accepted culture, not try to be a\nfactor in changing it. This position is respectably held and demands\nserious consideration. We must admit that historically the school has\nexisted to teach the established culture.\na.\n\nHowever, because the school has hitherto so acted, it does not\ntherefore follow that it must forever do so. On such a theory, no\nexisting institution would ever take on new functions, and no\nnew institution would ever come into existence. Clearly the factor\nof change is not only not taken into account but is by implication\ndenied.\nb. This also assumes that teaching is primarily a handing down of\nfixed content. There is no apparent appreciation of the give-andtake of study and discussion leading to ever better independent\njudging such as is sought in the best modern schools.\nc. This position assumes an accepted culture so clearly defined that\nthe school knows what to hand down. But in a changing civiliza¬\ntion the culture must always be in process of change: Some things\ngoing out, some coming, with possible most commonly accepted.\nSo again, and more clearly, the fact of change is disregarded.\nThe school is to act as if change did not exist. If the school is to\nhand down beliefs, it must either itself choose what to teach or\nbe so told from the outside. If the state is to tell, we discuss that\nnext. If not the state, the source is usually custom, the status\nquo; and this, I believe, defines this position: It means to uphold\nthe status quo with its privileges and injustices.\nd. Any intelligent attempt to hand down a dynamic and changing\nculture destroys this position. The fact of contemporary change\nmust be noted, and the proper treatment of it discussed, but this is\nno longer mere handing down. Intelligently done, it is prepara¬\ntion for better change. The position is self-consistent only on a\ntheory of no change.\n3.\n\nThe school is the agent of the state, it must therefore teach as the\nstate directs. To do less is dereliction of duty, to do more is malfeas¬\nance. The objections to this position appear weighty and conclusive.\n\n"}
{"page": 578, "printed_page": null, "text": "572\n\nNational Education Association\n\na.\n\nb.\n\n4.\n\n5.\n\nSo far as the state would act on this theory, it would fix and hand\ndown an official orthodoxy. For higher education, this would\ndestroy the conception of research and inquiry. Academic freedom\nwould go. This position would bring the totalitarian state to\nAmerica. For elementary and secondary education, there would\nbe no academic freedom, no genuine discussion of controversial\nissues, no conception of creative study and learning wherever the\northodoxy had spoken; teaching would be execution of orders,\nsupervision would be inspection to enforce orders. Initiative,\ncreation, experiment—except within orthodox bounds—would be\ndenied. Such a position seems an almost total denial of all the\ndemocratic and humane trends of modern life and education. It\nseems to ascribe omniscience to state house officials, leaving only\ndocile obedience to the rest of us.\nThis position either denies significance to the factor of change, or\ndenies to education any part in making it more intelligent. There\nseems no acceptance of the need to base the state and society on\nthe fact of continuing change. In opposition to this position, I\nwish to maintain that the state schools from the top down have\nas a chief function the bringing up of youth into a citizenship\nable and disposed to bring intelligence to bear upon public prob¬\nlems—in fact to help create an ever higher and finer social intelli¬\ngence to control direct social change. This is impossible unless\nthe idea permeates the school thru and thru from top to bottom.\nAnd the idea will not be realized unless there is genuine discussion\nof controversial issues with increasing development of personal\nresponsibility to share in bringing about the changes that intelli¬\ngent study approves.\n\nIn marked contrast with the foregoing is the extreme European-bred\nrevolutionary position, namely: the class war is inherent and in¬\nevitable, and, being war, all available means are justifiable, including\nviolence and deceit; victory is predestined to the workers—the own¬\ners, clinging to their privileges, will so resist as to force their violent\noverthrow; for this the general strike is the all-sufficient means;\nmeanwhile, right-thinking people will drill all workers and available\nyouth in strike tactics.\nI will not comment on this further than to say that to me it seems\nfor this country false and wrong in almost every detail: the class\nconception does not fit, nor the class war; nor is any one outcome\nfated; always means, including morality, must be chosen with due\nregard to consequences; our democratic tradition of discussion and\nvoting seems far more promising of good results; to condition youth\nto any fix-in-advance and undebatable position is abhorrent.\nQuite antithetical to the two immediately preceding positions is one\nwhich holds that the teaching profession must accept responsibility\nfor building up an intelligent citizenship, and this it will do by having\n\n"}
{"page": 579, "printed_page": null, "text": "Department of Superintendence\n\n573\n\npupils study as fully and impartially as possible the various sides of\nthe current controversial issues. The school and the teacher, however,\nare to take pains to remain neutral as between the opposed sides.\nThere is so much here in keeping with our historical traditions that\nwe must examine it at length.\na.\n\nIt accepts the fact and factor of change and proposes a way of\ncaring for it.\nb. The way provided lies commendably along the line of building\nvital social intelligence in the learners by study into the merits\nof current controversial questions. The hope is that this will\nbuild up youth for subsequent intelligent self-direction.\nc. The teacher commendably takes the part not of conditioner to\nprior chosen positions, but as helper to more intelligent thinking.\nThese things seem so far good, but there are counter con¬\nsiderations.\nd. Will the kind of teacher we wish be able and content to remain\nneutral? If he is in fact neutral in his own mind, what kind of\nstudy has he done? Is not something lacking in him? Is one who\ncannot make up his mind or has not reached some pertinent con¬\nvictions—still growing, let us hope—the kind of person we wish\nto put in charge of our classes? For myself, I have to answer\nthese questions in the negative. I cannot conceive how a good\nleader of youth can be the kind of person to study and not\nconclude.\ne. But suppose he does have honest and growing convictions, can he\nas a rule so teach as really to conceal his convictions? Again for\nmyself, I have to say no. I believe the effort would so often fail\nthat to pretend to follow it would be a sham; and therefore, like\nall shams, hurtful.\nf. We seem therefore forced to say that we cannot make this program\nwork and should not try. For myself, I wish every teacher to have\nconvictions. These should not be so fixed that he cannot and will\nnot be sensitive to the possibilities of reexamining them upon\nproper evidence. We must then somehow build our teaching pro¬\ngram on honesty of avowal.\n6. A position somewhat like the foregoing is that we should recognize\nthe need that each one build a philosophy of life as inclusive and con¬\nsistent and helpful as we can effect it. In so doing, I as teacher will\nhave my philosophy and will not hesitate to avow it, but I shall do\nall I can to force each student to think for himself. I will bring his\nunsuspected inconsistencies to his attention. If he uses what I deem\nbad logic, I shall argue with him. But I will respect the integrity of\nhis thinking and leave him to conclude for himself. In particular I\nshall shun any and all pressures to have him conclude on other than\npersonally seen merits. If I can succeed in helping my student thus\n\n"}
{"page": 580, "printed_page": null, "text": "574\n\nNational Education Association\n\nto build a philosophy that really integrates him within himself and\nwith his environment, then I can feel that I have done all I could do\nto make him intelligently self-directing. There is so much in this\nposition that one accepts that one hesitates to criticize it, but I must\npoint out some limitations.\na.\n\nThis seems to contemplate college and university students and\nnot to take sufficient account of the elementary- and secondaryschool situation. Tho, of course, beginnings can be made there.\nb. This seems to isolate the intellect as if it could function alone\napart from feeling and acting; and to separate learning from the\nliving situation, in a way that seems highly questionable.\nc. In particular, it seems not to concern itself directly with the actual\nsocial situation as something to concern oneself constructively\nabout.\nConclusion—We have now passed in review most of the positions pro¬\n\nposed for the American school as it faces our social situation. One that\neither is or sounds very like positive indoctrination of a prior chosen situa¬\ntion remains to be examined. Possibly we can do this as we try to draw a\nconclusion.\nSome things seem now to stand out as necessary constituents in any satis¬\nfactory conclusion:\n1. We must take effectual account of the facts of change and the precariousness of\nany social planning that may be undertaken. Provision must be made for intelli¬\ngent change as regards both means and goals.\n2. We must, so I believe and hope, hold to essential democracy and educate ac¬\ncordingly.\nThese two taken together dispose of the indoctrination of any prior chosen plan\nor scheme of social reconstruction. It is a planning society we wish, not a once-forall planned society. Democratic planning means that all must be as socially intelli¬\ngent as possible in order to pass on essential policies involved. Inherent precarious¬\nness of human affairs means that we must expect to revise any plans made.\n3. The school has to take both prudential and considerate account of the present\nattitudes of parents and citizens. Prudentially so, lest we be dismissed and others\nless progressive take our places. Considerately so, because parents love their children\nand have rights and feelings in connection that we must in both kindness and justice\nconsider. It is part of our school duty to interchange education with the parents\nand citizens of the community. To effect this, the road of decent consideration offers\nthe best return.\nThese things do not mean that the school must not work for right of full discus¬\nsion of all appropriate topics without interference from the community. In my judg¬\nment, school people should not only work for freedom from interference but should\norganize to protect themselves in their just rights, especially to protect against\nmeddlesome busybodies who profess patriotism but really mean obscurantism and\nunjust privilege.\n4. As school people, we must become socially intelligent in the highest possible\ndegree, and we must help all others within reach to grow in social intelligence. Again\nit is not indoctrination or propaganda that is contemplated but the building of in¬\ntelligence. This means parent-teacher associations to study social problems; it means\nadult education on an unprecedented scale to give conscious study to all problems\naffecting life; it means that our schools must study social problems as never before.\n\n"}
{"page": 581, "printed_page": null, "text": "Department of Superintendence\n\n575\n\nWe who are now citizens must become much more intelligent. The rising generation\nmust be more socially intelligent by far than we now are.\n5. This means, as I see it, both the study of social problems and the participation\nas far as feasible in cooperative community enterprises, all of course appropriate\nto the age involved. Only as study contemplates actual conditions is it real. Only as\nwe are engaged socially in actual enterprises can we build proper social habits and\nattitudes. Only as we have contact with actual life conditions can we make our social\ngeneralizations real and defensible. To learn how to run our schools in this fashion\nwill be no simple matter, but we must undertake it.\n\nIn final conclusion, it is greatly increased social intelligence that is\nneeded, an intelligence adequate to deal with our complex and rapidly\nchanging society; and our schools and universities must accept the major\nresponsibility for effecting this intelligence. “ When this happens schools\nwill be the dangerous outposts of a humane civilization. But they will also\nbegin to be supremely interesting places.” And not only interesting, but\nsupremely important. This is how the school can be a force for social\nimprovement.\nEDUCATION AND PUBLIC SERVICE\nLOTUS D. COFFMAN, PRESIDENT, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nThe United States maintains the most extensive school system in the\nworld, and yet makes less use of it in the selection of public officials than\ndo any of the other self-governing nations of the world. In nearly every\nfield except government, we have placed greater and greater reliance upon\nthe person of competence and training for the work he is expected to do.\nWhen men are ill, they summon to their aid a trained diagnostician; when\na bridge is to be built, they employ a competent engineer; when a pulpit is\nunoccupied, they call a graduate of a theological school to fill the post;\nwhen children are to be taught, they insist upon specifying the qualifications\nof the teacher; but when a government office becomes vacant, they maintain\nthat almost anyone is competent to fill it. Science, invention, and the\ningenuity of men in general, have transformed life in nearly every field of\nhuman action except government. In government we still lumber along,\nholding steadfastly to the ways of the ox-cart and sod shanty age. There\nare still in existence in this country one hundred and seventj^-five thousand\nindependent units of government, each with the power to raise and spend\nmoney. Altho we know that many of them are archaic, out-of-date, obsolete,\nand useless, we cling tenaciously to them as if their perpetuation were a\nmatter of life and death. We seem to delude ourselves into believing that\nthey represent a precious heritage that should not be given up.\nOriginally, government was concerned with a number of simple things,\nsuch as the exercising of police functions, supporting the schools, building\ndirt roads, and promoting and protecting the interests of the people in many\nminor ways. More recently, it has become the chief agency for realizing\nthe economic aims of individuals. Its influence has extended into every phase\n19\n\n"}
{"page": 582, "printed_page": null, "text": "576\n\nNational Education Association\n\nof business; it controls banks, insurance companies, railroads; it regulates\nindustry, commerce, and agriculture; it underwrites gigantic public works\nand relief programs; it educates the youth; it ministers to the health of the\ncitizens; it establishes new enterprises as, for example, the Tennessee Valley\nAuthority. Its budget is counted in billions. All of the activities of govern¬\nment must be administered. More than three and a quarter million persons\nare employed as government servants, not counting those at work on emer¬\ngency projects.\nIt is an obvious fact that many of the men and women in public office are\nnot chosen because of any particular fitness for the positions they hold.\n1 here are several reasons for this disregard of competence—one is that we\nstill insist that to the victors belong the spoils. During campaigns the air\nis filled with the shouts of candidates insisting that courthouse and capitol\nmust be cleaned from attic to cellar. They assure the listening voter that\nif a house-cleaning can be effected, innocence and purity and justice and\neconomy will prevail in public administration. Every candidate, and espe¬\ncially those not in office, is the advocate of some kind of a deal—a new\ndeal, a square deal, a fair deal, no deal, or a double deal. As the torrents\nof discussion flood the air from platform and the radio, one listens in vain\nfor one calm, deliberate, dispassionate discussion of the issues and problems\nof most vital concern to the American people. The voter is at first be¬\nwildered, then perhaps alarmed, as he hears it reiterated that all of those\nin office are incompetent, if not less than scoundrels. The average citizen\nbegins to suspect that he should organize to protect himself from these office\nholders against whom opposing candidates are haranguing. Is not the\npenitentiary perhaps the place for these public servants who may have\nlearned something by the very fact of holding office? If he believed all\nhe heard, this would be a logical conclusion, for when the political “ outs ”\nattack the political “ ins ” there is no good in anything. One may almost\nassume that the old saying about pot calling kettle black originally had\nreference to the political pot. When shall we learn that we solve no prob- f\nlems by calling people names, or by indulging in invectives, or by parading\nmeaningless slogans before the electorate! The policy of dismissing large\nnumbers of incumbents when a new party comes into power justifies the\ncriticism that as far as government is concerned we are a nation of amateurs.\nPresident Andrew Jackson was responsible for one popular misconcep¬\ntion to which we still cling. He declared that the duties of government are\n“ so plain and simple that men of intelligence can qualify themselves for\ntheir performance.” That may have been true in Jackson’s day; it is true\nno longer. When government becomes concerned directly with banks, rail¬\nroads, airways, highways, insurance, agriculture, commerce, industry, credit,\nexchange, health, education, in fact, with everything that touches or affects\nthe life of people generally, then it needs expert service. Unless special\nknowledge is brought to bear upon the various activities of government,\nthen extravagance, incompetency, and inefficiency will flourish and continue\nto increase.\n\n"}
{"page": 583, "printed_page": null, "text": "Department of Superintendence\n\n577\n\nAnother of the prevailing popular notions is that charity begins on the\npublic payroll. All over this country we elect or appoint men and women\nbecause they need the office; they have failed in business; they have a large\nfamily; a leg has been lost; someone has died or some other misfortune has\nbefallen the individual. We seem to assume that this qualifies for public\noffice.\nStill another assumption is that political parties exist to secure patronage\nfor their constituents. Long ago, Theodore Roosevelt declared that patron¬\nage is the curse of politics. It is the selling out price of democracy, because\nit turns the political party into a job brokerage machine, creating a merce¬\nnary army of occupation, which, under the guise of democracy, actually\nrobs us of self-government.\nIt is said that a Congressman in the Tennessee valley received letters from\nforty-six hundred of his constituents asking him to recommend them for\njobs in the Tennessee Valley Authority. The Congressman dutifully wrote\nforty-six hundred letters to the administrators in charge of the project,\ndeclaring in each letter that he knew the candidate personally and that he\nknew him to be well qualified for the job he sought. What a commentary\nthis is on American politics! The politicians and the various pressure groups\nare reluctant to abandon this practise, for the reason that it helps to keep\nthem in power. In crises such as we are now experiencing, the pressures are\nsomewhat greater than at other times, for men in distress will sell their\nliberty for bread, and the political spoilsman is ready to take advantage of\nthe situation.\nThe appeal of the political spoilsman is always an appeal to emotion, to\ngreed, or to class hatred. This appeal is always effective in a democracy,\nand it is especially powerful when the people are the victims of lost hopes\nand destroyed ambitions. Even in normal times the citizens of a democracy\nfind it difficult to set up remote goals and strive consistently for their attain¬\nment. They are disposed to follow the lines of least resistance; they are\nprone to compromise with the future. Put in another way, the American\npeople, like democratic peoples generally, are always seeking substitutes\nfor intelligence. Instead of relying upon expert guidance and advice in the\nrealms of government and politics, they are willing to accept inexpert lead¬\nership which, more or less, they blindly follow.\nClearly, we must learn in this country to bring trained intelligence to\nbear upon the problems that affect our political, social, and economic wel¬\nfare. This means we must find ways of curtailing, and eventually of de¬\nstroying, the spoils system in public affairs. Just so long as we permit clever\npoliticians, or selfish pressure groups, to prostitute public welfare for pri¬\nvate gain, the economic losses this country will suffer will be enormous.\nThe so-called “ honest grafter,” who keeps himself and his crowd in power\nby dispensing patronage, is a lecherous parasite on the body politic. The\nill-gotten funds he obtains might better be used to provide education for\nyouth and for the legitimate employment of the millions who are out of\nwork. Not only does the spoils system waste public money, it drives am-\n\n"}
{"page": 584, "printed_page": null, "text": "578\n\nNational Education Association\n\nbitious and capable young men away from public office. Worst of all, it\ndisenfranchises and endangers democracy itself.\nIn answer to these indictments it must be said that civil service exists in\nnine states and in three hundred and sixty-five municipalities. Even so, in\nthese states and in these municipalities the political leaders are especially\nskilful in circumventing the successful administration of the civil service\nlaws. The American people believe in the importance of sound public ad¬\nministration; they will vote for it whenever there is a referendum on the\nsubject; but once having established it, they have little interest in it and\nare not alert to sustain it.\nJust as one must recognize civil service as a step in the right direction,\nso he must, in all fairness, declare that there are in municipal, state, and\nfederal governments, thousands of competent officials who are devoting\nthemselves faithfully to the discharge of their respective duties. If these\nofficials could be freed from machine politics and the unreasonable demands\nof pressure groups, we could expect a still higher quality of public service\nfrom them.\nIt is certain that one thing we need to do in this country is to develop an\ninterest in good government, and to devise ways of securing the cooperation\nof all citizens in it. The effort to do this should not be confined to any\nparticular class; it should include all classes, even those now dependent\nupon the government for sustenance. As a matter of fact, we might expect\nto receive a quick and ready response from them because their needs are so\nimperative and immediate.\nOne of the most hopeful signs has been the disposition of the government\nin the present emergency to call to its aid business and college men who\nhave acquired especial knowledge of some phase of government as a result\nof their experiences or their studies. The government is finding it necessary\nto rely more and more upon such persons. It is true that those persons are\nsometimes referred to as the “ brain trust,” which is only another way of\nridiculing the man who knows something about some phase of government\nand who is willing to put that knowledge to public use.\nThese brain trust positions should develop into career positions. Indeed\nevery position on the administrative, professional, clerical, skilled, and\nunskilled labor levels, should become a career position. Each level and\ntype of service should be closely tied in with the educational system of the\ncountry. In other words, the amount and kind of training should be closely\nrelated to the responsibilities of the office. Great Britain long ago recog¬\nnized the importance of this relationship. Perhaps her most conspicuous\ncontribution to government personnel is that she applied this theory to the\nselection of her administrative officers as well as to those holding positions\nof lesser importance. For administrative posts she selects only the top honor\nmen of Cambridge and Oxford and the other colleges. She gives them an\napprenticeship experience in the various administrative offices, and when\nthey have demonstrated their ability for administrative work they are given\njunior secretaryships that carry with them permanency and something more\nthan a mere living salary. No matter how frequently the cabinet may\n\n"}
{"page": 585, "printed_page": null, "text": "Department of Superintendence\n\n579\n\nchange in England, under or junior secretaries remain on the job. England\nhas not only used this plan for the selection of junior secretaries in the\nfederal service, but has also made a profession of the position of town clerk.\nMen of recognized ability, standing, and training are chosen for this post.\nRegardless of how often the city council changes, the town clerk stays on.\nHe is the expert in government who advises the city council as to the pro¬\ncedure it should follow in any public matter. Frequently, town clerks are\ninvited to go from one city to another because of their demonstrated effi¬\nciency. Their careers are permanent careers.\nIt is not enough, however, for government to fill positions with men of\ntalent and ability and to offer them permanency; it must devise means of\nstimulating the growth of its employees and of encouraging their aspirations.\nTo fit them into occupational niches without opportunity for growth is one\nof the most deadening things it can do.\nThe influence of filling positions on the administrative, professional,\nclerical, skilled, and unskilled labor levels with career people will be felt\nin many ways; not only in better administration of government, but in\ntoning up the service generally because of the hope of advancement thru\ngood work rather than thru favoritism. A career plan will permit and en¬\ncourage young men and young women to prepare themselves, realizing that\nthey can enter the public service and receive advancement in a fair competi¬\ntive system. The public servant will have the esteem of the public and the\ntremendous satisfaction of knowing that in serving the public, good and\nable service will be rewarded. Patronage will largely disappear and cam¬\npaigns will tend more to be conducted on issues rather* than by the vilifica¬\ntion of personalities in the opposing party. A career plan will enable the\ngovernment to select those who by education and experience are best fitted\nfor public service, and it will stimulate the continued growth of public\nservants. At present no university would advise its graduates to enter the\npublic service in the hope that they would find a career in it; under a career\nplan, however, all this would change and the government would be in a\nposition to obtain the best men and women for its service.\nA social order which over many generations consistently drains off its\nbest human resources from any of the essential social institutions, is in grave\ndanger of serious dislocation. If, for many years, few men of capacity en¬\ntered the law, or medicine, or finance, or industry,, as surely as night follows\nthe day there would ensue in the neglected field a condition of decay which\nwould seriously weaken the entire structure, and set up within it strains\nwhich might, if not corrected in time, bring a serious collapse to the entire\ninstitutional structure.\nApparently this is the situation we face in governmental administration\nin the United States today. Someone has said that it is impossible to build\na dam in the midst of a flood; and yet, perhaps, that is the very time we\nshould prepare our plans for the building of the dam. While we should get\nas much consolation as possible out of whatever good is emerging from gov¬\nernment experimentation, as intelligent persons interested in the general\nwelfare, we should at the same time set up the machinery and provide the\n\n"}
{"page": 586, "printed_page": null, "text": "580\n\nNational Education Association\n\nagencies that will reduce waste, discover incompetency, select the capable\nfor public office, and provide for their permanency and the recognition of\ntheir growth.\nWe, in America, think we are building a new world. We know that\nthere is some sort of an awakening. In this new world we say there will\nbe shorter hours of labor, higher standards of living, more leisure, more\ncomforts. We shall not realize any of these achievements and we shall lose\nthe contributions of the past if governments fail.\nSpeaking for myself, I should say that what America needs is not large\narmies and large navies, higher tariff walls, more national isolation, a break¬\ndown of capitalism—what America needs is a program that provides for\nintelligent citizenship and economic security, a program whose administra¬\ntion should rest in the hands of those who thru study and experience have\nqualified themselves for its administration. It is clear to me that public\nservice and education are mutually dependent; they both exist to serve the\nsame end—the advancement of human welfare. If one fails, the other will\nbe defeated.\n\nGENERAL SESSION, WEDNESDAY EVENING,\nFEBRUARY 27, 1935\nTHE CHILD IN RELATION TO THE\nTWENTIETH CENTURY\nMARY E. WOOLLEY, PRESIDENT, MT. HOLYOKE COLLEGE,\nSOUTH HADLEY, MASS.\n\nIt is quite possible that my first statement should be an explanation of\nmy subject. Why the child in relation to the twentieth century? Have\nthere not been both children and centuries before the twentieth? Why this\nspecial emphasis upon connection between the two?\nThere is possible a second reaction, a feeling that the shoemaker should\nstick to his last. Why should a person whose life has been given to the\ncollege student venture an opinion upon the preschool child ? Sometimes an\nexhortation from a layman helps to point home a truth.\nWhat kind of a century is it, into which a child is born today? There\nare some characterizations on which the agreement would, I believe, be\nunanimous, and near the head of the list is “ complexity.” Is there a normal\nhuman being who would hesitate to agree that we are living in a complex\nage, and, as a corollary, an age which peculiarly needs the development of\nhuman beings? It is not easy to devise a formula for twentieth-century\nliving, either for the individual or for the group, and it will not grow\neasier when the children of today become the men and women of tomorrow.\nThere is no formula for sane and sound living. It depends not upon\nformulas, but upon human beings and their development. We have been\nmuch concerned in this country with the development of resources, and\n\n"}
{"page": 587, "printed_page": null, "text": "Department of Superintendence\n\n581\n\nwhen we talk about it, we know exactly what we mean; that is, material\nresources of some kind or other, not human resources. Well, the time has\ncome when we must reverse our policy, putting at the head of the list our\nhuman “ potentials ” realizing that that is the logical procedure.\nThe first question naturally is, what are the primary needs of this modern\nworld, the day in which we live? There are numerous answers to that\nquestion; I have selected three.\nMy first is ability to use the human mind. As I make that remark, I seem\nto hear, passing thru the minds of some of you, “ Now she is miles away,\nthinking of the intellectually gifted, the highly trained, the scientist, the\nexpert, the thinker.” Not at all. Every normal human being has a mind\nto use—and the tragedy is that so many never put it into action!\n“Tragedy” is not too strong a word when we stop to consider that we\nare living in a democracy where the vote of the citizen who has never\nlearned to use his mind counts numerically as much as that of the one who\nhas learned that invaluable lesson.\n\nIf\n\n<\n\nWhat has that to do with the preschool child? The remark of an ele¬\nmentary-school teacher in a crowded foreign district of New York, a re¬\nmark made years ago, I have often recalled. “ When I look at my room full\nof little children, hardly a face or a name indicating American ancestry or\nbackground, I say to myself, ‘ Here is a room full of American citizens in\nthe making.’ ” She might have said just as truly, “American thinkers in\nthe making.” Learning how to use the mind should not be left until the\ncollege stage, should not be left until the high-school stage, or even until\nthe grades. It is a continuous process, beginning in the “ interest-drives,”\nfor example, of the nursery school. “ The ‘ drives ’ are expressed in efforts\nto modify and to understand environment,” we are told. That is not a\nslight achievement. Some of us “ grown-ups ” often have occasion to wish\nthat we were more proficient in just that direction! Yes, the beginning\nof the power to use the mind goes back into the very early years, as no\nwise mother or teacher needs to be told.\nA second outstanding need of the day in which we live, is emotional con¬\ntrol. Emotional instability is one of our greatest weaknesses as a people;\nperhaps I should go further and say, “ One of the greatest weaknesses of\nthe human race.” In corroboration of that statement, we need go only to\nthe record of the morning papers—fatalities, crimes, disasters of all types,\nare an appalling proof of the lack of self-control. President Lewis of Lafayette College, in a recent address, asks and answers a searching question:\n“In whose hands have we placed emotional education? In those of the\nmoving picture producer, the jazz orchestra leader, the publisher of sex\nmagazines, the comic strip writer, the radio buffoon.”\nHow does the nursery school help in emotional control? Study the pro¬\ngram and you will readily see the answer. Physical well-being bears a\nrelation to emotional self-control. The development of good habits, the\nlesson of adjustment, learning group activities, all play a part in emotional\ncontrol. Perhaps even more potent, is the acquirement of interest in some¬\nthing outside of oneself, the “ having-a-job motive,” if I may coin a\n\n"}
{"page": 588, "printed_page": null, "text": "582\n\nNational Education Association\n\nphrase. We are reminded that “ the nursery school covers that compara¬\ntively short period of time when sheer activity engrosses the child and when\nactivity is of the utmost physiological importance to him; the use of large\npieces of equipment must help to assure the child control over himself and\nhis immediate environment.”\nThere is another side to this activity, and that is the kind of amusement,\nentertainment, for which the taste of the child is being cultivated. “ Tell\nme the amusements of a people and I will tell you their character,” is a\ncriterion which we might well hesitate to have applied to our own national\nlife. “ The moving picture producer, the jazz orchestra leader, the publisher\nof sex magazines, the comic strip writer, the radio buffoon ” are thinking\nin terms of the pocketbook, not of character, and that is a serious matter\nin the light of the increase of leisure among all classes, which we are facing.\nIf the nursery schools were doing nothing beyond the provision of whole¬\nsome amusement and thus cultivating the taste for such amusement, as\nwholesome food creates a taste for wholesome food, we might well say:\n“ May their tribe increase! ”\nThere is a third need of the day in which we live, a supreme need,\nnamely, higher moral and spiritual standards. That is a realization no\nlonger confined to preachers and religious teachers. Men and women of\nall creeds, of all nationalities and races, who really care for the future of\nhumanity, are one on this question. We must build character on the en¬\nduring foundations of the moral and spiritual, and the laying of the founda¬\ntions must begin with the child, that goes without saying. Home and church\nare not exempt from responsibility, but alas in this modern day, in the\nlives of thousands of children, neither home nor church plays a part. Upon\nthe shoulders of the school rests the responsibility.\nThere is another question sometimes uppermost in the mind of the prac¬\ntical taxpayer: “ Why add the preschool child to the tax burden already\nheavy? ” There are other tax burdens besides those of education. The\nVirginia Journal of Education says “ the average cost of educating a child\nin America is one-fourth the cost of maintaining a man in prison without\ntaking in the cost of apprehending the criminal and the administration of\ncriminal courts.” You pay your money and you take your choice! All along\nthe line, your answer to the question whether public education is an ex¬\ntravagance, is determined by what you wish to accomplish. If your aim is\nto tear down civilization, in this country and in the world, then it is\nextravagant, for destruction is not brought about that way. If, on the\ncontrary, your aim is to maintain and build up civilization, in this country\nand in the world, no possible expenditure of money could be more economi¬\ncal. It is for you, the citizens of the United States, to decide what it is that\nyou really wish, destruction or construction, a Future or only a Past.\n\n"}
{"page": 589, "printed_page": null, "text": "Department of Superintendence\n\n583\n\nGENERAL SESSION, THURSDAY MORNING,\nFEBRUARY 28, 1935\nWHAT DO WE MEAN BY ADAPTING THE SCHOOLS TO\nSOCIAL AND PUPIL NEEDS?\nHERBERT S. WEET, FORMER SUPERINTENDENT OF SCHOOLS,\nROCHESTER, N. Y.\n\nHowever we may phrase it, the question raised by this subject is the\nquestion uppermost in the minds of the public schools of this country today.\nThere is a demand from within the schools and without for revisions in\npublic school procedure to make of these schools a more dynamic influence\nfor good in the social order. Up to this point the path is not difficult to\nfollow. Beyond this there is no path. There are scores of opinions but that\nis about all. I shall not add to the confusion by adding to these opinions.\nWe shall all be forgiven for not knowing in times like these just what it\nmeans to adapt these schools most helpfully to the social and community\nneeds that lie ahead. The thing for which we cannot be forgiven is failure\nto establish to the limit of our ability provisions for the process, not the\nevent, of determining what these needs are to which these schools are to\nadapt themselves, and then reckoning intelligently with the facilities, limi¬\ntations, and costs involved in meeting them. What I want to do is to submit\nfor your consideration certain guiding principles in the hope that they may\ncontribute somewhat to this common effort to chart as wisely as possible\nfor the future, the course of public education.\nIn comparatively recent years, the public schools have accumulated a\nwide variety of responsibilities with little long term regard either by the\nschools or the public for the social, educational, and financial consequences.\nTimes have been good. The schools have seemed the natural place for doing\na lot of things that were formerly done by other agencies in the community,\nand the theory of remedying all social ills by training the young to better\nthings has increasingly made its appeal. It would be folly to spend time in\nexplaining the reasons for this condition, indulging in praise or censure con¬\ncerning it. We all recognize this adding of responsibilities as a part of the\nprocess of adapting these schools to changing social needs in the light of\nchanging social conditions. Does better adaptation mean still more added\nresponsibilities?\nIt would seem obvious that we have never been more seriously in need\nof facing this question with all the wisdom that both the schools and the\npublic can bring to it than we are at the present time. Unless it is faced the\nschools will find themselves absorbing heavily increased responsibilities as a\nresult of these depression years that may prove to be mistaken adaptations\nto social needs. And “ absorbing ” is the word. There are thousands of\nunemployed youth in the high schools today for whom the high schools are\nnot equipped from any point of view. They are to be absorbed not under\n\n"}
{"page": 590, "printed_page": null, "text": "584\n\nNational Education Association\n\nstable but under reduced budget allowances. The time and energy that the\nschools of this country are giving to welfare relief to provide the physical\nnecessities of life for thousands upon thousands of children today are just\nbeyond the comprehension of anybody who is not close to the problem.\nNeither of these cases is an emergency except in degree. The junior college\nabove and the nursery school below are increasingly pressing for attention.\nIt does not make sense to talk about social, educational, and financial plan¬\nning without provisions for counting the costs, socially, educationally, and\nfinancially of more and more adding these responsibilities to the public\nschool. The implied premise in past development has been that the public\nschool is the one institution that has no limitations. We shall do well in\nthe future to examine the premise.\nNow it will be taken for granted that the schools will in part adapt\nthemselves to social and community needs in proportion as they assume such\nshare of the total social and community responsibilities as can be met more\neffectively and economically by the schools than by other agencies.\n\nLet us see how far the schools have met this first specification. At the\nbeginning of the present century our schools had a purely academic pro¬\ngram. Their purposes were clearly defined. Their general purposes were\nto guarantee literacy and to raise the general level of intelligence. Their\nspecific purpose was to prepare for college. In other words, they were\ndirectly concerned with the art of learning only. To be sure, the knowledge\ngained and the mental skills acquired were to find their place in community\nlife, but what that place was to be it was left largely for the individual\nand the community to determine. The art of living in this community\noutside was no direct and immediate concern of the school.\nThe schools will in part adapt themselves to social and community needs\nin proportion as they assume their full share of the job to be done. What\nan astoundingly increased share of these responsibilities has been assumed by\nthe public schools as time has gone on! There is not an important factor\ntoday involved in this art of living in the world outside that is not a direct\nresponsibility of the public schools. This is true in health and in recreation;\nit is true in home improvement, use of leisure time, and character building;\nand it is also true in vocational education and adult education. These are\nresponsibilities that were scarcely dreamed of for the school when not a\nfew who are in this room began their teaching careers. They are matters\nwith which we are all familiar, and they are developments in this process\nof adaptation of which many of us have been a part.\nThere is no one of these already extended responsibilities that should not\ntoday be subjected to critical review in the light of changed social and eco¬\nnomic conditions. Recreation is bound to be an increasing community re¬\nsponsibility in the days ahead. What part of it can be most effectively and\neconomically met by the schools? What are the facilities required and the\ncosts involved in meeting these responsibilities? What shall be said of adult\neducation as to the nature and extent of its future demands upon our public\nschool system ? What is to be the long term effect of these changed condi-\n\n"}
{"page": 591, "printed_page": null, "text": "Department of Superintendence\n\n585\n\ntions upon the types and the place of those forms of vocational education\nnow operative in the secondary schools? More and more this subject of\nthe leisure hours has made its claim. There is no other field in which\npeople in general derive the personal satisfactions that come from work\nin the fine and practical arts, if only there be given opportunity for their\ndevelopment. Civilizations long since gone have left thru these arts those\nlasting products that were not consumed by the generation that produced\nthem. They live today and we speak of them as civilizing influences in\ncommunity life. What are the opportunities and what are the responsibili¬\nties of the public schools thru these arts in their relation to this problem\nof leisure? It is doubtful whether any unit in the social order has been\nmore deeply affected by all these social and economic changes than has\nthe home. What does this mean to the school in connection with this\nalready added responsibility for home improvement? These are funda¬\nmental questions and to assume that they cannot be answered is to admit\nthat intelligent social, educational, and financial planning for the future\nis impossible.\nSo much for this added responsibility factor in adapting these public\nschools to social needs. Among the many implications in it, for future\nplanning, there are three which we can do little more than state. One is\nthat it presents planning problems that can never be solved either by the\nfederal government or by the state. Health and recreation and homemaking\nand vocational education and all these other added responsibilities are the\nvariables in the educational program so affected by conditions peculiar to\nthe local community that the statesmanship required for grappling with\nthem must be found in the local community. Another is that we shall resist\nwith all the power at our command the sniping at educational costs that\nignores the services and facilities required for meeting these ever-increasing\nresponsibilities. And the third is that we have long since reached the point\nwhen the schools alone cannot answer the questions raised by this added\nresponsibility factor of adaptation. But more of this later.\nWe must now turn to another factor in this process of adapting the\nschools to social and community needs. It is suggested in the second place\nthat the schools will in part adapt themselves to social and community needs\nin proportion as they so adapt and operate the curriculum for those who\nattend the schools, as best to meet pupil needs and thereby discharge as\nefficiently and as economically as possible such of these total social and\ncommunity responsibilities as the schools are to assume.\n\nIn this matter of adapting the curriculum to pupil needs, another revo¬\nlution in school procedure has been working itself out under our very eyes.\nHere again neither the school nor the public has sensed what this adapta¬\ntion of the curriculum to pupil needs means in the way of facilities, limita¬\ntions, and costs, both for ascertaining these pupil needs as well as for meeting\nthem. Within the memory of most of us the pupil adapted himself to\nthe academic curriculum established in the school or withdrew from school.\nThe school was not held primarily responsible for his failure. That re¬\nsponsibility was traced rather to the pupil and to the home, and they\n\n"}
{"page": 592, "printed_page": null, "text": "586\n\nNational Education Association\n\nassumed it. If the pupil had the peculiar abilities, interests, industry, and\nparental authority back of him, all well and good, his progress was assured.\nIf he did not have these elements he failed and withdrew, and there was\na place for him in business or in industry or on the farm. Scant or leniently\nenforced compulsory education laws made it possible for him to go. Today\nthe school is held primarily responsible for the failure of the pupil satis¬\nfactorily to progress and where failure does result neither employment\nopportunity nor compulsory education laws make withdrawal from school\npossible.\nI wish there were time to look a little more closely into some of a score\nor more of the critically important implications in this perfectly valid theory\nof adapting the curriculum to pupil needs. Any one of them could well\ncommand more time than is available for this entire discussion. What are\npupil needs in this one subject of health; what are the facilities, limitations,\nand costs involved in ascertaining these needs; and what are the facilities,\nlimitations, and costs in adapting the curriculum to meet these needs, once\nthey are ascertained? Applying this same question to each responsibility\nwhich the school of today is assuming for the welfare of these pupils and\nthru them for the welfare of the social order, we at once plunge ourselves\ninto the fundamentals of social, educational, and financial planning.\nThe schools will in part adapt themselves to social needs in proportion\nas they adapt the curriculum to pupil needs. One of these rather appealing\ngeneralizations heard quite as much from within the schools as from with¬\nout is that the schools are far more interested in teaching subjects than in\nteaching children. We all recognize that there is an element of truth in\nthis comment. Perhaps one of the prime reasons for whatever validity this\ncriticism has is that we have had at least some knowledge of subjects and\nbut little knowledge of what child needs really are. We shall do well in\nattempting to chart the future course of public education to recognize the\nstrides that have been made thru research and experimentation in a better\nunderstanding of child needs. There are already evidences that these con¬\ntributions are being recognized by teacher-training institutions and that the\nteachers of the future will bring to the classroom both keener interests and\ngreater knowledge in this regard. But has our practical difficulty grown\nprimarily out of a lack of knowledge of child needs?\nSuppose for a minute we turn to a concrete illustration in a large and\ncongested city school system. The amount of retardation or failure to make\nnormal school progress is heavy. We all deplore it. Failure does something\nto the individual that is apt to leave its scar both upon him and upon society.\nEach such failure tends to bring to the teacher discouragement, to the pupil\nloss of confidence, and to the home lack of faith in both the school and the\nchild. Discouragement, loss of confidence, and lack of faith are the shaping\nelements of morale that today surround the child in his life outside the\nschool as never before. The relation of it all to juvenile delinquency and\ncrime at once suggests itself. No search for revisions in school procedure\nwould seem to be more important at the present time than a search to\n\n"}
{"page": 593, "printed_page": null, "text": "Department of Superintendence\n\n587\n\nsubstitute for these elements encouragement, confidence, and a sense of\nsecurity.\nBut where does the search lead us? Well, it clearly leads us to the cur¬\nriculum, for the curriculum is what the pupil does to learn under the\nguidance and direction of the school. It accordingly includes not only the\nsubjects which the pupil studies but all the activities in which he participates,\nand in short everything organized and directed by the school for his wel¬\nfare. We cannot, however, stop here. Unless all these operating factors\nand conditions, including personal service, class size, and buildings and\nother facilities are adapted to the needs of the curriculum, little headway\ncan be made in adapting the curriculum to the needs of the pupil. And\nhere among these operating factors and conditions come all the demands\nfor school expenditures. Adapting the curriculum to pupil needs is a legiti¬\nmate demand. What it means, however, in the way of facilities, limitations,\nand costs is yet to be understood, at least by those active in economy drives.\nWe shall welcome anything that constructively makes for economies and\nreduction in school expenditures. What we shall not welcome and can\nbut resist are attempts in these directions that fail to consider the quality\nof the work expected of these schools.\nSince we have entered upon this subject of pupil failure we must at least\nrefer to the third field to which our search carries us in any sincere and\nintelligent attempt to seek out causes and remedies. It is, of course, this\nfield of outside agencies and influences.\nThere is abundant evidence to show that wholly apart from whatever\nlimitations in ability the pupil himself may have, the influence of agencies\nand conditions outside of and beyond the school are even more of a deter¬\nmining factor in pupil progress in school alone (to say nothing of the effect\nof these conditions upon character development) than are all the efforts\nof the schools themselves. This leads us at once to our third and last factor\nin this process of adapting the public schools to social and pupil needs.\nIn the days when our public schools were confined to an academic cur¬\nriculum, they were meeting a responsibility that was not shared by any other\nagency in the community. The minute these schools stepped out of that\npath, that minute they began sharing responsibility with other agencies in\nthe community life. They share it today directly with the home in home¬\nmaking; directly with business and industry, in vocational education; di¬\nrectly with the home and other important agencies both public and private\nin this matter of health; while in character building there is a sharing with\nthe home, the church, and the large number of character building agencies\nthat have developed during the past quarter of a century. This suggests the\nthird factor or guiding principle in this inquiry for a better adaptation of\nthe schools to social and pupil needs. The schools will in part most help¬\nfully adapt themselves to these needs in proportion as they so assist in the\ncoordination of their own efforts with those of other responsible agencies—\nthe home, the church, business and industry, and other agencies both public\nand private—as to secure for each child the maximum benefits which all\nthese agencies can provide.\n\n"}
{"page": 594, "printed_page": null, "text": "588\n\nNational Education Association\n\nThe best that the well-ordered home can bring to sound character de¬\nvelopment is thru wholesome teaching, fair treatment, intelligent placing\nof responsibilities, and insistence upon the meeting of those responsibilities.\nThis is simply to say that there are certain things about character develop¬\nment that can be taught. Such teachings will be reenforced and become\neffective in proportion as parents respect them in their own conduct in the\nhome and give to the meeting of home responsibilities its indispensable place\nin the rearing of a child. These but express the principles which our schools\nhave increasingly come to respect as the result of attempts to meet to the\nfull the school’s responsibility for this important thing that we speak of as\ncharacter development. We shall not ignore our responsibility for helping\nto bring to the home and to the school all the contributions that agencies and\norganizations outside can make thru respecting these same principles. Not\nuntil all these interested and responsible forces have exhausted their efforts\nfor securing these coordinations, can claim be made of sincere and intelligent\nattempts to guide these boys and girls thru the maze of temptations that\nbeset them today and bring out of it all those things which this country of\nours has cherished in the way of human happiness and welfare.\nOur public schools then will adapt themselves to social and community\nneeds in proportion as they assume their full share of social and community\nresponsibilities; meet those responsibilities thru curriculum adaptations and\noperation as effectively and as economically as possible; and so coordinate\ntheir efforts with those of other interested and responsible organizations as\nto bring to every child the maximum benefits which all have to offer.\nIf our purpose were to laud the accomplishments of the public schools,\nwe could find ample material by reviewing what has been done in each of\nthese three directions. So far as there is merit in the added responsibilities\nwhich they have assumed, thereby substituting for other agencies to safe¬\nguard what have been thought of as essentials to the common welfare, they\nhave a notable record. The progress in diagnosing pupil needs and in\nmaking use of the facilities available for meeting those needs has been sub¬\nstantial. Increasingly effective coordinations with other units in the social\norder are apparent. We have gone thru a transition period, and we find\nourselves today with a foundation for future building unexcelled, if equalled\nby any other unit in the social order.\nSince I am now standing upon the side-lines with no responsibility for\nthe operation, I shall be bold enough to suggest the procedure by which we\nshall secure from these guiding principles those things without which in¬\ntelligent social, educational, and financial planning seems to me impossible.\nI would have in every local unit a group representing the best wisdom that\ncan be brought to each of these three major inquiries by the schools, those\nwho are responsible for financing them and other agencies, both public and\nprivate, that share responsibilities. The days of selling the schools to the\ncommunity are over. The emergency in American education is not over. If\nit is met it will not be met by the defensive and individualistic methods that\nselling the schools by the schoolmaster implies. It will be met rather by\n\n"}
{"page": 595, "printed_page": null, "text": "Department of Superintendence\n\n589\n\nthe kind of intelligent and cooperative procedure which such a group can\nestablish.\nIn this I am not thinking of the local units wholly as they stand today,\nbut rather of those consolidated units that are being developed in the vari¬\nous states, beyond the urban centers. There is nothing in all this that ignores\nthe necessity of state and federal efforts, nor the necessity of state and fed¬\neral planning for education. Quite to the contrary, state aid and control\nmust continue and permanent federal aid must come. All that we are trying\nto say is that these boys and girls and these adults, these varying needs and\nconditions, are in the local communities and it is here that the secret of\nsocial and educational planning must be found. What we have today in\nthe way of educational progress has come largely thru local initiative and\nexperimentation. All that the state and the federal government should be\nexpected to do is to encourage and stimulate such efforts, seize upon those\nthat really make for progress, and thru financial aid, legislation, or other\nnecessary means guarantee their retention and their extension. If we are\nto build well upon the foundations already laid, I personally see no other\ncourse.\nIn conclusion, it may well be that such a procedure is visionary. It is\neasy to understand full well the reasoning of him who declares that there\nis not enough money at best to go around and that the only practical course\nis for the school and the individual to get the most that he can and make the\nbest of it. Perhaps this is the only course. If it is, then it needs no prophet\nto determine the ultimate end of all the best that this country has cherished\nfrom its beginning in the way of human happiness and welfare. If it were\na mere matter of financial profit or loss with these schools we might reconcile\nourselves to such a philosophy.\nI believe that the greatest decision which the public school people of this\ncountry have to make today is whether they are to accept this philosophy\nor reject it. The public schools should be the last to accept it and the first\nto lead in its rejection, for these things are of the very essence and spirit\nof our democratic institutions.\nThe struggle thru which we are going today is in principle as old as the\nnations themselves. I suspect that the one unique advantage that this nation\nhas over those that have gone down in the struggle is its educational system.\nMy life has been spent in intimate contact with these public schools. There\nis no greater inspiration, no more wholesome means of restoring one’s per¬\nspective and renewing one’s faith, than to sit for a time in the classroom of\nthe public school at its best. There is no greater need than to carry the spirit\nof that classroom into the social order. Can we do it ?\n\n"}
{"page": 596, "printed_page": null, "text": "590\n\nNational Education Association\n\nLOOKING AHEAD TOWARD EDUCATIONAL RECOVERY\nJOHN K. NORTON, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nIn February 1933 the Joint Commission on the Emergency in Education\nwas appointed and instructed to inquire into the difficulties, financial and\notherwise, which the schools were encountering, and to take action aimed\nto meet these difficulties. For two years the Commission has striven valiantly\nto carry out this assignment. A review of the more important phases of its\nprogram is contained in the leaflet, entitled Two Year's1 Work, placed in\nyour hands when you registered at this convention.\nThe Joint Commission has developed its work along two major lines:\nFirst, it has carried on activities aimed at acute difficulties of an emergency\ncharacter. Facts, depicting the plight of the schools, have been collected and\nwidely disseminated. An ex-officio national board of 893 consultants has\nbeen summoned in a series of eighteen regional conferences, covering all\nsections of the country. Newsletters, issued twice a month, have kept the\nCommission in close touch with this advisory board.\nIn anticipation of the current sessions of the state legislatures, a national\nconference of representatives of state boards of education and state educa¬\ntion associations was held last December in Washington, D. C. Forty-one\nstates thus received direct help in dealing with legislative problems affecting\nthe schools.\nA number of special bulletins, dealing with emergency problems, have\nbeen issued and widely distributed. Many articles prepared by members of\nthe Commission have appeared in national and state educational journals\nand leading newspapers and magazines of general circulation.\nIn cooperation with the Legislative Commission of the National Educa¬\ntion Association and the National Committee for Federal Aid for Educa¬\ntion, the Joint Commission has aided in the development and active pro¬\nmotion of a six-point program for federal emergency relief for education.\nThis activity was undoubtedly one of the factors which resulted in the\nexpenditure of more than $150,000,000 for the aid of education in a variety\nof forms by the federal government during the past year.\nEarly in its deliberations, however, the Joint Commission recognized\nthat many of the current problems of the schools have their roots in con¬\nditions which existed before the onset of the depression. There is no quick\nand easy method of eradicating these conditions. We knew long before\n1929 that the financing of education rested upon shaky foundations. Under\nthe added weight of the depression, these weak foundations have given way\nin many communities and in some whole states. The multiplicity of ineffi¬\ncient and costly local school districts, carried over from the early part of\nthe nineteenth century, has proved to be an unbearable burden for education\nduring the past five years. Lack of public understanding of what the mod¬\nern school is attempting to do has resulted in tragic curtailment of educa¬\ntional facilities in hundreds of communities. The lay friends of the public\n\n"}
{"page": 597, "printed_page": null, "text": "Department of Superintendence\n\nI\n\n591\n\nschools have made the mistake of assuming that the century-old battle for\nfree, universal, and tax-supported education has been completely won.\nThe lag of the school curriculum behind the demands of our complex, inter¬\ndependent, industrial civilization has become clear under the revealing light\nwhich recent years have turned upon all social institutions.\nThe Joint Commission realized that factors such as these must be clearly\nrecognized and frankly faced before satisfactory educational recovery could\nbe achieved. Accordingly, the work of the Commission aimed at something\nmore than a mere return to the educational status of 1929.\nWith the long-standing weakness in school finance in mind, the Joint\nCommission organized a National Conference on the Financing of Educa¬\ntion. The Report and Charter, drafted by this Conference, constitute the\nblueprints from which many states have already begun to reconstruct their\nsystems of school finance.\nA publication entitled Evaluating the Public Schools was prepared to\nencourage the organization of citizens’ conferences for the appraisal of\npresent educational conditions and the development of more adequate pro¬\ngrams for the future. Let us not forget that free public schools exist in this\ncountry primarily because of the far-sighted and militant activities of\nlaymen. The friends of education who bore the brunt of crucial battles\nfor free schools, fought in such states as Massachusetts, Rhode Island, New\nYork, Pennsylvania, and Ohio in the first half of the nineteenth century,\nincluded but few teachers, superintendents of schools, and college profes¬\nsors. It is a significant omen that this convention included a sectional pro¬\ngram in which a number of outstanding laymen spoke on “ The Citizen’s\nResponsibilities for Safeguarding and Improving Public Education.”\nA year ago the Joint Commission on the Emergency in Education was\ndirected by resolutions of the Department of Superintendence and of the\nExecutive Committee of the National Education Association to expand the\nphases of its program, aimed at long-time educational improvement. With\nthe limited resources at its command, the Commission has striven to meet\nthis responsibility.\nDuring the past year it has published a Directory of National Delibera¬\ntive Committees in Education. This report reveals that some 250 commit¬\ntees and organizations are carrying on activities of a character which need\nto be taken into account in developing a comprehensive program for educa¬\ntional recovery and reconstruction.\nAt the National Conference, organized by the Joint Commission in\nWashington last December, long-time educational planning was one of the\ntwo major subjects considered. Reports were prepared dealing with the\nmachinery of state educational planning and its role in improving the school\nprogram. It was the consensus of that conference that far more effective\neducational planning is needed in the future, if the schools are to achieve\ntheir aims. Education is so closely related to other services of gdvernment\nand the work of the schools is so intimately involved in social and economic\ndevelopment, that educational planning should be carried on in close and\nsympathetic cooperation with agencies engaged in planning in these areas.\n\n"}
{"page": 598, "printed_page": null, "text": "592\n\nNational Education Association\n\nIt is unfortunate that governmental and non-governmental agencies and\ncommissions often fail to recognize the fundamental role which education\nmust play in achieving any great social advance in a democratic society.\nThe clearer vision which adversity is giving us makes certain things quite\nplain. Science, invention, and the machine have catapulted a series of new\nfactors into human life. The resulting congeries of changes known as the\nindustrial revolution open a vista of marvelous possibilities to humanity.\nIt is already clear, however, that the road towards the better life is not an\neasy one. Humanity will encounter many obstacles as it presses forward\ntoward the more abundant life. These obstacles, we hope, are not insuper¬\nable. It is evident, however, their conquest must involve an unparalleled\nexercise of intelligence.\nThe simple individualistic activities and small-scale social operations\nwhich served satisfactorily in the pastoral, agricultural, and handicraft\nstages of economic evolution no longer suffice. Twenty million Americans\nnow dependent upon public relief for their existence stand as eloquent testi¬\nmony that technology uncontrolled may be a curse as well as a blessing.\nThe myth of a self-regulating economic system has exploded in our faces.\nWe are frantically groping for those controls which will bring the untamed\nmachine to heel and make it the servant rather than the master of man¬\nkind. Just what these controls will be no one can now say with certainty.\nThat they must be evolved is the only certainty. Every industrial nation is\ntestifying to this fact. Fascist Italy, Nazi Germany, and Communist Russia\nare one with democratic Great Britain and America in frantically search¬\ning for the all-important controls which will permit the harnessing of the\ninstruments of production, brought to the hand of man by the industrial\nrevolution.\nThe basic end sought by these nations is the same. They are all striving\nto bring sufficient intelligence into their economic activities to guarantee\na reasonable degree of security to all men. The methods used in working\ntowards this all-important intelligence are fundamentally different.\nRussia, Italy, and Germany look to the dictator and his band of henchmen\nto plan and administer the mechanisms and controls which are to resolve\nchaos and provide economic security for all. In Great Britain and the\nUnited States, we cling to the hope that there is a better way. We still be¬\nlieve that it is possible to develop the requisite social understanding and in¬\ntelligence under democratic control.\nIt is at this point that education becomes a crucial factor. In a degree,\nintelligent planning and administration are inconsistent with democratic\ncontrol. Foresight and majority rule are wholly inconsistent if the masses\nare ignorant. To the degree that the masses become intelligent this incon¬\nsistency tends to disappear.\nThis principle has already been demonstrated in some areas of life. Let\nus cite one example. The American people today willingly submit to the\nregimentation of their lives in the area of health and sanitation. The typical\nAmerican citizen does not feel that his liberty is being curtailed and his\npersonality crushed because he is prohibited from dumping his garbage in\n\n"}
{"page": 599, "printed_page": null, "text": "Department of Superintendence\n\n593\n\nthe street in front of his home. He does not feel aggrieved if his child with\nscarlet fever is quarantined. It is not necessary to go back far in the history\nof the Western world, however, to reach the time when such sanitary and\nhealth regulations would have been considered encroachments on individual\nrights. Even today there are areas in the world where health regulations\ncan be enforced only at the point of a bayonet. What is the factor which in\none situation causes man to resist certain essential sanitary and health con¬\ntrols as infringements on his liberty, but in another causes him to demand\nthat these controls be set up and rigidly enforced as a protection to his lib¬\nerty? The answer is education.\nIn the United States schools and other educational agencies have made\nus literate in the fields of health and sanitation. We, therefore, welcome,\nrather than resist, sensible regulations enforced in the interest of sanitation\nand health. We need no dictator to force observance of rules which intelli¬\ngence tells us are for our own good.\nThere are other areas in which the masses of the American people are\nessentially illiterate. Economics is such a sphere. We react to efforts, de¬\nsigned to bring economic and social life under intelligent regulation, much\nas the fanatical Hindu does when prohibited from bathing in the polluted\nGanges. Superstition and ignorance are the controlling forces in both in¬\nstances. Intelligence can be brought into both situations by either of two\nagents—the dictator or the educator.\nThe quick and easy way is to acknowledge that as a people we are incom¬\npetent to develop and to observe requisite mechanisms and controls. Lacking\nthis competence, we turn over the job to “ the man on horseback.” This is\nthe route which Russia, Italy, and Germany have taken. In spite of the\nlessons of history they have accepted the principle of the totalitarian state\nand the dictator.\nA similar choice will be made by the people of any nation when they\nlose faith in their capacity to regulate their affairs in some crucial area.\nThe totalitarian state and the dictator are essentially a substitute for social\nintelligence widely diffused among the people.\nEducation can create a condition in which there is no necessity for this\nsubstitute. It can develop a population which recognizes that planning is\ninevitable in a society marked by the characteristics which distinguish ours.\nIt can develop a people sufficiently intelligent to recognize that social\nmechanisms and controls must be brought into the picture if we are to avoid\neconomic epidemics of the type which began in 1929. Education can help\nto create a group intelligence which recognizes that experimentation, based\non careful planning, is the surest route to economic and social security.\nEducation can be an important factor in developing a level of literacy in\neconomics and politics, similar to that already achieved in sanitation and\nhealth, which recognizes that sensible regulations, enforced in the interest\nof general economic security, expand rather than restrict liberty.\nEducation can do these things, but it has not done them as yet. There is\nno certainty that it will do them. The problem is immensely difficult and\ncomplicated for several reasons. First, the field of the social sciences has\n\n"}
{"page": 600, "printed_page": null, "text": "594\n\nNational Education Association\n\nnot yet developed an exact body of information comparable to that which\nexists in the physical and medical sciences. This body of information can be\ndeveloped only thru social experimentation based upon the best possible\nplanning or foresight. The social scientist cannot isolate his laboratory from\nlife as does the student of the more exact sciences. The actual functioning\nof society itself is the laboratory of the social scientist. Unless there is some\ndegree of intelligent experimentation in this laboratory it is unlikely that\nthe requisite body of social information will be built up. The first task of\neducation, therefore, becomes one of creating an intelligently experimental\nattitude on the part of a substantial portion of our citizenry.\nEducation is finding it tremendously difficult to make its crucial contri¬\nbution for a second and very practical reason. I refer to the general lack\nof realization that education does have a crucial role to play in a nation\nwhich attempts to solve its economic and social problems under democratic\ncontrols.\nThis lack is illustrated by our failure to develop a national program for\neducation, comparable to that which the federal government is striving to\ndevelop in such fields as finance, industry, agriculture, and social insurance.\nThe federal government has not been wholly unmindful of education\nduring the depression. Federal funds have literally prevented the collapse\nof thousands of schools and colleges. This money has meant the difference\nbetween some educational opportunity and no educational opportunity for\nthousands of children and youths. It has provided subsistence for many un¬\nemployed and destitute teachers. It has permitted experimentation, such as\nthat in adult education, which is of large significance to future educational\nprogress. For this indispensable help in a time of great need teachers and\nthe public in general owe a debt to Secretary Ickes, Administrator Hop¬\nkins, and other federal administrative and legislative officers.\nAn adequate appraisal of the situation demands, however, that we take\naccount of the liabilities, as well as the gains, which have accompanied\nfederal relief for education. Most of these liabilities originate from the fact\nthat there has been no federal policy for education. Rather, there has\nbeen a general program for unemployment relief and public works. The aid\nprovided has been incidental to these general projects. Practises, doubtless\ndesirable in feeding the unemployed and in encouraging public works, have\nbeen carried over and applied to well-organized going concerns—the schools\nand colleges of the nation. Before this audience there is no need to stress\nthe unfortunate outcomes resulting from this practise.\nWhat is needed is a fundamentally different orientation as to the role of\neducation in the current social scene. Those who lead in thought and action\nin this country need to recognize that a carefully planned and effectively\nadministered system of education is an indispensable ingredient of any so¬\ncial program developed under democratic control. Such recognition will lead\nto a number of revisions in the procedures of recent years.\nIt will become the practise to include, rather than exclude, representa¬\ntives of the schools at the council tables where matters of major social\nconcern are under consideration. Education has an indispensable role to\n\n"}
{"page": 601, "printed_page": null, "text": "Department of Superintendence\n\n595\n\nplay in every major social development in a democratic society. To be\nspecific, unemployment is a problem which must be solved. It can be\neradicated, just as other human scourges have been wiped out. This victory\ncannot be won in a democracy, howeyer, unless a reasonable proportion of\nthe population has some understanding of the causes back of the malady,\nand the methods by which it may be cured. The people must have the will\nto submerge social superstition and selfish individualism sufficiently so that\na consistent and cooperative attack may be made. Education is the instru¬\nmentality whereby a population comes to possess such characteristics.\nIt is unlikely that education can make its indispensable contribution to\norderly social evolution if it lags behind the realities of social development.\nIt will lag behind if its representatives do not participate in the discus¬\nsions and thinking thru which a democratic society plans its development.\nThe objective should be a situation in which the schools and other educa¬\ntional agencies will be able to make their indispensable contribution to\norderly social evolution.\nEducation needs to be more dynamically aware of the factors and forces\nwhich operate in our complex, industrial civilization. It needs to have a\nmore definite program for developing that degree of social literacy which a\nmodern industrial nation must possess if it is to take the democratic, rather\nthan the dictatorial, route to the solution of its problems.\n\nTHE NEED FOR A UNIFYING PURPOSE\nHENRY A. WALLACE, SECRETARY OF AGRICULTURE, WASHINGTON, D. C.\n\nIn thinking about the good and the bad points of capitalism, I have been\nbaffled as to just where the difficulties enter. It has seemed to me that the\noutstanding good characteristic of capitalism is something like the outstand¬\ning good characteristic of Protestantism, that it has emphasized the sacred¬\nness of the individual. Protestantism in its origin asserted the right of the\nindividual to meet God face to face, without priestly intermediary, asserted\nthe doctrine that the individual could worship God in his daily secular life\njust as well as someone who had withdrawn from the world into a mon¬\nastery. And capitalism took up essentially that same theme. It was a\nsplendid theme to be emphasized.\nI feel that that tendency, which received its initial impetus perhaps 400\nyears ago, gave us much of the power which enabled us to conquer this con¬\ntinent in record-breaking time. Doubtless God in His infinite wisdom said,\n“ Now is the time come to unleash certain forces.” I feel those forces were\nquite appropriate and that they bore great fruit in the conquest of nature\nthru science in the conquest of new continents.\nNow the continents have been conquered, and certain other forces become\nmanifest, forces which also are inherent in capitalism. We see the tendency\nof different regions, different groups, different individuals, to go out to\n, get all this region, group, or individual can, for his or their own particular\nneeds. Once the conquest of new areas comes to an end, then we reach the\n\n"}
{"page": 602, "printed_page": null, "text": "596\n\nNational Education Association\n\npoint where the different groups and different regions fight each other to\nattain the maximum of profit. Then the disintegrating forces come along.\nNow it happens that last week I was in western North Carolina, speaking\nto a rather large group of church peQple, some of whom had the, shall we\nsay, rather primitive attitude on certain religious matters. On that occasion,\nI attempted to derive part of our troubles from the teaching which had gone\non in our colleges, especially during the past hundred years, teaching which\nfound its origin in Darwinism, and I made the flat statement that I thought\nthe sociological results from the teaching of Darwinism had been most un¬\nfortunate. Apparently I was close enough to the Tennessee line so that\nthere was quite a little burst of applause. I hastened then, of course, to say\nthat I was not undertaking to state anything with regard to the scientific\naspects of Darwinism, altho I rather felt as a scientist that much of that\nwhich is taught in the name of Darwinism is false science, but I said I did\nfeel most strongly that the social effects of teaching the survival of the fittest\nhad been profoundly unfortunate. And I feel, furthermore, that the social\neffects of the teaching of the Manchester School of Economics have been\nprofoundly unfortunate. Whether it comes from the economic side or from\nthe side of biology, the emphasis on the free play of competitive forces, on\nthe survival of the fittest, perhaps appropriate at one time, nevertheless at\nthe present time is, in my opinion, proving definitely destructive.\nI suspect every person in this room has had his mind made more or less in\nthe mold of the Darwinistic, laissez faire economics of the nineteenth cen¬\ntury. I feel that the end of that road is approaching, if it is not already here.\nNow in giving a discourse something along that line to these mountaineer\npreachers, I made some comments about certain aspects of capitalism which\nmay not have been altogether complimentary. One gentleman, formerly a\nPresbyterian minister, a graduate of one of the northern Presbyterian theo- |\nlogical schools, trained to look most highly on capitalism, started talking\nwith me after the meeting was over and said my talk suggested certain\nthoughts which were brought out in Henry Adams’ The Degradation of\nthe Democratic Dogma.\n\nThe Adamses, as you are aware, have been our most aristocratic family.\nThey have been with this democracy of ours since its founding, generation\nafter generation. They have puzzled about the meaning of the Declaration\nof Independence and the Constitution, the Jacksonian uprising (you will\nremember that John Quincy suffered very severely from the Jacksonian up¬\nrising), and the meaning of Lincolnian Republicanism. The puzzling\nwhich went on in the minds of the later generations of Adamses really\nshould have some significance to us. This particular book is written in part\nby Brooks Adams and in part by Henry Adams. They were brothers.\nThe crisis of 1893 came along; prices went down. The Adams family\nfortunes were imperiled, especially Brooks Adams’. He investigated the\ncause of the trouble. He became convinced that the silverites were right—\nrather a strange thing, you know, for a respectable family like the Adams\nfamily to reach a conclusion of that sort. He cabled Henry Adams, who\nwas abroad, to come home and talk the subject over with him.\n\n"}
{"page": 603, "printed_page": null, "text": "Department of Superintendence\n\n597\n\nBrooks Adams, in his puzzling about the significance of history, started\nHenry Adams on his later investigations into “ Phase ” and his writings on\n“ Chartres ” and those other rather delicate analyses of rhythm in civiliza¬\ntion which so many of us have admired. But it all originated, apparently,\nin the financial difficulties which certain branches of the Adams family\nentered upon in 1893.\nBrooks Adams discussed with Henry Adams the extent to which certain\nof his investigations should be published. Henry told him that he himself\nwould have to keep hands strictly off, that he had no intention of antago¬\nnizing the gold bugs. But he thought it was a good thing for Brooks to\ncome out with it, nevertheless. Brooks wrote:\nThe question between Henry and me, as I then stated it, was, assuming the gen¬\neral law of the past to hold, whether our family could keep solvent until relief came,\nor whether we should go under like the Roman peasants or the British yeomen.\nHenry thought, or was inclined to think, we should be crushed. I thought that, with\ngood luck, courage, economy, and patience, we should be able to hold on until relief\nin some form came, and crawl in with the bankers on the rise. Which, in fact, we\nsubsequently did, but the process stimulated thought. And it was then, as Henry\nhas pointed out in his “ Education,” that his great effort at thought began.\n\nHenry Adams and Brooks Adams thought of the apex of our civilization\nas being typified in the personality of George Washington, who had seen\nthe confusion of the period of the Confederation and had furnished a cen¬\ntralizing sense of unity of purpose, to which John Quincy Adams had at¬\ntempted to give a more definite formulation with an educated understanding\nof science as a basis. Those of you who have studied the life of John\nQuincy Adams will be amazed at how earnest his endeavors were in that\ndirection. He seems to have been out of touch with his time. The Jacksonian\nuprising completely upset him. John Quincy Adams was a conservationist\nwho believed in the central government holding on to the public lands and\nnot giving them away. He was enormously disturbed to see in the Jack¬\nsonian era the tremendous dispersion of the public lands for the speculators.\nThe crowd that came in at that time was essentially a land speculating,\ngambling crowd, and they wanted to use the central government to further\nthose instincts—altho that is stating it too brutally, perhaps.\nJohn Quincy Adams, a second generation man, saw deeply into the heart\nof what he believed to be the long-time welfare of the nation, and he went\ndown under the popular fury of the moment.\nNow we have come to the playing out again of the same old drama.\nHistory always repeats itself but always in a different way. At this par¬\nticular time we have a situation startlingly like that of the time of the\nArticles of Confederation, a tremendous need for bringing order out of chaos\nby—you might almost say—some new type of constitution which could be\noperative on a worldwide scale, a cosmic sense of unity of purpose. Unless\nsomething of that sort is furnished, capitalism tends to destroy itself because\nof the extraordinary emphasis which it places on the individual. When you\nplace extraordinary emphasis on the individual, it is necessary also to have\nsome other force that commands the allegiance of the individual. As long\n\n"}
{"page": 604, "printed_page": null, "text": "598\n\nNational Education Association\n\nas we had a frontier to be exploited, free land to be had, that was a sufficient\ncentralizing force to hold us together. With the free land no longer to\nbe had, with the business opportunities largely under the sway of the great\ncorporations, opportunities as we have customarily looked on them in the\npast have gone. The new generation is largely disillusioned.\nNow I suspect that at this time, in order not to cause misunderstanding,\nit would be wise for me to indicate some of the opportunities that are here,\nbecause a person should not be a pessimist for more than a certain length of\ntime in these.United States of America, because we are, and of right should\nbe, an optimistic people. I will stop at this particular moment and indicate\nsome of the opportunities of the future which I think are of concern to\nschoolmen.\nIt certainly is a mistake to educate our children as tho the opportunities\nof the past were there, because the opportunities of the past are not there.\nThere are new kinds of opportunities. The new kind of opportunity un¬\ndoubtedly has an effect on the kind of education that we should have in\nthese United States.\nIt would seem to me that there is going to be much more opportunity\nworking for the government than there has been in the past, whether it is\nfederal or state or local. Of course, I know that many business men would\ndecry a statement of this sort because they feel there are too many people\nworking for the government now, and yet as civilizations go on, it does seem\nthat there are more people working for the government, and it does seem\nas if those people can serve useful ends if they are properly trained and if\nthey have integrity. Of course, that is the kind of public servant we want.\nWe have never gone at it systematically in this country to train our public\nservants. I think we have a splendid body of public servants, but I think\nthey could be still more splendid if they could be better trained.\nIf we are going at it systematically to make over the face of these United\nStates by reforestation, by erosion control, by the proper handling of our\nstreams, we will need men trained with the proper appreciation of forestry,\nerosion, stream control, wild life.\nI think that we are going to need people who are trained in catering more\ndefinitely to culture and recreation. Of course it is doubtless a heinous crime\nto speak of the need of putting people to work teaching us to play and to\nunderstand culture in times like these when so many people have difficulty\nin getting the bare necessities of life. But I would not be surprised if in\ncase we did put large numbers of our people at work in this field, the rest\nwould have more to eat and better clothes to wear than would otherwise\nbe the case. In fact, I am practically certain that that would be true.\nWith modern farm machinery, modern agricultural technic, with modern\ntypes of factories, we know that we can produce all that we need to eat and\nwear and consume, with perhaps only one-half or two-thirds of the working\npopulation that we have in this country.\nWith our country filled up, with factories built, with pretty good schoolhouses (of course, we could have more), I am wondering if there is going\n\n"}
{"page": 605, "printed_page": null, "text": "Department of Superintendence\n\n599\n\nto be as much need for emphasis on the capital goods industries. I am won¬\ndering if it isn’t just about time to figure out what a civilization is for\nanyway. Thus far we have been conquering this continent. What are we\ngoing to do after we get it conquered? Doesn’t that mean finally we have\nto live, and if we are going to live—well, is it criminal to enjoy ourselves?\nOf course, I really do not like to see recreation too much organized. My\nwhole being revolts against that. I think it is just a contradiction in terms.\nBut there are people who can minister to us from the standpoint of the arts\nand they should have an opportunity to train themselves. We all ought to\nhave an opportunity to spend a week or two or three a year in the mountains\nof Tennessee and North Carolina, out in Arizona, California. With trans¬\nportation as we are going to have it, with airplanes perfected, there is no\nreason why the most humble of us should not have the opportunity to live\nseveral weeks in a year under primitive conditions. In such case there will\nbe needed people to keep these areas in proper condition.\nIt is a good thing for children to have an opportunity to get out and live\nunder primitive conditions for a month a year. All our children should have\nthat opportunity, and they can have it. Yes, there are opportunities, I think,\nfor teaching some of our people to appreciate possibilities of this sort.\nThere are opportunities for teaching people also in the kind of corpora¬\ntion that is to be, not the corporation that is, but the corporation that is to\nbe. The corporation of the past will not indefinitely endure. Of course, the\ncorporation of the past was built around the great empire builder, a great\nindividual; it was the lengthened shadow of a great man. And they were\ngreat men. They contributed to the building of this country mightily. As\nlong as the corporation was in the grip of one of those great men, that cor¬\nporation to some extent was a living and a vital thing. But now corporation\nownership becomes increasingly dispersed and all the different individuals\nwho own stock in the corporation become increasingly interested only in\nthe dividends that can be paid by the corporation.\nI suspect that kind of corporation is worse from a social point of view\nthan the former corporation, altho great store is placed by certain publicity\nmen on wide distribution of stock ownership. I suspect that there are hun¬\ndreds of people in this room who own stock in different corporations, and\nthe only interest they have in those corporations is the dividends that will\nbe returned. They do not care anything about the working conditions of\nthe workers, and if better working conditions meant lower returns on their\nstocks, they would undoubtedly vote for better returns on the stock.\nThat is part of the capitalistic spirit and each one of us is animated by\nthat; of necessity we must be. I think the time is coming when corporations\nwill not be completely animated by that spirit. In other words, I think the\ncapitalistic system is going to be modified. I think when it is modified there\nwill be opportunity for the education of young people to enter into public\nservice by the corporation -route, just as by the route of working for the\nstate or federal or local governments.\nIt would be a splendid thing, altho it is a very difficult thing, if we could\nhold up a well-rounded ideal of the fine life on this American continent,\n\n"}
{"page": 606, "printed_page": null, "text": "600\n\nNational Education Association\n\nthe fine life that can be here in view of the natural resources we have, in\nview of the scientific understanding we have, and in view of the educated\npeople we already have. It would be a fine thing if we could hold up that\nideal and examine the different segments and say this part has to do with\nproperly conserving and properly using our natural resources, and this part\nhas to do with the proper functioning of our factories, and this part has to\ndo with the proper relation between agriculture and industry, and this part\nhas to do with the understanding of the balance between economic groups,\none with the other, and this part has to do with the balance of the regions\none with the other. Then if all of these are properly integrated, this is the\nkind of satisfaction that the people of these United States can have.\nNow, at the present time, if anyone held up in terms of action an ideal of\nthat kind he would be labeled a Bolshevik, a Communist, or a Fascist, or\nsomething undemocratic and un-American. Planning has almost reached\nthat stage where it is un-American in the minds of perhaps half the press of\nthe country, or, we will say, in the minds of the people who manage half\nthe press of the country.\nThe point I am making again is that we must have a unifying purpose\nof some kind or we will have disintegration. Henry Adams and Brooks\nAdams, as they sat down and reasoned about it back in 1894 and 1895 and\ntried to plot the course of history, reached the conclusion and went on\nrecord that a significant crisis would come about 1917, and after that,\nanother crisis about 1921. I think that was Henry Adams’ approach.\nBrooks Adams rather disagreed and thought the crisis would come in 1930.\nThey were reasoning purely from the forces—of well, from what they\ncalled the degradation of democratic dogma—from that tendency on the\npart of freely competing forces eventually to precipitate inevitable conflicts,\nfinding their ourcome either by war or by economic conflict.\nNow it may be that at the present time we have enough inflation in\nprospect so that we are going to get off the hot spot again in the same way\nthat was described in the Adams book. I think it was Brooks Adams who\nsaid he thought the inflation was coming on fast enough to save not only\nthe Adams fortunes but also to save the capitalistic structure for the moment.\nNow it may be that that is coming on again, this time fast enough. The\ncurious thing at that time, of course, was that the gold bugs were saved in\nspite of themselves because of the very rapid production of new gold. It\nmay be that the modern equivalent of the gold bugs of 1895 will again be\nsaved in spite of themselves by the wild men from the West and the silverites and so on. And it might be that the things which the wild men from\nthe West are primarily interested in would be much more quickly and surely\nobtained if there were no inflation at all.\nI question whether we are going to have as long a period to play with the\neconomic forces as we had following 1896. We had from 1896 to 1914 to\nplay with them, that time before the seeds of conflict precipitated the World\nWar. This time if we get our inflation, I don’t think it will last that long.\nNow if I may come a little closer to the immediate problem, let me go\nover ground which is very familiar to me but may not be so familiar to you.\n\n"}
{"page": 607, "printed_page": null, "text": "Department of Superintendence\n\n601\n\nLet me state another thesis. The problem, as I see it at the moment, is to\ndiscover that balance between liberty on the one hand and security on the\nother, which, referred continually to the hard facts of the situation, will\nenable us to maintain our democratic approach to government. We have\nalways in the course of democracy had to discover the appropriate moving\nequilibrium between liberty and security.\nIn times of stress we always give up liberty in favor of security; in times\nof great war we do. In times of depression we give up a considerable\namount of liberty in favor of security.\nBefore the World War, the United States was a debtor nation, owed\nEurope every year in interest charges over $150,000,000. The European\nnations liked to use our wheat and cotton and lard and tobacco, and they\nwere able to buy as much of the farm products as they did because of that\n$150,000,000 interest we owed. During the World War, we loaned foreign\nnations a lot of money, ten or fifteen billion dollars, and after the World\nWar ended, we loaned some more.\nThe outside nations still wanted our farm products and they purchased\nthe product of some 60,000,000 acres of land, directly and indirectly; that\nis, directly they purchased the product of perhaps 50,000,000 acres of land,\nand then the horses that were necessary to keep up that 50,000,000 acres of\nland consumed the products, we will say, of another 10,000,000 acres.\nWell, they continued after the World War to purchase our products\nbecause we loaned them money to the extent of an average of more than\n$500,000,000 annually. That made it possible to bring about a balance\nbecause of the loaning. We were able to export because we loaned.\nThat came to an end in 1930; that is, we stopped loaning on long-time\naccounts. In 1930 we started loaning on short-term accounts to some extent\nbut didn’t loan as much. The thing blew up. Farm prices went to pieces.\nThe export farmers producing export products were in trouble. When they\nwere in trouble, they stopped buying things from the cities. Factories were\nclosed down. Then the farmers who produced things for the cities in the\nEast were in trouble. All farmers were in trouble.\nSince 1933, foreign purchasing power has been in part renewed because\nwe have increased the price of gold. Because we bid up for gold, more than\na billion dollars came into this country during the past year. Because more\nthan a billion dollars came into this country the past year, foreign nations\nwere able to continue to buy considerable quantities of our stuff. How long\nwe will be able to continue to import a billion dollars of gold annually, I\ndo not know. I do not know how long the rest of the world will let us have\nit. Of course, they are producing more gold now; maybe that can go on for\nquite some time. I do know that eventually we either will have to write off\nthe debts owed us from outside, or we will have to accept increased quanti¬\nties of goods from abroad.\nThe American people still believe that they can export large quantities\nof goods without importing. It cannot be done. Sooner or later you have\nto face the fact. You cannot dodge the situation indefinitely by monetary\nmeasures, by loaning money to other nations, by increasing the price of gold,\n\n"}
{"page": 608, "printed_page": null, "text": "602\n\nNational Education Association\n\nby remonetizing silver or anything of that sort. All of those things may get\nyou off the hot spot for a period of years. The loaning of money abroad\ngot us off the hot spot for a period of ten years. We dodged the facts for\nten years. Other monetary measures may get us off the hot spot again for a\nperiod of years. They won’t do it indefinitely. That is one of the hard facts.\nI do not see how that fact can be controverted by any thoughtful person.\nThe American people are completely incapable at the present time of acting\nin conformity with that fact, completely incapable. There is just no sign\nof acting in conformity with that fact as yet. But I think they know ten\ntimes as much about that situation as they knew two years ago.\nOur agricultural adjustment program has driven it home in a very\ndramatic way. We took out of use this past year 36,000,000 acres of land\nthat was producing those crops which we sell to the foreign markets. We\ntook out of use land which was in those crops of which there was a surplus.\nYou see when this Administration came into power, we had nearly three\ntimes the normal carryover of cotton, nearly three times the normal carry¬\nover of wheat.\nNext July 1, which is the time when they calculate the carryover of\nwheat, we will still have, I suppose, 10 or 15 percent more than the normal\ncarryover, in spite of the two shortest wheat crops in the past forty years.\nThe shortness was due much more to weather than it was to our activities.\nIn spite of that, we will still have more than the normal wheat carryover\nnext July 1. We will still have nearly twice the normal carryover of cotton\nnext August 1. Because of the drought, there is going to be a very real\nconsumer outcry concerning the high cost of farm products during the next\nseven or eight months, and that outcry may also be made against the agri¬\ncultural adjustment program. I trust that it will not have a damaging effect\non the long-time aspect of the agricultural adjustment program, altho it\nis just the kind of thing that can be played up by special interests to create\ncontinuing discord. It is a disadvantage of the democratic process that\nnewspapers, for example, like to catch a situation of this sort and build it\nup, get delegations acting this way and that way and the other way, without\nany concept about what will bring the ultimate harmonious balance among\ngroups,\nWith ordinary weather next year, we will again have a very great surplus\nof farm products within a year or two, because the surplus acres, the\nproduct of which we formerly sold abroad, are still there.\nSchool teachers, because they are on a salary, instinctively, of course,\nhave the consumer point of view. Instinctively, they hold up their hands in\nhorror at the agricultural adjustment program, unless their minds have\nbeen awakened to the fundamentals of the situation. The economically\nsound thing is to bring a large enough volume of imports into this country\nso that foreign purchasing power is restored for the product of 50,000,000\nacres. That is what farmers would like, of course. But that cannot be done\nhastily. Otherwise, factories, especially here on the Atlantic seaboard, will\nsuffer grave dislocations which will throw people out of work. Yes, we are\n\n"}
{"page": 609, "printed_page": null, "text": "Department of Superintendence\n\n603\n\ncaught on the horns of a most terrible dilemma and there is no way out\nthat is painless.\nWe have never previous to 1914 had to face a dilemma of this sort in\nthis country. The Adams brothers in the ’90’s foresaw the fundamental\nmetaphysical, spiritual causes of eventual conflict. They were digging deep.\nBut the thing had not been dramatized in the clear-cut physical statistical\nway that it has since the World War.\nNow we have the tension applied to the people of the United States in\nsuch a manner that we cannot escape, and if we endeavor to escape, we will\nsuffer from the most extraordinary suffering. If we endeavor to escape\naltogether by cheap, temporary means, we will suffer eventually from extra¬\nordinary chaos and disintegration, and there will be no escape.\nThe point which I wish to leave with you in closing is that all our teach¬\ning must eventually, should eventually, for the sake of the nation, for the\nsake of the world, center around the development of a unified sense of\npurpose. That unified sense of purpose should not be crystallized prema¬\nturely; it should not be given a too definite outline.\nIt seems to me that it is necessary, because the goal is never attained,\nto have the thought that all our endeavors are invaded by the eternal. Of\ncourse, our schools cannot teach any particular type of religion, but there\nis a central core to all religions which can appropriately permeate all school\nteaching. I examined some little time ago the social creed of the Protestant\nchurch, as adopted from time to time by the Federal Council of Churches\nsince 1908. I have examined the Jewish social creed as it was set forth at\none of the rabbinical gatherings in 1928, the Catholic social creed as it\nwas set forth especially in the Papal Encyclical, “ Quadragesimo Anno.”\nI find in those creeds, there is to some extent a social core of central doc¬\ntrine; there is no conflict about certain matters. I do not see why that\nshould not be at the back of all our school teaching, and even more than\nthat.\nFundamentally, my criticism of capitalism is exactly the same as my\ncriticism of Communism and Fascism. They are all shot thru with the\nsame fundamental error, it seems to me, which is the error of materialism,\nwhich eventually brings material destruction. That is, the great blessing\nof capitalism was the emphasis on the individual; the great curse of capital¬\nism is the way its ends tend to be stated in purely material terms. From\nthat point of view, I look on capitalism and Communism and Fascism as\nall of a piece; they are materialistic and godless.\nThe type of education that eventually will prove fruitful will be an edu¬\ncation which holds forth an ideal of something which is on beyond, which\nrecognizes the intangible, which recognizes forces outside of the material¬\nistic universe but always refers that kind of subtle, intangible attitude to the\nhard physical facts. So that there is this continual interchange of conscious¬\nness between the metaphysical and the material.\nNow that particular attitude cannot be given definite formulation, but\nit is an attitude of mind which can be contagious. Eventually, I suspect it\ncan be given a certain amount of formulation, but what I have been trying\n\n"}
{"page": 610, "printed_page": null, "text": "604\n\nNational Education Association\n\nto say is in the nature of a function, a habit of mind, an attitude toward\nthat part of the universe which cannot be comprehended by the human mind.\nI wonder if you remember the words of Pascal. Pascal said that when\nyou knew just a little bit, your knowledge was like a small circle, contact¬\ning the unknown; when you knew a great deal, it was like a large circle,\ncontacting the unknown; and the more you knew, the more there was to\nbe known. It seems to me that that is appropriate to be in the minds of all\neducators.\nI agree with John Dewey, it is important not to teach a particular body\nof doctrine, but to teach people to think. But tho I would go with John\nDewey’s school, I would have this quarrel: they possibly are staying too\nclose to earth (maybe I am doing the school an injustice), too close to the\nmaterial. At any rate, I observe that certain offshoots of that school tend\nin their emphasis on the material to bring about situations which result in\nbitter strife. It seems to me that if we are to have unity of purpose, we must\nget away from this tendency of group to fight against group, region against\nregion, the tendency towards disintegration. We must emphasize those\nthings which have to do with unity of purpose.\nThe men who worked out the Constitution of the United States tried to\nwork out a certain framework; they laid the maximum of emphasis on\nliberty as distinguished from duty. They laid emphasis on rights, on free¬\ndom. I think, now that the world is filled up, that we are going to have\nto lay an increasing emphasis on security, on duty, on responsibility, on the\nthings that hold humanity together, rather than the things that tend to\ndrive humanity apart.\n\nGENERAL SESSION, THURSDAY AFTERNOON,\nFEBRUARY 28, 1935\nTHE CITY ROOM AND THE SCHOOL ROOM\nHEYWOOD BROUN, NEWSPAPER MAN, NEW YORK, N. Y.\n\nI had written out a speech for this session of a slightly humorous and\nharmonizing nature, but I attended the morning session here, so I am\ngoing to tear my speech up and speak without it.\nIt is not my intention to be humorous; it is my intention to be rude.\nI am sorry, because I am a guest of this convention, and yet, “ God help\nme, I can do no other,” because I sat here this morning and I was shocked.\nI sat and listened to the Resolutions Committee come in with its report\non academic freedom and the Resolutions Committee said in effect that\nthey had thought of not bringing anything on academic freedom at all\nand they only added it as an afterthought because they felt it might be\ndangerous. They felt it might be dangerous because they would be put in\nthe position of defending certain teachers and professors who had gone\nback to Moscow. I wonder whether the superintendents of the schools\nhave the nerve to go back to the Declaration of Independence.\n\nj\n\n"}
{"page": 611, "printed_page": null, "text": "Department of Superintendence\n\n605\n\nI wonder whether it means anything when a body says, “ We believe in\nacademic freedom, but we will set up no machinery whatsoever to fight\nfor it.” When a man says, “ I believe in something but I will not fight for\nit,” I challenge his belief.\nI applaud those men in the schools and colleges who are called the\nradical group. We have had from the beginning of America a sufficient\nradicalism of our own from our forefathers which we should keep alive\nand defend today. This convention has been afraid of mentioning even\nthe name of William Randolph Hearst. This convention has said in effect\nthat if Mr. William Randolph Hearst attacks a professor, that is news;\nif a professor attacks William Randolph Hearst, that is not news. This\nconvention will say nothing about it and the great press associations of\nthis country will say nothing about it, either. This convention is willing\nto sit here smugly and say, “ We live under the oligarchy of newspaper\npublishers who can come to every Senator, every Representative, and even\nto the President of the United States and say, ‘ This is what the Associ¬\nated Newspaper Publishers of America want, and we defy you to do\notherwise.’ ” I say there will be no freedom of the press or no other kind\nof freedom until that oligarchy is blasted.\nYou have talked about Reds, not on the floor of this convention, but\nup and down the corridors and you have not even made a scholarly ap¬\nproach. Nobody has attempted to define what the word “ Red ” means. I\nwill guarantee to take the most conservative member of this assembly and\nfind some spot in America where his views will be considered extreme and\nradical. In the case of a few members of the Superintendence convention,\nI might have to take them deep into the hills of a backwoods state, but\nstill I could find the spot where their views would be considered extreme\nand radical.\n“ Redness ” is a local issue in America. What is called traditional, rather\nold traditions, A. F. of L., trade unionism, in New York, in the Imperial\nValley of California is Red Communism.\nI say that no document has ever been written more radical than the\nDeclaration of Independence.\nDid the men who signed the Declaration of Independence say, “ No,\nwe won’t sign it, it is too dangerous”? They did not. Every man who\nsigned that knew he was putting his head in a noose. I think we have had\na cock-eyed idea in teaching American history in the schools. We have\ntaught the Declaration of Independence and the Constitution of the\nUnited States. On the contrary, we should teach the Declaration of In¬\ndependence, but the Constitution of the United States. The documents are\nmutually exclusive. One was written by men drunk with danger and\nperil, men who knew when they signed their names they might be hanged\nif the cause of the Revolution was lost, and then they won. And after\nanybody has won anything, privilege and property rights come in.\nWhen our forefathers sat down to form a constitution, they were not\nof the same mind as when they signed the Declaration of Independence.\nThey began then to set up the system of checks and balances. It may be\n\n"}
{"page": 612, "printed_page": null, "text": "606\n\nNational Education Association\n\ntrue that even Jefferson himself had his fingers crossed when he wrote that\nall men are created free and equal. I assume that he did not mean negroes\nwhen he wrote that. I know perfectly well from reading some of his let¬\nters that he didn’t mean women, but there are the words. I say words are\nstronger than the man who wrote them; there they stand. “All men are\ncreated free and equal.” Now that does not mean that our forefathers\nwanted to establish an economic set-up in which the star of Bethlehem—\nMr. Grace—could draw down incentive bonuses of $12,000,000 in the\nspace of a few years. That was not the intention of Thomas Jefferson.\nTry and teach that in the schools of Bethlehem and see what happens to\nyou.\nSo I say I am glad that the superintendents do not own the schools.\nThey do not even fight for them because there is a ferment working which\nwill make good academic freedom. I know perfectly well that those brave\nand bold professors who have stuck their necks out, who have taken an\nadvance position, who have fulfilled the best traditions of American history\nin saying that we can discuss the whole length of views of all mankind*\nare in danger. I know that they will be sniped at. I fear that they will\nbe shot down and you superintendents will sit there smugly and let them\nbe shot. But after they are gone, there will still stand on the walls of\nevery schoolhouse the Declaration of Independence and the phrase that\nall men are created free and equal, and other men will rise up to fight for\nthat phrase and to make it good.\nYour Resolutions Committee said that to set up any mechanism to en¬\nforce academic freedom was too dangerous. What is education but a dan¬\ngerous adventure? Every tyrant, every oligarchy has always known that\neducation is dangerous. Even democracies must realize that education is\nexplosive and I say that no man is completely educated until he has been\ntaken to a high point and shown the kingdoms of the world, the kingdoms\nof ideas, past, present, and future, those which are good and those which\nare bad, even those dreams and visions of mankind which may never come\ninto being.\nWhen he is in that high place, he may grow dizzy and fall, but if he\ncomes back to earth again after having seen the kingdoms of the world,\nthere is your educated man and there is no other.\nI read in the papers a few days ago that a professor at West Point, a\ncolonel, wanted to establish a university where patriotism should be taught\n—just patriotism, nothing else. Well, now, I don’t know exactly how you\nwould go about teaching patriotism. His schedule was that anybody who\ndisagreed with the patriotic ideas set forth by the faculty of this civilian\nuniversity should immediately be expelled.\nI believe that even those who feel that patriotism means an absolute\nfidelity to the existing order—and I do not believe that—are wrong in\nthinking of this secluded education in which no outside ideas may come in.\nI will tell you briefly one small anecdote of my own experience in col¬\nlege. I went to Harvard. I lived in Weld Hall and across the way there\nwas a young man, who used to conduct revival meetings every night.\n\n"}
{"page": 613, "printed_page": null, "text": "Department of Superintendence\n\n607\n\nSometimes nobody came, but he would conduct the revival meeting just\nthe same. He made a lot of noise and when we remonstrated with him, he\ntold his sad story. His sad story was that his father was a militant atheist\nand would not allow him to have access to the Bible. The boy had never\nseen the Bible until he was eighteen years old. When he first met the Bible\nat the age of eighteen, well, it kind of knocked him for a loop, as you\nmight say. He took it very hard. He is now a missionary in China. I don’t\nknow whether that is lamentable or not, but it was not his father’s intention.\nSo I say the only way to educate people is to show them the full scope\nof the world and then let them choose. I was a pupil in school and teach¬\ners assigned me certain things to do when I came late. I think that this\nconvention is very late, and I am going to give you a little assignment\nbefore I sit down. Go home, take paper and pencil and write in a legible\nhand one thousand times. “All men are created free and equal.” And then\ncome back to your next convention and decide whether or not you are going\nto fight for academic freedom. Thank you !\nPresident Oberholtzer:\n\nNow, for your information, there were no\n\nrestrictions of time put on our speaker who just finished.\n\nI think from\n\nvour applause, you want him to go on.\nHeywood Broun :\n\nI didn’t mean to stop entirely on that note, because\nI was viewing with alarm. If you will let me have about three minutes to\npoint with pride, I would like to point with pride. I feel, and I have said,\nand I say it very sincerely, that we are under an oligarchy of newspaper\npublishers. I have here a newspaper clipping. You may or may not know\nthat Dr. Beard made a very severe attack on William Randolph Hearst\nhere in Atlantic City. The merit of that attack does not need to concern us.\nI, frankly, of course, was all with Dr. Beard. But, at any rate, Dr. Beard\nis a great educator, the dean of American historians, and when he stood\nup before some 900 people in the Traymore Hotel (it was not an official\nsession of the convention, I know that; it was a group of educators) and\nattacked Hearst in very violent terms, I contend that is news.\nI have been a newspaper man for twenty-eight years and I don’t think\nany newspaper man will say that wasn’t news. I have here a clipping\nfrom the Pittsbui'gh Press. The Pittsburgh Press carried a column of\nmine commenting on the speech. They were puzzled as to what was this\nspeech, so they put a little editorial note. They copied it out of the New\nYork Times. Let’s give due credit to the Times. The Times printed the\nspeech in full. It says here in the editor’s note in the Pittsburgh Press:\n“ The speech above referred to by Heywood Broun was not received by\nthe Press thru its regular telegraphic services.” That means that the U. P.\nand the A. P. decided we don’t want to send out that kind of a story.\nNow the individual press might say, “ Uncle Charlie was talking pretty\nseverely. Maybe we could be sued for libel.” Press associations can’t be\nsued for libel. They simply send out the news to be printed or spiked, as\nthe individual subscriber to the service may choose. Press associations are\nsupposed to be simply pipe lines to disseminate news and not to exercise\neditorial judgment. That is left to the local papers.\n20\n\n"}
{"page": 614, "printed_page": null, "text": "608\n\nNational Education Association\n\nNow I want to go on from there to say that I feel there is a way out.\nI think the way out is by a combination, by the bringing together of all\nthose people who mold public opinion. I speak of newspaper men, I speak\nnaturally of teachers, I speak of authors, dramatists, screen writers, radio\nbroadcasters, and ministers. I think we should have an association of writ¬\ners and educators, a convention in which we can get together and discuss\nwhat are the forces behind the molding of public opinion.\nFor instance, I think it is pertinent to know, if a newspaper man, a\nnewspaper owner, is constantly writing about a very big navy, I would\nlike to know whether he has a financial interest in steel companies or in\nmunitions companies. I think we have a right to know that, because pub¬\nlishers say that they are defending the freedom of the press, they are giv¬\ning public service. I think we have a right to know who owns the owner,\nwhat is behind this editorial expression which you find in various papers.\nI do not fear the man on horseback, but I do fear the man behind a flat\ntopped desk who can reach out and push a button and say, “ Let’s have a\nwar with Mexico,” and start going those forces of the radio, the press, the\npulpit, and the screen which make wars possible.\nI was talking only about two weeks ago with a French newspaper man,\nand he said, “ Of course, all we French newspaper men know now that\nbefore the Great War every one of us was set to telling lies about Ger¬\nmany. And, of course, every newspaper man in Germany was telling lies\nabout France, and everybody in England was telling lies about Austria,\nand in Turkey, about Serbia, and in Serbia, about Turkey.” Wars are\nnot possible unless you have those front line troops, those people who\ncome before the cavalry, the airplanes, the infantry, and the tanks. That is\nthe liars’ division, the people who come running, walking, crawling on\ntheir bellies, to make all things possible for the next war.\nI do not care how benevolent, how high-minded this little group in\nAmerica or any other country may be, I could name ten or twelve men\nwho control, who own the media of public expression. That is too small a\ngroup. Let us get together, let us organize, we who write for papers, we\nwho teach, we who broadcast, we who write books, we who write maga¬\nzine articles. Let’s get together in a loose confederation, nothing radical\nabout it, simply an organization of the molders of public opinion to find\nout whether each and every one is writing on his own or whether he is\nbeing pushed by some sinister force which he doesn’t even realize.\nThis is not fantastic. It will only take a few moves to achieve it. Already\nthe authors of America are organized in the Authors’ League. The dram¬\natists are organized in the Dramatists’ Guild. The screen writers are or¬\nganized in the Screen Writers’ Guild, and they are already joined with\nthe Authors’ League. You have three of the groups already. There is then\nthe Newspaper Guild, the Union of Writing Newspaper Men and Women.\nWe have been talking, and I assume will join with that group. Then\nwe can take in the teachers, any group you please, and have a radical\nunion, a conservative group, each group prescribing its own autonomy but\nmeeting once a year and under the leadership, let’s say, of a president and\n\n"}
{"page": 615, "printed_page": null, "text": "Department of Superintendence\n\n609\n\na council having no more than advisory power, to discuss the common\nproblems of education.\nCertainly education is not contained within the four walls of a school¬\nroom. You cannot profess to say when you get the child in the schoolroom\nthat you tell him or can tell him that he is living wholly in the light of\nLincoln and in the tradition of Washington and Jefferson, because the\nmoment he gets out, he is going to pick up a paper and the headlines are\nHauptmann and Huey Long. You have got to have some concerted effort\non all these forces which mold the children*of America. You have got\nto get together, you have got to talk together.\nI am sorry if I was rude in the beginning, because I want to harmonize.\nI want to say that, of course, we want academic freedom. You want aca¬\ndemic freedom; we want freedom of the press and freedom of speech. I\nsay you cannot leave those things to a small group of publishers. A pub¬\nlisher interprets freedom of speech to mean that he can print what he\npleases and throw away the rest. I am not asking for any propaganda\ndrive at all. I don’t think the school should send out a batch of children\nor a batch of adolescents with air cushions to sit on for the rest of their\nlives, I don’t care what color those air cushions are. I say schools should\nsend out people who have been sufficiently educated to make a free choice,\nand I am not so partisan as to say there is only one choice. But I say\nthere is no choice possible, no choice important, until you know the whole\nrealm of choices.\nNow let’s get together with a dignity which has never been known be¬\nfore among newspaper men and teachers and authors and ministers and\nscreen writers. If I say I think you are afraid of certain things, I do think\nyou are, and you have every reason to be afraid. I am a newspaper man and\nI am very much afraid of certain publishers. I know their power, but I\nsay the essence of power, the true base should be not those who own the\nmedia of expression, but those who actually write and talk and do the\nstuff themselves. It belongs to us. Let’s make it our common heritage and\nmake no rule except we will preserve the integrity of the news, the integrity\nof truth, and that is good enough for anybody’s cause.\n\nSO CONCEIVED AND SO DEDICATED\nWILLIAM F. RUSSELL, DEAN, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N. Y.\n\nIn a recent publication Mr. Hoover states that the American people are\nfaced by the “ issue of human liberty.” “ The whole philosophy of individual\nliberty is under attack.” “ In haste to bring under control the sweeping so¬\ncial forces unleashed by the political and economic dislocations of the World\nWar, by the tremendous advances in productive technology during the last\nquarter-century, by failure to march with a growing sense of justice, people\nand governments are blindly wounding, even destroying those fundamental\nhuman liberties which have been the foundation and inspiration of progress\n\n"}
{"page": 616, "printed_page": null, "text": "610\n\nNational Education Association\n\nsince the Middle Ages.” “ Men and women have died . . . that the human\nspirit might be free—at Plymouth Rock, at Lexington, at Valley Forge, at\nYorktown, at New Orleans, at every step of the Western Frontier, at\nAppomattox, at San Juan Hill, in the Argonne.”\n“ Liberty,” continues Mr. Hoover, “ is freedom to worship, to think, to\nhold opinions, to speak without fear, to choose one’s own calling, to de¬\nvelop his talents, to win and keep a home sacred from intrusion, to rear\nchildren in ordered security, to earn, to spend, to save, and to accumulate\nproperty honestly.”\n•\nThis, a political faith, and today “ voices of discouragement join with\nvoices of other political faiths to assert that an irreconcilable conflict has\narisen in which liberty must be sacrificed on the altar of the Machine Age.”\nOnce again the United States of America faces the test whether a “ nation\nso conceived and so dedicated can long endure.” Altho he does not say so\ndirectly, Mr. Hoover implies that recent governmental measures have gone\nso far toward national regimentation that they violate the liberties of the\nAmerican people, and hence are in conflict with the American tradition.\nMr. Hoover is not the only critic of the New Deal. There are cannons\nto the right and cannons to the left, and they all volley and thunder. Some\nview the future thru red-colored spectacles, and some thru blue, and the\nAdministration turns its cheek. The New Deal is too radical. The New\nDeal is too conservative. It has gone too far. It has not gone far enough.\nIn the club car, in the locker room, and at the nineteenth hole there is one\nopinion. Over the dinner pail there is another. To one group, President\nRoosevelt is almost a communist; to the other the epitome of capitalism.\nTo illustrate the opposition of the left wing, I turn to the publications\nof a movement known as New America. The address is given as Chicago.\nI know nothing of the organization, save that some of its directors are mem¬\nbers of the Continental Committee on Technocracy. It has a youth section.\nMany of its statements are reminiscent of those of certain professors that\nI know. In its publications it has adopted the pamphleteering technic used\nby the Jacobin Clubs during the French Revolution.\nThe argument of this school of thought starts in agreement with that\nof Mr. Hoover. “ The American nation now stands facing the greatest\ncrisis in its history.” But there the similarity ceases. “ Have you lost your\njob?” New America asks, “ Is your child thru high school, thru college,\nand now can’t get a job, or a decent kind of a job? Have you lost your\nsavings ? Has your mortgage been foreclosed ? The economic machine has\nbroken down. Millions have been deprived of security—they are losing\ntheir savings, their homes, their farms, the opportunity to educate their\nchildren.” “ We stand,” they say, “ confused and baffled . . . between dis¬\nastrous economic and social breakdown on the one hand, and unheard of\neconomic and social possibilities on the other.” The American people have\nhad “ their heritage taken away from them,” and they are now being “ denied\ntheir future ” by the profit system. This we are urged to destroy and in¬\naugurate in its stead a new social order. “ The change must be adequately\nprepared for, but it must be speedy and thoro.” The goals reminiscent of\n\n"}
{"page": 617, "printed_page": null, "text": "Department of Superintendence\n\n611\n\ntechnocracy are: (1) “to adjust production to measured consumption re¬\nquirements ”; (2) “to eliminate private ownership (making) profit, rent\nand interest both unnecessary and impossible\n(3) “ reduce the time and\nenergy spent in necessary economic pursuit to a minimum ”; and (4) “ end\nunemployment and crises, abolish poverty, enable maximum prevention of\ncrime and disease, and stimulate the arts and sciences.” “ New America\nstands for the continuous development of the social order in which there\nshall be no class divisions or distinctions and no discriminations on account\nof race or sex; in which all able-bodied persons participate in some neces¬\nsary function of society; in which the principle of maximum and minimum\nincome obtains.” “ New America springs from American needs—continues\nthe American Revolutionary tradition and plans to realize the American\ndream of equalitarian social democracy.”\nTo Mr. Hoover the philosophy of “ National Regimentation ” is “ the\nvery negation of American liberalism.’' To New America, unless “ profit\nsystem ... be replaced with a planned and democratically controlled\nsocial economy,” we shall not have realized the? American dream. Mr.\nHoover would “ recall our American heritage.” New America, by drawing\nthe “ plans and blueprints of the new society,” would restore the “ ideals\nwhich are our American heritage.”\nHere we find repeated reference to the same ideals, and at the same\ntime the means of realizing them as far apart as the poles. Here we are con¬\nfronted with diametrically opposed social philosophies which nevertheless\nappeal to the same justification in history. Is it simply oratory? Are both\nsides merely waving the flag? Surely we could not accuse Mr. Hoover of\ntrying to deceive us; nor am I convinced that the New America pamphlets\nare written by dishonest men. Can it be possible that both are right ?\nIf one were to ask the thinking American for the ideals of his country,\nthe reply would include such slogans as “ life, liberty, and the pursuit of\nhappiness,” “ give me liberty or give me death,” “ our liberties we prize and\nour rights we will maintain,” “ no taxation without representation,” “ all\nmen are created free and equal,” and “ all governments derive their just\npowers from the consent of the governed.” Lincoln summed it up when he\nsaid, “ Four-score and seven years ago our fathers brought forth on this\ncontinent a new nation conceived in liberty, and dedicated to the proposi¬\ntion that all men are created equal.” Could liberty and equality as ideals\nrequire such diverse means for their realization? To examine this possi¬\nbility it would be necessary to study the history and relation of the two\nideals.\nWe could begin with the ideal of liberty among the ancients. We could\nfollow the progress toward political liberty thru Magna Charta, the Peti¬\ntion of Right, the Bill of Rights, and the Habeas Corpus Act. We could\nshow the development of freedom of worship, thought, and speech; and\nthe gradual realization of the possibility of liberating the powers of man\nfrom superstition, disease, and ignorance thru the work of Roger and\nFrancis Bacon, Locke, Voltaire, Montesquieu, and Diderot. We could trace\nthe extension of the idea of liberty to industry, agriculture, and commerce\n\n"}
{"page": 618, "printed_page": null, "text": "612\n\nNational Education Association\n\nby following the physiocrats, Quesnay and Turgot, and later on Adam\nSmith who developed the idea of laissez faire; and we should certainly\nassess the contributions of Condorcet, who not only advocated liberty in all\nits aspects, but in his report to the National Convention in 1793, revealed\nthe role of education, universal, lay, public education, and even adult edu¬\ncation as necessary to the achievement of liberty. These ideas were brought\nto America by some of the first settlers, who wanted liberty for themselves\nbut not for others; and were sponsored in their broader conception by Ben¬\njamin Franklin, Thomas Paine, John Adams, and many others. It is in¬\nteresting to trace the influence of English and French thought upon Wash¬\nington, Hamilton, and Dewitt Clinton, upon Madison, John Marshall,\nand Monroe. “ Sweet land of liberty ” was no accident. The “ land of the\nbrave and the free ” did not “ just grow.” It was the culmination of the\naspiration and the sacrifice of many generations.\nIn a similar way, the ideal of equality goes far back. There is the state¬\nment about the camel and the eye of the needle. Consider the account of\nthe Peasants’ Revolt in England in 1381 and the following extract from a\nsermon which Froissart attributed to John Ball:\nA ye good people, the maters gothe nat well to passe in Englande, nor shall nat\ndo tyll euery thyng be comon; and that there be no villayns nor gentylmen, but that\nwe may be all vnyed toguyder, and that the lordes be no greatter maisters than we\nbe. What haue we deserued, or why shulde we be kept thus in seruage? We be all\ncome fro one father and one mother, Adam and Eue; whereby can they say or shewe\nthat they be gretter lorder than we be? sauynge by that they cause vs to wyn and\nlabour, for that they dispende; they ar clothed in veluet and chamlet furred with\ngrise, and we vestured with pore cloths; They haue their wynes, spyces and\ngood breed, and we haue the drawyng out of the chaffe, and drinke water; they\ndwell in fayre houses, and we haue the payne and traueyle, rayne, and wynde in\nthe feldes; and by that that cometh of our labours they kepe and maynteyne their\nestates.\n\nJohn Ball, Wat Tyler, and Jack Straw gave their lives for equality, but\nthe ideal went marching on. Sometimes it flamed into open revolt. More\noften it was hidden behind closed doors. John Locke gave it a great ad¬\nvance when he announced not only that the mind at birth was an empty\ntablet, but that in consequence all distinctions and discriminations were\nthe result of what went on in the world. Men were unequal only because\nmen themselves made them so. This was taken up by Helvetius and\nd’Holbach and by that most eloquent molder of public opinion, Jean\nJacques Rousseau. In America equality had a home on the frontier and in\nthe minds of a few leaders like Thomas Jefferson, but certainly it was not\nwelcome among the planters of the South, the patroons, nor among the\nholders of patents from the King.\nLiberty and equality sound well together, Liberte and Egalite grace\nbuildings in France as an inscription. Lincoln coupled them in the Gettys¬\nburg Address. But they have never liked each other. Liberty and equality\nhave always been locked in a struggle of life and death. Read Voltaire’s\ncomments on Helvetius and Rousseau. Note the controversy between\n\n"}
{"page": 619, "printed_page": null, "text": "Department of Superintendence\n\n613\n\nd’Holbach and Turgot. Hamilton, the exponent of liberty, and Jefferson\nthe advocate of equality, fought all their lives.\nThe French Revolution admirably illustrates the conflict. The National\nAssembly, first in control of the liberals, the believers in liberty, men like\nMirabeau and Camille DesMoulins drafted the Declaration of the Rights\nof Man, to guarantee freedom of the person, freedom of worship, of speech,\nof the press; and it tried to liberate commerce and industry, by taking the\ngovernment out of business. Then came the National Convention and\nMarat and Robespierre with their passion for equality, which not only put\nthe government back, but even guillotined the wealthy. “ The deepest cause\nwhich made the French Revolution so disastrous to liberty,” says Lord\nActon, “ was its theory of equality.”\nThe struggle between liberty and equality is equally apparent in our\nown history. Equality loomed large in 1776 and stood first in the Declara¬\ntion of Independence. By 1787 it had waned; Jefferson was in France, and\nliberty was supreme in the Constitutional Convention. The Federalist\nPapers, written by Hamilton, Jay, and Madison, in justifying the pro¬\nposed constitution to the people, made not a single reference to equality.\nIf we were to paint the canvas with broad quick strokes, I should say\nthat the equalitarians drafted the Declaration of Independence, and the\nOrdinance of 1785 ; the liberals drafted the Constitution, and held the power\nuntil the time of Andrew Jackson;, the liberals founded the colleges, and\nfostered the local control of schools. But it was the equalitarians who built\nup school funds, demanded state departments of education, and developed\nour system of public schools. It was working men’s societies and fraternal\norganizations who held up the hands of Horace Mann, Gideon Hawley,\nand Henry Barnard.\nWe have always had organizations in the United States that preferred\nequality to liberty. There have been Coxey’s Armies, I.W.W.’s, Non¬\npartisan Leagues, and Single Taxers. They say with New America, “ Why\nmust millions go undernourished and underclad ? Why must 90 percent of\nfarm homes, 80 percent of those in villages, and 35 percent in towns be\nwithout sanitary plumbing? Why must millions be deprived of the sports,\nthe travel, the scientific knowledge which the few now enjoy? ” These are\nthe same questions which John Ball asked 554 years ago. Can’t we have\nequality? Certainly, say the technologists. Assuredly, say the “ frontier\nthinkers,” but we must have a new social order. Why? This depression is\nnot like any other depression. Technology, particularly since the war, has\nmade such changes that we may term our times The Second Industrial\nRevolution, or The Pozver Age. Just as the invention of the spinning jenny\nand the power loom once changed the whole fabric of English society, so\nmodern technology is forcing profound alterations in our social structure.\nThe present situation is different from any that has gone before because\nmodern business enterprise for the first time is able to bring “ under one\ncentral control all necessary raw materials and fuel resources, the mecha¬\nnism of transport and communication, the mechanism of fabrication and as¬\nsembling of parts to produce the completed article of consumption.” For-\n\n"}
{"page": 620, "printed_page": null, "text": "614\n\nNational Education Association\n\nmerly this unification was impossible. Capitalists had to wait until four\ndevelopments had been made; great central generating stations capable of\n“ transmitting power over long distances,” “ machines of great force and\ncleverness,” “ vast and precise machine tools with which to make these ma¬\nchines,” and “ precise measuring instruments,” without which quantity pro¬\nduction would be confined to products of the cruder sort. With these great\norganizations of production, run according to new technics, the necessities\nof man can be produced by straight line production methods, in great\nquantities at little cost, and with little human labor. “ Stuart Chase now es¬\ntimates,” I again quote from New America two years ago, “ allowing for\nnew machines and methods, with a forty-hour week, 12,200,000 will be\nout of work in 1934.”\nThese frontier thinkers claim that we can produce faster than we can\nsecure the means to purchase, that the present price system, private owner¬\nship, and all the economy of a capitalistic society based upon laissez faire\nhave broken down, and that technology will destroy us. With Rugg they\nview the past and state: “ This depression is not a mere fourteenth instal¬\nment paying time (referring to thirteen previous depressions). It is a day\nof inventory and final reckoning!’ But, say the technocrats, we can save\nthis societ5^. We can give everybody an equal treatment. We will provide\neach person not with a happy hunting ground, not with ten acres and a\nmule, but with everything that an income of $20,000 a year will buy\n(Howard Scott) or $4000 a year (Goodwin Watson). We will give you\nequality. To be sure, we must have a planned economy. Consider America\nas a unit from the Panama Canal to Hudson Bay, and we will organize\nthe entire social and industrial life. We will determine by technics that we\nhave mastered the capacity for consumption of the American people and\nwe will plan production to match it. We will keep the engine running\nevenly. We will readjust at intervals. We will tell people what work they\nare to do, and provide everybody with everything that it is good for them\nto have. All this can be done, say the technocrats, by adults from twentyone to forty-five working for a few hours a day for a few days a week.\nThere wifi be no depressions, no money, prices, debts, taxes, bankers, law¬\nyers, insurance, poor relief, or charity.\nAnd there will be no liberty, either, say the liberals. This is what they\nare trying to do in Russia, in Italy, and in Germany. The frontier thinkers,\nthe technocrats, the communists can talk all they like about democratic\ncontrol. It will not work that way. Even the slight efforts in this direction\nunder the New Deal show that orders go with control. True, it may bring\na little more equality, but, “ Give me liberty or give me death.” True Amer¬\nicans, as contrasted with New Americans, would rather live without a\nbathtub and be free.\nSo to come back to our original argument. When Mr. Hoover refers\nto America as a “ nation so conceived and so dedicated,” he is thinking more\nof “ conceived in liberty ” than of “ dedicated to equality.” New America, in\nreferring to American ideals, is thinking more of equality than of liberty.\n\n"}
{"page": 621, "printed_page": null, "text": "Department of Superintendence\n\n615\n\nIn fact, it dismisses freedom with a few generalities. Nevertheless, both\nare in the American tradition.\nThe trouble is that the American Dream is double, and liberty and equal¬\nity harmonize only in speech. The words look well together, but the ideas\nbehind the words have always been in conflict. If you have liberty to the\nfull, you cannot have equality. If you have equality to the full, you cannot\nhave liberty. If you have more liberty, you will have less equality. If you\nhave more equality, you will have less liberty; and America, up to now,\nhas adopted the policy of the middle course. We say we want just as much\nliberty as we can have with some equality, or just as much equality as we\ncan have with some liberty. During some periods the pendulum swung\ntoward liberty, at others toward equality. Never was the trend toward\nliberty strong enough to satisfy a Hamilton. Never was the trend toward\nequality powerful enough to satisfy a Norman Thomas or an Upton Sin¬\nclair. We pursued a middle course.\nAnd in this case, a middle course, a synthesis, a compromise, if you will,\nis the strong position. We have seen extremists in either direction bring\ndestruction in their wake. For men are so constituted that they want both\nliberty and equality; and they cannot eat their cake and have it too. Hence,\nhalf a loaf is better than none.\nSo the political economist in the United States has no pattern to follow.\nThere is no exact point at which he can aim. We want as much liberty as\nwe can get, but only so much as will be consistent with the equality we\nwant. This will be the task rather for the artist and philosopher, demand¬\ning a delicate sense of balance. It will require a process of feel and fumble,\nof trial and error, of adjustment and readjustment, and gradual approxima¬\ntion. This is what we have had for one hundred and fifty years. It is the\nonly road to success.\nWhen Americans come generally to realize the double characteristic of\ntheir national aims, they will see more clearly and be more charitable to\nthe similar division in the ranks of our educators. There we have liberals\nand equalitarians, too. Educators who hold more to liberty are not advo¬\ncating radical changes in our school system. They do not think that we need\na new social order, hence education does not have to build one. It is their\nbelief that the future citizen should be trained upon well-recognized prece¬\ndents. They will give a liberal education, that is an education fit for a\nliber—a free man—and they will try to make him resourceful and indepen¬\ndent. They will do their best to promote simplicity, probity, charity, and\npatriotism and to provide that curb on selfishness and greed that only a good\neducation can give.\nBut there are also equalitarians in education. They believe that educa¬\ntion has a new function to perform in this world. Education must lead the\nway. Professors and teachers must envision the new social order, and in the\nschools and thru the schools, lead our country toward it. “ If the school is\nto justify its maintenance and assume its responsibilities,’’ says the Report\nof the Social Studies Commission of the American Historical Association,\n\n“ it must recognize the new order and proceed to equip the rising genera-\n\n"}
{"page": 622, "printed_page": null, "text": "616\n\nNational Education Association\n\ntion to cooperate effectively in the increasingly interdependent society and\nto live rationally and well within its limitations and possibilities. As educa¬\ntion continues to emphasize the philosophy of individualism in economy, it\nwill increase the accompanying social tensions. If it organizes a program in\nterms of a philosophy which harmonizes with the facts of a closely in¬\ntegrated society, it will have the strains of a transition taking place in ac¬\ntuality. The making of choices cannot be evaded, for inaction in education\nis a form of action.\n“ From this point of view, a supreme purpose of education in the United\nStates, in addition to the development of rich and many-sided personalities,\nis the preparation of the rising generation to enter the society now coming\ninto being thru thought, ideal, and knowledge, rather than thru coercion,\nregimentation, and ignorance; and to shape the form of that society in ac¬\ncordance with American ideals of popular democracy and personal liberty\nand dignity.”\nThus in education, we also have two groups, one for a continuation and\ngentle amelioration of the past, one for a new social order, one to improve\nthe present economic system, one to substitute for it something radically\ndifferent. One speaks of recovery and regeneration, the other of “ a whole\nnew civilization ”; one thinks of liberty more than equality, the other of\nequality more than liberty.\nI suppose that most schoolmasters belong to one camp or the other—\nand having made their choice, they wonder how anyone of good sense could\nhave belonged to the other. In a university known to me, where there are\nmany professors and students divided into these two schools, with all sorts\nof gradations from right to left, much light has been generated and con¬\nsiderable heat. Hardly a day passes but some student, professor, alumnus,\ncitizen, or journal requests me to curb the speech and thought of some pro¬\nfessor. As one alumnus wrote me: “ Everyone was greatly distressed at what\nhappened at Cleveland. I was told it was a current expression to say: ‘ We\nhave been talking a good while about the little red schoolhouse. Now we\nshall have to talk about the Big Red University.’ The frontier thinkers\nseem to think that schoolmen can lead this nation in the political-economic\nsense. That is to laugh. They have their part to contribute, to be sure, but\nthe nation is not looking to them for the role of Moses.” And in cases\nlike these, it is always suggested by the ardent exponent of either extreme\nthat the other extreme be forced to “ cease firing.” To this, I think I might\nagree, if it were perfectly plain that one extreme were right.\nBut in the search for social justice and the good life, the social ideals of\nliberty and equality must both be considered, and must both have ’a part.\nIf John Ball, or Jean Jacques Rousseau or Karl Marx or other advocates\nof equality had had full power, it is possible that we should have had more\nbathtubs in the remaining 90 percent of the farm homes, 80 percent of\nvillage homes, and 35 percent of town homes; but we should probably have\norders from Washington as to when to take these baths. If Voltaire, or\nMirabeau, or Hamilton, or John Adams had had full power, we should\nprobably have had Lords, Dukes, and Barons, college preparatory schools\n\n"}
{"page": 623, "printed_page": null, "text": "Department of Superintendence\n\n617\n\nfor the few, and the rest of the pupils in CCC camps. It required the\nconstant conflict of the two ideas to reach the Golden, or should I say the\nGolden-and-Silver Mean.\nThe easiest thing in the world is to go to an extreme. The next easiest\nis to make a compromise, to effect an average, to blow neither hot nor cold.\nBut in this case, the middle course is the strong course. This is not the first\ntime that men and women thought that the world was entering upon a\nnew civilization. It has happened over and over again. There are two kinds\nof waves on the ocean—the little waves that we see and the great waves\n—the results of which are the tides. The period since the World War is a\nlittle wave. The period since John Locke and Voltaire is the big wave; and\nwe must not confuse the little with the big. During this period of time, in\nEurope and the United States, and in some measure elsewhere, men have\nbeen trying to achieve here below the ideals of liberty and equality. The\nleaders in this movement are not only John Dewey, but also John Ball\nand John Locke. Not only Thomas and Tugwell, but also Turgot;\nMontesquieu, Mill, and Moley; Counts and Condorcet. These leaders have\nbeen opposed by kings and princes, and are being opposed by merchant kings\nand merchant princes. Some thinkers were exiled. Others spent years in\nprison. But their ideas came to the world.\nOur safety in the United States, and the progress of our people toward a\nhappy life, depend upon the degree to which we can effect a compromise\nbetween our desires. No philosopher is going to think it thru to our satis¬\nfaction. No political scientist will suit us with a plan. Our only hope is\nfull, free, frank, open discussion from all sides, open propaganda, open in¬\nfluence upon the press, upon public opinion, upon our Congress and legisla¬\ntors, and upon our governors and President. Whoever thinks, let him\nspeak. Whoever would muzzle another, let him stay his hand. Bring on\nthe opposition. Let it be heard. Then will we have all the forces in full\nplay. Where we have too much liberty and too little equality, we can re¬\nadjust. Where we have too much equality and too little liberty, we can\nmodify. There may be areas where we have neither. Then we can abolish\nand create. Let the whole orchestra sound forth. Then in time we can\nhope that this nation, conceived in liberty and dedicated to the proposition\nthat all men are created equal, may begin to achieve here on earth that\nhappy combination of the opposing ideals that will yield the best of each—\nand at last reach the goal for which our ancestors have sacrificed and\nstruggled and prayed these many years.\n\n"}
{"page": 624, "printed_page": null, "text": "618\n\nNational Education Association\n\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nAdopted February 28, 1935\n\nI. The Public Schools and American Ideals\nIn order that the United States of America may rapidly and fully achieve\nits goal of economic, social, and spiritual well-being for all, and in order\nthat the schools may be an effective agency for the realization of this demo¬\ncratic goal, we pledge ourselves to an educational program for all which\nwill stress:\n1. Knowledge and appreciation of the great ideals of human betterment toward\nwhich America strives.\n2. Loyalty to the American form of democratic government which acts for and\nwith the people to realize those ideals.\n3. The ability and desire to use intelligence rather than pressure and force in\nmaking such social and economic changes as are needed for the improvement of\nAmerican life.\n4. Understandings that will help to build a sound economic order planned for\nhuman welfare.\n5. The development of the capacity to live on as high a level as our potential\neconomic resources will permit.\n6. Vocational competence of each individual together with an understanding\nand appreciation of the contributions of other workers.\n7. Conditions which promote sound and stable physical and mental health.\n8. Advance in emotional stability and spiritual strength which results in poise\nand control of conduct essential to the welfare of the individual and society as a\nwhole.\n9. An understanding of other peoples of the world and a desire to bring about\na feeling of goodwill among the nations.\n\nII. Federal Participation in American Education\nIn order that such an educational program may be made available to all\ncitizens in every state of the Union, we ask of the President of the United\nStates and the senators and representatives in Congress assembled:\n1. Emergency Aid\n\nWe ask that the emergency aid necessary in distressed areas to keep the\nschools open in order that children may not suffer the loss of educational op¬\nportunity be based upon a program similar to that which the federal govern¬\nment has provided in other vital areas of our life, and that this program be\nadministered thru the Office of Education, and the regularly constituted\neducational officers of the various states.\n2. National Equalization of Educational Opportunity\n\nIn those areas where it is not possible for local or state resources to give\nevery child an adequate educational opportunity, we ask that a program of\nfederal support be instituted, which will insure the provision of adequate\neducation for all children, and that this program be administered thru the\nOffice of Education and the departments of education of the various states.\n\n"}
{"page": 625, "printed_page": null, "text": "619\n\nDepartment of Superintendence\n3. Greater Service from the Office of Education\n\nIn order that the federal government may be able to cooperate more effec¬\ntively in an American educational program we ask that the personnel of the\nOffice of Education be restored immediately to that which obtained before\nthe depression and that its staff be increased gradually to meet the need for\nresearch and service which changing conditions demand.\n4. A Comprehensive National Survey\n\nIn order that all school districts may cooperate most effectively in the\neffort to meet the ideals and standards for American education, we ask that\nprovision be made for a comprehensive national survey under the general\ndirection of the Office of Education; that in the survey all aspects of the\neducational program in each state upon which there is no recent and reliable\ndata be covered; this survey to be the basis for, first, a determination of the\nneed of federal support, and second, a long-time plan for the development\nof our national program of education.\n5. Provision for Unemployed Youth\n\nWhereas, the present unemployment situation of American youth, espe¬\ncially those from sixteen to twenty-three years of age, constitutes a national\nproblem of first magnitude with implications of great significance for the\nfuture welfare of the nation, we ask that adequate allocation be made from\nany fund providing for relief, for the purpose of providing immediately\nfor these unemployed youth a program of work and education.\nWe believe that the educational phase of such a program should be ad¬\nministered under the direction of the Office of Education and the state de¬\npartments of education.\nIII. Improvement Within the Schools\nIn order to meet the new social and economic conditions, the public\nschools must continue to improve. To bring about this improvement we\nfavor:\n1. A Greater Emphasis on Mental Hygiene\n«•\n\nWith the steady increase in the number of psychopathic adults in the\nUnited States, more attention should be given to mental hygiene in the\npublic schools.\n2. Better Preparation for Citizenship\n\nAn improvement in the public school program which will better prepare\nfor citizenship in its broadest sense. The political, social, and economic\nproblems are so complex today that only a well-informed and socially-minded\ncitizenry can hope to cope with them. Democracy must justify itself by in¬\ntelligence at the polls.\n\n"}
{"page": 626, "printed_page": null, "text": "620\n\nNational Education Association\n\n3. More Adequate Salaries for Teachers\n\nOf all public servants the teacher has suffered the greatest material loss.\nWith the federal government leading the way in the complete restoration\nof salary rates, we believe that salaries for workers in education should\nlikewise be restored.\n4. Provision for Physically Handicapped Children\n\nIncreased medical and physical care of crippled children as provided for\nin H.R. 4120 and S. 1130. We recognize also the need for increased edu¬\ncational facilities not only for crippled children but for all types of physically\nhandicapped children. We therefore urge that there be included in the bill\ndefinite provisions under which states will be assisted in improving educa¬\ntional facilities for physically handicapped children, and that any educational\nresponsibilities involved in the bill be placed with the Commissioner of\nEducation in the United States Office of Education.\n5. Greater Emphasis on a Phase of Traffic Safety\n\nRealizing that each year thousands of children and adults are killed or\ninjured by those whose driving skill has been affected by intemperance, we\nurge a greater emphasis upon the knowledges and attitudes that will lead\nto an intelligent solution of this problem.\n6. Academic Freedom for Workers in Education\n\nWe reaffirm our unqualified belief in the principle of academic freedom\nfor all workers in education, and favor the active cooperation of the Depart¬\nment of Superintendence with the National Education Association in the\nstudy of the problems of academic freedom.\n\nIV. Movements Favorable to Education\nWe recognize the significance of those movements outside of the school\nseeking to improve conditions affecting education, and to bring about the\neducational program necessary to realize American ideals; we therefore\nfavor:\n1. Legislation abolishing child labor in machine industry and in all other\nemployment in which the health and the intellectual and spiritual well-being\nof children is sacrificed.\n2. Taking the profit out of war and war-making as originally presented\nin the American Legion plan to perpetuate peace.\n3. The abolition of compulsory block-booking and blind-selling which\nthe motion picture industry has forced upon local exhibitors, and urge legis¬\nlation which will give communities the freedom and the opportunity of se¬\nlection of the motion pictures presented to their people.\n4. A provision for better radio programs with more time for education\nand the establishment, if necessary, of a United States government network\nof radio stations with control of programs under the direction of a commit-\n\n"}
{"page": 627, "printed_page": null, "text": "Department of Superintendence\n\n621\n\ntee representing the foremost non-profit national educational and cultural\nagencies, these agencies to be designated by the President of the United\nStates.\n\nV. Commendation of Agencies Effective in Support of Schools\n1. We commend the activities of the Joint Commission on the Emergency\nin Education and we believe that the Commission has served effectively as a\nrallying point for the forces interested in the well-being of public education.\nWe recommend:\na. That this Commission be continued for the purpose of completing the projects\nit may now have under way.\nb. That it continue to collect and disseminate facts concerning the effects of the\ndepression on schools with the end in view of arousing the American people to a\nrecognition of the gravity of the present educational crisis.\nc. That it continue its emphasis on the preparation and distribution of materials\nin the field of public relations. We particularly commend the Commission for the\npublication of the bulletin entitled Evaluating the Public Schools, the Report of the\nNational Conference on Financing Education, and other similar publications.\nd. That the Commission be commended for its vigorous defense of the principle\nof universal educational opportunity and for its aggressive attack on those who\nwould use the depression to make education the privilege of few rather than the\nright of many.\ne. That the Commission be encouraged in its recent efforts to stimulate interest in\nlong-term educational planning in the several states.\n\n2. We appreciate the support and cooperation which the schools thruout\nthe country have received from lay organizations interested in the welfare\nof children and in the development of the American citizen of tomorrow,\nand we commend those newspapers, periodicals, and broadcasting companies,\nwhich have actively supported public education.\n\nVI. Expression of Appreciation\nWe desire to express our appreciation to President E. E. Oberholtzer and\nhis Executive Committee for the excellent programs which have been pre¬\nsented at this meeting; to the press and the radio for the nationwide publicity\ngiven to the proceedings; and to Superintendent A. S. Chenoweth and his\nstaff for the contribution which the Atlantic City schools have made to our\nprograms; and to all others who have contributed to the success of this\nmeeting.\nR. W. Bardwell, Chairman\n\nHorace M. Ivy\n\nMerle J. Abbett\n\nCharles H. Lake\n\nLouis P. Benezet\n\nMillard C. Lefler\n\nT. H. Cobb\nJ. C. Cochran\n\nL. John Nuttall, Jr.\nW. H. PlLLSBURY\n\nHobart M. Corning\n\nCharles A. Rice\n\nCharles E. Dickey\n\nGeorge C. Rogers\n\nMildred English\n\nAgnes Samuelson\n\nWill French\n\nJulius E. Warren\n\nH. E. Hendrix\n\n"}
{"page": 628, "printed_page": null, "text": "622\n\nNational Education Association\n\nTHE WHITE HOUSE\nWASHINGTON\n\nFebruary 20, 1935.\n\nMy dear Doctor Oberholtzer:\nIt is with deep regret that I find it impossible to\nbe with you in person.\nAt least I can take this opportunity to\nextend cordial greetings to you who work in education — you who\nconstitute one-third of all of us who are engaged in public service.\nI am glad that the central theme of your convention\nis \"Social Change and Education.1'\nEducation must light the path\nfor social change.\nThe social and economic problems confronting\nus are growing in complexity*\nThe more complex and difficult these\nproblems become, the more essential it is to provide broad and\ncomplete education; that kind of education that will equip us as a\nNation to decide these problems for the best interest of all concerned.\nOur ultimate security, to a large extent, is based upon\nthe individual's character, information, skill and attitude and the\nresponsibility rests squarely upon those who direct education in\nAmerica.\nIt is your duty, no less than mine, to look beyond the\nnarrow confines of the schoolroom; to see that education provides\nunderstanding, strength and security for those institutions we have\ntreasured since we first established ourselves as a Nation and shall\ncontinue everlastingly to cherish.\nVery sincerely yours.\n\nPresident, Department of Superintendence,\nNational Education Association,\nConvention Hall,\nAtlantic City, New Jersey.\n\n"}
{"page": 629, "printed_page": null, "text": "Department of Superintendence\n\n623\n\nSECRETARY’S MINUTES\n\nAtlantic City Convention\nFebruary 23\nThe sixty-fifth annual meeting of the Department of Superintendence was held in\nthe Atlantic City Auditorium, Atlantic City, N. J. Registration and exhibits opened\nSaturday, February 23, 1935. Two hundred and eight firms and organizations were\nrepresented in the exhibit which was one of the most effective displays ever pre¬\nsented at the winter meeting. A special feature was an international exhibit of\nhigh-school art work selected from entries submitted from seven hundred towns and\ncities of the United States and from five European countries.\n\nFebruary 24\nThe opening vesper service was held in the Ballroom of the Atlantic City Audi¬\ntorium on Sunday afternoon, February 24, at four o’clock. That evening a musical\nfairy tale, “ Hansel and Gretel ” by Humperdinck, was presented by a chorus of\n375 voices from the elementary schools of Atlantic City, Helen M. Kennedy, director;\nthe Atlantic County Service Orchestra, Herman Fiedler, conductor; and selected\nartists. The entire production was by Choralopera, with Osbourne McConathy,\nconductor, and Corinne Wolersen, at the piano.\n\nFebruary 25\nAfter the convention was called to order Monday morning, Henry P. Miller,\nprincipal of the Atlantic City High School, presented a gavel and block to Presi¬\ndent E. E. Oberholtzer. This set was made by the boys of the free employment\nclasses of the Atlantic City vocational school.\nThe Honorable Jesse Jones, chairman of the Reconstruction Finance Corporation,\naddressed the convention and presented a personal message from President Frank¬\nlin D. Roosevelt, which is reproduced on page 622 of this volume.\nOn Monday afternoon, six forum-discussion groups, organized to consider various\nphases of American education, held their first meetings.\n\nFebruary 26\n\nI\n■\n\ni\n\nNominations for officers were as follows: For president, William J. Bogan, superin¬\ntendent of schools, Chicago, Ill., and A. J. Stoddard, superintendent of schools,\nProvidence, R. I ; for second vicepresident, Merle J. Abbett, superintendent of\nschools, Fort Wayne, Ind., and A. L. Threlkeld, superintendent of schools, Denver,\nColo.; for member of the Executive Committee for four years, Ben G. Graham,\nsuperintendent of schools, Pittsburgh, Pa.\nAssociate Superintendent Louis Nusbaum of Philadelphia, Pa., presented the report\nof the Auditing Committee, which was accepted and ordered printed in the Official\nReport.\nSuperintendent Paul C. Stetson of Indianapolis, Ind., made a report of progress for\nthe Committee on a Longer Planned Program for the Department of Superintendence.\nOn motion, his report was received, and the committee continued for another year.\nOn Tuesday afternoon thirty-eight study-discussion groups held meetings. Each\ngroup had prepared in advance valuable material on the topic assigned.\nA joint session with the Department of Secondary School Principals was held\nTuesday evening, in celebration of the three hundredth anniversary of the founding\nof secondary schools in America.\n\n"}
{"page": 630, "printed_page": null, "text": "624\n\nNational Education Association\n\nFebruary 27\nIn the afternoon, the six forum-discussion groups, organized to consider various\nphases of American education, held their second meetings.\nA joint meeting with the National Council of Childhood Education was held in the\nevening, with an address by President Mary E. Woolley, of Mt. Holyoke College.\nThis program was featured by a concert by the Westminster Choir of Princeton,\nN. J., under the direction of Dr. John Finley Williamson.\n\nFebruary 28\nThe report of the Committee on Resolutions was presented by Superintendent\nR. W. Bardwell of Madison, Wis. Commissioner Payson Smith of Massachusetts\nmoved that the following items be referred to the President and the Executive\nCommittee for their consideration in connection with the program of next year:\nSection II, Item 2. National Equalization of Educational Opportunity.\nSection II, Item 4. A Comprehensive National Survey.\nA standing vote was taken, and the motion was lost.\nSuperintendent Frederick H. Bair of Shaker Heights, Ohio, moved that the\nfollowing paragraph be added to Section III, Item 6, Academic Freedom for\nWorkers in Education:\nThe schools of a democracy have an obligation to serve as scientifically as\npossible as an instrumentality for criticism of our societal organization. Aca¬\ndemic freedom, particularly in such a time as this, should be explicitly de¬\nfended in a penetrating and continuous inquiry into the causes and conditions\nof national distress. This Department proposes to support with all its re¬\nsources teachers attacked in the clear exercise of their professional obligation\nto such inquiry, if necessary, to the extent of financing determinative legal\nappeal to the plain word and intent of the Constitution touching freedom of\nspeech.\nThe motion to amend was lost. The resolutions as originally presented by the\nCommittee on Resolutions were then adopted.\nOn motion of Superintendent Burr J. Merriam of Framingham, Mass., it was\nvoted that:\nThe Resolutions Committee of the Department of Superintendence shall\nhave its formal report available for distribution at the registration desk at\nthe annual convention at least twenty-four hours before it is brought before\nthe convention for action.\nAt the afternoon session the report of the Board of Tellers was presented\nas follows:\n\nREPORT OF THE BOARD OF TELLERS\nATLANTIC CITY CONVENTION\n\nFebruary 27, 1935\nTo the President, Executive Committee, and Members of the Department of\nSuperintendence:\nWe hereby certify that the election of officers of the Department of Superin¬\ntendence of the National Education Association was held this day and con¬\nducted in accordance with the provisions of the Constitution and Bylaws.\n\n"}
{"page": 631, "printed_page": null, "text": "Department of Superintendence\n\n625\n\nThe following received a majority of the votes cast and were elected:\nPresident for one year—\nA. J. Stoddard, superintendent of schools, Providence, R. I.\nSecond vice'Presid.ent for one year—\nA. L. Threlkeld, superintendent of schools, Denver, Colo.\nMember of the Executive Committee for four years—\nBen G. Graham, superintendent of schools, Pittsburgh, Pa.\nThe retiring president, E. E. Oberholtzer, superintendent of schools,\nHouston, Texas, by provision of the Constitution automatically becomes first\nvicepresident for the ensuing year.\nRespectfully submitted,\nW. Karl Hopkins, Chairman\nR. L. Hunt\nH. O. Dietrich\n\nV. L. Beggs\nRoy W. Feik\nW. H. Lemmel\nSuperintendent Milton C. Potter of Milwaukee, Wis., presented to Superintendent\nOberholtzer a past president’s key similar to those awarded to other former presi¬\ndents of the Department of Superintendence. The convention then adjourned.\nS. D. Shankland,\nExecutive Secretary\n\n"}
{"page": 632, "printed_page": null, "text": "1\n\nim\n\n■ fi\n\n.\n\n'\n\n■\n\n*\n\n-\n\n*\n\n1 1,1\n\n"}
{"page": 633, "printed_page": null, "text": "DEPARTMENT OF\nSupervisors and T>irectors of\nInstruction\n\n"}
{"page": 634, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of supervisors and directors of instruction in its\n\ninception was an independent society called the national Conference on\nEducational Method, organized at Atlantic City in February 1921. The\nfirst number of its publication the journal of1 educational method,\nwas published in September of the same year. At the Boston meeting, in\nFebruary 1928, the name of the society was changed to the National\nConference of Supervisors and Directors of Instruction, and the Execu¬\ntive Committee was instructed to prepare a petition asking for acceptance\nas a department 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 was thus created. The Department\npublishes a yearbook and a journal, now called educational method.\nMeetings are held twice 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 1935-26 are: president,\nRudolph D. Lindquist, Director, The University School, Columbus,\nOhio; first vicepresident, Mary Browning, Supervisor, Early Ele¬\nmentary Education, Board of Education, Louisville, Ky.; second vicepresident, Robert H. Lane, Assistant Superintendent of Schools, Los\nAngeles, Calif.; secretary-treasurer, James F. Hosic, Professor of\nEducation, Teachers College, Columbia University, New York, N. Y.;\nexecutive committee: Mildred English, Director of Training School,\nGeorgia State College for Women, Milledgeville, Ga.; Ernest Horn, Pro¬\nfessor of Education, State University of Iowa, Iowa City, Iowa; Paul T.\nRankin, Supervising Director of Instruction, Board of Education,\nDetroit, Mich.\nFacts relating to the establishment of this Department and the record\nof its meetings may be found in earlier volumes of proceedings as\nfollows:\n1928:831-832\n1929:803-825\n\n1930:773-800\n1931 -.801-824\n\n[ 628 ]\n\n1932:679-693\n1933:681-695\n1934:673-692\n\n"}
{"page": 635, "printed_page": null, "text": "WHAT CONSTITUTES SOCIALLY USEFUL ACTIVITIES\nFOR EARLY ELEMENTARY PUPILS?\nLEONARD POWER, ASSISTANT SUPERINTENDENT OF SCHOOLS, TULSA, OKLA.\n\nT\n\nhis question was addressed\n\nto one hundred teachers and thirty prin¬\ncipals and their suggestions, including those of the speaker, supported\nthe following criteria: (1) socially useful activities for early elementary\npupils must be actual and real. This criterion excludes the “ make-believe.”\n(2) Socially useful activities for early elementary pupils must be related to\nneeded concepts. This criterion calls for analyses of concepts needed in\ncurriculum content—particularly in readers. (3) Socially useful activities\nfor early elementary pupils must be within the range of the language ex¬\nperiences of the pupils. This criterion requires much use of oral expression\nrelated to the preparation for the activity, the description of the activity,\nand the results of the activity. The most useful activity for early elementary\npupils is language.\nACTIVITIES OF THE CURRICULUM COMMISSION OF THE\nNATIONAL COUNCIL OF TEACHERS OF ENGLISH\nW. WILBUR HATFIELD, CHICAGO NORMAL COLLEGE, CHICAGO, ILL.\n\nThe forthcoming report of this Commission is not intended as a ready¬\nmade curriculum to be adopted bodily by any school or school system. It is\nrather a concrete illustration of the systematic application of important\ncurriculum principles, which should prove suggestive to state and local\ncurriculum committees. The dominating idea of the document is that the\ncurriculum should consist of life experiences similar to the present and\nfuture extra-classroom experiences of the pupils. The experience may be\neither work or play, but it must be genuinely whatever it pretends to be—\nnot so simplified and formalized as to have lost its vitality.\nThese experiences should be fairly representative of the wide range of\nactivities in life: conversing, telephoning, discussing, writing reports, writ¬\ning letters; re-living (thru literature) tragedy and comedy, philosophical\nreflections and lyric emotion; reading to find information, to solve problems,\nto secure directions for action; and a number of others.\nThese experiences should be arranged in an ascending order of difficulty,\nbut should not be assigned to definite grades because of the tremendous\nvariations in the social background and native ability of different classes.\nThe technics should be introduced as instruments for the attainment of\npersonal or social purposes, and should be practised chiefly in the attainment\nof such ends. The principle of the “ intrinsic device ” as stated by Professor\nGates in connection with primary and remedial reading seems valid in other\nphases of English also. Grammar, for example, may be learned in the\nmanipulation of sentence elements in order to increase effectiveness, with-\n\n[ 629 ]\n\n"}
{"page": 636, "printed_page": null, "text": "630\n\nNational Education Association\n\nout the devotion of a single period to grammar as such. Such teaching is in\na sense incidental but when carefully planned is not accidental or uncertain.\nThe English curriculum should ideally be part of an integrated program.\nFor the present, English courses may be so outlined that they can be\nexecuted independently or as part of a partly or completely integrated total\ncurriculum.\nSymposium—Issues in the Supervision of English\n\nTHE PROBLEM OF GRADE PLACEMENT\nPRUDENCE\n\nCUTRIGHT,\n\nASSISTANT SUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nMINNEAPOLIS, MINN.\n\nThere is an increasing tendency on the part of course of study committees\nto produce in the field of English composition ungraded courses of study.\nSome courses make no attempt at the grade placement of teaching activities,\nwhile others assign activities for groups of grades as for the primary grades,\nintermediate grades, junior high-school grades, and senior high-school\ngrades. While this tendency toward ungraded courses or senior ungraded\ncourses may be educationally sound, still it is not as well understood by\nclassroom teachers as supervisors might wish it to be.\nUngraded courses indicate at least two supervisory obligations:\n1. To develop some understanding that ungraded or semi-ungraded courses in\nEnglish composition are educationally sound\n2. To aid teachers in establishing technics which will insure progress in English\ncomposition from grade to grade and from level to level.\n\nIn carrying out the first obligation, it might be well to consider with\nteachers some of the difficulties of grade placement. An understanding of\nthe following points might aid:\n1. Modern education subscribes to the doctrine of meeting individual needs.\n2. In the field of English usage we know from the results of a number of care¬\nfully conducted studies that errors tend to persist.\n3. In the field of functional uses of English, conversing, discussing, telephoning,\nreporting, and letter writing, each use is quite as appropriate to one level as to\nanother.\n4. At the present we have only a very limited number of studies of grade place¬\nment and these are not particularly helpful.\n\nIf a study of the points mentioned seems to point to the desirability\nof an ungraded course, then the supervisor is faced with the second obliga¬\ntion, namely that of working out with teachers some technic which will\ninsure progress from grade to grade and from level to level.\nIn the field of usage innumerable studies offer assistance in determining\nwhat should be taught and one very recent study not only lists the points\nof usage which need attention, but also arranges these items in sequences.\nI refer to O’Rourke’s study, Rebuilding the English Usage Curriculum\nto Insure Greater Mastery of Essentials. O’Rourke arranged the items\nin his list in teaching order on the basis of three factors: (1) the practical\n\n"}
{"page": 637, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n631\n\nutility of each phase of usage; (2) the difficulty of each phase of usage;\nand (3) the relation of each phase of usage to other phases.\nIn functional uses of English while the actual uses cannot well be given\ndefinite grade designation, still it is highly probable that progress can be\ninsured by arranging activities in conversing, discussing, letter writing,\nand the like in sequence, placing first those simple activities appropriate\nto the uses of very young children and leading to the more complex activi¬\nties associated with the needs of senior high-school pupils.\nOne fact seems evident that if the individual needs of children are to\nbe met and cared for, then we must abandon some of our notions of the\nrigid grade placement of teaching activities. Since English composition\nis primarily a tool subject, it seems to be a particularly appropriate area\nin which to try out technics for handling ungraded courses or semi-ungraded\ncourses. However, such a procedure places heavy responsibility on the\nsupervisor or director not only for developing an understanding of the\nreasons for ungraded courses, but for the even more important function of\nworking out technics which will insure progress toward acceptable goals\nin each year of the child’s school life.\n\nSymposium^—Issues in the Supervision of English\n\nTHE PROBLEM OF VOCABULARY\nTHOMAS W. GOSLING, NATIONAL DIRECTOR, AMERICAN JUNIOR RED CROSS,\nWASHINGTON, D. C.\n\nAccurate and complete communication of thought becomes increasingly\ndifficult in proportion to the richness of the thought itself. Some messages\nare transferred easily from one person to another. Gestures, pictures, and\nsimple almost inarticulate speech have served the purpose. They still serve\non levels where complexity of ideas is not involved. On higher levels the\ncommunication of thought is much more difficult. It is natural that it\nshould be so because by means of mere external symbols we try to translate\nthru space invisible, intangible, imperceptible mental processes. If the\ninstrument of translation or transfer is inadequate, the message cannot be\ndelivered.\nThere is another aspect of the problem. If one is to receive messages\nfrom another, one must be able to transmute the symbols into mental pro¬\ncesses identical with those of the sender. Otherwise something is lost or\nchanged; and the purpose of the sender is defeated thru imperfect com¬\nmunication. At least two important conclusions flow from this relationship\nbetween sender, symbol, and receiver. In the first place, the symbol should\nhave the same meaning to the person who sends the message as to the person\nwho receives it. Here is the great obstacle to complete understanding.\nWords are charged with emotional as well as intellectual content. For this\nreason it is not likely that any but the most threadbare and shopworn words\nwill have identical meanings to any two persons. The process of knowing,\n\n"}
{"page": 638, "printed_page": null, "text": "632\n\nNational Education Association\n\nhowever, is greatly accelerated by the large use of words with clearly\ndefined meanings.\nAnother obvious and distressing conclusion arising out of the use of\nlanguage as a means of communication is that large numbers of persons\nare permanently barred from sharing the intellectual processes of many\nothers. Great inequalities exist not only in the range and the quality of\nthought but also in the mastery of the language by which thought is ex¬\npressed and transmitted. Frequently speakers and writers are urged to use\nsimple language in order that they may be understood by the crowd.\nThere is nothing new about a proposal to increase the vocabulary of\nstudents. It is fitting, however, to emphasize this proposal at a time when\ncareless usage is wearing our language down and making it a somewhat\nattenuated figure of what it might be.\nTo the fulfilment of the purposes of a society that wishes to have a\nwide diffusion of political power and a high standard of general culture,\nit is of the utmost importance that all constituents of that society shall\nbe in easy and complete communication thru the use of a common medium\nadequate to all essential demands. It is not expected, of course, that the\nspecialized and technical vocabulary in the various fields of esoteric erudi¬\ntion shall be common property; nor is it expected that the ideal of perfect\ncommunication ever will be reached. The shadows of imperfect under¬\nstanding will always isolate some groups from their fellows. Nevertheless\nto increase the mastery of words on the various levels of a diverse and\nnon-integrated society is to perform a patriotic service of a high order.\nThe problem of vocabulary is not primarily a problem of scholarship ;\nit is a problem of giving satisfaction thru adequate self-expression to the\nthinkers of high thoughts and of making these high thoughts available to\nothers for purposes of an enriched common culture. Fundamentally, then,\nvocabulary serves both individual and social ends. These ends define both\nthe privilege and the responsibility of teachers and of supervisors of\ninstruction.\nSymposium—Issues in the Supervision of English\n\nAN ENGLISH CURRICULUM BUILT COOPERATIVELY\nELISABETH M. LINCOLN, ELEMENTARY SUPERVISOR, PUBLIC SCHOOLS,\nLEOMINSTER, MASS.\n\nIt would have been so much quicker, it would have saved hours of labor\non the part of teachers, principals, and myself, and it would have prevented\nsome friction and unhappiness if we had adopted a curriculum someone\nelse had made. With the exception of certain local needs, this curriculum\nwould probably have been as good as our own but it would never have\nbeen a vital living thing, something for which they have felt a need, over\nwhich they have labored, and from which they have seen results.\nBefore we started the work on the curriculum two things had to be\ndone: first, our point of view in education had to be brought up-to-date;\n\n"}
{"page": 639, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n633\n\nsecond, the teachers had to feel the need for a new English curriculum.\nThese were done simultaneously.\nOur point of view was influenced by a course on “ Foundations of\nMethod ” followed by a series of general teachers meetings where the\nchanges in education were discussed, the effect of the point of view on the\ncurriculum was shown, and the philosophies of educational leaders were\npresented. At the final meeting the teachers chose a general committee\nunder whose direction they were to work on the English curriculum. A\nguiding committee composed of the superintendent of schools and super¬\nvisors had charge of the whole procedure.\nThe need for the English curriculum was made apparent to principals\nand teachers thru informal discussions and surveys of sentence sense, spell¬\ning, distinct and correct speech. These surveys also indicated definite\nthings that must be included in the curriculum.\nThe following year John J. Mahoney gave a course on “ The Teaching\nof Constructive English.” He not only knew the technic of curriculum\nmaking but was a subjectmatter specialist. At the end of a year the teachers\nand an editing committee had a tentative course of study in the hands of\nthe teachers. The next year, after some changes, it was mimeographed.\nWe have seen some very definite outcomes of this “ Constructive English\nCurriculum ” built comparatively. Certain tangible things we have mea¬\nsured. A second sentence sense survey, one year after the curriculum was\nin use, showed we had reduced o\\m: sentence sense error nearly 50 percent.\nThe frequent invitations that I have to hear oral English, such as club\nmeetings, reports of activities, book reviews, and radio programs, and the\nwritten English that comes to my attention, such as letters, invitations,\ndiaries, newspapers, and yearbooks, show that English is fast becoming\na part of the life of the school.\nThe most gratifying result is what it has done to the teachers themselves.\nAlong with the ability to work together has come an open-mindedness\ntowards new ideas. The newer methods suggested for English are being\nused in other subjects. Thus the outcome of supervision of English has\nbeen not only a new curriculum but a new point of view toward the\nwhole school program.\n\nTHE PLACE OF SCIENCE IN THE ELEMENTARY-SCHOOL\nPROGRAM\nI. JEWELL SIMPSON, ASSISTANT STATE SUPERINTENDENT OF SCHOOLS,\nBALTIMORE, MD.\n\nElementary science as a subject that will help children to an intelligent\nunderstanding of their environment is becoming more and more popular\nin the newer curriculums.\nSome of the larger outcomes that the curriculum makers have in mind\nare:\n\n"}
{"page": 640, "printed_page": null, "text": "634\n\nNational Education Association\n\n1. The stimulation of intellectual curiosity which will result in the development\nof permanent interests in many enriching fields of thought and action.\n2. The development of ability to make accurate observations and correct\ninterpretations.\n3. The development of an open-mindedness toward new truths and new\nexplanations.\n4. The gradual development of a consciousness of some great concepts in science,\nsome unifying principles and illuminating ideas.\n\nThe newer science curriculums emphasize understandings, big meanings,\nfundamental principles. Meanings and principles are larger than facts.\nOf course, children will learn many facts. But as somebody aptly said,\n“ We had better learn how to deal with facts since we have to live with\nthem anyway.”\nElementary teachers have had little training in the field of science and\nthey do not know much science but they are going after it. They are taking\nspecial courses. But they are also learning a great deal as they work along\nday by day with children who are alert and curious. Together with the\nchildren they make observations and collect material for class study and\nexperimentation.\nThe traditional order of things has been for children to try to keep up\nwith the demands of the teacher; but elementary science is proving so\ninteresting and challenging a subject that we find the teacher trying to\nkeep up with the demands of the children.\n\nI\nTHE QUESTION OF SCIENCE EQUIPMENT AND\nMATERIALS\nHARRY A. CARPENTER, SPECIALIST IN SCIENCE, ROCHESTER SCHOOLS,\nROCHESTER, N. Y.\n\nI'he selection of equipment and materials for use in elementary-school\nscience must be determined on the basis of cost, suitability to the experi¬\nmental work and projects to be carried out, ability of the classroom teacher\nto manipulate, and the safe as well as desired use by pupils.\nBecause it is desirable to promote a maximum of home science activities,\nuse, as much as possible, should be made of home materials, bottles, pans,\nand cups, and of pupil-owned microscope sets, chemistry sets, and the like.\nIt would be desirable for someone to produce a home science set that\nwould enable the child to perform not only simple microscopic and chemical\nexperiments, but physical experiments as well.\nEvery elementary school should have at least one room equipped as a\nscience room, not with the thought that the science work of all classes will\nbe done in this room, but rather that it shall become the center of science\ninterests for the whole school. Large elementary schools should have more\nthan one science-interest-center room, preferably one for use by the first\nthree grades and others for use by the fourth-, fifth-, and sixth-grade chil¬\ndren. This room should not be thought of as a storeroom for materials, but\nas a science activity room in which various materials, plants, and small\n\n"}
{"page": 641, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n635\n\nanimals, for use in elementary science instruction will be exhibited and\ncared for by pupils of various grades acting as a committee of curators.\nThe science-interest-center room should be equipped with a work bench\nalong the window side of the room, supplied with portable plant boxes,\naquariums, terrariums, and with hot and cold water, electricity, and gas,\nif available. It should contain storage and specimen display cabinets.\nSchool plant laboratories and school gardens where available for use\nin connection with science work in the junior-senior high schools should\nbecome centers for the development and distribution of plant and animal\nmaterials needed in the elementary schools. All schools should, if possible,\nhave their own school garden.\nThe problem of teacher training in service not only with respect to\nmethods of teaching and knowledge of content, but with the use and\nmanipulation of simple science equipment is important. In Rochester for\ntwo years we have been teaching science by radio to seventh- and eighthgrade classes, and last September we started science radio lessons for sixthgrade classes. This method not only provides accurate and well-planned\ninstruction in science for these grades, but gives an opportunity for experi¬\nenced radio teachers to suggest laboratory and home activities of all kinds.\nThe radio thus becomes of service not only to the pupil but its value for\nteacher training can hardly be underestimated.\n\nTHE INTEGRATION OF THE CURRICULUM THRU\nTHE ARTS\nMANLEY E. IRWIN, ASSISTANT DIRECTOR OF CURRICULUM RESEARCH,\nDETROIT PUBLIC SCHOOLS, DETROIT, MICH.\n\nIn planning any unit of work it is quite necessary that supervisors and\nteachers answer for themselves the following questions, before putting into\noperation activities which are intended to integrate the work of the school:\n1. Are the proposed activities of interest to the child?\n2. Is the child, rather than a subject, the center of the activities?\n3. Are the activities such that the child may generalize in terms of life outside\nof school?\n4. Does the activity besides giving needed skills and knowledges contribute to\nthe realization of the general objectives of education?\n5. Are the elements that contribute to attitudes or character traits obvious\nenough that generalizations may be made readily?\n6. Are both teachers and pupils who are taking part in the activities conscious\nof the unit of each activity?\n7. Do the activities induce the pupils to put forth their greatest effort without\nunduly discouraging any individual?\n8. Does the activity lead the child to express himself thru the medium best fitted\nto his needs ?\n9. Have the other agencies of the life of the child been integrated with the school\nlife?\n\nIn my own thinking I have been more concerned with the arts in an\nintegrated curriculum than with integrating the curriculum thru the\n\n"}
{"page": 642, "printed_page": null, "text": "636\n\nNational Education Association\n\narts. During the last few years when attacks have been made on the arts,\nI fear that too often we school people have been rather short-sighted in\nour defense of the fine arts. We need to think of the arts as a part of the\nwhole program and not as subjects which need to be defended or contrasted\nto the so-called fundamental subjects. The arts need no defense. They\ncan be, and are being used in every school activity, becoming an integral\npart of the program and not isolated as something which is attached or\nadded to a crowded curriculum.\nr\n\nCIVIC INSTITUTIONS AND INTERESTS AS SOURCE\nMATERIAL IN ART EDUCATION\nHARRY W. JACOBS, DIRECTOR OF ART EDUCATION, PUBLIC SCHOOLS,\nBUFFALO, N. Y.\n\nIf art teachers, directors, or supervisors will present to any civic institu¬\ntion or organization an outline of a sane and useful course in art education,\nthese institutions and organizations will open their doors wide and offer\nthem all the resources at their command. We are rebuilding our technical\nhigh school into a junior college, offering five-year courses. One of these\ncourses is graphic arts, and during the fifth year each student is to spend\nten weeks in a local industry where art is an important factor. I visited\nmany leaders of these industries, outlined our course and plan, and re¬\nquested that we place one of these student-art workers in their plant or art\ndepartment for a period of ten weeks. Of the many visits I made, not\none was skeptical about the idea, but was enthusiastic over the venture\nand would be glad to cooperate. These to me are civic-minded people, operat¬\ning civic institutions.\nTo correlate with these civic institutions, courses of instruction in the\nappreciation of art form a definite part of the curriculum in every school.\nIn practically every secondary school some drawing or design work is\ngiven to students as a subject; certain art laws are referred to during the\nprogress of the course, but the main objective is to produce a pleasing\ndrawing or pattern, in many instances far removed from any practical use.\nI recommend for your consideration a course in art appreciation, a course\nnot bound by the teaching of the history of art, or the laborious lecture\nand note-taking course—but a course that will exercise the students’ judg¬\nment, which is necessary in the cultivation of taste. Instead of teaching\nbeauty or the cultivation of taste as something theoretical in its relation\nto the good and true, or as an emotion foreign to objects in our immediate\nenvironment, the approach will be influenced by more practical types of\nart judgments pertaining to the development of good taste.\nThere is in every community, no matter how small, some beautifully\ndesigned building which the designer built for beauty and use, or some\nsimple bungalow with the laws of design carefully applied. In this com¬\nmunity there is no doubt beauty in some symbolic statue, in the paintings\n\n"}
{"page": 643, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n637\n\nthat are exhibited each year. Every magazine carries examples of beautiful\ntypography and layout, and in all catalogs and announcements there is\nemphasized the laws of good design. There is beauty in the pleasingly\nshaped and harmoniously colored objects made for the home, and in many\ninstances the containers or cartons found in store merchandise, and in the\nstory illustrations and decorative covers produced by a gifted draftsman.\nAcquaint students with some phases of this living art; provide them with\nan introduction to this art which permeates the business house, the home,\nand the city street; train the taste of these future consumers of art products,\nso that they may become sensitive to the delight brought by a beauiful\nbook, a noble building, a pleasing costume, a finely proportional piece of\nfurniture, a beautiful page of printing, or a masterful painting.\nWhen your art course creates a desire for good design, increases pro¬\nduction, helps sales people to sell, makes possible good display, and adds\nbeauty and economy to your community, your art course becomes a civic\ninstitution which develops better living, because you are creating a better\nplace in which to live.\n\nTHE ART PROBLEMS OF THE GENERAL SUPERVISOR\nJULIA C.\n\nHARNEY, GENERAL SUPERVISOR OF\n\nELEMENTARY GRADES,\n\nPUBLIC SCHOOLS, JERSEY CITY, N. J.\n\nMay I venture to say, that just because of the vastness of his held, the\ngeneral supervisor has, perhaps, even greater opportunity than the art\nspecialist to inform with the esthetic spirit the lives of children? May it\nnot be said that art is a way of life ? Is not the freedom to express themselves\nthru line, and color, and mass akin to that which allows the children to\nexpress their thoughts freely in speech and in writing as well? Are not\nthe principles of unity and dominance, of harmony and rhythm, which,\nthru experience, they are led to realize in your field, the same as those\nwhich they learn to use, tho expressed in other terms, in speech and in\nwriting?\nIs there not an art aspect even to the more homely things of life—\nthe physical conditions about the bulletin board, the appearance of black¬\nboards, the placement of work on paper, the care and dress of the person ?\nInteresting children in art principles as standards would doubtless be far\nmore effective than prohibitions. Cultivating a sense of fitness should\npreclude appearance in school in costume designed for use elsewhere. While\nit seems to me to be a serious duty of the art department, with all of us\nis the responsibility to carry out the principles of art so that the classroom\nand indeed the entire school and its setting may promote rather than\noppose the sense of harmony, and fitness, and beauty that the workers in\nart are attempting to awaken and cherish. Indeed if we really catch the\nspirit, we shall less and less distinguish between that which passes as useful\nand that which is dignified as artistic, and, while admitting that neither\nis necessarily the other, we shall realize that things are often used because\n\n"}
{"page": 644, "printed_page": null, "text": "638\n\nNational Education Association\n\nthey satisfy the esthetic need and are often made beautiful in order that\nthey may be used.\nOn the whole, we general supervisors might well imitate the generous\nand all-embracing attitude of the art people. They seem to believe in the\ncreative spark in every child. While this is true, of course, in a certain\nsense, it is often difficult to follow them as far as they go; but their creed\npoints the way for a generous attitude towards the efforts of the less gifted.\nIt may be that we miss fostering the more tender germ of originality by\noveremphasis on the more rapidly and perhaps more rankly growing species.\nThe faith and patience of the artist with timid effort should be an inspira¬\ntion to all who, dealing with children, are anxious to secure results, and\nperhaps unmindful of the hidden interests and secret longings of the ap¬\nparently dull.\nHave we general supervisors fully sensed the ethical values of art ? As\nthe child grows dissatisfied with his early crude attempts at expression and\nwants his things to look better, and later develops greater power to evalu¬\nate, should we not take advantage of his refinement of taste to make him\nsee that not the biggest thing is the best, but, rather, that which best adapts\nform to function and is what it seems to be—that sincerity is to be prized\nabove pretentiousness?\nThere is for all of us the problem of helping to make the community\nart conscious. Often the art group is left with the help of a few interested\nlaymen to try to bring the finer things to the consciousness of the com¬\nmunity at large. Witness the indifference met when a campaign against\nunlovely and marring advertising is waged.\nThat modern art work has been so planned as to make a vital appeal\nto children is obvious to any chance visitor to a group engaged in this\nwork. Such absorption on the part of young people is a striking illustra¬\ntion of the joy of purposeful activity and is a real inspiration to those re¬\nsponsible for other phases of the child’s training. It is a challenge to all\nconcerned with education to seek the magic appeal to child interest, to\nvitalize the school’s offerings, to furnish opportunity for constructive ac¬\ntivity, to stimulate personal expression—in short, to help the child to a\nrich and meaningful experience resulting in a unified personality that will\nmake a valuable contribution to social life.\n\nTHE INTEGRATION OF THE CHILD—THE GOAL OF THE\nEDUCATIONAL PROGRAM\nIRA S. WILE, M. D., DIRECTOR OF HEALTH CLASS AND ASSOCIATE IN\nPEDIATRICS, MOUNT SINAI HOSPITAL, NEW YORK, N. Y.\n\nHistorically education attempts to realize in individuals ideals control¬\nling a given people. Mental hygiene seeks for an individual his maximum\nof efficiency with the least amount of friction. Herein lies the conflict at\nthe root of the problem of the integration of the child as a goal. Children\n\n"}
{"page": 645, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\nI\nI\n\n639\n\ntoo long have been subject to educational pressures without any considera¬\ntion of them as individuals with potentials and aspirations.\nToday educational programs are based upon the potential usefulness of\nthe child to the state. The prospective citizen, namely the child at school,\nis molded so as to meet the exigencies of life only to the degree that educa¬\ntional institutions call for a modernized evaluation of them in terms of\nmental hygiene. The school should be concerned with the child. The\nsubjectmatter is less significant than the physical and psychical state of\nall things connected with the classroom, the intellectual struggle, the emo¬\ntional tensions, and the social experiences of teachers and children. It\nmust deal with different types of children, with their unconscious and\nconscious forces. It should serve to promote pupil satisfactions which are\noutgrowths of independence, success, response, and recognition while it\nendeavors to foster social adaptability.\nThe general core of the program of education today is utilitarian. The\nminor subjects, rather than the three R’s, offer the richer creative experi¬\nences conducive to self-direction and emotional release. For almost a\ngeneration the emphasis has been placed upon individual differences and\nthese should constitute the foundation for synthesizing all plans for the\nintegration of the child. The curriculum may attempt to meet special\nchallenges, but the school should be organized to solve basic personal\ndifficulties.\nIf the whole child goes to school, then the whole child must be con¬\nsidered by the school and he must be regarded as an integer rather than a\nfraction. The child is consciously and unconsciously trying to make adjustments satisfactory to himself and this in itself is an organismic or totali¬\ntarian reaction. The whole child, greater than some or the sum of his\nparts, is a personality supplying the dynamic responsive mechanism for\nadaptation. His motivations and emotional reactions are observable in his\nrelations to work, play, love, and worship. The inferior child is no greater\na victim than the superior child. Their special conflicts or maladjustments\ncannot be dissociated from what they are and what schools are and demand\nin the name of education.\nAll learning should take place in response to the personal needs and\ndemands of the organism. Identities of school programs do not offer identi¬\ncal stimuli to different children. The children, therefore, should be the\nsubjects of greater consideration, not as objects to be educated but as\nsubjects to be led forth to learn in terms of total living, in which harmoni¬\nous integration is most necessary.\n\n21\n\n"}
{"page": 646, "printed_page": null, "text": "640\n\nNational Education Association\n\nDIRECTING THE ACTIVITIES OF THE CLASSROOM\nTOWARD THE MENTAL HEALTH OBJECTIVE\nLAWRENCE A. AVERILL, PROFESSOR OF PSYCHOLOGY, STATE TEACHERS\nCOLLEGE, WORCESTER, MASS.\n\nIn a changing social age, the school has been surprisingly slow to adapt\nitself to the needs of those who are to control the human scene tomorrow.\nThe rank and file of schoolmen are still thinking in terms of an obsolescent\nage.\nIf Americans in considerable numbers today shrug their shoulders at\ngraft and chicanery; if they condone jingoism and play to the galleries; if\nthey countenance the ways of the demagog and the propagandist; if they\ntolerate the machinations of the racketeer and the extortionist; if they per¬\nmit the continuance of the slums and the underworld; if they refuse to\ntake their place with other nations in the rational planning of world affairs;\nif they draw about themselves smugly and circumspectly the cloak of\nnationalism and self-sufficiency—it is because of no other circumstance\nthan the fact that the schools of yesterday failed to educate for intelligent\nand participative citizenship. Content with building in academic knowl¬\nedge and scholastic skills, they succeeded but in turning out a generation\neconomically short-sighted and socially impotent. In a complex social\nage, which is changing more rapidly than probably has been true of any\nprevious age, where shall our vaunted democracy—our very civilization\nitself—end up if we dare to train tomorrow’s citizens according to the\nsame innocuous formulas by which those now in the saddle of affairs were\ntrained ?\nWe are coming slowly to understand that the mere facts which a boy\nlearns in school are infinitely less important than are the permanent atti¬\ntudes, purposes, and ideals that are created and cultivated in him. The\nconventional schoolroom experience of today is quite as apt to foster in the\npupil rather attitudes of ennui and boredom, of prejudice and parochialism,\nof laissez faire, of distaste for reflective thinking and reasoning, and of that\npeculiarly abominable American ambition of “ getting by,” than it is to\ndevelop in him sympathies with other peoples of the world, respect for\nthe open mind, and a background of sentiment and conviction for an ag¬\ngressive and dynamic citizenship in an evolving world.\nThese ideals can arise only out of schoolroom experiences with the proper\neducational content and under the guidance of teachers competent to nur¬\nture growing young minds. We have been too long and too generally\ncontent in this country with permitting anyone to teach who chose to\napply. We have not been unduly distressed by the homely rebuke that\n“ them as can, does, them as can’t, teaches! ” We have entrusted our schools\nto poorly selected and meagerly trained teachers who have not had the\nbackground or perhaps even the capacity to understand the social implica¬\ntions of our progressing democracy. We have not insisted that only those*\npossessed of a world-view that encompasses the human scene in some sort\n\n"}
{"page": 647, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n641\n\nof rational perspective shall preside over the educational unfolding of young\nminds. We have allowed those whose attitudes toward the social weal\nare smug and casual to foster the building into the character and personality\nfabrics of the people of tomorrow those traits and values that are in¬\ndispensable if this democracy is to endure.\nPanel\n\nTHE DISTINCTION BETWEEN COURSE OF STUDY\nWRITING AND CURRICULUM DEVELOPMENT\nMRS. HELEN R. GUMLICK, SUPERVISOR OF KINDERGARTEN, FIRST, SECOND,\nAND THIRD GRADES, PUBLIC SCHOOLS, DENVER, COLO.\nParticipants :\n\nCora C. Bruns, Director of Primary Training, Western State\nCollege of Colorado, Gunnison, Colo.\nHobart M. Corning, Superintendent of Schools, Colorado Springs,\nColo.\nC. L. Cushman, Director, Department of Research and Curricu¬\nlum, Public Schools, Denver, Colo.\nAnnie M. McCowen, Adviser of Elementary Majors, Colorado\nState College of Education, Greeley, Colo.\nMarie Mehl, Supervisor of Student Teaching, College of Educa¬\ntion, University of Colorado, Boulder, Colo.\nJames H. Risley, Superintendent of Schools, District Number One,\nPueblo, Colo.\nGilbert S. Willey, Principal, University Park School, Denver,\nColo.\nR. H. Palmer, assistant superintendent in charge of elementary education\nin Denver, presided.\nQuestions prepared by Rudolph D. Lindquist, president of the Depart¬\nment, were in the hands of the members of the panel and provided the basis\nof discussion. These questions were:\nShould course of study writing and curriculum development be done by all teachers\nor by a small group of selected experts?\nDoes not curriculum development cover a large part of the work in supervision?\nIs not the leadership necessary to get teachers to think thru their problems in\nmaterials and methods the essence of the problem of curriculum development as\nwell as of supervision?\n\nThe group agreed that supervisory leadership might well be directed\ntoward helping teachers with curriculum development problems, such as\nrevision, adaptation, materials, and methods. It was also agreed that a\nsupervisor who would be capable of such leadership must be able to con¬\ntribute creatively to such curriculum problems.\nThere was much discussion and no agreement as to whether all teachers\nshould be encouraged to participate in such phases of curriculum develop¬\nment as setting up specific objectives, selecting and organizing activities,\n\n"}
{"page": 648, "printed_page": null, "text": "642\n\nNational Education Association\n\nadapting an accepted curriculum to a particular group or locality, and as\nto whether the actual writing of the courses of study should be done by\nteachers or by experts.\nSome members of the panel and of the audience felt that superintendents,\nprincipals, supervisors should select the teachers to work on the curriculum,\nas such leaders knew those who could do an efficient job. Others felt that\nall teachers should be urged to participate, and if any selection was to be\nmade teacher-leaders should do it. As to the writing of the courses of study,\nsome felt that writing was such a special art that experts should take teacher\ncontributions and write them up; and others felt that the only way to get\nmany teachers to contribute was to insist upon them doing some writing.\nSeveral rural representatives asked for suggestions as to how to help\nrural teachers participate in curriculum development.\nThe discussion closed with the suggestion that members of the group\ncarry the questions into their own situations the next school year and experi¬\nment on what could be done.\nSECRETARY’S MINUTES\n\nAtlantic City, New Jersey\nFebruary 25-27, 1935\nNew features marked the annual meeting of the Department of Supervisors and\nDirectors of Instruction in Atlantic City, February 25 to 27. One general program\nwas planned and conducted in cooperation with the National Committee for Mental\nHygiene. Dr. Wile, of Mount Sinai Hospital in New York, anaylzed the results to\nbe sought thru a mental hygiene program in terms of conduct. Principal Runnels of\nMaplewood, New Jersey, reported his experience in attempting to lead his teachers\nto provide for personality adjustment. He caused amusement by telling how his\nyoung stenographer was surprised to find that she understood and approved his\nplans.\nIn the absence of Professor Averill, the secretary of the Department reviewed his\npaper and made a plea for guidance of pupils as the all-important service to be\nrendered by teachers. Superintendent Washburne of Winnetka and Dr. Stevenson\nof the National Committee for Mental Hygiene discussed the addresses and summed\nup. In the afternoon a small group met informally to continue the subject. This pro¬\ngram left no doubt that supervision has responsibilities scarcely dreamed of a few\nyears ago.\nThe second general session opened with a preview of the current yearbook, which\nthis year will not appear until the end of May. This is due, first, to the fact that this\nyearbook was interpolated in a series long-planned, and, second, to the lack of funds\nto enable the members of the committee to get together. The chairman, Professor\nDunn, and several other members of the committee spoke briefly of their contribu¬\ntions. The yearbook, entitled Materials of Instruction, will emphasize materials in\nthe environment and general reference material.\nSuperintendent Stoddard of Providence urged the importance of supervision in\ncomparison with writing courses of study. He would have* supervisors attend care¬\nfully to the actual teaching-learning processes going on in school. Professor Courtis,\nof the University of Michigan, the last speaker, made clear that democracy has its\nessential technics and these children should learn by using them, not merely by hear¬\ning about them. He illustrated at some length the technic of cooperation, on which\nhe gives a course in his own university.\n\n"}
{"page": 649, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n643\n\nThe speaker at the luncheon was Commissioner Smith of Massachusetts. He\ntraced the development of public education and characterized the present as a period\nof evaluation. All traditional practises are being examined to determine whether\nthey should be continued or supplanted. He told how he met a group of patrons who\nwanted to know whether education is five times as good, now that it costs five times\nas much, as forty-five years ago by asking the same question about eggs.\nTwo groups of section meetings occupied Monday morning and afternoon. The\npanel discussion method was used in the main, the interest and attendance were\ngood, and this innovation obviously justified itself. The topics, with the chairmen,\nwere: “Problems of Supervision in the Upper Elementary Grades and Junior High\nSchool,” Wendell Vreeland, supervisor of research in Detroit; “Socially Useful\nActivities for Early Elementary Pupils,” Jean Betzner, assistant professor of edu¬\ncation in Teachers College; “Problems in the Supervision of English,” Mildred\nEnglish, assistant superintendent of schools, Raleigh, North Carolina; “Problems in\nthe Supervision of Elementary-School Science,” Edward F. Wildman, director of\nscience education, Philadelphia; “Problems in the Supervision of Art,” Forest\nGrant, director of art education, New York City. Some thirty-five persons in all\nappeared on the programs of these five sections. In addition, other persons present\nparticipated freely. Several section meetings will evidently help to provide the muchneeded opportunity for the members of the Department to have a more active part.\nThe Board of Directors and Executive Committee met at Haddon Hall on Sunday\nand again on Wednesday. There were also meetings of the Membership Committee\nand of two yearbook committees, on “ Materials of Instruction ” and on “ Super¬\nvision of English.”\nThe Board approved the minutes of the Cleveland meeting as printed in Educa¬\ntional Method, for April 1934. The treasurer’s report, including a proposed budget\nfor 1935-36, with two changes in the latter to provide more liberally for preparation\nof yearbooks and for expenses of the annual meeting, was also approved.\nThe chairman of the Membership Committee, Maybell G. Bush of Madison, Wis¬\nconsin, reported a nationwide organization, with seven regional directors and repre¬\nsentatives in almost all states. It was voted to replace the single chairman of this\ncommittee with a central directive committee of three. The chairman appointed\nMiss Bush, Helen Piper of Lynn, Massachusetts, and F. M. Underwood of St. Louis,\nMissouri, to constitute this committee. It was further decided that the Membership\nCommittee shall serve as a committee to promote all of the interests of the Depart¬\nment, particularly the circulation of is publications—the journal and the yearbooks—\nand shall henceforth be known as the Promotion Committee. In this connection the\nExecutive Committee was authorized to experiment with regional conferences of the\nDepartment, with the cooperation of the Promotion Committee and its local repre¬\nsentatives. The assistance of state departments and departments of education in\ncolleges and universities will also be sought.\nAn application from the Illinois Supervisors Association to be made a state branch\nwas presented by Mabel C. O’Donnell, primary supervisor in Aurora. A letter\nfrom Mr. Moore, secretary of the Illinois State Teachers Association, stating that\nthis is the recognized organization in that state was submitted. On this showing\nthe affiliation of this group was authorized and the election by it of a member of the\nBoard for a term of three years ordered.\nThe situation as to yearbooks was examined. The report on materials of instruc¬\ntion will soon be ready. This is to be followed by a yearbook on the supervision\nof English by a committee of which Marquis Shattuck of Detroit is chairman. It\nwas voted that the next subject yearbook be that on the supervision of science, in¬\ncluding health and mathematics. The Executive Committee was directed to consider\nthe advisability of preparing a yearbook dealing with the curriculum as a whole,\nand was further directed to consult with the officers of the Society for Curriculum\nStudy with regard to the matter. The Board went on record as holding that the\ntask of developing and improving the program of activities in a school or school\n\n"}
{"page": 650, "printed_page": null, "text": "644\n\nNational Education Association\n\nsystem is the work of supervisors by whatever name called, and should be regarded\nas the chief function of supervision.\nThe Board approved the publishing of four special numbers of Educational\nMethod each year, and advised for 1935-36 a group of topics adapted to the needs\nof supervisory officers who are seeking to improve the program of activities by\nleading their teachers in a study of recent curriculum developments.\nThe Nominating Committee was composed of Directors Underwood, English, and\nLindquist, with the secretary-treasurer as consultant. (See Historical Note, p. 628.)\nMembers of the Board present and voting were: Directors Browning, English,\nHahn, Hosic, Lindquist, Morrison, Piper, Power, Rankin, and Underwood.\nMiss O’Donnell, Miss Bush, and Mr. Shattuck attended the meeting of the Board by\ninvitation.\n\n"}
{"page": 651, "printed_page": null, "text": "DEPARTMENT OF\nSupervisors and Teachers of\nHome Economics\n\n"}
{"page": 652, "printed_page": null, "text": "HISTORICAL NOTE\nAt the Atlanta meeting of the Association in 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.\nThe officers of the Department for the year 1935-36 are: president,\nMrs. Leila Bunce Smith, 424 West Peachtree Street, Atlanta, Ga.; vicepresident , Mrs. Dorothea F. Marlow, Shaker Heights High School,\nShaker Heights, Ohio; secretary, Mrs. Erma Christie, Supervisor of\nHome Economics, Board of Education, Muncie, Ind.; treasurer,\nMiriam A. Weikert, 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\n1933:697-708\n\n1934:693-704\n\n"}
{"page": 653, "printed_page": null, "text": "GREETINGS\nMRS. LEILA BUNCE SMITH, PRESIDENT, DEPARTMENT OF SUPERVISORS AND\nTEACHERS OF HOME ECONOMICS, ATLANTA, GA.\n\nI\n\n\\\n\n/\n\nto extend greetings to the members of this\nDepartment. My wish is that during the coming year all of us may find\nincreasing satisfaction and happiness in the stability resulting from local and\nnational recovery.\nI am sure we realize as members of a department in the National Educa¬\ntion Association that we have an unusual opportunity to interpret home\neconomics to educators in every field of learning. Altho we have accom¬\nplished much during the few years we have been organized, there is yet a\ngreat deal to be done. Our aims can only be realized by the organized\nefforts of an active group of members.\nAll teachers of home economics are eligible for membership in this Depart¬\nment. Former members are urged to renew their membership as soon as\npossible and are asked to help in strengthening the Department by inviting\ntheir associates to become members.\nT gives me great pleasure\n\nGeneral Aims of Department\n\n1. To promote the growth and the progressive development of home eco¬\nnomics education in the public school program\n2. To encourage the progressive development of home economics teachers\n3. To bring about an intelligent understanding between the educational\nofficers of school systems and the home economics supervising and teaching\ngroups\n4. To foster cooperative studies for the improvement of home economics\ninstruction in the public schools.\nTHE PLACE OF HOME ECONOMICS IN DEVELOPING\nBETTER CITIZENS\nEDWIN C. BROOME, SUPERINTENDENT OF SCHOOLS, PHILADELPHIA, PA.\n\nThe old saying, “ The hand that rocks the cradle rules the world ” is out\nof date. They do not use cradles any more. They put the baby into the\nclothes basket. And many couples do not have anything to put into the\nclothes basket.\nBetter, “ The hand that cooks the dinner rocks the world.” The manage¬\nment of the house is responsible for more distress and more happiness in the\nworld than any other factor. It is the fundamental and all-important busi¬\nness of our people. That is why instruction in home economics has become\nan important feature of education.\n[ 647]\n\n"}
{"page": 654, "printed_page": null, "text": "648\n\nNational Education Association\n\nThe old system of apprenticeship to mother versus the new one of scientific\ntraining: No girl should receive a diploma from any school who has not had\na thoro course in homemaking in all its branches: food purchasing, planning,\ncooking, serving meals; purchasing, designing, making, and repairing of\nclothing; home planning and furnishing; personal and family hygiene, in¬\ncluding care of children; budgeting and purchasing; savings and invest¬\nments ; manners, etiquette, and family relations; and allied sciences.\nBoys, too, should have instruction in such branches of home management\nas they will need to know in order to become successful husbands and fathers.\nHOME ECONOMICS:\n\nA FUNDAMENTAL IN THE\n\nCURRICULUM 1\nTHOMAS W. GOSLING, NATIONAL DIRECTOR, JUNIOR RED CROSS,\nWASHINGTON, D. C.\n\nWhen we study the development of home economics in our American\nschools, we find a gratifying evolution of purpose. The courses originally\nwere intended for girls only; in fact, even now girls occupy a place of first\nimportance. Gradually, however, the position of boys and of men in the\neconomy of the home is receiving recognition. At first, cooking and sewing\ncomprised the whole of home economics. Millinery, laundering, home\ndecoration, home sanitation, home hygiene, home nursing followed. Then\ninstead of cooking and sewing, courses in foods and clothing were intro¬\nduced. This change of name is of great significance because it indicates\na considerable expansion of ideas. In its more recent aspects home economics\nimpinges upon the departments of physics, chemistry, music, the graphic arts,\nthe manual and industrial arts, economics, and political science. Good\nleadership on the part of the professional advocates of home economics may\nmake this subject most influential in the development of the new curriculum\nwhich is sorely needed and which is now in the making.\nI am aware that a few years ago the home economics departments in some\nelementary and high schools suffered casualties. In a period of financial re¬\ntrenchment the so-called special subjects were the first to be eliminated.\nThey were labeled as the fads and frills of the curriculum. Sometimes this\nwas the expression of genuine conviction and sometimes, we are forced to\nthink, it was a subterfuge practised by persons more interested in reducing\nexpenditures than in providing adequate educational opportunities. The\nconsequence of this demonstration of public opinion has been to reduce or to\nremove altogether in certain school systems those activities which had been\ndeveloped for the purpose of supplying reality and concreteness to a curricu¬\nlum which previously had given disproportionate emphasis to the verbal and\nthe abstract.\nWhen we look for an explanation of this unfortunate retrenchment, we\nquickly conclude that home economics and the other special subjects are un1 Complete address printed in Journal of Home Economics, June-July, 1935.\n\n"}
{"page": 655, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n649\n\nusually vulnerable because they are relatively new and untried and because\nthey have not had time to become established among the accepted conven¬\ntions of educational practise. Consequently, when the need for retrench¬\nment came, these subjects were the first to yield to pressure. It would be\nprofitless now to state the case for the defense on any of these charges. What\nwe need is to learn such lessons as we can from past experience and to face\nthe future with full confidence in the value of an enriched curriculum.\nWe seem to be about to enter upon a period of rapid and fundamental\nchange in our educational procedures. Dissatisfaction with past achieve¬\nments is plainly apparent not only in the ranks of the so-called liberals and\nradicals but even among the most conservative members of the educational\nprofession. This state of unrest is made the more acute by the attacks of\nthose critics who assert that the schools make too heavy a drain upon public\nrevenues. To ignore all charges and to continue in old ways with smug\ncomplacency are not marks of real leadership. As teachers and administra¬\ntors we are under obligation to reexamine our faith and our practise from\ntime to time in order to determine their validity under new conditions.\nFortunately there are signs of an awakening to a sense of responsibility to\nthe young. Coordinated efforts to promote child welfare are in the making.\nWe may hope that ultimately society will recognize that its most important\ntask is the proper education of children and youths. This task is more im¬\nportant than building cities, exploiting natural resources, accumulating\nwealth, seeking power and place, and more important than conquering the\nsea and the air.\nWhile these outside movements and ameliorations are developing, it be¬\nhooves the schools to set their house in order. Unfortunately there is a wide\nvariance of opinion among educational authorities concerning the appro¬\npriate method to use. Some would have no patterns for youth to follow\nand would depend upon the orderly unfolding of life under a suitable\nenvironment. According to the theory of this group of thinkers, the task\nof the school is to supply the proper environment, including desirable ma¬\nterials for study. They of course would decide what is desirable and what is\nnot, altho they would stimulate children to use their own initiative in finding\nand selecting.\nAnother view of educational function, sometimes called the theory of\nindoctrination, assumes that adults have discovered certain patterns which it\nis desirable for children to understand and to follow. This latter view has\nprevailed quite generally in school practise. The criticism which is now\nleading to the making of the new curriculum is that there have been serious\nomissions in the selection of the patterns. Instead of choosing those which\nare well within the range of child experience and which have a direct bear¬\ning upon daily life, we have tended to emphasize the importance of master¬\ning racial achievements which are abstract and lacking in challenging sig¬\nnificance to the young. Arithmetic, reading, geography, history, and the\nother so-called academic subjects on both the lower and higher levels, con¬\nstitute a priceless racial heritage. But they are not our sole heritage. They\nrepresent mastery in the realm of the intellect. Other rich legacies have\n\n"}
{"page": 656, "printed_page": null, "text": "650\n\nNational Education Association\n\ncome down to us in the form of social and political institutions. To ignore\nor even to minimize these is to count as of little present value those centuries\nof painful struggle and striving thru which by slow degrees we have come\nto be what we are.\nIt is the comparative neglect of some of these important social institutions\nthat has thrown our educational system out of balance. Its consequences are\nnow stimulating a demand for new materials and methods. Thus we shall\nfind ourselves in the near future forced in sheer self-defense to ask what\nresponsibilities rest upon the schools to preserve the patterns of individual\nliberty and of free institutions whereby men govern themselves thru political\nmachinery of their own making; and we shall have to ask in particular what\nresponsibility rests upon the schools to preserve the pattern of the home\nwherein man and wife and children in love and loyalty constitute a social\nunit to which centuries of experience have given incontestable validity. If\nwe are unwilling to admit into the curriculum those studies which deal\ndirectly with these social patterns, then we shall be under the necessity of\nproving that our intellectual heritage is so valuable that we can afford to\nignore everything else. In the long run, if not immediately, we are likely\nthru the exercise of good judgment to balance our curriculum by giving due\nrecognition to all phases of life appropriate to children and essential to\nsocial continuity.\nThis situation presents an unusual opportunity and a clear challenge to\nteachers and to supervisors of home economics. You are concerned with the\nproblems of the home. These problems are not material only; they are social,\nmoral, esthetic, economic, and spiritual. Nor are these problems of inter¬\nest and of importance to girls and women only; they are of equal concern to\nboys and girls and to men and women. Of course there will be differentia¬\ntion of treatment just as in the well-ordered home there will be a division\nof labor.\nIn order that the whole problem of the home may be given adequate\nconsideration, it seems desirable that the departments of home economics\nand of industrial arts be unified in some manner helpful to both. If we had\na department of ethics in the schools, it should become a part of the merger.\nThe readiest solution is to make the teaching of ethics a part of the obliga¬\ntion of every teacher of home economics or industrial arts.\nThe kind of curriculum here proposed assumes that a unified program\ndealing with the home is to be required of all boys and girls. It will be\nsufficiently comprehensive to begin in the early years of the elementary\nschool and to extend thruout youth. A sufficient number of teachers ade¬\nquately prepared to conduct this program is not at present available. It will\nbe necessary, therefore, to make small beginnings and to proceed slowly\nuntil teacher-training institutions can meet the demand.\n\n"}
{"page": 657, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n651\n\nTHE NATURE AND FUNCTION OF HOME ECONOMICS 1\nEFFIE RAITT, PRESIDENT, AMERICAN HOME ECONOMICS ASSOCIATION,\nUNIVERSITY OF WASHINGTON, SEATTLE, WASH.\n\nHave we a philosophy of home economics? Do we realize its purpose\nand appreciate its significance ? Are we aware of its nature and its relation¬\nship to other subjects in the curriculum?\nWe have a philosophy, complete and integrated, if we will but possess it.\nEver since that far-seeing group met at Lake Placid from 1899 to 1909 to\nconsider what a changing world required for education of women that\nmight improve homes and the life within, we have had a philosophy, altho\nnot readily do we see all of its implications.\nThe philosophy for the integration of our subjectmatter is based upon\nfunction; therefore, we must state our objectives in terms of purposes rather\nthan as units of subjectmatter to be mastered. Skills should not be dis¬\ncredited, but they are a means to an end. Organized knowledge we must\nhave. It is the foundation. Without it we would never develop full intel¬\nlectual strength. Lacking exact knowledge we would drift and be readily\nswayed by every wind of doctrine. We cannot claim for our field knowledge\nthat does not function.\nMastery of available data in regard to nutrition, food preparation, textiles,\nhousing, income management, child development, family relationships, is\nessential not as general knowledge disconnected with current situations, but\nfor better understanding and improved use of resources. The function of\nhome economics is to assemble and disseminate whatever may serve to pro¬\nmote the ideal for the home and the lives within. Our purpose is enrichment\nof homes and of home life and activities growing out of them. The relation¬\nship to other divisions of knowledge and to other lines of activity must be\nrecognized if the subject is to be seen in its proper perspective. It behooves\neach worker in home economics to survey all fields of knowledge, all lines\nof activity, and to glean therefrom whatever may serve the end we seek—\nimprovement of homes and home life.\nOur goal (we say it glibly) is enrichment of homes and home life, more\nabundant living. Stating a comprehensive objective in fine-sounding phrases\nis futile without analysis, evaluation, conclusions, and formulation of\nprocedures.\nWhat can be taught in home economics that will enrich homes and home\nlife and so lead to more abundant living thru increasing satisfactions, or,\nwhat may be quite as important, lessening dissatisfactions? Our task is a\ndual one: First, to enlarge those resources from which we benefit and\nalso, as Dr. Suzzallo said once when he faced a trying situation, “ to turn\nliabilities into assets.” Let us take a little time to mention a few of the\noutcomes of teaching that fall within our province and contribute to this end.\nMaking better choices, whether of commodities, services, or use of leisure time—\nchoices that are based upon reliable information.\n1 Complete address printed in Journal of Home Economics, May, 1935.\n\n"}
{"page": 658, "printed_page": null, "text": "652\n\nNational Education Association\n\nIncreasing abilities and opportunities to enjoy things that are worthy. This may\napply to home furnishing, to clothing, to friends, or to good literature.\nDeveloping a feeling of social security by helping pupils to a recognition of their\nown intrinsic worth.\nCultivating a sense of fair play. Cooperative activities in the laboratory give\nexcellent opportunity for the give-and-take necessary to develop this spirit.\nHelping to distinguish between those things that yield merely transitory pleasure\nand those that furnish enduring satisfactions. This requires careful analysis, but\nis worth much effort. It is the basic principle in budget making.\nProviding opportunities for creative expression. Pride in work is a great incen¬\ntive, whether the product be a perfect glass of jelly, a well-made garment, or a\nbeautiful flower arrangement.\nEnlarging opportunities for enjoyment of human relationship. Boys and girls\nrespond enthusiastically to teaching of social amenities. Help pupils plan their\nparties.\nHelping to fix worthy ideals that are not too far above possibility of attainment.\nToo wide a gap between existing conditions and the goal set may result only in\ndiscontent. The habit of failure may result from always attempting too much.\nGaining an insight that will increase understanding and respect for one’s own\nfamily. Girls and boys are extremely sensitive to family conduct that does not\nconform to their group standards. Help them adjust to and appreciate real values.\n\nI would add that as opportunity offers, a realizing sense of relationship to\na higher power should be fostered.\nOn the negative side, methods might be studied that would decrease waste,\nlessen irritation and distrust, get rid of a feeling of inadequacy, eliminate\ncompetition within the family group, overcome lack of system and orderli¬\nness, lessen the tendency to tolerate the mediocre and tawdry, whether in\ntangible things like home furnishing and clothing or in social relationships.\nThese outcomes are reached not directly by precepts, thru a lesson or series\nof lessons, but thru a variety of experiences encountered in solving everyday\nproblems. When any teacher has as a part of her inner consciousness a con¬\nception of our ultimate goal—the improvement of home living—she will\nfind countless opportunities to attain these results as she teaches classes in\nfood, clothing, shelter, child development, or income management.\nNo lesson or series of lessons in home economics should be considered com¬\nplete unless in addition to the acquisition of skills and knowledge a basis\nfor selective judgment has been reached and an understanding of its sig¬\nnificance to the student has been realized. As our horizons have broadened\nwe have realized the necessity for going deeper to establish our foundations.\nWe have a philosophy complete and integrated. Mrs. Ellen H. Richards\nepitomized it in these few sentences which we would do well to use as a\nlitany:\nHome economics stands for\nIdeal home life of today unhampered by tradition of the past\nThe resources of modern science to improve home life\nFreedom of the home from the dominance of things, and their due subordina¬\ntion to ideals\nThat simplicity in material surroundings that will free the spirit for the more\nimportant and permanent interests of home and of society\n\n"}
{"page": 659, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n653\n\nTO THE HOME ECONOMICS TEACHERS OF THE NATION\nHENRY LESTER SMITH, DEAN, SCHOOL OF EDUCATION, INDIANA UNIVERSITY,\nBLOOMINGTON, IND. ; AND PRESIDENT, NATIONAL\nEDUCATION ASSOCIATION\n\nTo each of you I extend the cordial hand of fellowship and good wishes.\nAs I come into the high responsibilities of my year as president of the\nNational Education Association I need your active and wholehearted help\nto work out the problems of the Association and the profession. For seventyseven years the finest teachers of America have put their best into our Asso¬\nciation. Like the structure of our democratic government, it brings together\ninto working cooperation the forces of locality, state, and nation. It is the\nonly organization which has the possibility of enlisting and welding together\nthe teachers of America.\nThe work of the Association is carried on by three groups, the head¬\nquarters staff, the state and local associations, and the twenty-four depart¬\nments—including the Department of Supervisors and Teachers of Home\nEconomics—which meet the needs of workers in the special fields. I have\npledged myself to a program of action which calls for the active support of\neach of these three groups. Will you not cooperate in its realization? The\nfollowing is the program around which I shall build my work for the year:\nSecurity of positions for teachers\nMinimum wage law\nUniform school term\nAdequate retirement allowance\nState and local financial support for schools\nFederal aid but not control\nRecognition of classroom teachers\nThe amendment which was adopted at Washington\nDemocracy in the N. E. A.\nUnited organization with a single purpose—furthering the educational facilities\nof our land and encouraging full participation in these facilities by our children,\nyouth, and adult citizenship.\n\nThis program can be made effective only by a willingness on the part of\neach member of our National Education Association to give his best. May I\nthen on behalf of the Association appeal to each of you to throw your whole\nstrength into its important work? You will think of many things to do.\nMay I suggest for home economics teachers three lines of effort: first, the\ninterpretation of school service to the home in order that there may be\nthat understanding and support so essential to the security of the schools in\nthese critical times; second, a continuing study of the various housing\nprojects and enterprises now being sponsored by the federal government in\norder that the consumer may understand how to obtain a house within his\nmeans, suitable for his family situation, well constructed, and worth the\nprice which he pays for it; and third, that emphasis be placed on the art of\nliving so that people who move into better homes will make increasing im¬\nprovements in personal character and fineness.\n\n"}
{"page": 660, "printed_page": null, "text": "654\n\nNational Education Association\n\nThe home economics teachers are perhaps closer to the homes than any\nother one group. They were quick to see the almost endless opportunities\nwhich the school has for raising the standard of well-being in the home.\nPresident Roosevelt’s plans for the improvement of the nation’s homes are\nreceiving public understanding and support, largely because of the steady,\nyear-by-year teaching of homemaking in the schools. In every community in\nthe United States, the influence of the home economics teacher can be seen\nat work. It can be seen in the records of homes made more beautiful or more\nsecure, of manners refined and standards uplifted because the opportunities\nof children have been enlarged, their spirits awakened, their tastes cultivated,\ntheir skills trained.\nMay I pay tribute in this connection to the splendid group meetings which\nwere held by the Department of Home Economics at the Washington con¬\nvention of the National Education Association. The discussion of such topics\nas “ home economics education for intelligent living,” “ the contributions\nof home economics education to worthwhile leisure,” and “ home economics\neducation for citizenship,” indicates the close connection which the work\nof the home economics teacher has with the entire life of the community.\nLet us lead parents to appreciate still further the service of the school.\nLet us visit homes and invite parents to visit the schools. It is only on a basis\nof public understanding and support that the tides of retrenchment can be\nturned back and the work of reconstruction begun.\nHOME ECONOMICS IN THE SCHOOL CURRICULUM\nE. E. OBERHOLTZER, SUPERINTENDENT OF SCHOOLS, HOUSTON, TEXAS;\nAND PRESIDENT, N. E. A. DEPARTMENT OF SUPERINTENDENCE\n\nThe Department of Home Economics in the Houston Public Schools is\nstriving to broaden and integrate the type of education which will help\nstudents to understand better the basic problems of health and general wel¬\nfare as related to the development and organization of home life. Home\neconomics has its place in the school curriculum because it is designed to\nhelp pupils learn new and improved ways of living. It should contribute to\nboth physical and mental improvement by adding to the skill which one must\nhave to meet the problems of modern life. This department should con¬\ntribute to the enjoyment and satisfaction of results by intelligent and ap¬\npreciative understanding of the purposes of life.\nIn certain respects, home economics may also contribute to vocational\nefficiency of the individual. This department should prepare the background\nfor certain of the vocations, such as nursing or dietetics or even the vocation\nof the homemaker, who must become manager of the home and look after\nthe general welfare of the family and children in particular.\nMany of the problems that exist today in the social and economic world\nare results of the inefficiency of the home due to lack of understanding and\nappreciation of some of these fundamentals in human living. One of the\nparamount problems in education today is how to enable people to adjust\n\n"}
{"page": 661, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n655\n\nthemselves to the changing conditions of society. Certainly, one aspect of\nthis problem must be how to adjust the family budget to declining income,\nhow to adjust one’s living habits to the changing type of community from\nrural to urban, from the simple house to the complicated apartment, and\nfrom the old home life to organized social life, which is mostly becoming life\naway from the home.\nSummarizing, then, I should say that the Department of Home Economics\nhas a most vital place in the program of education. It should be integrated\nwith all the other fields of subjectmatter and should operate under condi¬\ntions that are practical and real. It should come to grips with the everyday\nproblems of life.\nINTEGRATION OF EDUCATION FOR BETTER LIVINGPANEL DISCUSSION\nPanel:\n\nSam R. Hill, Principal, Manual Training High School, Denver,\nColo., Leader\nWard I. Miller, Superintendent of Schools, Fort Collins, Colo.\nFrances Zuill, Head, Home Economics Department, State Uni¬\nversity of Iowa, Iowa City, Iowa\nGeorge W. Frasier, President, Colorado State College of Educa¬\ntion, Greeley, Colo.\nElizabeth Riner, Director of Adult Education in Homemaking,\nPublic Schools, Omaha, Nebr.\nGeorge L. Maxwell, State Director of Emergency Education,\nDenver, Colo.\nAgnes Tilson, Director of Parent Education, Merrill-Palmer\nSchool, Detroit, Mich.\nMrs. Kate W. Kinyon, Director of Home Economics, Public\nSchools, Denver, Colo.\nBirdie Vorhies, Supervisor of Home Economics, State Department\nof Education, Lincoln, Nebr.\nWalter F. Dyde, Professor of Education, University of Colorado,\nBoulder, Colo.\n1. What is the necessity for thinking of education as an integrated process\nby the administrator? the teacher? the child?\nA functioning educational program must contribute to helping the learner\nface life problems more adequately. It must help to integrate conflicting\nbeliefs and behavior, reconstruct values and standards in changing condi¬\ntions, develop personality, and orient the individual toward a better under¬\nstanding and desire for sharing the common purposes of the group, all to the\nend that individual and group living may be increasingly improved and\nenriched.\nThe first step in the discussion should be a clarification of the meaning\nof integration in this particular situation. Dr. Hopkins presents the follow-\n\n"}
{"page": 662, "printed_page": null, "text": "656\n\nNational Education Association\n\ning definition of the term: “ Integration is a term used to designate the\ninternal aspects of behavior exhibited by an individual in resolving the con¬\nflicts which arise within his movements in his environment.” Integration,\nso far as the individual is concerned, is the harmonious functioning of\ninward and outward behavior processes to the end of producing a unified\nself. The integrated individual builds up technics and reactions which he\nuses in facing situations which bring self and environment into harmony.\nSomeone has said that there is no integration unless it exists in the mind\nof the learner, no matter how well the educational program has been planned.\nThe teacher who is not himself an integrated personality cannot hope to\ncontribute much to the integration of the child. He must have a social\nphilosophy and an appreciation and understanding of the growth and devel¬\nopment of the child. He must be a guide and also a learner with the child.\nThe classroom under such a teacher becomes an opportunity to examine the\nbehavior aspects of the life experiences of the individual. The teacher must\nalso help the child in his disturbing home influences, and work with com¬\nmunity leaders to shape viewpoints. The integrated individual develops in\nhis total environment growing toward a unified self. The administrator\nmust contribute very positively to the promotion of an environment in which\nteachers and pupils can develop integration. Administration must be human¬\nized and socialized.\n2. What constitutes a program which will secure integration?\nA program which gives opportunity for integration must:\na. Give opportunity for many contacts in the environment.\nb. The experiences resulting from these contacts must give opportunity\nfor selecting, organizing, “ doing,” and evaluating in the solution of the\nproblems arising out of the experiences to the end of changed behavior.\nc. Relationships must be seen and there must be a technic for their use.\nd. The school program is moving rapidly toward life activities as the\ncenter of the curriculum. Science and social science are looking to life\nwithin and without the home for subjectmatter. This procedure offers op¬\nportunity for many and varied contacts with the environment. Many fields\nof subjectmatter go to the home and the community for basic materials,\napplying these materials to the problem of personal living and home life.\nThe special contribution of home economics will come thru guiding indi¬\nviduals in reaching decisions as to values most worth working for in personal\nliving and home and family life.\n3. What changes in our present practise in home economics are implied\nby the acceptance of such a program ?\na. Philosophies of education and home economics must be examined and\nreshaped.\nb. Teacher-training institutions must revamp programs to include courses\ngiving an appreciation and understanding of human relationships thru mental\nand social hygiene and the social studies.\nc. Teachers must see that skills are only one phase of the development of\nthe integrated personality.\n\n"}
{"page": 663, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\nd. The school curriculum must be a unified undertaking.\n\n657\n\nWater-tight\n\ncompartments must go.\n\ne. The program must become coeducational.\nf. More adequate means of discovering vital individual and group needs\nmust be devised together with means of actually meeting these needs with\nsatisfaction to the individual and the home. Just growing up brings many\nneeds to the individual, but growing up in a particular family and a par¬\nticular community makes certain needs more important than others. The\nneed for integration of conflicting beliefs and behavior is seen with the out¬\nward acceptance of the teaching of science, while conduct is still being influ¬\nenced by superstitions. Black cats, ladders, and “ mad stones ” still influence\nbehavior.\ng. Home economics must be interested in the major social trends as they\nare shaping individual, home, and community life.\nREPORT OF PRESIDENT\nMRS. LEILA BUNCE SMITH,\n\nWEST PEACHTREE STREET, ATLANTA, GA.\n\nIt is with pleasure that I report my activities during the first year of\noffice, as follows:\n1. Five hundred letters (mimeographed) mailed to home economists, soliciting\ntheir interest in the Department\n2. Forty-eight letters (mimeographed) mailed to state superintendents of schools,\nstating the aims of the Department and asking for their cooperation\n3. Forty-eight letters (mimeographed) mailed to editors of state education\njournals, enclosing announcements of the Department for publication\n4. Forty-eight letters (mimeographed) mailed, appointing state membership\nchairmen\n5. Letters written to the president of the National Education Association and\npresident of the American Home Economics Association, offering the cooperation\nof this Department in their activities\n6. Appointed a News Letter Committee, of which Clara Lee Cone is chairman.\nFive hundred copies of the News Letter were printed and mailed early in January.\nThe edition was financed with ads, which appeared on the back page\n7. Appointed a Plan of Work Committee, of which France^ Swain is chairman\n8. Appointed Freda Winning chairman of the Yearbook Committee\n9. Secured $200 from the National Education Association to begin work on the\nyearbook\n10. Appointed Maude Williamson chairman of the Program Committee for the\nDenver meeting\n11. Appointed Mrs. Kate Kinyon chairman of Local Arrangements Committee\nfor the annual meeting\n12. Appointed Alice Currier chairman of the Constitution Committee\n13. Appointed Carlotta C. Greer chairman of the Nominating Committee\n14. Reappointed the Economics Committee with Dr. Andrews chairman, and the\nBibliography Committee with Miss Coon chairman\n15. A substantial increase in membership has been made.\n\nThanks are due the officers of the Department and the chairmen of the\ncommittees for the excellent spirit of cooperation which was manifested\non all occasions. Especially are thanks due Maude Williamson and Mrs.\n\n"}
{"page": 664, "printed_page": null, "text": "658\n\nNational Education Association\n\nKate Kinyon for planning the program and making arrangements for the\nDenver meeting. To Carlotta Greer, who has worked untiringly to per¬\nform the service that I could not render as president, I confess an eternal\ndebt of gratitude.\nSECRETARY’S MINUTES\n\nDenver, Colorado\nJuly 2-3, 1935\nf\n\nThe Department of Supervisors and Teachers of Home Economics had two\nmeetings, one Tuesday, a session on “ Understanding People,” and one Wednesday,\na panel discussion on the “ Integration of Education for Better Living.” Ruth\nLloyd, director of the Psychiatric Social Service of the Colorado Psychopathic\nHospital in Denver talked concerning the youth of today and its explanation. Some\nof the key points which she brought out were as follows:\nWomen have a larger unconscious life than men, largely because of a\ngreater sympathetic nervous system which results in a higher intuitive power\nand also results in an increase in sympathy and understanding. Women\nrepresent the “ feeling ” type of human being while men represent the\n“ power ” type and this causes the struggle which we see going on during\nthe adolescent period.\nThe entrance of woman into the economic situation has emphasized the\ndevelopment of individualism. To understand the adolescent girl, we must\nunderstand sex characteristics, the first evidence of which is the desire to\nattract the attention of the other sex. The greatest conflict in adolescent\ngirls and young women is caused by that of the maternal or sex instincts\nand the will to power with the social inhibitions which we have developed.\nR. F. Gustavson, professor of chemistry, Denver University, told in a very\nscientific and yet understanding manner of the present status of knowledge con¬\ncerning the endocrine glands and human behavior. It is impossible to summarize\nhis talk in a brief space but suffice it to say, he held his audience of some five\nhundred people in tense attention during the entire time.\nThe panel discussion on Wednesday was led by Sam R. Hill, principal, Manual\nTraining High School, Denver, Colo. (Summary appears in preceding pages.)\n\n"}
{"page": 665, "printed_page": null, "text": "DEPARTMENT OF\nTeachers\n\nColleges\n\n"}
{"page": 666, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of teachers colleges takes the place of the Depart¬\n\nment of Normal Schools, which was formed at the Cleveland meeting,\nAugust 19,1870, by a reorganization of the American Normal School As¬\nsociation which had been organized in 1858. See proceedings, 1870:176;\n1906: 524. In 1924 it was voted to appoint a committee to discuss the\npossibility of combining with the American Association of Teachers\nColleges. See proceedings, 1924:614. In 1925 the combination was\neffected. It was arranged that the National Education Association take\nover the publications of the American Association of Teachers Colleges,\nincluding its yearbook, in 1926.\nThe officers of the Department for the year 1935-36 are: president,\nH. A. Sprague, President, New Jersey State Teachers College, Mont¬\nclair, N. /.; vicepresident, Eugene Fair, President, Northeast Mis¬\nsouri State Teachers College, Kirksville, Mo.; secretary-treasurer,\nCharles W. Hunt, Principal, State Normal School, Oneonta, N. Y.;\nexecutive committee: Clarence L. Phelps, President, State Teachers\nCollege, Santa Barbara, Calif. (term expires 1936) ; Norman IV. Cam¬\neron, President, State Teachers College, West Chester, Pa. (term expires\n1937); L. A. Pittenger, President, Ball State Teachers College, Muncie,\nInd. (term expires 1938).\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1- 88\n1873:164-199\n1874:214-254\n1875:138-153\n1876:157-211\n1877:139-174\n1879:113-135\n1880:176-192\n1881 -.199-218\n1882 -.173-180\n1884:236-258\n1885:223-247\n1870:\n\n1886:387-420\n\n1887:465-508\n1888:463-512\n1889 -.555-609\n1890 -.715-755\n1891:709-740\n1892 -.407-433\n1894:819-870\n1895 -.672-717\n1896:642-665\n1897:709-735\n1898:728-756\n\n1899:835-903\n1900 -.480-490\n1901:635-645\n1902:529-643\n1903:539-593\n1904:567-591\n1905 -.517-555\n1906:707-711\n1907:739-758\n1908:703-738\n1909 -.547-596\n1910:563-593\n\n[ 660 ]\n\n1911: 695- 707\n1912: 809- 896\n1913: 523- 552\n1914: 497- 564\n1915: 763- 813\n1916: 441- 460\n1917: 383- 416\n1918: 209- 234\n1919: 221- 257\n1920: 237- 262\n1921: 515\n1922:1063-1084\n\n1923:737-743\n1924:613-635\n\n1925:863\n1926:839-947\n1927:873-950\n1928:833-948\n1929:827-936\n1930:801-910\n1931:845-945\n1932:713-785\n1933:709-777\n1934:705-776\n\n"}
{"page": 667, "printed_page": null, "text": "OUR NEXT ORDER OF BUSINESS\nH. L. DONOVAN, PRESIDENT, EASTERN KENTUCKY STATE TEACHERS\nCOLLEGE, RICHMOND, KY.\n\nP\n\nrofessional unity—Altho\n\nour Association has had a phenomenal de¬\nvelopment, yet I am persuaded that we can wield a greater and better\ninfluence in the nation. In order to do this, the membership of our Associa¬\ntion should include all institutions offering like professional teacher training\nand exclude those which do not. Our interests are identical with those of\nthe colleges of education in the great universities. We have approximately\nthe same function to perform. These two groups of colleges, dedicated to\nthe same service, have each been pursuing their own professional course. In\nmy opinion, it is highly desirable that the deans of the colleges of education\nand the presidents of teachers colleges should meet together and consolidate\ntheir professional interests. Should not the American Association of Teach¬\ners Colleges invite the colleges of education to affiliate with it to the end\nthat the professional colleges for the education of teachers may be united\nin one group?\nMembership—Each year we are having applications for membership in\n\nour Association from institutions that have no very definite objectives. These\nschools are not primarily colleges for the education of teachers. With many\nof them, the preparation of teachers is regarded as a byproduct. Colleges\nwhose function is not primarily the education of teachers have no place in\nour organization. The time has come when we should pursue a policy such\nas that which the medical profession has adopted in the education of doctors,\nand reduce the number of teachers colleges and colleges of education rather\nthan encourage the establishment of new institutions of this type. Let us\nlend our efforts to improve the quality of those colleges that are now well\nestablished and oppose ill-advised movements to salvage dying colleges of\nanother type by making teachers colleges of them. We do not need more\ncolleges for the education of teachers but better colleges.\nA journal—As an Association, we have no house organ; and, as a group\n\nof colleges, we have no journal we can refer to as representing our inter¬\nests. There are more than two hundred teachers colleges and normal schools\nwith approximately 15,000 faculty members. Can we not support a journal\nof our own ? If we hope to wield the influence we are entitled to have, this\nis a matter in which we should become interested. When members of our\nfaculties produce good articles, they often are not able to get them published\nbecause other groups have the first claim on the columns of most of the\njournals of education. Is the time propitious for us to consider linking up\nwith one of the educational journals in order that we may have first claim\non it?\nStandards—I have been tremendously impressed by the study of the North\n\nCentral Association. It is my opinion that this investigation is going to force\n[661]\n\n"}
{"page": 668, "printed_page": null, "text": "662\n\nNational Education Association\n\nall accrediting agencies to reform their methods of evaluating a college.\nTheir effort to secure a total picture of the college merits most favorable\nconsideration. I, personally, have but little faith in paper reports. Colleges\nshould be inspected at least once every three years. This is the only way to\nknow the worth of an institution. Inspection is a great stimulus to any\ncollege, and institutions are entitled to such assistance from accrediting\nagencies. We should be ready to take advantage of every good thing revealed\nin the North Central investigation. Assuredly, qualitative standards will\nin the near future displace quantitative standards. Our standards as they\nstand today (and I helped write them) are too formal and mechanical. I can\nconceive of a college meeting every standard of our Association and still\nnot being a college with a soul—breaking the bread of life to young men and\nwomen.\nImprovement of certification laws—The certification laws of this coun¬\ntry are the greatest barrier to educational progress with which we have to\ncontend. So long as the ignorant and the half-educated can procure license\nto teach, educational advancement will be difficult to make. The legisla¬\ntures of most states are induced for political considerations to pass laws\npermitting low grade certificates in order to protect an army of “ school\nkeepers,” while many well-qualified teachers join the army of the unem¬\nployed. The teachers colleges should make a concerted movement to reform\nthe certification laws of many of our states. There is no longer any need\nfor the employment of a teacher in this country who in preparation for\nteaching has not had at least two years of work at the college level.\nPublicity—That institution of higher education which most directly\naffects the welfare of the masses is the teachers college. We have failed\nto establish in the minds of the people our essential value to them. The\npart which the teachers college plays in raising the general cultural level\nof society is not understood by the public. Without depreciating the value\nof any other institution, for all of them have a place in our social order,\nthe teachers college is in fact and truth the people’s college. Our Associa¬\ntion, as well as its individual members, should make a much greater effort\nto interpret to the public the supreme value of the work of the teachers\ncolleges of America in the making of a nation.\n\nWHAT HAS HAPPENED TO THE FINANCES OF THE\nTEACHERS COLLEGES DURING THE DEPRESSION?\nGEORGE W. FRASIER, PRESIDENT, COLORADO STATE COLLEGE OF EDUCATION,\nGREELEY, COLO.\n\nA question blank was sent to all four-year teachers colleges that are\nmembers of the American Association of Teachers Colleges. This blank\nwas for the purpose of collecting information concerning the annual ex¬\npenditures of the colleges over the last six years from 1929-30 to 1934-35\ninclusive. Seventy-four teachers colleges submitted complete information\n\n"}
{"page": 669, "printed_page": null, "text": "663\n\nDepartment of Teachers Colleges\n\nin ample time for the necessary statistical work to be done. Reports came\nfrom several other colleges when it was too late to use the material.\nThirty-three of these colleges are located in the north central area; fifteen\nin the northeastern region; ten in the Rocky Mountain and Pacific states;\nand sixteen in the southern area. In many of our tables we present sepa¬\nrate data for each of the four sections of the country.\n•\n\nMost of the value of this study will come from a careful perusal of the\ntables on the following pages. Complete information has already been sent to\nthe presidents of all colleges cooperating. It is my purpose to mention only\ngeneral trends. The year 1929-30 is used as a basic year. All percentages\ngiven in this study use 1929-30 as a base; for example, 70 percent expendi¬\nture at any level means 70 percent of the expenditures in 1929-30.\nThe total expenditures for the six-year period are found in Table I, and\nshow for the north central group a drop to 72.4 percent. The northeastern\ngroup dropped to 56.5 percent; the southern group to 68.6 percent; and the\nwestern group to 80.3 percent. In the groups studied, the northeastern\nTABLE I—TOTAL ANNUAL EXPENDITURES AND PERCENTAGE OF\nCHANGE IN SEVENTY-FOUR STATE TEACHERS COLLEGES\nIN FOUR GEOGRAPHICAL REGIONS FOR A SIX-YEAR\nPERIOD, 1929-1935\nRocky\nMountain\nand Pacific\n\nPercent\n\n7\n\n8\n\n9\n\n$4,568,005\n4,371,970\n3,948,223\n3,523,595\n3,103,382\n3,134,260\n\n100.0\n95.7\n86.4\n77.1\n67.9\n68.6\n\n$2,794,323\n2,666,343\n2,513,039\n2,320,056\n1,972,300\n2,243,434\n\n100.0\n95.4\n89.9\n83.1\n70.6\n80.3\n\n$1,464,623\n3,77 4,906\n\n32.1\n82.6\n\n$822,023\n2,418,249\n\n29.4\n86.6\n\nYear\n\nNorth\nCentral\n\nPercent\n\nNortheast\n\nPercent\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n1929—30a\n1930-31\n1931-32\n1932-33\n1933-34\n1934-35b\n\n$10,457,009\n9,739,828\n10,035,914\n8,595,242\n7,648,078\n7,574,082\n\n100.0\n93.1\n96.0\n82.2\n73.1\n72.4\n\n$5,883,809\n6,213,401\n5,053,639\n4,379,855\n3,615,139\n3,322,139\n\n100.0\n105.3\n85.9\n74.4\n61.4\n56.5\n\nTotal\nrange...\nAverage ..\n\n$2,882,927\n9,008,359\n\n27.6\n86.1\n\n$2,891,262\n4,744,664\n\n48.8\n80.6\n\nSouthern Percent\n\na This year is taken as the base.\nb The budget amount.\n\ngroup suffered the greatest reduction, followed by the southern states, north\ncentral, and the Rocky Mountain and Pacific states.\nTable II shows the information concerning capital outlay for the same\ngroup of states. Here you will notice a tremendous falling off, the schools\nin the northeast going down in 1934-35 to 6.7 percent of the capital expen¬\nditures for 1920-30; those in the north central dropping to 11.9 percent;\nthe southern to 23.5 percent; and the western to 74.1 percent.\nThe data for annual faculty salaries show for the six-year period a reduc¬\ntion to 77 percent for the southern states, 80 percent for the north central\nstates, 86 percent for the northeastern states, and 89 percent for the Rocky\nMountain and Pacific states.\n\n"}
{"page": 670, "printed_page": null, "text": "664\n\nNational Education Association\n\nTABLE II—TOTAL ANNUAL CAPITAL EXPENDITURES AND PER¬\nCENTAGE OF CHANGE IN SEVENTY-FOUR STATE TEACHERS\nCOLLEGES IN FOUR GEOGRAPHICAL REGIONS FOR A\nSIX-YEAR PERIOD, 1929-1935\n\nYear\n\nNorth\nCentral\n\nPercent\n\nNortheast\n\nPercent\n\n1\n\n2\n\n3\n\n4\n\n5\n\n1929—30®\n1930-31\n1931-32\n1932-33\n1933-34\n1934—35b\n\n$1,133,799\n926,416\n696,909\n553,246\n131,478\n134,562\n\n100.0\n\n100.0\n\n11.9\n\n$1,472,876\n1,264,790\n345,710\n219,229\n167,412\n98,794\n\nTotal\nrange.. .\nAverage .\n\n$1,002,321\n596,068\n\n88.4\n52.6\n\n$1,374,082\n594,802\n\n81.7\n61.5\n48.8\n\n11.6\n\nSouthern Percent\n\nRocky\nMountain\nand Pacific\n\n1\nPercent\n\n6\n\n7\n\n8\n\n9\n\n$1,281,472\n1,014,897\n348,202\n222,416\n213,985\n301,145\n\n100.0\n79.2\n27.2\n17.4\n16.7\n23.5\n\n$412,519\n644,717\n143,863\n368,610\n170,121\n305,850\n\n100.0\n\n85.9\n23.5\n14.9\n11.4\n6.7\n\n93.3\n40.4\n\n$1,067,487\n563,686\n\n83.3\n44.0\n\n$268,656\n340,947\n\n102.1\n\n.\n\n136.0\n33.9\n89.4\n41.3\n74.1\n\n79.1\n\n® This year is taken as the base.\nb The budget amount.\n«\n\nTABLE III—TOTAL ANNUAL FACULTY SALARIES AND PERCENTAGE\nOF CHANGE IN SEVENTY-FOUR STATE TEACHERS COLLEGES\nIN FOUR GEOGRAPHICAL REGIONS FOR A SIXYEAR PERIOD, 1929-1935\nRocky\nMountain\nand Pacific\n\nPercent\n\n7\n\n8\n\n9\n\n100.0\n103.4\n101.3\n88.0\n79.6\n76.6\n\n$1,615,554\n1,674,932\n1,719,388\n1,619,799\n1,353,222\n1,432,603\n\n100.0\n\n99.7\n86.4\n\n$2,361,906\n2,444,325\n2,392,830\n2,078,163\n1,880,739\n1,809,630\n\n29.6\n104.2\n\n$634,695\n2,161,265\n\n26.8\n91.5\n\n$366,166\n1,569,250\n\n22.2\n97.1\n\nYear\n\nNorth\nCentral\n\nPercent\n\nNortheast\n\nPercent\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n1929-30®\n1930-31\n1931-32\n1932-33\n1933-34\n1934-35b\n\n$6,175,410\n5,983,488\n6,530,215\n5,453,542\n5,003,581\n4,947,056\n\n100.0\n\n$2,280,245\n2,561,994\n2,645,107\n2,557,722\n2,206,767\n1,970,593\n\n100.0\n\n96.9\n105.4\n88.3\n81.1\n80.1\n\nTotal\nrange.. .\nAverage . .\n\n$1,583,160\n5,682,215\n\n25.3\n91.9\n\n$674,514\n2,370,405\n\n111.0\n116.0\n\n112.2\n\nSouthern Percent\n\n103.5\n106.0\n100.3\n83.8\n88.7\n\na This year is taken as the base.\nb The budget amount.\n\nTable IV shows expenditures for library books and magazines. In 193435 these expenditures had fallen to 45.6 percent for the colleges of the\nnortheast, to 68.8 percent for the colleges of the south, to 81.5 percent\nfor the north central colleges, and to 82.3 percent for the colleges of the\nRocky Mountain and Pacific area.\n\n"}
{"page": 671, "printed_page": null, "text": "665\n\nDepartment of Teachers Colleges\n\nTABLE IV—TOTAL ANNUAL EXPENDITURES FOR LIBRARY BOOKS\nAND MAGAZINES AND PERCENTAGE OF CHANGE IN SEVENTYFOUR STATE TEACHERS COLLEGES IN FOUR GEOGRAPHICAL\nREGIONS FOR A SIX-YEAR PERIOD, 1929-1935\n\nYear\n\nNorth\nCentral\n\nPercent\n\nNortheast\n\nPercent\n\n1\n\n2\n\n3\n\n4\n\n5\n\nRocky\nMountain\nand Pacific\n\nPercent\n\n7\n\n8\n\n9\n\nSouthern Percent\n6\n\n1929-30a\n1930-31\n1931-32\n1932-33\n1933-34\n1934—35b\n\n$141,211\n129,622\n138,316\n123,310\n120,106\n115,084\n\n100.0\n91.8\n97.9\n87.3\n85.1\n81.5\n\n$67,079\n55,744\n51,603\n47,043\n29,903\n30,612\n\n100.0\n83.1\n76.9\n70.1\n44.6\n45.6\n\n$72,842\n65,961\n78,463\n54,248\n52,738\n50,136\n\n100.0\n90.6\n107.2\n74.5\n72.4\n68.8\n\n$40,770\n41,938\n39,269\n27,525\n23,104\n33,550\n\n100.0\n102.8\n96.3\n67.5\n56.7\n82.3\n\nTotal\nrange...\nAverage ..\n\n$26,127\n127,942\n\n18.5\n90.6\n\n$37,176\n46,997\n\n55.4\n70.1\n\n$28,327\n62,398\n\n38.4\n85.6\n\n$18,834\n34,359\n\n46.1\n84.3\n\na This year is taken as the base.\nb The budget amount.\n\nTable V gives for each year and each section the percentage of total\nexpenditures, annual capital outlay, faculty salaries, library books and\nmagazines. These percentages are taken from preceding tables, but the\namounts of money are not given.\nTable VI gives the total annual expenditures, expenditures for capital\noutlay, for salaries, and library books for all of the 74 colleges combined.\nFor total expenditures the average for the six-year period is 84.2 percent\nof the expenditures for 1929-30; for capital outlay it is 48.7 percent; for\nfaculty salaries, 94.8 percent; and for library books, 84.4 percent. This\ntable contains some very interesting information. It is evident that in spite\nof the drop in total expenditures to 68.7 percent at the lowest point, for\nthe country as a whole, faculty salaries dropped only to 81.7 percent. In\nother words faculty salaries have been kept at a very high level during\nthe depression at the average teachers college. Magazines and books are\nslightly below, and there has been very little money spent for capital outlay.\nTable VIII shows which faculty welfare services were practised in 1929,\nand the extent of their discontinuance during the depression. This table\ndeals with expenses to meetings, group insurance, annuities, research budgets,\netc. In all cases there has been a marked cutting down during the depres¬\nsion ; but a beginning has been made in the restoration of all these services.\n\n"}
{"page": 672, "printed_page": null, "text": "666\n\nNational Education Association\n\niH\nC uj\nC/3\n<U\n£\n\nw\nh\nH\nCO\n\ntr>\n\nP4\n\nto\n\ncm\nOn\n\ns\n\n•\nr^\n•fa _■\n\ns\n\nnd\nfa\nfa\n\n3 >H\nO o\nCO\n\nO\nZ\nO\nw\n'>\nP*\nw w\nh\n\n>>\nV-»\nfa\nfa\nrO\n\nO 00 On to rH to\n\nLO VO\n\nO p—P\nto r—P\nO ON On 00 00 00\nrH\n\n00* o\nrH Q\\\n\no to o to so\n\nCM rH\n\no to no o to oo\noooooooo\nrH i-H rH rH\n\nCM\nCM Q\\\n\n•\n\nO fa- CO O VO VO\n\n00 to\n\n-p-> S3\n3 vo O\nCO\n\nO to r-p’ 130 On no\nOOOOONN\nr—P T—P\nP\n\nVO rH\nCM OV\n\noooNNtt\n\nVO CM\n\nO p—p NO oi On no\n*0 r—p r—ip On CO\n1—1 t“P T—1 rH\n\nC\\ fa\"\nCM O\nrH\n\nO On tl* to t-t p—i\n\nCO G\\\nLO rH\nCM OV\n\nZS\nrfa 3\nfa Vh\n>H \"fa\no fa\nfar <U\n\nC/D\nO\n• f-H\nfa\n\n8§£\n\nr2\n*fa\nC/D\n>>\n-fa\n\no\n\nfa\nco\n\nZ\n\n3\no\nfa\n*fa\n\n■\n\n3\nfa\nfa\na\n\nz o\no fa\nfa\n\n.\n\nRocky\n\nH fa\n\n<\n\nU <\nu\nfa\n\nO\n\nw\nO\n\nz\n\no\nfa\n\n0\n\n<\n\nfa\nffi fa\n\nu\n\no\n\n-fa\nfa\no\n3\nfa\n3\nfa\no\n3\nfa\nfa\nfa\n<\n\nfa fa\n\no z\nH\n\nfa\nfa\nfa fa\n\nz\nu\n\nfa\nfa\n\no\nu\n\nPLh co\n\nfa\nfa fa\nfa\nK\nh\n\nu\n\nON\n\n•S c\n33 u\nO V\nCO\n1\nrfa\nfa fa\nJ-. C/3\no fa\n\nZ \"\n•5 2\n»H £>\no S3\nK, <U\n\nO 0^\n« 0-0\n\n•5 a\n3 )h\nO «\nCO\n\n3\np\nfa\n\n1\n43 ^\nr tS\no S\nzw\n\nfa\nfa\n\nT—i\nfa\n\nH\n\nH\n\nfaO\n\nOOON'tfOH\n\nrH rH\n\nO NO to On h t}\"\nOtOMOO'tN\nrH ?H\n\nCM* C\\\nON\nrH\n\nO CN] CM rT\nto\nO On t>i\nNO to\nO\nCNI ^p 1-1 Cd\nH\n\nCO o\ncd fa^\n00 rf\n\nsa\nrt\n1\n\n3\nfa\no\nfar\nX\n<L>\n\n<\n\nfa\n\nfa\nfa\n\nCO\n<u\nu\nfa\nfa\n\nO NO to 00 p—i O\nO On O 00 CO CO\np—i\nr-P\n\nc °\n.Sv3\n\n00\n\ntx\n\nvo\n\n_ o\n.CtC\n>-> 03 ’o\n^ -a n)\n\nfa\n\no co\nfa\n<5 o\n\no\n\nZ,8\nU\n\nHH\n\nZ s\ni—i\n\ni—< -*-)\no c\n\n<\n\n<\n\nPh\n\nrH\nrH\n\nz\n\nO\n\nfa\n\ncS ■*■*\ntj <n\nt aj\n£ S\n\nO On to on\n\ntO^J;\n\nO to to\ni—1 NO\nOCOCNlrtP-l\nrH\n\nto o\nOn^\n\nO W to 00 NO ON\n......\nOtlHOOHH\nOCONO^rHrH\n\nH\" NO\ncd oj\n00 to\n\no\n\np no to\n\nH- NO\n\noid on to o o\noonoooonco\nrH\n\nOn vd\nCM 00\n\nOCnnThOn'O\n\nrH \\Q\n\no to NOr^ td oo\nOONOOt^NONO\nH\n\nCM CM*\ntooo\n\nO ro ON t}- -pf to\nO LO id -rtC i-P NO\noooot^Noio\nrH rH\n\n00 no\n\nro\n\nCM\n\nO i—< O CM 1—1 ^\no to no oi rd csi\nO On On co t>»\ntH\n\nNOrt\n• •\nLx VO\nCM 00\n\nto\n\n'fa¬\n\non\n\n00 o\nM- oo\n\npp\n\nOS\n&\nO h CM ro fa\" to\n\n<\nH\n\nWh\nfa\nV\n\nrH\n\nII 1\n1 1\n1\nOvOrH^xjrofa(M\nG\\ 0\\ 0\\ Q\\ Q\\ C\\\nH H rH\ntH tH\n\nii\nbo\nrt\n\nc« 5 g\nM u >\nH\n<\n\nthe base.\n\nfa\n\nd Paci\n\n<\n\nZ\n\nCentral\n\nQ\n\nto\n1 j\n\n« °T3\n\ndunta\n\nC/5\n\nhH\n\nW\n\nfa\"\n\n.S<g\n\nNorth\n\nW Z\nP4\nHH\nG Z\n\nQ\n\nto\n\npH\n\nco fa\n\nz\nw\n\nfa\" rH\nt r> o\nto\n\n<\n\nW\n\nfa- vO\n00 LO\nro 00\n\nO i-i On I-H NO NO\nO to no O\nto\nooonn -r tr\nT“H\n\n■5 +■\nt jg\n\nfa\nz\nHH\n\nh\n\no NO CNI to Tf CO\noo\ntr oi cd\nOOpONKVO\n.—(\n1—\\\n\n•\n\no\no\n-Q\n\np—i\n\nco\n\n'O\nT—1\n\nCO\n\ntH\n\nI*\n\nvd fa-’\nfa- 00\n\nbudget amount.\n\nI\n\nI\nON\n\n°T3\n§\nfa\n\nrH ro\n\no oi vd i>! vd oi\nO O ON VOLT) co\nt—P T—)\n\na This year is taken as\n\nO\n\nN\nfa\ntuO\nfa\n\noootomNto\n\nb The\n\nG\n\nON\nrH\n\nrH\n\n"}
{"page": 673, "printed_page": null, "text": "667\n\nDepartment of Teachers Colleges\n\nTABLE VI—TOTAL ANNUAL EXPENDITURES AND PERCENTAGE\nCHANGE IN SEVENTY-FOUR STATE TEACHERS COLLEGES\nIN FOUR GEOGRAPHICAL REGIONS FOR A\nSIX-YEAR PERIOD, 1929-1935\n\nOF\n\nYear\n\nTotal ex¬\npenditures\n\nPer¬\ncent\n\nCapital\noutlay\n\nPer¬\ncent\n\nFaculty\nsalaries\n\nPer¬\ncent\n\nLibrary\nbooks and\nmagazines\n\nPer¬\ncent\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n1929-30a\n1930-31\n1931-32\n1932-33\n1933-34\n1934—3 5b\n\n$23,703,147\n22,991,542\n21,550,814\n18,818,748\n16,338,899\n16,273,916\n\n100.0\n97.0\n90.9\n79.4\n68.9\n68.7\n\n$4,300,666\n3,850,820\n1,534,684\n1,363,501\n682,996\n840,351\n\n100.0\n89.5\n35.7\n31.7\n15.9\n19.5\n\n$12,433,115\n12,664,739\n13,287,540\n11,709,226\n10,444,309\n10,159,881\n\n100.0\n101.8\n106.9\n94.2\n84.0\n81.7\n\n$321,902\n293,321\n307,651\n252,126\n225,851\n229,383\n\n100.0\n91.1\n95.6\n78.3\n70.2\n71.3\n\nTotal\nrange . .\nAverage. .\n\n$7,429,231\n19,946,178\n\n31.3\n84.2\n\n$3,617,670\n2,095,503\n\n84.1\n48.7\n\n$3,127,659\n11,783,135\n\n25.2\n94.8\n\n$96,051\n271,706\n\n29.8\n84.4\n\na This year is taken as the base.\nb The budget amount.\n\nTABLE VII—THE MEDIAN PERCENTAGE OF CHANGE IN THE\nEXPENDITURES OF INSTITUTIONS FOR HIGHER\nEDUCATION, 1929-30 TO 1934-35\nGroups\n\nFrequency\n\nCurrent expenditures\n\n1\n\n2\n\n3\n\n1. Universities and colleges'1\na. Public .\nb. Private .\nc. Teachers colleges and normal schools.\n\n70\n159\n88\n\n- 10.7\n- 3.1\n- 19.4\n\n2. Four-year teachers collegesb.\n\n74\n\n(Q, ~ 16.2)\n- 29.0\n(Q, - n.9)\n\na Badger, H. G., The Economic Outlook in Higher Education for 1934-35, Pamphlet No. 58,\nU. S. Office of Education, Washington, D. C. (1934).\nb Actual total annual expenditures, 1934-35 is the budget.\n\nTABLE VIII—TRENDS IN FACULTY WELFARE SERVICES IN SEVENTYFOUR STATE TEACHERS COLLEGES IN FOUR GEOGRAPHICAL\nREGIONS FOR A SIX-YEAR PERIOD, 1929-1935\n\nItem\n\nPractise\nbefore 1929\n\nDiscontinued during depression\n\nReestablished\nnow\n\nYes\n\nNo\n\nYes\n\nNo\n\nYes\n\nNo\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\n1. Faculty expenses to professional meetings. .\n2. Faculty group insurance.\n3. Faculty annuities . .\n4. Faculty research budgets...\n5. Faculty office telephones...\n6. Departmental research budgets...\n\n46\n8\n18\n18\n39\n17\n\n21\n59\n48\n50\n28\n49\n\n16\n1\n2\n4\n12\n5\n\n30\n7\n16\n14\n27\n12\n\n3\n0\n2\n0\n7\n2\n\n13\n0\n0\n4\n5\n4\n\n255\n63.6\n\n40\n27.4 a\n\n106\n72.6a\n\n14\n35b\n\n26\n65b\n\nTotal ... 146\nPercentages . . 36.4\na Based on column 2.\nb Based on column 4.\n\n"}
{"page": 674, "printed_page": null, "text": "668\n\nNational Education Association\n\nTABLE IX—SIGNIFICANT ITEMS OF PRESENT STATUS IN\nSEVENTY-FOUR STATE TEACHERS COLLEGES IN FOUR\nGEOGRAPHICAL REGIONS, 1935\nItem\n\nPresent situation\n\nFrequency\n\n1\n\n2\n\n3\n\n1. Salaries\n\na. Partial restoration of salary cuts.\nb. Salaries reduced 10 to 20 percent.\nc. Salaries reduced more than 25 percent.\nd. Emeritus salaries maintained.\ne. One-half salary for graduate study.\nf. Faculty have leave on pay.\n\n8\n8\n2\n1\n1\n1\n\n2. Curriculum\n\na. One to three departments curtailed.\nb. Have added some departments.\nc. One to three departments dropped.\n\n5\n4\n\n3. Outlook for the future a. Trends slightly better.\nb. No upward trends.\n\n6\n5\n\n4. Plant\n\na. C.W.A. and F.E.R.A. plant improvements.\nb. Material reduction in capital appropriations.\nc. General plant improvements made.\n\n2\n2\n1\n\n5. Sabbatical leaves\n\na. Continued on full or half pay.\nb. Discontinued .\n\n4\n1\n\n6. Retirement\n\na. All teachers are members of the state retirement system.\n\n2\n\n7. Supervision\n\na. Discontinued in public elementary schools.\n\n2\n\n8. Student assistants\n\na. Graduate students assist in research.\n\n1\n\n9. Student teaching\n\na. Discontinued in rural schools.\n\n1\n\n3\n\nThe general conclusion that I would draw from this information is that\nwe have reached the bottom and are at least holding our own in the matter\nof expenditures for teacher education. We have slight evidence of a start\nin the positive direction. I am also very much interested in the fact that\nbudgets for teacher education, altho seriously cut, did not cut teachers’\nsalaries more than 18.3 percent for the country at large.\n\nTHE WAYS AND MEANS OF AROUSING PUBLIC INTEREST\nIN THE FINANCIAL NEEDS OF TEACHERS COLLEGES\nL. A. PITTENGER, PRESIDENT, BALL STATE TEACHERS COLLEGE,\nMUNCIE, IND.\n\nIn discussing the ways and means of arousing public interest in the finan¬\ncial needs of teachers colleges we wish to assume three premises:\n1. Only institutions established by the public for the specific purpose of edu¬\ncating young men and women to teach in tax-supported schools are included in\nthis discussion. The collective quality of our enterprise and the democratic gov¬\nernmental ends desired by our people establish the validity and timeliness of this\nassumption.\n2. We assume that teachers colleges, in their work of providing well-qualified\nteachers for the nation, are meeting a specific and vital social need, not other¬\nwise afforded, and that any other supposition makes a consideration of this sub¬\nject superfluous.\n\n"}
{"page": 675, "printed_page": null, "text": "Department of Teachers Colleges\n\n669\n\n3. Any effort we may make to arouse public interest in our cause should be\nplaced on a high level. Otherwise, any methods we employ will defeat the purposes\nfor which they are intended. When educational interests and procedures, con¬\nsciously or unconsciously, slip into political areas, motives are questioned and the\ninterest of the public is thrown into reverse action.\n\nWhen a teachers college requests an appropriation from the state, its\nbartering power is in no way equal to that of the state budget committee\nand the finance committees of the two houses. Legislators are vested with\nlife and death power to deal with any proposition before them, while the\nrequestor of funds may all too often be measured by the number of votes\nhe marshalled at the last election and continues to control.\nIgnorant, unappreciative, and humorous citizens delight in belittling\ntheir representatives in legislative halls, but the wise seeker of funds soon\nlearns that representatives and senators are men and women like himself\ncharged with large responsibilities to the state.\nLegislators are subject to terrific pressures from all directions by forces\nthat derive their powerful effectiveness from the very people who elected\nthe legislators. They receive convincing petitions signed by a long list of\nhonorable, well-meaning citizens; powerful organizations focus on them\ncarefully planned attacks. Chambers of commerce, labor unions, farm\norganizations, teachers federations, public officials, state institutions, tax¬\npayers associations, and many other well-organized bodies know exactly\nwhat they want and drive deep their shafts of group requirements. Most\nof these causes are commendable, but no legislature could grant completely\ntheir requests and hope for the survival of the state.\nSometimes a legislature can disregard public opinion; sometimes it can\nform it; sometimes the members must scrupulously follow it; and some¬\ntimes they are driven headlong, as if for their lives, before an overwhelm¬\ning tide. Some days the psychological temper of an assembly is smooth and\nplacid; on others the least controversial subject inspires a killing mood\nthat the most worthy proposal cannot survive.\nThe atmosphere about the legislature is surcharged with rumors and\nreports that make analytical, objective thinking almost impossible. The\ncommittees on education and finance are informed often and impressively\nthat educators are not practical and that what they have to say about\nlegislation should be taken with several grains of salt. These committees\nare informed that teachers are overpaid; that there are too many of them ;\nand that their work is easy, compared with other occupations. There is a\npersistent belief in legislative halls that educators should not enter politics\nand that when they do they should and do lose caste with their fellowteachers. Sometimes this report reaches proportions amounting almost to a\nconspiracy against the teaching profession. Another idea that is ever\npresent, but subdued by some common understanding, is that higher teacher\nqualifications make political appointments of teachers more difficult. Small\nwonder then that men and women from all walks of life suddenly finding\nthemselves, thru the magic of an election, charged with the responsibility\nof solving grave and complex social problems, become desperately con-\n\n"}
{"page": 676, "printed_page": null, "text": "670\n\nNational Education Association\n\nfused by group pressures and a veritable hurricane of jangled rumors and\nreports. To these men and women in this highly emotionalized and con¬\nfused situation we go to request appropriations for the operation of our\ncolleges.\nWe submitted the following questions to 49 presidents of teachers col¬\nleges representing all sections of the United States:\nWhat have you done to arouse public interest in the teachers-college\nfinancial needsf\nDo you know of ways and means other colleges have usedf If so, please\nname them.\nDo you have any suggestions to off erf\n\nWe received 35 replies.\nIn four of these replies the presidents emphasized the use of alumni\nactivities to spread information concerning the needs of their colleges and\nto contact legislators. Home-coming events and publication of alumni\neditions of the college paper are considered two of the best means of pre¬\nsenting full information concerning the financial needs of the colleges.\nThere is no denying that alumni activities are valuable in many ways, but\nthere are certain precautionary suggestions that should be carefully con¬\nsidered. Over-zealous activities can easily annul the best laid plans. Any\nword or action that gives the legislators the impression that the college\nis trying to put something over by political pressure creates an antagonistic\nattitude and raises doubts concerning the educational value of the work\ndone in such a college. When political measures take the place of educa¬\ntional performance the college so involved is placed in a very embarrassing\nposition with thinking legislators.\nAlumni activities must always be in a sane and justifiable proportion to\nthe needs and requests of all state functionings. If alumni pressure is ever\nstrong enough to embarrass a budget committee in its consideration of all\nthe requests before it, the alumni have hindered rather than helped. To\nhave the right person in the right place at the right time is the secret of\ngood lobbying.\nA number of replies indicated that bulletins covering special activities\nof the college, picturing the physical plant for the public, and explaining\nany new undertaking of the college are excellent means for arousing public\ninterest. Some have found the college catalog sufficient to acquaint their\npublic with the college.\nOur own experience in this field has not been as satisfying as we had\nhoped. Our college was established in 1918 and grew very rapidly in\nstudent numbers, in faculty, and in buildings. We endeavored, with limited\nfunds, to give our people a true picture of this development by a series\nof publications. Some four years after this effort a citizen, presumably\nwell informed in state matters, inquired if we had more than one building.\n(Our literature had carried the information that we had eight.) So much\nprinted matter comes to the desks of busy men and women that much of\nit cannot be read thoroly. Then, too, some of our written material may\n\n"}
{"page": 677, "printed_page": null, "text": "I\n\nDepartment of Teachers Colleges\n\n671\n\nhave an ailment similar to that which Goethe accredited to the poets of\nhis time when he said, “ Modern poets mix too much water with their ink.”\nSome advise contacting legislators near the time of the convening of the\nsession. Such contacts must be made in an acceptable manner. Unless the\nschool official has an open door and a genial atmosphere in which to make\nthis contact he will do well to find a reliable person to make this connec¬\ntion. As a matter of fact it is the better part of wisdom to plan a third\nparty action in most cases. Most political influence works its way quietly\nthru a mutual friendly third person.\nInsistence is dangerous for it soon takes on the form of begging and\ncreates the unfair impression that the individual cares very little for all\nthe other pressing items in the state’s program and selfishly demands the\nfulfilment of his requests.\nToo serious an attitude may create the impression that the requestor\ndoes not have real worth in his work and seeks to convince the committee\nby the tensity of his own emotional attitude. The best approach is marked\nby quiet, poiseful manner, backed by sufficient facts to convince even\nthe most stubborn minded. Contention, uncertainty, and bravado are sure\nsigns that all is not well. With a due appreciation of a sense of humor,\nthe requestor should try to create in the minds of the committee the feel¬\ning that the college belongs to the state and that they must share in the\nresponsibility of developing the institution.\nEntertaining visitors seems to a few of the correspondents as one of\nthe best methods to arouse public interest in the financial needs of the\ncollege. It is presumed that these visitors must be folk of influence who\ncan reach into the meetings of legislative committees; otherwise no direct\nresults can be expected. One person with the proper connection and in¬\nfluence, when once thoroly convinced of the college’s need, can very easily\nbe worth more than many people who pay no attention to legislative activi¬\nties. Numbers serve well the purpose of developing a reputation for the\ncollege but the few who can penetrate the inner circles are the people upon\nwhom we must depend to help us in securing appropriations.\nSome stress entertainments. The music department, debaters, dramatic\nclubs, and faculty members who can present special features of interest\nto the laity are used with good effect. It is suggested that the music must\nbe high grade but not above the public’s ability to appreciate. All enter¬\ntainment must be serious enough to give the impression that the work of\nthe college is worthwhile. An entertainer can easily stamp the institution\nwith a popular feeling that his presentation is a true picture of the curricu¬\nlum work of the college. In this event the entertainment may do more\nharm than good and the administration of the college very probably may\nhear as much from the legislators. Debaters should choose subjects near to\nthe people. The cooperative movement among farmers, and money and\nindustrial problems in the cities have been excellent subjects to debate\nbecause the people have been anxiously searching for the truth in these\nsubjects. Impulsive youth, not yet tested by the actualities of life, may\ninjure the cause of the college if wise guidance does not guard the situa22\n\n"}
{"page": 678, "printed_page": null, "text": "672\n\nNational Education Association\n\ntion. Too much theory and too many untried plans will create in the minds\nof the average audience distrust of the work of the college. From the\nviewpoint of legislators school people must lead in new thinking and at\nthe same time be practical. Impossible sometimes, of course, but expected\nby the public just the same.\nNot all faculty members may be able to represent the college in its best\nlight before the public. Highly specialized in their chosen subjects they\nrightly build up a strong preference for the body of information in their\nparticular fields. To the general public, interested most directly in solving\nimmediate economic and social problems, this preference for a specialty is\nconsidered overdrawn and impractical. Speakers representing the college\nshould know not only subjectmatter but the people to whom they speak.\nTheir language, their attitudes, and their beliefs must possess a certain\namount of accord with the people if they hope to represent the college\nwell. This does not mean that faculty members cannot present new and\neven antagonistic ideas to their audiences, but it does mean that they should\nknow the technic of presenting their material so well that audiences leave\nthem with a train of thought that will not be denied.\nParent-teacher groups, chambers of commerce, farm bureaus, labor or¬\nganizations, commencements, teachers institutes, service clubs, churches,\nand various types of conferences make possible much speaking. Results\ncannot be determined. It seems sometimes that a speech is just a part of\nthe routine that must be endured, and that in the vast majority of cases\nnothing new or of constructive force has been said. But our whole social\norder is set up on the basis of much printing, much speaking, and broad\naction. How can refinement and quiet, poiseful culture of the spirit make\nthemselves felt in public gatherings in such a manner that the public will\nbelieve in such an educational program and be glad to finance it? This is\nour problem. In this field we can pioneer to our hearts’ content but always\nthe noise and the speed of the world will be crashing in our ears.\nOne of the most effective ways to reach the inner sanctum of committee\nrooms is thru pressure groups. Civic clubs, chambers of commerce, manu¬\nfacturing associations, the American Legion, parent-teacher groups, Ameri¬\ncan Association of University Women, farm and labor organizations, all\nare mentioned by our correspondents. In any plan to use these groups it is\nnecessary to keep in mind that each and all of them have first and always\ntheir own problems to present to the legislators and that there is ever\npresent the danger of having the college fall between two warring ele¬\nments. The college belongs to all the people and at no time should it be\ntoo greatly indebted to any one person or group of persons and it should,\nif possible, be kept free from partisan clashes.\nThis thought leads some to think there should be no campaign to arouse\nthe public to the financial needs of the college. Let the college stand or\nfall on the merits of its work. Quality alone is the basis upon which the\npublic should judge the school. We should teach, do research, write, and\nspeak in our respective fields and let the world judge. They would have\nus forget newspapers and their place in society and devote our full time\n\n"}
{"page": 679, "printed_page": null, "text": "Department of Teachers Colleges\n\n673\n\nto the classrooms. This is a glorious idea and no doubt true, but to anyone\nwho has had the responsibility of steering appropriations for education\nthru a legislature it appears too good to be true. In the fury of the\nstruggles, wherein all the passions of all classes of society compete to secure\ntheir share of the state budget, “ quality of work ” sometimes becomes a\nfaint and distant cry in the dark. But quality of work does add strength\nand keenness to the sword of the fighter. It convinces fair-minded budgeteers and bolsters waning voting power, but goodness must be good for\nsomething when it meets the fires of legislation.\nThe radio is used for publicity purposes by a number of colleges, but no\none seems to have any notion about the effectiveness of its service. Music,\ndrama, and speeches are the materials most used. College material fur¬\nnishes good copy, no doubt, on which to base sales of advertising. Radio\nprograms do furnish an excellent opportunity for students and faculty to\nreach the public if only the fickle dial stands still long enough.\nRegular newspaper items and articles are thought helpful, especially\nthose items concerning individual students sent to the home papers. News¬\npaper publicity is very probably the best means we have for giving the\npublic a running knowledge of our colleges, but it is not the best way to\nacquaint the people with our financial needs. News is passing information,\nbut institutional financial needs are long-time items that must have the\ncareful thought of thinking people. Our financing is pure business that\nmust be considered, judged, and provided by persons who hold their posi¬\ntions by virtue of popular elections. Their considerations must be in terms\nof the general thinking of the people-and not in terms of flashes from\nnewspapers and radios.\nIt is far better for our colleges that our efforts to secure adequate\nappropriations should not become involved in the daily run of the news,\nespecially when newspaper editors are easily tempted to write editorials\non controversial issues.\nFour replies laid emphasis on visitations by faculty and student body.\nThese visits are so scheduled that all the territory contiguous to or allotted\nto the college is covered. Reasons stated for these visitations give the\nimpression that they are directly intended to entertain or instruct the\npopulace and the advertising that comes from the contacts is to be a\nbyproduct.\nDebaters and glee clubs lead the list of student visitors, and faculty\nmembers serve mostly in the field of speaking.\nAdult education in its various forms seems to be the most logical reason\nfor these visits and provides a setting for service to the people and indi¬\nrectly benefits the colleges. Some colleges are dividing their territory and\nassigning faculty members to visit designated areas.\nIn thinking thru these replies certain miscellaneous impressions appear\nmore or less clear.\n1. It is useless now to attempt a program of educating the public relative to the\nfinancial needs of our college because the people are so absorbed in their own\ntrying conditions.\n\n"}
{"page": 680, "printed_page": null, "text": "674\n\nNational Education Association\n\n2. Some states are so organized that the responsibility for securing appropria¬\ntions has passed from the individual institution to a centralized body or to an\nindividual.\n3. There appears in spots a feeling of inferiority on the part of the teacherscollege requestors for state appropriations.\n4. The policy of securing more students to request more state funds to secure\nstill more students has almost disappeared in these depression years.\n5. If we can save our institutions until better economic times return we shall\nbe content.\n6. Ours is the greatest work in the educational field and should be well financed.\n\nThere are certain considerations a petitioner for state appropriations\nshould have in mind when he approaches a state budget committee.\nFirst, the petitioner should be well acquainted with the duties of the\ncommittee and be duly sympathetic with it in its effort to serve the state\nunder very trying circumstances. Such an attitude is just and is appreciated\nby budgeteers.\nSecond, the petitioner should believe thoroly in his requests, should\nhave assembled clear-cut, concise reasons for every item in his budget, and\nshould be able to present his material in a pleasant, business-like manner.\nAny confusion or uncertainty on the part of the requestor makes it easy\nfor the budget committee to reject wholly or in part the best intentioned\nrequests.\nThird, the petitioner ought to be a careful student of the taxpayers’\nability to pay, and show, when before the budget committee, a sympa¬\nthetic attitude toward taxpayers. It is advantageous for him to be a tax¬\npayer himself and to know intimately the relation of his income from and\nthe tax imposed on his property. This sympathy for taxpayers may balance\nbut should never outweigh his obligations to the boys and girls whose\nfuture welfare depends on the state providing adequately for the best\npossible education of teachers.\nFourth, the petitioner should be clear as to the part a teachers college\nplays in the entire state educational program. If he cannot meet the charge\nof overlappings and duplications his case is in jeopardy. His best argument\nagainst objections to his requests is the possession of a logical program\nthat can be stated so clearly and convincingly that even the untutored\nunderstand and cannot deny.\nFifth, the petitioner cannot hope to be effective if he forsakes educa¬\ntional considerations and standards and falls before the temptation of\nusing political influence to gain his ends. The petitioner has a very direct\nresponsibility in the matter of informing the budget committee, and shares\nwith the committee the duty of determining the responsibilities of the\nstate in the field of teacher education.\n\n"}
{"page": 681, "printed_page": null, "text": "675\n\nDepartment of Teachers Colleges\n\nADVENTURES IN FACULTY COOPERATION AND\nPARTICIPATION IN THE TRAINING SCHOOL\nL. R. GREGORY, PRINCIPAL, STATE NORMAL SCHOOL, FREDONIA, N. Y.\n\nIn beginning the treatment of this subject it may be well to consider some\nof the quick responses of members of this organization to it. I quote from\nthe replies to my inquiry for adventures:\nTo my mind there has been altogether too much adventuring in the problem\nof correlating theory\n\nand\n\npractise\n\nin\n\nteacher-educating\n\ninstitutions.\n\nI came to\n\nthe conclusion ten or twelve years ago that the only way to correlate was to\ncorrelate, and I can see no way of doing that except by making all philosophy,\ntechnic,\n\nprinciples—in\n\nfact,\n\nthe\n\nwhole\n\nprofessional\n\nequipment\n\na\n\nteacher should\n\nhave—a direct outgrowth of classroom experiences.\n*\n\n*\n\n*\n\n*\n\nI am afraid we do not have very much to contribute in the manner of faculty\ncooperation and participation in the training school. It is pretty much as Mark\nTwain said about the weather, “Everybody talks about it but nobody does any¬\nthing.”\n*\n\n*\n\n*\n\n*\n\nWe would hesitate to give our instructors in theory blanket permission to use\nthe training school but we do encourage the critics and instructors in methods and\neducational theory to work in close cooperation.\n*\n\n*\n\n*\n\n*\n\nI say to our faculty if they are not wedded to the training school, we want\nthem to fall in love with it forthwith.\n&\n\n*\n\n*\n\n.\n\n-He\n\nOur college departments, except education, do not use the training school for\nexperimental purposes.\n\nAs a matter of fact, mathematics, history, the languages,\n\nand the sciences are taught on our campus in the college, just as you would find\nthem taught in any liberal arts college. The instructors in these general subjects\nhave no part in any conscious effort to teach method.\n*\n\n*\n\n*\n\n*\n\nI have included these quotations for the purpose of showing the wide\nrange of opinion that exists today with reference to the implications of this\nsubject. And now to give you one further quotation. The 1933 yearbook\nof this Association represents President Frank E. Baker as saying:\nI attended my first conference as president of a teachers college in 1911, almost\nexactly twenty-two years ago. A large part of the program of that meeting\nwas devoted to a discussion of various ways for the integration of theory and\npractise. I have seldom attended a meeting on teacher-training in the twenty\nyears that have intervened that this same topic has not been discussed at greater\nor less length. So far as I can see, we are no nearer its solution now than then.\nAfter various attempts to integrate theory and practise, I came to the conclusion\nthat the only way to integrate them is to integrate them,\ndone by making theory an outgrowth of practise.\n\nwhich could only be\n\nWhat President Baker said then seems to be quite true today. I am a\nnewcomer to the field of teacher education and must therefore not make\nthe mistake of being critical of what has been done or has not been done.\n\n"}
{"page": 682, "printed_page": null, "text": "676\n\nNational Education Association\n\nWhen President Donovan assigned this task to me, he surely had in\nmind that to speak of adventures in this field I would need to do some adven¬\nturing. This I did with very satisfying results to myself but, I fear, with\nvery meager returns to those who collaborated with me. If I may judge from\nthe returns I received from my inquiry, there is quite universal tho not quite\nunanimous consent to the proposition that this cooperation and participation\nshould exist. I have concluded too that the basic factor involved is the need\nof a closer relationship, a closer tie-up of theory, practise, and professional\ncourses. The cooperation we seek is but a means to an end. It may be that\nthe reason we have seemingly experienced so much difficulty in securing this\ncooperation is that we have tried to secure it under impossible conditions.\nWe seem to insist upon retaining duality in these matters when, after all,\na dual organization may be not at all necessary or desirable.\nI had hoped to marshal the various plans of securing this cooperation\nwhich came to me, in response to my inquiry, into some order for inclusion\nin this paper. I found this to be impossible because any attempt of the kind\nwould involve far too much space and time. Independent of this paper I\nshall make a digest of the returns and make it available to the members of\nthis organization.\nI am, therefore, going to do the thing I suspect President Donovan\nthought from the beginning I would do. Others have been kind enough\nand wise enough in recent years to give us their experiences. I am ready now\nto throw mine into the pool for what it is worth.\nAt Fredonia Normal School we are now in the third year of a serious\nattempt to reorganize our professional program. Dr. Robert S. Thompson,\nhead of our education department, has been the moving spirit of the under¬\ntaking. He has been ably assisted by Mrs. Simmons of the same department\nand loyally supported by the staff of the training school.\nFredonia Normal School enrols slightly over six hundred students. The\ncampus training school enrols slightly over four hundred. Only two courses\nare offered—the general elementary teacher-training course and the public\nschool music supervisor’s course. What is said here will not apply to the\nmusic course. Three years are required to complete the course of study.\nShorter courses have all been eliminated. One very large building houses\nboth the normal school and the training school. The organization of the\ntraining school includes a kindergarten and the first eight grades. All grades\nexcept the eighth are divided into two divisions, one division forming the\nschool for practise and the other the demonstration school.\nDuring the school year of 1931-32, faculty members began to consider\nseriously the shortcomings of the then existing program. This program pro¬\nvided for a large number of special methods courses. In the first year stu¬\ndents were required to complete a course in psychology and a course in\nintroduction to teaching. In the second year of their attendance the students\nenrolled in methods courses in reading, arithmetic, geography, history, art,\nmusic, penmanship, library, and, in some instances, others. Of course the\nmembership was sectioned in order that there might be reading methods\ncourses as well as other methods courses in each of the primary, inter-\n\n"}
{"page": 683, "printed_page": null, "text": "Department of Teachers Colleges\n\n677\n\nmediate, and grammar grade levels. Excepting the classes in art and music\nthese classes were taught by teachers in active charge of rooms in the train¬\ning school. Each class met two or three times each week for lectures, dis¬\ncussions, and demonstrations.\nWe had every reason to believe that instruction in these classes was well\ndone. The teachers, however, became increasingly dissatisfied with the re¬\nsults in terms of teaching performance. It was the persistent complaint of\nthe critic teacher that the students did not carry over and apply in their\npractise teaching in a satisfactory manner that which they had learned in\nmethods courses the preceding j^ear.\nIn September 1932, some changes in organization were effected. We\nbegan by decreasing the number of methods courses. Geography and history\nwere combined and one course in social science resulted. Then all formal\nclassroom work in reading and arithmetic methods was discontinued. A form\nof laboratory instruction took the place of the methods courses. We were\nlooking for an effective presentation of technic. For local administrative\npurposes we named the new arrangement “ functional methods.” We are\nnow wanting to free ourselves of that terminology and of the primary ob¬\njective that motivated us then.\nUnder this new arrangement the responsibility of the training-school\nteacher ceased to be that of teaching courses in method and became that of\npreparing students to become teachers in the primary, intermediate, or\ngrammar grades. The training-school teacher became the personal guardian\nof the professional welfare of the students assigned to her.\nEach training-school teacher was assigned six or eight students enrolled\nin the second year. These students had their programs so arranged that they\ncould spend the entire morning observing in the grade rooms. This they\nactually did during the first few weeks of the semester. They became ac¬\nquainted with the children. Each was encouraged to know one child in\nparticular. They sometimes participated in some of the simpler room duties,\naltho not to any great extent during the first few weeks. While the obser¬\nvation was going on, the students were carefully guided in their reading\nwhich was related to teaching procedures. The training-school teachers and\nthe education department collaborated in developing a workbook in arith¬\nmetic methods and objective checks and tests in reading methods. These\nwere used to stimulate and check reading in arithmetic and reading methods\nsubjectmatter.\nEach training teacher held frequent conferences each week with the\ngroup assigned to her. These conferences were concerned with the direc¬\ntion of observation and the discussion of teaching, learning, and behavior\nproblems as the background of observation provided the stimulus. Once each\nweek the faculty member of the education department, the training-school\nteachers, and the “ observers ” met in general conference for the develop¬\nment of more general problems of education arising from the students’ read¬\ning, observation, and thinking. In 1932-33 only one general conference each\nweek was held because the new program was confined to the primary divi-\n\n"}
{"page": 684, "printed_page": null, "text": "678\n\nNational Education Association\n\nsion. In 1933-34 the program was extended to include the intermediate\ndivision.\nAs the students profited by the observations and conferences, they were\nled to take a more active part. They began to assist in preparing materials\nfor instruction; for example, the selection of materials necessary in the\ndevelopment of an extended unit. Under encouragement they began to\nexercise some initiative in the selection of their own professional reading.\nThey were given opportunities to tell stories, teach simple lessons, direct\ncertain activities in connection with units. Toward the end of the semester\nthe students were given further opportunities to teach altho these oppor¬\ntunities were strictly controlled and restricted, the reason for this being that\nwe did not want to have this phase of the program develop into just an¬\nother practise teaching course. We wanted to reserve this time for observa¬\ntion, participation, the individual study of individual children, the study of\nand investigation of problems that the students themselves have seen\nemerge.\nI think I should stop here to explain that we are adventuring. We have\nnot completed anything. We have not returned to our original base and\nwe have not reached our objective. We are now in the third year of the\nnew program. We have gone far enough to witness the almost complete\nextermination of formal methods courses excepting two—music and art—\nand to see the education department of the normal school virtually swal¬\nlowed by the training school. This does not mean a reduction of staff. It\ndoes mean that the education department is fast becoming an integral part\nof the training school. We believe we are to see the education department\nand the training school as one division of our school working at the pro¬\nfessional task of providing others with professional equipment. I suppose\nsomeone will raise the question of cooperation and participation as it applies\nto this professional unit and the academic or subjectmatter division of the\nschool. This matter is not giving us any concern. We are quite willing to\ntake the position that teachers, even, are entitled to become educated human\nbeings and that they have the right to come into possession of some of the\ncultural possessions of the world which, it may be, have no direct connection\nwith the professional task of teaching. We are content therefore to see some\ncourses taught in our school which are quite free of professional slant and\nreference. We are not anticipating any civil war between the so-called\nacademic group and the professional group because we are unable to see any\noccasion for it.\nNew York state has recently formulated and adopted a new curriculum\nfor its teacher-educating institutions. Just how much this curriculum will\nchange the direction of our program I am unable to say, altho I believe it\nwill hasten its expansion and its development.\nWe did not start our adventure with any preconceived notions as to final\noutcomes. We proceeded step by step to effect changes and as changes\noccurred, we watched our philosophy change and saw many of our convic¬\ntions shattered. Our faculty members agree that the strength of what we\n\n"}
{"page": 685, "printed_page": null, "text": "Department of Teachers Colleges\n\n679\n\nare doing rests in the close and intimate contact with children which is\nprovided. Not only is the contact close and intimate but it continues over\na long period of time. The student gets the feel of teaching while securing\nthe technic of teaching. A feeling of security and confidence emerges. There\nis undoubtedly a loss in the amount of “ technical knowledge ” acquired by\nthe student but the ability to apply that which is acquired is more than\nadequate compensation for this loss. To use the phraseology of H. C.\nMorrison, he has acquired a teacher adaptation.\nWe are coming to know that everything cannot be expected of the normal\nschool student who has but three short years for preparation. It takes several\nyears to make a highly successful teacher. Too much in the way of technical\nknowledge has been thrust upon the undergraduate student. A revision of\nsome of our textbooks on theory, psychology, and methods now found in our\nundergraduate schools may well contemplate radical elimination of content,\nwitness an introduction to educational psychology in textbook form of eight\nhundred pages. The way to learn to do a thing is to observe its being done,\nthen to help do it, and then to do it. I fear we in the normal schools often\nviolate in practise the theory we would have others practise.\nIn an earlier statement we referred to our change in presenting theory\nas “ functional methods.” We used this terminology in the beginning but\nsoon came to see our error. We were giving emphasis to the doing of a\nthing in an integrated way which we had condemned for being done in an\nisolated way. The emphasis was wrong as you will see. This emphasis was\nstill technic conceived of in terms of methods of subjectmatter, whereas\nwe later came to be governed by the notion that our students are learning\nto guide and direct children in learning activities. Of course methods\nsubjectmatter becomes incidental and we abandoned the term “ functional\nmethods.”\nWe have taken note of certain difficulties. We have the task of finding a\nbetter word than observation and of further defining its scope. This obser¬\nvation must not be allowed to become just another practise period and it\nmust not be allowed to become a period for listlessness. Formerly a student\nhad opportunity to observe from ten to twenty lessons per week; now he\nmay observe two or three hours each day for one full semester. It is now\nagreed that observation must include both intra- and extra-class activities.\nOur program now includes observation in different types of schools—rural,\nvillage, city, training school, special rooms, etc. It also includes browsing in\nthe children’s library, family visitation, playground activities, etc.\nAnother difficulty which we recognized from the beginning and which 1\nknow you recognized was the increased responsibility and load placed on\nthe training-class teacher. We were not quick to remove this difficulty, but\nwe believe we have now succeeded in equalizing the load, and that we have\nthereby secured completely that integration of department of education and\ntraining school efforts which cannot fail to bring about the complete co¬\noperation of the faculty members of these two departments.\nEach group of observers is now placed under the direction of a staff\nmember of the department of education. This staff member will be respon-\n\n"}
{"page": 686, "printed_page": null, "text": "680\n\nNational Education Association\n\nsible for directing certain uniform and minimum essentials of reading and\nfor carrying on discussions of this material. This member will also arrange\nall outside visitations and observations and discussions of the same; to\narrange for family visitation; to carry on studies of the state syllabi; to study\nand discuss the results of testing programs in the laboratory schools; to carry\non studies of room equipment, materials, etc.; and to bring to the trainingclass teacher the full resources of the department including the facilities of\nclinical service; new research; classified readings, etc. The demonstration\nteacher will, however, remain the most important factor of the entire\nprogram. The excellence of his teaching and his ability to explain it to the\nobservers will be the measures of his success.\nThe next step in the program will probably be the elimination of all prac¬\ntise from the campus school and to conduct it in nearby rural and city\nschools. We suffer no delusions as to some of the objections that will be\noffered. We are typically rural. Most of our students come to us from rural\nschools. We have suffered in the past under the delusion that we could take\nthese young people, train them along the lines of the most effective and\nprogressive methods of teaching, and then have them go into rural schools\nand practise what they had been taught. They did not do it. When they had\nsecured a position and begun to teach, their technic reverted to that which\nwas used by the teacher who taught them when they were students of the\nelementary school. We believe now that our students should see the best in\nteaching, that they should understand it. It is our business in the training\nschool to provide them with these necessary facilities. After this we believe\nthat the student should get his practise in an actual teaching situation.\nWe think our little excursion has profited us in the following respects:\n1. We have secured full cooperation\n\namong the staff members of the educa¬\n\ntion department and the training school by causing the education department to\nbecome completely identified with the training school.\n2. The students have the opportunity of living in close\n\nand intimate contact\n\nwith school children and classrooms over a long period of time.\n3. This opportunity, now wholly utilized for observation, provides\n\na\n\nground for making\n\nand\n\nall\n\nsorts\n\nof\n\nstudies\n\nteaching methods.\n4. Without the necessity of formal\n\nand\n\ninvestigations\n\nappointments,\n\nof learning\n\nback¬\nof\n\nour students have access to\n\na certain group of children and, as their studies are carried on, can continually\nreturn to these children.\n5. The subjectmatter of technic has been diminished to the\n\namount that can\n\nbe assimilated.\n6. The training school is given full opportunity for demonstrating good teach¬\ning and practise is permitted in actual situations.\n7. The child and his learning now occupy first place in the program of students,\nand technic occupies second place.\n8. The prospective teacher thru long periods of close contact sees, recognizes,\nand understands the complete teaching act, not merely fragments of it.\n\nThere may be little that is new and little that is useful in our plan of\noperating. I have not been in the field long enough to really know. We are\nnot offering it for use anywhere else, for under other conditions than ours\nit may not be workable. We do know this: The technic our students secure\n\n"}
{"page": 687, "printed_page": null, "text": "Department of Teachers Colleges\n\n681\n\ngrows directly out of practise. They have become interested in teaching to\na degree we were unable to recognize formerly. We believe they will be\nstronger teachers in a shorter period because they have been actively identi¬\nfied with teaching during the period of preparation.\n\nCHARACTERISTICS OF SUCCESSFUL COLLEGE TEACHING\nZENOS E. SCOTT, PRESIDENT, STATE TEACHERS COLLEGE,\n.BRIDGEWATER, MASS.\n\nIt is neither my purpose in this discussion to present a statistical report of\nstudies made with respect to the characteristics of college teaching, nor to\ngive a summary of the books and materials read which deal in either a\ndefinite or a general way with the theme. From the articles and books read,\nit would not be possible to come to conclusions which would be both repre¬\nsentative and forward looking. The general theme of excellence in college\nteaching is not treated extensively in magazine articles, research studies, or\nbooks on education. Significant contributions have been made, but the range\nof these contributions is definitely limited. Until more time and attention\nare given to this important educational theme, one must deal with it rather\nsuperficially.\nAs a part of the study of materials on successful college teaching and\nplans for improvement in college teaching, I sought the judgment and\nripened experience of approximately forty men and women in the college\nand university field for a point of view on this problem. Each individual\nasked to express judgment would rate a “ distinguished teacher.” Each\nperson was asked to name two or three of the significant characteristics of\nsuccessful college teaching. Each person wrote with a spirit of earnestness\nand penetration which was most challenging. I am greatly indebted to this\ngroup of distinguished college and university teachers for help and stimu¬\nlation. No complete survey of judgments is presented. The point of view\nwas felt to be the thing of value. It is important, however, to list certain\ncharacteristics of successful college teaching on which there was agreement.\nThese are mentioned without any significance attached to the order in which\nthey are named: “ enthusiasm for, and broad scholarship in, one or more\nfields of knowledge ”; “ ability to deal with the principles in, and under¬\nlying, subjectmatter, rather than mere facts within the subjectmatter ” ;\n“ an appreciation of what richness in learning means to the progress of\ncivilization ”; “ openmindedness toward all aspects of learning, toward\nlife problems and life attitudes”; “ability to arouse and stimulate the\nmajority of students to self-activity along wholesome lines.” One might\nwith profit discuss each characteristic in relation to the theme of this paper.\nI prefer, however, to follow another plan. For the shortcomings of this\narticle the author takes the full responsibility; for the best there is in it,\nhe gives credit to those who cooperated so graciously in giving judgments\nwhich furnished a stimulating point of view for the speaker.\n\n"}
{"page": 688, "printed_page": null, "text": "682\n\nNational Education Association\n\nIn preparing this paper I have thought about the characteristics of suc¬\ncessful college teaching with respect to the ways in which these charac¬\nteristics would be shown, first, in the learner; second, in the college teacher.\nMay I consider first the problem: Successful college teaching produces\nwhat changes in the learner ?\nSuccessful college teaching strengthens the native interest which one has\nin a given field of learning; it creates a new interest or widens a latent\ninterest to the extent that it may be felt as something new. If this statement\nis valid, good college teaching discovers native interest in the learner, adds\nto the urge, gives further incentive, shows scope in which the interest may\nrange. Furthermore, it gives to the new interest both a practical value and\nan ideal value.\nSuccessful college teaching modifies to an observable or a measurable\ndegree both the way of thinking with respect to matters presented and dis¬\ncussed, and the way of behaving toward matters presented or discussed. It\nis this phase of college teaching which constantly puts the premium upon\nhow to think, not what to think; which gives the emphasis to that breadth,\nthat scope, that range of real vision which truly prevents crass indoctrina¬\ntion, because thought penetrates thru and beyond the situations in which\nindoctrination is necessary. Note that it is this characteristic which is the\nkey to the stimulation of the student to think. Less successful college teach¬\ning often may result in the stimulation of but one person to think, namely,\nthe college instructor. He is then lost in his own stimulation. The students\nhave another name for it.\nSuccessful college teaching opens up to the student the conception of rela¬\ntionships which obtain between the subjectmatter studied and other fields\nof learning. It is because of this opening up to the student of fields of rela¬\ntionships that he is able to reach out in parallel fields of learning for new\nmeaning; that he may be able even to reach ahead in the field to new\nconceptions and relationships.\nWhen one follows this idea to its logical conclusion, he discovers that the\nolder saying, “ the college teacher must have scholarship in his field,” does\nnot tell the complete story. It is not only scholarship in one’s own field which\nis essential, but broader understandings sufficient to see the way in which\nthe so-called fields of learning are related. It is with the matter of relation¬\nships that one would want scholarship to grapple. These relationships cut\nacross what we have organized as subjectmatter fields. In 1935 it is too\ntrite to talk about a scholarship for college teaching unless that scholarship\nis broad enough to connect fields of learning with fields of experience, with\naspects of life of the individual and society. The college student of today\nwants to grapple with the real problems of life and society; he wants to\ngrapple with matters of real importance. Successful college teaching opens\nup these matters of real importance and makes possible the understanding of\nvital relationships.\nSuccessful college teaching makes the student keenly conscious of the\nlimitations of human knowledge, and his own limitations in learning, in\n\n"}
{"page": 689, "printed_page": null, "text": "Department of Teachers Colleges\n\n683\n\nattitude; it makes the student realize the potency of attitudes as a means to\na high end in behavior; it makes the student appreciative of the unselfish\nattempts of mankind to add to knowledge, experience, science, and art. This\ncharacteristic rates high in its contribution to tolerance in thinking, toler¬\nance in living. It encourages a thoughtful attitude toward the great men\nand women who have been intellectual and social benefactors to civilization.\nIt points to a deeper meaning in the term “ scientific thinking and learning.”\nWhen excellent college teaching shows to the learner the range of his own\nlimitations, prejudices, and peculiarities—the range of his ability to learn—\nit loads situations so that the student becomes a more seasoned learner. The\npotency of this characteristic lies in the fact that thru a knowledge of limita¬\ntions, prejudices, etc., the learner is to receive strength. He is to make\nprogress in further learning, not because he has limitations, but because of\nthe fact that thru superior guidance, superior stimulation, he knows how to\nmake use of his own limitations and peculiarities (and these peculiarities\nmay be rich gifts).\nSuccessful college teaching stimulates in the learner objectives of high\norder, or sets the stage for learning objectives of a high order, and provides\nthe reasonable means by which to realize these objectives.\nThis characteristic of successful college teaching may be shown by the\nway in which the college teacher uses objective tests to establish an under¬\nstanding of the levels upon which the students are found. It may also be\nshown by the intellectual standards set by the instructors in lecture, assign¬\nments, researches. In this instance the instructor is the scholar who, by his\nthinking and acting, is setting a pace for his students to follow. It may be\nshown by the way in which the student directs his own study and thinking\nin keeping with the high standard set by the successful teacher whose schol¬\narship supplements (not repeats) the texts, supplements and enlivens the\ncollateral reading, supplements and corrects the researches and related\nstudies. Any learner needs to set high standards of accomplishments for\nhimself. Excellence in college teaching is the safest guarantee that the student\nwill set these standards as goals which he must reach, which he must realize\nby his own serious efforts.\nSuccessful college teaching broadens the outlook and starts the firm\nfoundation for those appreciations of learning, those relationships and emo¬\ntionalized understandings which give to the learner the highest compensa¬\ntions in life. It is in this aspect of successful college teaching that one may\nreally talk about the “ attuning ” of the individual to eve^thing around him,\nincluding himself, his fellowmen, and organized society. The non-thinker\ntouches life, is touched by life. It is he who is swayed by the mere touch,\nregardless of the source of the touch, or the direction in which it leads. This\nman thinks, sees, and feels but little relationship existing among the affairs\nof life which touch him; therefore he attunes not, neither does he need to\nappreciate. He has not met the excellencies of successful college teaching. On\nthe other hand the student who has met with the great teacher who sees,\nthinks about, and feels relationship not only in what he teaches, but in other\n\n"}
{"page": 690, "printed_page": null, "text": "684\n\nNational Education Association\n\nfields as well, in the life of the past, in the ever-absorbing life of the new,\nthat student broadens his thinking, starts his foundation toward apprecia¬\ntions, grasps firm hold upon more subjectmatter because he sees and feels the\nrelationship existing between and among fields of learning.\nSuccessful college teaching produces in the learner faith in himself—the\nfeeling that by hard work, over a long period of time, one will be able to\nmake a contribution in the field of his own interest. In business we say that\ncertain men have learned how to make almost any concern a “ going ” con¬\ncern ; in baseball we often say that the team has been taught to play “ heads\nup ” baseball. In football we often remark that the team is great because it\nknows how to make the “ breaks.” In all such instances either students\n(players), leaders, circumstances, or combinations have produced in the\nlearners the feeling that they could accomplish things. In the case of the\nstudents in college under successful college teaching, they have learned the\n“ heads up ” idea, the success of the “ going ” concern, the knowledge of what\nare the “ breaks ” in the game. In short, these students have received from\ntheir guide the real dynamics of encouragement, high faith in self under\ndifficult circumstances.\nSuccessful college teaching stimulates, guides, and in many cases drives\nthe specific and general intellectual activities of the student far beyond the\n“ mere intellectual ” to that “ performance ” aspect of thinking and living.\nThis is one of the most difficult aspects of high teaching to live up to. In\nreality it means that superior learning on college levels signifies perform¬\nance—thought into skills, thought into understandings, thought into action.\nIn short, it means that the learning is on such a high level that the learner\nacts with wisdom because he balances the deep and abiding emotionalized\nattitudes of life by means of intellectual aspects of life. If one looks at\ncertain aspects of our political life he may see the results of the opposite\nkind of teaching which goes on outside the college halls; he may also see the\nresults of the same kind of high teaching, without the college halls. The one\nresult shows the hand of the demagog; the other, the hand of the statesman.\nIn the case of the demagog, action is secured, prompt and sure. The\ncitizen who does not think, whose thinking is neither seasoned nor dis¬\nciplined, performs as he is told to perform; when he uses emotionalized\nattitudes they are uninfluenced by judgment. This citizen acts not for the\ngood of the whole, and often not for his own good. When this citizen is\njoined by thousands, all under the direction and drive of the demagog,\nsociety is the loser, and at what great cost.\nThe statesman, the highly intellectual and seasoned citizen asks for per¬\nformance, too. In order to secure the right performance, for the time being,\nhe takes the place of the superior college teacher. He stimulates the indi¬\nvidual citizen, he reasons out the case with him; he guides, he “ drives,” not\nto get his own bidding done, but to get the citizen to examine all the facts,\nto see both sides of the question, to consider the results of promised action ;\nhe teaches to secure performance thru disciplined intellectual behavior and\nreasoned emotionalized attitudes. When this citizen is joined by thousands\n\n"}
{"page": 691, "printed_page": null, "text": "Department of Teachers Colleges\n\n685\n\nwho think and act on these high citizenship levels, society has made another\nstep forward. These citizens have acted in ways which set standards for\nothers to follow. The statesman in this case has been an excellent teacher.\nBut to return to the characteristics of successful college teaching on the\n“ performance ” level. When this is thought of in terms of the individual, it\nshows the potency of what we call sheer character value. The distinguished\ncollege teacher in this instance has gained the right, thru native ability,\ntraining, and life disciplines to stand revealed as one worthy to trust, to\nimitate, to follow.\nThe characteristics just presented do not cover or account for all the\ndesirable changes that are brought about in the learner, in the best kind of\nteaching situations. It is hoped that this selected list does give sufficient scope\nto present a wholesome and a challenging point of view for all who believe\nso thoroly in the importance of and necessity for excellencies in college\nteaching.\nMay I turn now to the second part of my presentation and discuss the\nproblem, “ Successful college teaching produces what changes in the college\nteacher? ”\nOne of the important changes produced is that of a shift in values with\nrespect to what is meant by scholarship in the excellent teacher. Successful\ncollege teaching will give to the growing teacher a new sense of his own\nresponsibility for broadening and maturing scholarship. However brilliant\nthe young teacher may be there is room for a scholarship which does not\ncome by brilliancy alone. The college student who is so busy making adjust¬\nments to the routine of college life, the plans of study that are presented to\nhim, the many aspects of social life within and surrounding the college—\nthis student is always ready to appreciate and often admire sheer brilliancy.\nOn the other hand he soon realizes that the brilliant ability in the college\nteacher does not take the place of serious effort on his own part, that the\nexample of scholarship which relies too much upon past performances does\nnot motivate successfully. The average college student gets his greatest help\nfrom that superior college teacher who adds to his scholarship constantly\nnot only new knowledges, but new understandings of learning difficulties\nin others, new experiences outside the range of his own specialty. When\nthis scholarly college teacher adds maturity of judgment and purpose in\nkeeping with his responsibilities as a teacher, he is then the scholar whose\nlectures stimulate to self-activity; it is he who does not need to do the\nthinking for the student.\nTwo of the college teachers who wrote in answer to my letter stated\nthat in their judgment there is now overemphasis placed upon the Ph. D.\ndegree as a necessary requirement for college teaching; that this tendency\ngives many teachers holding such degree the feeling that their conquests in\nthe learning field are over; that with the degree have come, by some “ hocus\npocus,” the insight into teaching and the right to continue to teach others\nfrom such a point of view. There are many evidences to support this view.\nWhile the teaching profession rightly must set high requirements in scholar-\n\n"}
{"page": 692, "printed_page": null, "text": "686\n\nNational Education Association\n\nship for college teachers, yet there is a way to defeat the very end sought.\nThe teachers who have earned the highest degrees ought to be as willing and\nas persistent to advance to new learnings and understandings as they were\nin the first instances to add to and advance the field of knowledge.\nIt may often happen that in earning the Ph. D. degree as a requirement for\nteaching, one is left so exhausted educationally that one feels little urge to\nrenew the pursuit of knowledge. There is a more wholesome point of view\nfor the one who desires to be “ a master teacher ”—namely, to realize that\nwithin a period of ten to twenty years following the acceptance of his thesis\nhe may deal with problems of much greater importance than the one studied;\nthat he may add to his own understanding three or four times over, and in\nthe “ adding to ” this understanding he will be required to perform on more\ndifficult grounds and in more scholarly ways.\nSuccessful college teaching demands of the college teacher that he bal¬\nance his “ flair for research,” his “ questive energy,” with equal courage and\nzeal to inspire others with a genuine love for research as one avenue or aspect\nof learning and teaching. In one instance the college teacher makes a fetish\nof research—the student often mistakes the mere technic of research as the\nend, not the means to an end. The student leaves the course with the\n“ tricks of the trade up his sleeve,” and “ all aquiver ” to show others how to\ndo the trick. In this instance the college teacher has done little teaching, the\nstudent little learning. In the situation in which the college teacher tempers\nhis flair for research with courage to cause others to use the scientific atti¬\ntude as a means to an end, that is learning on a high level; this college\nteacher permits no one to leave his laboratory, classroom, or study with the\n“ tricks of the trade idea.” He really teaches to prevent this result. In its\nplace he shows the importance of the facts found by means of research, the\ntruth made clear thru research. He uses research as a significant scientific\ntool. He looks for a real change in scholarship as a result.\nSuccessful college teaching produces in the maturing college teacher an\naffirmative and aggressive outlook upon life and its many problems. This\noutlook is one of the ideals realized often thru great effort and faith on the\npart of the teacher. Thru it the student may get his best interpretation of\npersonal integrity and social improvement. One can readily judge by this\nstandard that one cynic “ goes a long way.” College teaching on a high\nlevel implies attitudes about life on high levels.\nSuccessful college teaching proves to the growing teacher the utter futility\nof lecturing, teaching, assigning, directing study, from the day to day, recita¬\ntion to recitation idea, or from within the pages of text idea. This point\nmight seem too trite to mention, if it were not for the fact that too much\neffort is now wasted by capable students attending recitations from the day\nto day idea, or attending classes where textbook lecturing is going on. A\nstudent friend of mine gave a perfect name for such teaching, when he re¬\nmarked that he was trying to select his courses and teachers so that he would\nhave no “ just sit and listen courses.” He was a wise young man. He really\nwanted to earn an education. Better college teaching will make use of the\nso-called recitation as a means for discussion, conference, individual and\n\n"}
{"page": 693, "printed_page": null, "text": "Department of Teachers Colleges\n\n687\n\ngroup guidance; the lecture as a device to explore in fields outside the text,\nas an educational lure to increase the use of the library, etc. Lecturing,\nteaching, assigning material may be done from high points of view, and with\nthe richest of results only when one applies the real test—Who are learning\nin this course, and at what levels?\nOn a certain morning last August I had a thrilling experience in learning.\nI was on the campus of one of our great Eastern universities. A student\nraced up the walk and turned the corner near me on his way from one class\nto another. He was striding along at such a magnificent pace that his\nexample made me call to him—“ Good morning, young man. What a won¬\nderful stride you have; how excited you must be; how I wish I were young\nenough to pace you! ”\nHe stopped, turned to me with a broad smile, and said, “ Why should I\nnot run with a great stride ? Why should I not look happy? I have just come\nfrom a great lecture—a great lecture. The instructor certainly led us in\nbroad fields. It was a great lecture, sir.”\nI saluted him; he smiled back and, mounting the entrance two steps at one\nstride, went to his next learning period—I trust, to hear another great man\nlecture in “ broad fields.”\nSuccessful college teaching compels the college teacher to have and to\nkeep sincere respect for the student, to see the student as a learner at different\nstages of a long journey, which journey is to be fruitful according to the\ndegree to which the teacher makes learning (used in its broadest sense)\nexciting, exacting, attractive, valuable to the learner. Life will seldom be\ncompletely exciting, completely exacting, completely attractive or valuable\nto the learner. It will, however, present all these aspects at different times\nand in different degrees. Superior college teaching will continually demand\nof the teacher that his own presentation and interpretation of knowledge, of\ninstitutions, of society, of life must consider the learner as a person, as an\nindividual who makes progress by degrees, and in keeping with his individ¬\nual gifts, aptitudes, urges, and disciplines. The distinguished college teacher\nwill be a potent factor in making learning exciting, exacting, attractive,\nvaluable to this learner.\nThis discussion has been presented from the point of view that college\nteaching, or teaching on any level, is a science and an art of high order; that\ncollege teachers may grow to great stature if they practise seriously and\npersistently the high art; that college teaching has a great responsibility to\ndirect its energies more toward stimulating and guiding students to the end\nthat they will sense more keenly their own intellectual, moral, and social\nresponsibilities; that thru the fruitful years in college they learn how to do\ntheir own thinking upon problems of great economic and social significance\nto them and to society.\n\n"}
{"page": 694, "printed_page": null, "text": "688\n\nNational Education Association\n\nTEACHING IS A SOCIAL GRACE\nERNEST W. BUTTERFIELD, STATE COMMISSIONER OF EDUCATION,\nHARTFORD, CONN.\n\nHarry L. Hopkins has frequently said before presenting education a dole,\n“ The only thing that is necessary is to bring together the one who knows\nthe subject and the one who wants to learn it.” Supply and need are the\nessentials. The middle man is superfluous. I doubt that he would go so far\nas to say, “All that is necessary is a full milk bottle and a hungry baby.\nPut them together and you have peace and prosperity.” For he was speaking\nof education and of it alone.\nThe assumption is a common one. Teachers are chosen because of their\npsychological intelligence. If they know perfectly they can teach simply.\nSo we believe when we declare, teaching is an intellectual pursuit. Before\nGregory Mendel all theologians asserted, and, since Mendel, all those who\nintellectually believe in the stork as humanity’s great biological aid have\ncontinued to assert pontifically “ Teachers are born and not made.” Horace\nMann and Henry Barnard believed this too, but they became impatient\nwhen they had waited thirty years and had seen no busy stork engaged in\nshuttle duty passing overhead with an infant pedagog. So they proceeded\nto make synthetic teachers. The assumption remains. In awed voices we\nstill speak of a born teacher and in laboratories we, by instruction, try to\ncreate and then to develop the great professional skills of the schoolroom.\nWe still believe that teaching is a profession based upon mysteries and\nrevealed only by psychology—which is a modern astrology—in medieval\ncrypts on Morningside Heights.\nIn our federal colleges where thousands seek for education the most\npopular subject is not economics, or sociology, or one of the physical\nsciences. It is psychology. All want psychology. It is mysterious. It may be\nslightly erotic. It is filled with magic words and incantations. It is magic\nand by it one can sell goods to unwilling customers and exhibit a dominant\npersonality in dealing with burglars or one’s employers. To this position we\ngive assent when we declare our belief that teaching is a professional art.\nThe popular author of “ when to teach and where and what and how ”\nand the professional producers of diagnostic tests have a different emphasis.\nThey believe that every child is composed of defects. For each defect there\nis a test. For each test there is an interpretation. For each interpretation\nthere is a simple.\nIn the hands of those who follow these the teacher becomes a skilled\nartificer. She is proficient in technics and in method—special method, gen¬\neral method, Palmer method, classroom technic, schoolroom standards, skills,\nnorms, modes, medians; and the real teacher is like my Great-Uncle Charles\n—now with God for fifty years—a master carpenter, who left me his im¬\nmense carpenter’s chest filled with tools each one of which had one skilled\napplication in his unbounded craftsmanship.\n\n"}
{"page": 695, "printed_page": null, "text": "Department of Teachers Colleges\n\n689\n\nWhen I declare the teacher is a skilled workman and when I hold that\nteaching consists of establishing technics, methods, and crafty resourceful¬\nness, I am imitating my Great-Uncle Charles with his chest full of tools\nand his head and hands full of skills.\nNow actually I do all of these things. I believe that (1) teaching is an\nintellectual pursuit; (2) teaching is a professional art; and (3) teaching\nis a mastered skill. I have made many speeches with each of these as a\nchapter head.\nOccasionally as Amos walked about among his scented goats a new idea,\nin picturesque phrase, came to him and in his surprise at unforced cerebra¬\ntion he rushed out and shouted in a minor prophet key, “ Thus saith the\nLord.”\nNow recently in my state, Connecticut, devoted to steady habits, as I\nwalked about engaged in educational pursuits I had a similar experience\nand now, Amos-like, in this market place, I declare the revelation, “ Thus\nsaith the Lord, ‘ Teaching is a social grace.’ ” I defy you to find this thought\nexpressed in all professional literature. It is absolutely a new revelation.\nTeachers have been known to be wise, to be filled with professional lore,\nto be skilled in their work, but never before has it been said that teachers\nare human. Teaching is a social grace!\nOur generation is in a perplexity, caught as Cicero would have said,\n“ loco ille motus est.” Science has added ten years to human life. Statis¬\ntically each of us is to live ten years longer than he expected to live and\nwe do not know what to do with it. We are even restless that these ten\nyears all are to be at the latter end of our lives. We think they should have\nbeen added to our teens. In teacher training we face a similar situation.\nFor 100 years two years has been the allotted span of normal school life\nand when we were still rather comfortably fussing about our crowded\ncurriculums and breathless students, society dropped the two years and gave\nus four. Just as we now are troubled about our sunset years, so we do not\nknow what to do with two additional years for teacher preparation and we\nare repeating the scenes of the opening of government reservations to settlers\nwhen peasants and professors rushed in to occupy.\nThe normal school group gave a sigh of relief and each department\nsaid, “ We never have had quite time enough to do what we have planned.\nNow we will be leisurely but not adventurous.” They proposed the teacherscollege curriculum should be a normal school curriculum of four years.\nLike Oliver Optic they proffered their request for more of the same. They\ndid not propose to go higher than before, or to add two years of cultural\ndevelopment until then not possible. They wished to take up the slack,\nand the curriculums of most of our teachers colleges show that this group\nhas been successful.\nAt the same time the college advocates rejoiced with the thought that\nnow true culture and a bachelor’s degree could adorn teachers. Their pro¬\nposal was a replica of a liberal college course—traditional culture in strata,\noil laden, metal bearing, and then on top a thin layer of humus in which\n\n"}
{"page": 696, "printed_page": null, "text": "690\n\nNational Education Association\n\nseeds of genius would rapidly sprout. They would have a college course\nof subjects which broadened ancient minds but which are unrelated to\nmodern life. After knowledge and wisdom were safely stored they would\nadd a short period of observation and classroom opportunity and a few\nshort weeks or days of practise. Teachers colleges of this type also dot our\nlandscape.\nWe know, however, that teacher training is not carried out in these\nways. The course is an integrated one from beginning to end with the\ngrowing and teachable child the center about which all instruction is\ngathered with orientation courses in the great fields of modern life, with\ncontent courses that go beyond the subjectmatter of classroom instruction,\nand with the arts, the crafts, and the skills of our profession carefully\npresented and developed.\nA curriculum with these emphases again declares that teaching is an\nintellectual pursuit, a professional art, a mastered skill, and adds that\nteaching also is a social grace.\nA teacher of Latin may be versed in all Latin that is extant and can\nbe read with propriety. His name may be followed by degrees in series. He\nmay be familiar with all the intricacies of college board examinations, he\nmay be the master of mnemonic devices that permit Latin to be mastered\nwithout tears, but to secure happiness in his personal and professional life\nhe must have many hobbies and life interests. He must have kindly affection\nand gracious manners.\nLet us begin with the selection of students for the teachers college.\nOur usual criteria are these. We have required academic scholarship,\nnative intelligence, and physical fitness. The doctor must find no physical\ndefect; the principal must report full academic preparation in English,\nmathematics, foreign languages, with some history, and in all a scholastic\nrecord in the first quartile of the class. The psychologist must report an\nintelligence quotient of 110 or more and a corresponding rating in a test\nof general information. To this I would add or more greatly emphasize\nranks in social qualities and in cultural skills.\nSince it is an expenditure of valued time in a teachers-college course to\ninclude the skills of the classroom I should hesitate to admit to preparation\none who did not habitually rate above a 70 on the Ayers handwriting scale;\nwho did not spell regular words with precision ; who did not or could not\nsing; who did not play on (I use the words deliberately) the typewriter;\nwho could not read orally the newspaper with expression or tell a story as\nchildren wish it told.\nSince the high-school and teacher-training courses constitute one course\nof instruction I shall care little whether the high-school course has included\nforeign languages, advanced mathematics, the nomenclature of rhetoric and\ngrammar, or has had for its basal subjects home economics or commercial\ncourses as long as general science and biology are included, music and art,\nsocial science, and a mild love for literature.\n\n"}
{"page": 697, "printed_page": null, "text": "691\n\nDepartment of Teachers Colleges\n\nI shall wish to know what interest the candidate has in children and I\nshall ask if he has younger brothers and sisters, is a Scout leader, or has\na Sunday School class. Also what interest he has in life.\n\nHave the English\n\ncourses led him to newspapers and magazines and to the movies and litera¬\nture and entertainment ?\n\nAlso what interest he has developed in nature.\n\nDoes he drive an automobile and where? Does he know football as a spec¬\ntator and tennis as a participant?\n\nHave a disciplined mind and an ordered\n\nbody made school attendance an almost unbroken rule?\nThese are some of the traits that employers seek.\n\nWhen teachers are to\n\nbe engaged, Mr. John Lund, organizer of the new and forthlooking Ham¬\nden, Connecticut, high school, is using a questionnaire to help in teacher\nselection.\n\nBesides the traditional questions he craves information on broad¬\n\nening experiences: i. e., (1) travel and others equally significant; (2) edu¬\ncation and occupation of father; and, (3) health including illnesses, oper¬\nations, and immunizations with approximate dates.\n\nHe asks for recent\n\ncommunity activities and fraternal affiliations; for the names of newspapers\nregularly read and features enjoyed; for the names of books lately read and\nmovies enjoyed.\n\nHe asks for a brief discussion of pertinent economic ques¬\n\ntions as American adherence to the World Court and a longer school day.\nHe invites the candidate to write on professional and non-professional sub¬\njects such as cultured people regularly study and discuss.\nis not a proctored examination.\n\nNow all of this\n\nThe candidate in his own home at his\n\nleisure tells his own story.\nIsn’t it strange that all of these years we have been selecting teachers\nof English on their ranks in college courses in the English classics and in\nphilology.\n\nThe result is that many teachers in this subject can compose\n\nflawless essays but by models of the period of Queen Anne.\n\nYet the same\n\nteachers have never had an article in a magazine and are unable to write\na news item for the afternoon paper without the humiliation of finding\nthat the space editor has amputated introduction and conclusion and in¬\nverted the order of the story.\nSome years ago in a magazine article I compared the English of the\nwriters for the Classical Journal with that of contributors to the Industrial\nArts Magazine and my detailed study was all in favor of the latter.\n\nThe\n\nLatinists used in English a turgid artificial style of the Ciceronian type.\nThey wrote as did he to exhibit words. The industrialists wrote to express\na thought and I was intrigued to follow them with plane, paint brush, or\ndrawing board.\n\nI shall wish never to employ a teacher of English until he\n\nhas shown me his skill to write common thought so that common people\nwill wish to read the story.\nIn the fourth-year teachers-college curriculum I shall wish to set aside\ngenerous time and attention for the element which I will call “ Student\nLife ” and this element would be as carefully organized and presented as\nthe traditional subject fields.\n\nIt would not be incidental.\n\nIt would not be\n\nleft to atmosphere.\nStudent life is in two forms—subjective and objective—and by subjec¬\ntive I mean the modification and development of the personality and habits\n\n"}
{"page": 698, "printed_page": null, "text": "692\n\nNational Education Association\n\nof the student so that he knows how to dress, to behave, and to enjoy his\nown life.\nOur students as teachers will in most cases be in a social position superior\nto that of their parental homes and many have had but limited cultural\nopportunities. For full educational success they must meet new social situa¬\ntions with ease and the developed life of our institutions should regard\nthis as a clearly defined assignment and element in the preparation of\nteachers. In a period of changing society and in schools filled with children\nof cosmopolitan origins, teachers have extensive social responsibilities.\nI should require all students to live in the school dormitory both school\ndays and week-ends for at least one year of their training.\nSpecifically we wish these young people to whom we give the degree,\nbachelor of education, to have certain characteristics which the teachers\ncollege and its dormitories as an institution have caused to be developed.\nIt is to be recalled that teaching is a most drab and monotonous occupa¬\ntion for teachers who are highly competent in classroom control and in the\nsubjects of instruction but whose knowledge of subjects not intimately\nrelated to professional specialization is but a college memory and whose\ninterest in personal skills and activities is not an intriguing one.\nThe eight accomplishments which follow represent liberal education and\npersonal culture and should be used among others as objectives in the devel¬\nopment of student life:\n1. To play on some musical instrument to the\n\npoint of personal\n\nsatisfaction\n\nand to sing to the point of constant school participation\n2. To produce beauty and enjoy it in raiment, personal adornment, room care\nand decoration, and the culture of plants of beauty\n3. To enjoy humor as expressed by the masters—Dickens, Twain, Carroll—and\nin modern forms by Cantor, Rogers, the movies, and the artists of newspaper wit\n4. To participate vicariously in the life of the world by discriminating reading\nof the daily papers and the weekly news magazines\n5. To\n\nassociate\n\nwith\n\nmachinery\n\nas\n\nit guides\n\nand\n\ndirects\n\nhousehold\n\ninterests\n\nand as it is used in the creation of social friendships\n6. To play, not to punish the flesh but to enjoy life, as thru the muscular satis¬\nfaction of tennis and golf\n7. To be able to entertain oneself by the satisfaction of high accomplishment\nin some personal skills, hobbies, and interests carried to the point of acknowledged\nmastery\n8. To love one’s neighbors and show it by club interest, by social leadership,\nand by social welfare participation.\n\nIt is not too much to expect each graduate before receiving his degree:\nto sing and to play something; to read from the library and from the current\npress; to use with discrimination the radio and the movies; to use the type¬\nwriter and to write a clear hand; to swim, climb hills, play tennis and golf,\nand to drive an automobile; and to acquire social amenities thru club\nactivities and school organizations.\nAs has been said, student life is also objective. The student must not only\nimprove himself, he must enter as a citizen into the inheritance of the race\nand the cultural wealth of state and city.\n\n"}
{"page": 699, "printed_page": null, "text": "Department of Teachers Colleges\n\n693\n\nIn teacher training the social and civic laboratories of the institution\nare not found within its walls, or under its control. For every well-located\nteachers college they are in the same or adjacent cities. They consist of our\nhospitals, our parks, our art galleries and historical museums, our libraries,\nour state government with legislative halls, executive offices, and courts\nof justice.\nVery frequently students with a teacher have visited these institutions\nbut almost always as tourists with a guide. This is entertainment. It is not\ntraining. I propose that in such state institutions work should be organized\nand carried on to the point that students do not merely see the institution\nbut come to feel its organized spirit and as they do this focalize attention\nwith the thought, “ How can I use this part of my training to give me a\ncitizen’s feeling of participation in a civic development and to aid me to\npresent to children our part in our social and civic structure? ”\nI will give two illustrations. We have the senior classes from the Teachers\nCollege of Connecticut in regular groups at the New Britain City Hospital\nand similarly student nurses in special classes at the college. The students\nare at the hospital not to see a spotless and efficient institution but to know\nwhat service a city hospital renders in our complex social life; to know for\nthe benefit of future rooms full of children from immigrant homes that the\nhospital is not an institution of miracles, nor of horrors; but to understand\nthe general technic of hospital operations; to understand the maternity\nservice which hospitals provide and appreciate the work of their sisters, the\ntrained nurses.\nSeniors also spend ten days in the civic laboratories. A classroom in the\nstate office building is assigned to them. Their instructor presents a plan\nfor the day. The class visits a legislative session and a committee hearing\nand again in the classroom the instructor organizes the experience. Then\nan executive office or department may be inspected, the work explained by\nsome officer and again later analyzed and summarized by the instructor.\nOn another day the art museum or the state library or the superior court\nreceives the same attention.\nThis work does not supplement the course in social science. The social\nscience courses do not supplement trips of inspection. Instead by these trips\nthe student has a prolonged citizen’s experience in his own governmental\nor social organization and the experience aids to professionalize all of the\nmore formal subjectmatter of the college classroom.\nStudent life has two fields: (1) the development of the individual;\n(2) the entrance into breadth of culture, and the creation of years of social\nand civic growth.\nWe should require the student in training: to know his state in history,\nart, and beauty as the automobile reveals it; to be at home in our civic\nstructure—as a citizen to have a first-hand knowledge of our state institu¬\ntions, our museums of art and history, our hospitals, and our historic\nheritage; and to live with historic beauty and artistic expressions and in\nhumility to imitate in personal expression.\n\n"}
{"page": 700, "printed_page": null, "text": "694\n\nNational Education Association\n\nIn 1928 when Seattle entertained the teachers of the nation the PostIntelligence?r said:\nYou are the best dressed women we’ve seen. In symphony and ensemble, you\nseem expressive of high thinking and that matured culture which young America\nis achieving. Delicate and mannered, restrained but not inhibited, artistic but\nnot bizarre, color toned to taste, utility but not severity—discrimination. You fit\ninto the lounge of the Olympic like units in a well-toned canvas.\n\nIn addition to professional knowledge and technical skills we wish our\nteachers to express these characteristics.\n\nPRESENTDAY REASONS FOR REQUIRING A LONGER\nPERIOD OF PRE-SERVICE PREPARATION\nFOR TEACHERS\nGEORGE S. COUNTS, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nIt is one of the commonplaces of history and sociology that all educational\nphilosophies and programs are relative and changing. However blindly they\nmay be accepted at a given moment in a given society, they possess no abso¬\nlute validity. Tho they may contain certain elements which are comparatively\nuniversal and abiding, when taken in their entirety they always manifest\npatterns and configurations which constitute adaptation to special sets of\ncircumstances—societal, cultural, geographic. In a word, education is an\nintegral part of culture and evolves with culture, deriving its responsibili¬\nties, practises, and purposes thru a process of interaction with its total\nmaterial and spiritual surroundings. All of this applies to the preparation\nof teachers, as well as to the extension of educational opportunities, the\nmaking of the curriculum, the conduct of instruction, and the devising\nof administrative arrangements.\nThe impression should not be given, however, that the adjustment of\neducation to the culture is an automatic process which goes on in some\nmysterious way independent of the thought, the labors, and the desires of\nindividual men and women. In fact it is no more automatic than the paint¬\ning of a picture; it is essentially a creative process. As the artist must have\npigment, brush, and canvas, so the educator must have knowledge of men\nand society. But an educational policy or program flows inexorably from\nsuch knowledge no more than the picture forms itself out of color, oil, and\nfabric. The character of the product depends not only upon the excellence\nof the mtaerials but also upon the skill, the industry, the imagination, the\npowers, the genius, even the sweat and the tears of the creator. To be sure,\nas between the work of the educator and that of the artist, the standards\nof appraisal are somewhat different. But in either case final judgment will\nnot be rendered in a day but in the long course of history.\nThe point of all this is that the question of the length of pre-service\npreparation of teachers cannot be answered in purely objective and quanti-\n\n"}
{"page": 701, "printed_page": null, "text": "Department of Teachers Colleges\n\ntative terms.\n\n695\n\nWhile we might all accept the fundamental principle that\n\ndifferent times call for different answers, the present may not speak the\nsame language to each of us.\n\nIndeed our ears may be variously attuned; so\n\nthat one of us will hear one thing, another something else. As a matter of\nfact we know that the world of nature and of man does present a somewhat\nunique facet to every one of us. As Egon Friedell, in A Cultural History\nof the Modern Age, has said in poetic vein:\nEven a photographic camera, reputed the deadest of apparatus, which appar¬\nently registers with perfectly mechanical passivity, is affected by our subjec¬\ntivity. Even the “ objective ” is not objective. For it is an inexplicable but unde¬\nniable fact that, just like a painter, a photographer photographs only himself.\nIf he has the taste of an uneducated,\nnothing but coarse, vulgar figures;\n\nsuburban mind, his camera will produce\n\nif he has a cultivated mind and an artistic\n\npoint of view, his pictures will have the superior look of delicate engravings.\nAnd that being so, our photographs, like our paintings, will appear to future\nages, not as naturalistic reproductions of our outward appearance, but as'monstrous\ncaricatures.\n\nFriedell is doubtless guilty of considerable exaggeration here, yet his\nthought contains a large element of truth and has direct implications for\nour discussion. Even a simple account of the great social trends of our time\nis far from simple.\n\nThis was demonstrated by the difficulties encountered\n\nby the members of the President’s Research Committee on Social Trends\nwhen they faced the task of handing in a common report. Altho they were\na remarkably like-minded group, as the world goes, having been selected\nlargely because of their community of outlook, American society certainly\ndid not present the same aspect to all of them. The final report, in spite of\nefforts to avoid sweeping generalizations and to stick to what are called\n“ facts,” was full of contradictions, inconsistencies, and ambiguities.\n\nIf the\n\ninvestigators had been asked to derive social policies from their findings,\na responsibility which no educator can evade, one can only imagine the\nextent of the discord.\n\nWe should remember that even a census, which to\n\nus may appear to be merely a matter of routine, tells quite as much about\nthe census-takers as about the society brought under inspection.\nNow, this question of the preparation of teachers involves not only the\nselection, organization, and interpretation of data with reference to Ameri¬\ncan society—its history, its trends, its problems, and its potentialities—but\nalso the performance of a number of other operations of almost equal diffi¬\nculty.\n\nIt involves the acceptance of some conception of the role of the\n\nteacher in the educative process, and some conception of the relation of the\nprofession to society and the state. After outlining the social situation and\ngiving an interpretation of American history for this age, I shall proceed\nto set forth my position with reference to each of these crucial matters.\nThen I shall endeavor to bring the entire analysis to bear upon the question\nraised in the subject assigned to me.\nWith regard to the social situation it may be said that American society\ntoday is passing thru a period of profound transition.\nhowever, must not be taken too literally.\n\nThe term “ today,”\n\nIt does not mean the present\n\n"}
{"page": 702, "printed_page": null, "text": "696\n\nNational Education Association\n\ntwenty-four hours, or this month, or this year, or the period of the great\ndepression, or even that interval in world history beginning in August 1914,\nand marked by the most devastating of wars between the nations and by a\nsuccession of social convulsions and revolutions thruout the earth. Rather\nis the term used to designate an age that for America reaches well back into\nthe eighteen-hundreds and may be expected to extend far into the twentieth\ncentury—an age that is striving to come to terms with the products, the\nimplications, and all the conditioning influences of science and technology.\nAt present we appear to be entering the more acute phases of this transition.\nTo say that the present is an age of transition may seem to repeat a com¬\nmonplace. For in a rapidly changing world, is not every age an age of tran¬\nsition ? In a superficial sense this is true, but only in the sense that any age,\nbeing the child of the past and the parent of the future, is transitional\nbetween what has gone before and what is to come after; it is false in the\nsense that it assumes change to be purely quantitative and unidirectional.\nChange, even rapid change, may proceed for a period without seriously\ndisturbing the bases of social life. Thus within the limits of a hunting\neconomy numerous inventions and requirements may be introduced which\nmerely tend to individualize, elaborate, and perfect the traditional modes\nof living. But there comes a time in such an economy when changes appear\nthat herald the emergence of a radically new order—an order based upon\nagriculture, animal-breeding, and settled life. A society in which changes of\nthis second type are dominant is obviously in a period of transition. The\nAmerican people are living today in such a society. The very foundations\nof the social order are being transformed and long-cherished doctrines are\nbeing frankly questioned and even repudiated.\nThis transition was clearly recognized by the Commission on Social\nStudies of the American Historical Association in its recent report. Accord¬\ning to the Commission, “ evidence is accumulating that the age of indi¬\nvidualism and laissez faire in economy and government is closing and an\nage of collectivism is emerging.” Here is the central trend of the present\nepoch, a trend that is affecting every institution and placing its stamp on\nevery department of life, a trend that must be taken into account by every\neducator who pretends to deal with reality. It is one of the ironies of the\nage that those individuals and classes, such as the members of the American\nLiberty League, who are most vociferous in their defense of individualism\nrepresent those very forces in history which have been instrumental in\ndestroying the earlier economy. They represent the forces of industrialism,\nof far-flung enterprise, even of mass regimentation. Under the sweet guise\nof liberty they would fasten yet more firmly on the backs of the people the\ndictatorship of property and business.\nIn order that we may understand the issues involved it is well to note\nthat the individualistic tradition has two roots which tho often confused\nare widely different in origin and in social implication. One was the indi¬\nvidualism of the pioneer and the farmer, the other the individualism of\ncapitalistic enterprise.\n\n"}
{"page": 703, "printed_page": null, "text": "Department of Teachers Colleges\n\n697\n\nThe first form of individualism was a product of the settlement of the\nland, of the march of the pioneer across the continent, of a peculiar set of\nconditions that prevailed in American agriculture for generations. The\ncountry was peopled very largely by men and women of lowly social posi¬\ntion seeking to improve their lot in this world, and not by the representa¬\ntives or members of any organized society. The crossing of the Atlantic,\nitself an exercise of personal initiative of no mean proportions, involved\nthe breaking of innumerable ties with the past and a kind of emancipation\nof the individual from the accustomed social restraints. Also, after the\nsettlers had mastered the more elementary problems of sustaining life in the\nnew environment, the power of the community or of any ruling caste to\ncoerce the individual was greatly weakened. If the demands of society\nbecame irksome, he could move to the frontier and there find an abundance\nof free or cheap land on which he might proclaim the independence of him¬\nself and family.\nThe fact should be noted, however, that this was in reality familism\nrather than individualism. As a rule the family, and not the individual,\nwas the unit. Owing to the low level of technology, the reliance upon\nhuman energy, and the primitive character of the productive process, the\nhousehold could be fairly self-contained on a low level of consumption.\nA single cash crop would provide the family with all the money required\nfor the purchase of articles of trade; and within the home there were\nsolidarity, division of labor, and a rational sharing of goods and services.\nThe great age of individualism in American history therefore was marked\nby integration on the scale demanded by the status of the practical arts and\nthe general conditions attending the gaining of a livelihood. That fine inde¬\npendence of spirit, which is one of the most precious spiritual possessions of\nthe American people, was nurtured on the economic security provided by\nthe family. And we may assume that it will quickly pass away, as it is\npassing away today, if some other equally secure material foundation is\nnot forthcoming.\nThe second factor contributing to the development of the individualistic\ntradition, but which provided quite a different emphasis and represented a\ndifferent set of values, was the rise of the so-called middle classes. The\nage of the discovery and settlement of America was an age of profound\nchange and unrest thruout the Western world. Among other things the age\nwitnessed the rapid disintegration of the collective economy of feudal society\nand the liberation of the individual from many restraints in the sphere of\ncommerce and industry. The assault upon the traditional order was led\nby merchants and tradesmen who had established themselves in the me¬\ndieval towns and whose power resided in property accumulation. These\nelements in the population, demanding freedom for economic enterprise,\nwhether in the realm of commerce, finance, or manufacture, gradually\novercame the feudal aristocracy, assumed control of the state, and formu¬\nlated a social philosophy congenial to their temper and aspirations, and in\ngeneral well suited to release the creative and productive power of the age.\nJohn Locke, their ablest spokesman in the seventeenth century, contended\n\n"}
{"page": 704, "printed_page": null, "text": "698\n\nNational Education Association\n\nthat “ the great and chief end ... of men uniting into commonwealths and\nputting themselves under government, is the preservation of their property.”\nTo them the essential functions of the state were to protect private property,\nenforce contracts, and thus set the stage for the free play of economic forces.\nThe natural laws supposed to govern the operation of these forces were\nexpounded in a great classic of economic thought—the Wealth of Nations\nby Adam Smith. It was the rising middle classes, moreover, that dominated\nthe early settlement of America, led the colonies in the War of Inde¬\npendence, wrote the federal Constitution, and except for the brief period of\ndominance by'the western farmers and the southern planters, set the tone of\neconomic and political thought in the United States during the nineteenth\ncentury.\nThese two roots of American individualism must of course be clearly\ndistinguished, even tho they have often reenforced and tempered each other.\nThe individualism of the independent freeholder of Jeffersonian democ¬\nracy is not to be confused with the individualism of business enterprise bent\non profits and operating in a complex society. The one is essentially selfcontained, while the other is essentially predatory in its social outlook.\nThere is something splendid in the individualism of the pioneering farmer\nwho with wife and children strikes out into the wilderness and singlehanded, except for the occasional assistance of neighbors, wages battle with\nthe raw forces of nature, asking no favors from organized society and\nengaging in no attempt to exploit his fellowmen.\nThe individualism of business enterprise, whatever its services in pro¬\nmoting economic advance, is of quite a different order. Its celebrated maxim\nof caveat emptor reveals its innermost spirit and expresses an attitude of\nindifference and irresponsibility toward the general welfare. The individu¬\nalistic farmer asserted his independence of society; the individualistic mer¬\nchant made society the scene of operations. To be sure, the moral sense\nof the small community and the craft morality of the pre-industrial era, built\nup thru centuries of social experience, held this doctrine of calculated selfish¬\nness in check and doubtless softened its expression. Yet in time the small\ncommunity disintegrated, the earlier ethica weakened, the artisan tended\nto become content with shabby, if profitable, work, the spirit of the racketeer\nspread thru the economy, employed labor resorted to sabotage and malinger¬\ning, and private enterprise itself repudiated the underlying principles of\nindividualism, sought escape from the rigors of competition thru various\nforms of combination and collusion, and turned to government for fran¬\nchises, tariffs, subventions, and innumerable special privileges.\nThe passing of the age of individualism in economy is apparent on every\nhand. Under the impact of technology the relatively simple society of the\nearly nineteenth century, in which it flourished, has all but vanished. The\ncomparatively self-sufficient family or small community has practically dis¬\nappeared. The rise of a closely interdependent economy, embracing the\nentire country and binding together in one comprehensive integration all\nbranches of industry and agriculture, is recorded in the most common facts\nof daily life and intercourse. It is recorded in 250,000 miles of railroad,\n\n"}
{"page": 705, "printed_page": null, "text": "Department of Teachers Colleges\n\n699\n\nin 26,000,000 motor vehicles, in 700,000 miles of surfaced highways, in\n46,000 miles of air routes, in 257,000 miles of telegraph lines, in 20,000,000\ntelephones, in 23,000 motion picture houses all served from Hollywood,\nin the growth of great newspaper chains and news-gathering agencies, in\nthe 600 broadcasting stations sending out their programs to 16,000,000\nradio receiving sets. It is also recorded in the division of labor among\nregions, districts, plants, departments, and workmen that has rendered\nunthinkable the economic independence of individual, family, or neighbor¬\nhood ; in the integration of countless specialties in mass production that\nmakes necessary the nationwide organization of consumption; in the vast\nand intricate structure of finance and credit that provides the vehicle for\nthe exchange of goods and services; in the conquest of mechanical power\nthat has solved the problem of production, inaugurated an era of potential\nplenty, and united all men and occupations in a common dependence on\nthe machine. The very concepts of the individualistic economics, as Berle\nand Means have shown, are no longer in harmony with the facts of life.\nThe great trend of the century from household to nation, from a loosely\norganized to a closely integrated society, from individualism to collectivism\nin economy, which appears to be reaching its critical phases in the epoch now\nopening, has created chaos, confusion, and bewilderment. It has introduced\ninnumerable conflicts, contradictions, and inconsistencies into American life\nand culture. It has destroyed the material foundation of inherited modes\nof living and economic and political conceptions. The family seems unable\nto bear its traditional responsibilities; the economy refuses to perform its\nnatural functions; great instruments of communication and enlightenment\nare turned to antisocial ends; medical knowledge and facilities remain\nidle in the presence of widespread illness and defect; leisure for millions,\nin good times as well as in bad, takes the form of unemployment; scientific\nresearch is harnessed to profit making and technological advances are sup¬\npressed ; art is divorced from the daily life of the people and is widely\nregarded as an esoteric interest; justice in the courts is often denied the\npoor, cultural and racial minorities, and political non-conformists; govern¬\nment is made to express the will of a plutocracy in the name and thru the\ninstrumentalities of democracy; nations rush headlong into war loudly pro¬\nclaiming their devotion to peace; and today, even in our own country,\ndictatorship lifts its ruthless head above the none too distant horizon.\nThese conflicts and contradictions which pervade the entire social struc¬\nture presumably can be resolved only by bringing institutional forms and\npopular ideas into harmony with the underlying technological reality. This\nmeans that the interdependent, collective character of industrialized econ¬\nomy must be recognized. But within the limits set by fact, there are many\nand diverse possibilities. The problem the American people face therefore\nis not the simple one of ushering in a new social order whose precise form\nis foreseen. They face the necessity of making great historic choices. They\nmust soon make up their minds regarding two broad possibilities which\nlie ahead.\n\n"}
{"page": 706, "printed_page": null, "text": "700\n\nNational Education Association\n\nThus the collective economy, involving, as it does, the close integration\nand coordination of the productive energies of the entire population, might\nbe organized primarily in the interests of some ruling caste or privileged\nminority, possibly composed of those holding title to property. To the\nmasses of the people would go a fixed quantity of goods and services, a\nkind of balanced ration for the human animal, perhaps scientifically deter¬\nmined so as to sustain him at the optimum level of working efficiency and\nto inoculate him against harboring revolutionary ideas. Given the premises\nof such a society to do more would be a form of economic waste. The re¬\nmainder of the social income, increasing with the advance of science and\ntechnology, would accrue to the members of the aristocracy and be em¬\nployed to protect them in the enjoyment of their privileges and to enrich\ntheir lives in every way that human ingenuity could contrive—to support a\npolice and military force of sufficient strength to intimidate the populace\nand quell occasional uprisings, to convert the more beautiful and pleasant\nportions of the country into extensive parks and playgrounds for their\nexclusive use, to maintain vast and numerous estates and menages as forms\nof display, to transfer to the domain of personal service the surplus labor\noccasioned by the increased use of automatic machinery, to provide oppor¬\ntunities for luxurious travel over the continent and the world in search\nof comfort or some new sensation, and generally to maintain a life of leisure\nand extravagance far surpassing anything of its kind in history. The fact\nthat membership in this caste might shift gradually from generation to gen¬\neration thru the operation of some sifting process, sanctified by the name\nof individualism, freedom, or democracy would not greatly alter the situa¬\ntion. Indeed such an arrangement would merely increase the stability of\nthe social order and serve as an insurance against popular revolt. It is of\ncourse entirely patent that the American people, without being aware of it,\nhave been drifting toward a collectivist society of this kind for several\ngenerations.\nThe social situation, however, undoubtedly contains a second possibility\nof broad dimensions which is far more in harmony with the deepest loyalties\nand aspirations of the American people. Conceivably, a closely integrated\neconomy might be managed in the interests of the great masses of the popu¬\nlation. Under such an arrangement no class or group would be regarded as\na means for the elevation of another, no aristocracy of either birth or prop¬\nerty would be allowed, no great concentration of wealth or income in\nprivate hands would be permitted, no grinding poverty, or degrading slums,\nplacing their indelible stamp on the generations, would be tolerated. On\nthe contrary, the moral equality of all men, as proclaimed in the Declara¬\ntion of Independence, would be recognized as a controlling ideal and would\nbe accepted as a guiding principle in the reconstruction of social life and\ninstitutions. The productive energies of the nation would be devoted first\nto laying the foundations of material security for all. Thereafter they would\nbe dedicated to raising the cultural level and enriching the lives of the\npeople, to making the entire country a pleasant and beautiful place in which\n\n"}
{"page": 707, "printed_page": null, "text": "Department of Teachers Colleges\n\n701\n\nto live. The natural endowment and the resources of technology would be\nscientifically administered in the name of society as a whole.\nIf the foregoing analysis of the epoch be accepted, what are the implica¬\ntions for the extension of the period of teacher preparation? As already\npointed out the answer to this question does not flow automatically from\nthe facts. It depends on how education and the teacher are conceived.\nI assume that a period of transition like the present demands large\nchanges in the knowledge, the ideas, and the attitudes of the people. Such\nchanges will certainly come sooner or later. The only problem is one of\nmethod. Shall they come thru suffering and misery, or shall they come thru\neducation? And if they come thru education, shall they come thru the\nschool? My emphatic answer is that they come thru education and the\nschool as much as possible. How much that is, I do not know. Nor does\nanybody else know, because there is no historical precedent capable of\nguiding us in the matter. Only in our day has the school emerged into the\nposition of a major social institution.\nBut we might all agree to the above and yet maintain that the teacher\nis involved but little. It might be argued that the need is for carefully\nworked out programs to be administered by a small staff of highly qualified\nexperts working thru teachers trained to routine and docility. I take a con¬\ntrary position. In my judgment the educational task before the nation\nrequires in every classroom a far more highly qualified teacher than the\naverage teacher of today. The teacher must be informed and intelligent\nabout industrial society—its history, its trends, its problems, its strains\nand tensions, its inner character, and its magnificent possibilities. Moreover,\nsince teachers will have to take a hand increasingly in the formulation of\nbroad educational policies for community, state, and nation, all teachers\nregardless of subject taught, should possess a considerable measure of social\nknowledge and intelligence.\nA final consideration bearing upon the problem is that of man’s conquest\nof power. It has been reliably estimated that during the past one hundred\nyears in the United States the per capita consumption of mechanical power\nhas increased fortyfold. Here is the basis for material abundance and the\nrelease of an ever larger proportion of the population for the service func¬\ntions—medicine, education, recreation, science, and art. Our society, as\nno other society in history, is in a position today to give to teachers extended\nand thoro preparation. And rarely has any society been in greater need of\nteachers of high qualifications. Perhaps the school, staffed by such teachers,\nmight make somewhat easier the truly difficult road to the future. Who\nknows? It might be worth trying.\n\n"}
{"page": 708, "printed_page": null, "text": "702\n\nNational Education Association\n\nINTER-INSTITUTIONAL\n\nRELATIONSHIPS\n\nIN\n\nDEVELOP¬\n\nING A STATE PROGRAM FOR THE EDUCATION\nOF TEACHERS\nHENRY KLONOWER,\n\nCHIEF, TEACHER DIVISION, DEPARTMENT OF\n\nPUBLIC\n\nINSTRUCTION, HARRISBURG, PA.\n\nInter-institutional relationships are essential in the development of a\nstate program for the education of teachers, but these relationships must\nfollow a program of selection in order that the institutions best equipped\nto carry on a state program according to acceptable standards be selected.\nWhen once the standards for accrediting teacher-education institutions\nhave been translated into enforceable regulations, it requires but steadfast¬\nness of purpose to establish the inter-relationships essential to carry on a\nworthwhile teacher-education program. Conditions may differ in degree\nin the different states, but the picture is always the same. There are stateowned institutions, quasi-state institutions, liberal arts colleges, denomina¬\ntional colleges, and municipal teacher-training institutions—five agencies,\nall of which, in a greater or less measure play a part in a state’s teachereducation program. Some provide a rich academic background while others\nprovide an equally important background for the development of profes¬\nsional ideals. The establishment of inter-relationships is essential if the\nschools are to be provided with the leadership which they must have to\nmake American education worthwhile.\nThe development of satisfactory inter-relationships is primarily one of\nstate concern. This is axiomatic and must be agreed to if in any state the\ndesirable results are to be obtained. Departments of public instruction must\nbe given authority to approve specific institutions for the preparation of\nteachers. This follows the general philosophy that preparation of teachers\nfor the public schools is a state function and that the states delegate this\nauthority to such institutions as have adequate instructional staffs, proper\nequipment, buildings, grounds, cooperative teacher-training situations and\nthe like, to carry on a worthwhile piece of work. The state reserves the\nright to withdraw the privilege when abuse or incompetency develops.\nDepartments of public instruction should not issue certificates to teachers\nmerely because they have completed courses of preparation, but should, thru\nsupervisory responsibilities, maintain standards generally recognized as\nproper for teacher-education programs. The states must have honest, com¬\npetent officials who can intelligently guide the approved institutions in a\ncoordinated program which prevents ruthless competition and, at the same\ntime, avoids as tactfully as possible a “ cornering of the market.” But to\ncarry out a guidance program and to maintain a coordinated controlled\nsituation so that the supply, with a reasonable surplus, may be maintained,\nit is essential that the state departments of education be recognized as the\nresponsible agencies of government for both the certification of teachers\nand the maintenance of proper teacher-education standards. The approved\ninstitutions must be cooperative and must contribute to the state depart-\n\n"}
{"page": 709, "printed_page": null, "text": "Department of Teachers Colleges\n\n703\n\nment from their experience, the necessary assistance in the development of\ncurriculums, student teaching facilities, and the intimate knowledge of the\nprospective teaching group; they must assume some responsibility for the\nnecessary relationships between the colleges and the secondary schools from\nwhich the students come. Without such cooperation, there can never be\nanything but a competitive situation, in which each institution strives not\nto supply the best teachers for the public schools, but for the greatest number\nof teachers.\nInstitutions must recognize limitations to their enrolments and accept,\nin the spirit of cooperation, the suggestion that an increased enrolment\ninconsistent with a reasonable demand for teachers results only in flooding\nthe market with teachers, measurable in terms of quantity rather than\nquality.\nBut it must be remembered further that school superintendents and\nadministrative officers are agents not only of the local school district but\nof the state department of education and that they play a very important\npart in the inter-institutional relationships. There must be the very closest\ncoordination between those responsible for maintaining an adequate supply\nof prepared teachers and those responsible for maintaining an adequate\nschool system. Accurate figures indicating both replacements and additions\nto present teaching corps can easily be developed in all the school districts\nof any state. As the information accumulates in the several school districts,\na superintendent can determine with a surprising degree of accuracy the\nnumber of teachers that will be needed each school term. When these figures\nare brought together in one central office in the state department of educa¬\ntion, the probable demand for teachers may be made known to the colleges\nengaged in teacher education. Where abnormal conditions arise, the pre¬\ndictions are upset but, on the whole, it is a simple matter to accumulate the\nnecessary data that will keep state department officials advised as to the\nproper number of teachers required for replacements and for increments\nin teacher personnel. The institutions participating in the teacher-prepara¬\ntion program must abide by the figures and not persist in an overwhelming\nproduction of young teachers who subsequently cannot find teaching posi¬\ntions. This is unfair to the prospective teacher and also destructive to the\ndevelopment of standards for teachers.\nBut one of the greatest difficulties, which in the past has interfered with\nthe development of a satisfactory inter-institutional relationship in develop¬\ning a state program for the education of teachers, is an almost complete\nunwillingness to define the unit involved. There is no generally recognized\ndefinition for the American public school teacher in terms of preparation.\nThere are as many levels of education as there are institutions engaged in\nthe education of teachers and the differences vary from high-school educa¬\ntion with six weeks of professional preparation to a year or more of graduate\nwork based on four years of professional education in an accredited insti¬\ntution. The teacher is generally recognized as one who can secure a position\nirrespective of the degree of professional preparation. If the several states\ncould agree at once to an acceptable definition in terms of preparation of\n23\n\n"}
{"page": 710, "printed_page": null, "text": "704\n\nNational Education Association\n\nthe several types of teachers and then measure in terms of this acceptable\ndefinition, there would remain to complete the problem of supplying the\npublic schools with prepared teachers, merely the assignment of programs\nto the institutions best equipped to carry out the teacher-education program.\nWhen once it is agreed that the state must assume the responsibility for\nmaintaining the flow of adequately prepared teachers, the inter-institutional\nrelationship becomes a matter of guided evolution.\nAs an excellent illustration of inter-institutional relationship on the basis\nof which there can be developed a coordinated plan for teacher education,\nthe plan of the state teachers colleges in the Commonwealth of Pennsyl¬\nvania is briefly described. Similar relationships exist in other states, but this\nplan is described because the speaker has been, for a period of ten years,\nsecretary of the Board of Presidents of the colleges and responsible for the\nadministration of the program.\nThese institutions are the creatures of the legislature; they are the people’s\ncolleges in which every worthy young man and young woman who aspires\nto teach in the public schools has the opportunity so to prepare. The colleges\nare owned and controlled by the state and have only one function, namely,\nthe preparation of teachers for the public schools; they are part of the public\nschool system. The commonwealth, thru legislative appropriation, partially\nsupports them. Fees paid by students for board, room, and lodging entirely\nmaintain the housing side, and, unlike the situation found in some states\nwhere the entire cost of maintenance of the teacher-education institutions\nis assumed by the state, Pennsylvania has in its coordinated plan a situation\nwhere the students themselves contribute in a very large measure toward\nthe maintenance of the program.\nPrior to 1919 when these institutions, then known as normal schools,\nwere quasi-state in character, competition in the solicitation of students was\ncarried on with little credit to the institutions. In 1919 the presidents sug¬\ngested that a study be prepared for the purpose of mapping out professional\nservice areas. The chief of the teacher division was authorized to present\na plan for the development of areas immediately surrounding the state\ninstitutions thruout which each institution was to make its professional\ninfluence felt. After a careful study of the number of first class high schools\nfound in each area, means of accessibility, population, number of schools,\nand annual demand for teachers, a professional service area map was pre¬\nsented to the Board of Presidents. In 1920 the service area plan was\nunanimously adopted by the Board of Presidents, and since that time each\ninstitution has confined its major professional activities to its service area.\nSolicitation of students in the area of another institution was abandoned;\nprofessional status of teachers in the school districts within the service area\nwas to become the direct responsibility of the college located therein. It does\nnot mean that students from one county must necessarily attend the insti¬\ntution located within its professional area, but it does mean that each insti¬\ntution may not develop its program in the professional service area of\nanother institution. This was one of the serious problems that had to be\nsolved in the development of the teacher-education program and it has been\n\n"}
{"page": 711, "printed_page": null, "text": "Department of Teachers Colleges\n\n705\n\nsolved very satisfactorily for the state-owned institutions. The professional\nservice area map as developed and approved by the presidents is shown\non page 707.\nThere is a Board of the Presidents of the state teachers colleges; this\nBoard meets every other month. A docket is prepared to which each member\ncontributes such items which either affect teacher education in the state\nas a whole or involve the area immediately surrounding his institution.\nCurriculum changes are referred to a special committee consisting of three\npresidents and the chief of the teacher division of the Department of Public\nInstruction. Suggested changes are referred to the entire Board with such\nrecommendations as may be suitable. When adopted by the Board, and\napproved by the Superintendent of Public Instruction, actions become\nbinding on each of the state teachers colleges, all contributing to the devel¬\nopment of an adequate and well-coordinated state program of teacher\neducation.\nThe state Superintendent of Public Instruction is the presiding officer\nof the Board of Presidents. He appoints committees of the Board; these\ncommittees recommend policies. When it is borne in mind that the president\nof each institution is in constant touch with teacher-education policies in\nthe country at large, and, at the same time, is familiar with the needs of\nthe public schools within his service area, it is fair to assume that the state\nSuperintendent of Public Instruction is in a position to have at his disposal\nproper counselors for the development of a worthwhile program. During\nthe past few years, committees have been appointed to study and report\non the following topics: (1) revision of entrance requirements; (2) ex¬\namination of marking schemes; (3) reciprocal relations with other teachereducation institutions; (4) fees paid by students; (5) establishment of\nuniform calendar; (6) legislation affecting teacher-education institutions;\n(7) uniform publications; and (8) salary qualification schedule.\nIn order to develop a common understanding of the purposes in the\nteacher-education program, all the faculties of the state institutions are\ncalled together once each year for a three-day session. The programs for\nthese meetings are prepared by a committee of the Board of Presidents,\nmembers of the faculties of the state teachers colleges, and the chief of the\nteacher division. At these sessions, problems immediately affecting the sev¬\neral groups are discussed. Content of syllabi are developed and common\nobjectives agreed to. Outstanding national figures in the field of teacher\neducation give a broader scope to the conference. The Superintendent of\nPublic Instruction has opportunity to orient the teacher-education program\nin light of the needs of the commonwealth.\nThe plan of cooperation in these institutions is an illustration of the\nsolution of one of the problems which confronts any state attempting to\ndevelop a well-coordinated state program of teacher education. One needs\nbut to review the official minutes of the meetings of the Board of Presi¬\ndents to be convinced that in this state a closely coordinated system of\nteacher education is operative.\n\n"}
{"page": 712, "printed_page": null, "text": "706\n\nNational Education Association\n\nTo maintain a proper balance between supply and demand those institu¬\ntions directly under the control of the state have been required to cooperate\nin the matter of offering approved curriculums. For illustration, the prepa¬\nration of teachers and supervisors of public school music is a specific\nprogram aside from that of the preparation of teachers for the general\nschool service. One institution in the east, one in the north central, and one\nin the west central part of Pennsylvania have been approved for the\npreparation of such teachers. The number of entrants is limited, the students\nare selected with care, and the instructional procedure is under the imme¬\ndiate control of the responsible officials of the institution. In like manner,\nrather than train an oversupply of young men and young women in the\nfield of physical education, the training facilities are kept within bounds.\nThree state institutions represent the teacher-supply source of state-owned\ninstitutions. Here are found uniform curriculums, limited classes, acceptable\nequipment, and a completely controlled situation. What is true in the field\nof music and health is equally true for the preparation of teachers in the\nfield of art. These curriculums are under constant observation and of\nnecessity must provide the right type of teachers for the educational service.\nIn commercial education, the program is controlled in an identical manner.\nTwo teachers colleges offer baccalaureate degree courses in the commercial\nfield, and here again, those fitted by attitude and aptitude are selected for\nadmission. The need for high pressure salesmanship in the matter of aug¬\nmenting enrolments is eliminated. The question of adequately supplying a\nrecognized need is kept constantly in view.\nThere developed over a period of years a shortage of properly prepared\nindustrial arts teachers. In response to this demand there was established\na four-year curriculum for the preparation of industrial arts teachers in two\nteachers colleges. Under no pressure to recruit large classes to balance the\ncost of maintaining instruction, the institutions may make such choice in\nthe selection of their students with the sole thought that each shall become a\nmaster teacher. The curriculum is the product of a cooperative enterprise\ntoward which leaders in the industrial arts field have contributed, the\nadministrative officers have reviewed, the Curricular Revision Committee\nhas adjusted, the Board of Presidents agreed to, and the Superintendent\nof Public Instruction has approved. This cooperative enterprise has been\nequally successful in the development of all other curriculums. It will ulti¬\nmately bring to the public schools a product competent to carry on a\nworthwhile educational program satisfactory to the taxpayer.\nThe manner of coordinating forty-nine liberal arts colleges along lines\nindicated in the development of the program for state teachers colleges still\nremains a problem for solution but a step in this direction has been made\nwith gratifying progress. Committees representing these institutions have\nbeen working on problems similar to those considered by the Board of\nPresidents of the state teachers colleges and substantial contributions have\nbeen made by these committees in suggesting revisions of the certification\nregulations. There is in our own state a very vigorous organization known\nas the Association of Liberal Arts Colleges for the Advancement of Teach-\n\n"}
{"page": 713, "printed_page": null, "text": "707\n\nDepartment of Teachers Colleges\n\nSTATE TEACHERS COLLEGES\nCommonwealth of Pennsylvania\n\nA four-year curriculum preparing for teaching in the elementary field, baccalau¬\nreate degree curriculum, provides preparation for State Standard Limited\nCertificate.\nTwo years of advanced work in elementary education to which those who have\ncompleted any one of the two-year elementary curriculums may be admitted,\nbaccalaureate degree curriculum.\nA four-year curriculum preparing for teaching in the junior high or senior highschool fields, baccalaureate degree curriculum.\nDegree curriculums in special fields: Art, Commerce, Health, Home Economics,\nIndustrial Arts, Music, and Kindergarten.\nCollege\n\nSpecial Curriculums\n\nPresident\n\nBloomsburg .. Commerce .Francis B. Haas\nCalifornia .... Industrial Arts .Robert M. Steele\nCheyney . Industrial Arts and Home Economics... Leslie Pinckney Hill\nClarion. .G. C. L. Riemer\nE. Stroudsburg Health Education .T. T. Allen\nEdinboro .... Art Education .Carmon Ross\nIndiana . Art, Commerce, Home Economics & Music. Charles R. Foster\nKutztown .... Library and Art Education.Q. A. W. Rohrbach\nLock Haven . Kindergarten Education .Dallas W. Armstrong\nMansfield\nHome Economics and Music.William R. Straughn\nMillersville .. Library—Industrial Arts .Landis Tanger\nShippensburg . Cooperative Education .Albert Lindsay Rowland\nSlippery Rock Health Education .Charles S. Miller\nHealth Education and Music.Norman W. Cameron\nWest Chester\n\n"}
{"page": 714, "printed_page": null, "text": "708\n\nNational Education Association\n\ning. This Association has been extremely helpful in raising the standards\nof teacher education within the liberal arts colleges. Their subcommittees\nhave attacked the problems of developing suggestive uniform syllabi with\nthe same vigor as is observable in a state-aided and state-owned institution.\nThis organization meets annually and discusses with the members of the\ndepartment responsible for the development of inter-relationship, problems\nof mutual concern. The two groups are growing closer together. The first\nstep in this direction was taken over a year ago when representatives of the\nliberal arts colleges met in joint session with representatives of the state\nteachers colleges. A combined program was presented.\nAs another illustration in the development of this inter-institutional\nrelationship, a joint conference of the Association of Liberal Arts Colleges\nfor the Advancement of Teaching and Directors and Supervisors of Student\nTeaching in Accredited Teacher Preparation Institutions in Pennsylvania\nwas held. The theme of the conference was on the general problem of\nstudent teaching. The purposes of the meeting were:\n1. To express points of view by means of a round table discussion as to present\nstudent teaching situations in accredited teacher-preparation institutions\n2. To determine the basis for acceptable principles and practises with regard\nto student teaching in these institutions.\n\nSeventy-five representatives from all the various types of institutions in\nthe commonwealth were present and the conference concluded with a reso¬\nlution unanimously urging an annual meeting at which similar problems\nmight be discussed.\nAs the economic situation made itself felt, the question of students arose,\nand still more important, the question whether certain types of institutions\nshould be designated to prepare secondary or elementary teachers. Out of\nthe deliberations of a representative group of presidents of liberal arts col¬\nleges, state teachers colleges, and denominational institutions, a program\nwas tentatively suggested. The arguments for or against the suggested plan\nneed not be developed here, but it is merely illustrative of the effort which\none state is making to develop an inter-institutional relationship with an\neye to preserving the best in all the institutions capable of assisting in the\ndevelopment of a state program for the education of teachers.\nThe significant result of these joint meetings was the development of a\n“ consciousness of kind ” and the willingness to agree on well-defined prin¬\nciples. There still remains the difficult problem which grows out of the\npresent economic situation and it is purely a temporary one, namely, which\ninstitutions should train which particular type of teacher. But on the funda¬\nmental principle of standards for teacher education all agencies have come\nto a common understanding.\nBut in this connection there will be found on one side, the group that\nadvocates a complete monopoly of teacher education in private colleges\nand universities; on the other, there will be found equally forceful pro¬\nponents of the theory that all teacher preparation should be in state-owned\nor state-controlled institutions. The middle road is the safe road; it is the\nmost helpful one to follow where all the equities must be considered. We\n\n"}
{"page": 715, "printed_page": null, "text": "Department of Teachers Colleges\n\n709\n\nare now in the midst of clashing forces but out of the experience will\ndevelop an inter-relationship which will advance the teacher-education\nprogram.\nThe greatest benefit from the proper inter-institutional relationships will\ncome when all the factors concerned in the matter of supply and demand\nof adequately prepared teachers are completely coordinated. It is the re¬\nsponsibility of the state to indicate the needs of each branch of the teaching\nservice, and cooperative measures must be adopted which will coordinate\nin the most economical manner all existing teacher-education agencies so\nthat they will serve one common and definite purpose, namely, the main¬\ntenance of a proper balance between supply and demand. Thus it naturally\nfollows that when sufficient teachers are available in any one field to meet\nthe demands of the schools allowing a proper margin for safety, additional\nagencies for the preparation of such teachers must not be approved, and the\nsimple process involved in this controlled situation, applied all along the line.\nTHE TEACHERS COLLEGE IN THE SERVICE OF THE\nSTATE AND NATION\n(Radio Address)\nH. L. DONOVAN, PRESIDENT, EASTERN KENTUCKY STATE TEACHERS\nCOLLEGE, RICHMOND, KY.\n\nThe American Association of Teachers Colleges meeting here in Atlantic\nCity sends greetings to the more than 200 .teachers colleges with their\nfaculties of 15,000 instructors and their 275,000 students, and all other\nfriends of education.\nIt is a little less than a hundred years since Horace Mann, secretary\nof the state Board of Education of Massachusetts, Principal Cyrus Peirce,\nand three students met in Lexington, Massachusetts, on July 3, 1839, and\nopened the first public normal school in America. The influence that led\nto the establishment of the normal school, first, in Massachusetts, then\ngradually thruout the nation, was a folk movement. Slowly, but posi¬\ntively, it dawned upon the people that the teachers of their children were\npoorly educated; in fact, many of them were grossly ignorant. It was\nobserved that the colleges and academies of that day, tho some of them\nhad been in existence two centuries, had not greatly concerned themselves\nwith the education of teachers. Thoughtful people who wished to see the\nchildren of the masses given a better chance to secure a common school\neducation concluded that the only way of obtaining better teachers was to\nestablish a school for the education of teachers. As the result of this senti¬\nment, the normal school was created. Springing from a folk movement, it\nis still a folk movement. The teachers college today is maintained because\nof public opinion which emanates from that great body of middle class\nAmericans who desire a well-educated teacher in the public schools for\ntheir children. There is no institution of any kind in the service of the\n\n"}
{"page": 716, "printed_page": null, "text": "710\n\nNational Education Association\n\nAmerican people that is more truly democratic in its origin, in its purpose,\nand in its practises.\nWho are those who attend the teachers colleges ? An examination of the\nroster of students will reveal that they are predominantly the sons and\ndaughters of farmers, with a sizable group from the homes of the small\nmerchant, the artisan, and the skilled laborer. These are substantial folk\nwhose contribution to American life and institutions has always been rec¬\nognized. The children of these people have usually been reared in simple\nhomes. They are not unacquainted with hard, honest work. Their economic\nstatus has forced them to be frugal and thrifty. They possess a sense of\nvalues born of an acquaintance with the practical necessities of life. They\nenter the teachers college with but little money which they have often\nearned or borrowed. As a result, they are eager to learn and to make the\nmost of their opportunities. It is from such splendid human material that\nteachers are fashioned. The nation is fortunate that the teachers of its\nchildren come from such wholesome homes and out of an environment that\nenables them to understand and appreciate the problems of the masses of\nsociety.\nThe limited finances of the students in the teachers college force this\ninstitution to keep down the cost of living. It is possible to attend many\nteachers colleges today at a total cost for the academic year of approxi¬\nmately $250 for a student. The campus life of these colleges is somewhat\nmore conducive to scholarly habits because of the curtailment of expensive\nsocial activities. The students have more time to spend in the library and\nlaboratories because they do pot own automobiles and are not able to afford\nexpensive week-end trips. There is, however, maintained in all teachers\ncolleges a social program wholesome and simple in character and more in\nline with the type of social life which the student will live after leaving\nacademic halls.\nIf the cost of attending these colleges could not be kept at a very low\nfigure, many, many thousands of worthy, ambitious, and capable young men\nand women of genius would be denied a chance at higher education. The\ndoor of the college would forever be closed to them. Their genius would be\nlost and the nation would be poorer as a result. This interest in the sons\nand daughters of families whose incomes are modest has resulted in the\nteachers college being frequently referred to as the people’s college. The\npeople’s college it surely is for this, and for still another reason.\nIn his farewell address to his countrymen, George Washington uttered\nmany words of wisdom which we as a people have often followed with\nprofit. May I call your attention to one bit of his counsel about which but\nlittle has been said. I quote: “ Promote, then, as an object of primary im¬\nportance, institutions for the general diffusion of knowledge. In proportion\nas the structure of a government gives force to public opinion, it is essential\nthat public opinion should be enlightened.” If ever an institution literally\ncarried out this mandate, the teachers college is that institution. The teachers\ncolleges are not only interested in the education of the students who attend\nthem, but they look beyond their students to the children these students of\n\n"}
{"page": 717, "printed_page": null, "text": "Department of Teachers Colleges\n\n711\n\ntheirs will eventually teach. At the teachers college, we educate young men\nand women not wholly for what education may mean to them, but that they\nmay return to the regions from whence they came and share with the chil¬\ndren of all the people the culture which they have attained in college. No\ninstitution can do so much to promote the general culture and diffuse\nknowledge among the people of the land, as the teachers college, because its\nstudents while preparing for a vocation are imbued with a passion for\nservice rather than motivated for personal gain. The graduates of these\ncolleges usually go directly back to their communities and teach the on¬\ncoming generation whatsoever it is to acquire in the way of formal educa¬\ntion. This instruction is constantly raising the intellectual level of the aver¬\nage citizen of the nation. Just as a stream never rises above its source, like¬\nwise the intellectual level of the great common people of our country can\nnever rise above the level of the teachers of the nation’s children. As is the\nteacher, so will be the school. As is the school, so will be the culture of the\npeople. The graduate of the teachers college literally follows the Biblical\ninjunction: “ Go into all the world and teach all people.” This is the con¬\ntribution of the teachers college. This is the method by which it serves the\npeople of the state and nation. This is the additional reason why it is called\nthe people’s college.\nThe general public today understands the necessity of a young man’s at¬\ntending a medical school to prepare to become a doctor. In most states, it\nis now impossible to engage in the practise of law before completing legal\ntraining in some college of law. These standards of preparation, however,\nare of but recent origin. Less than fifty years ago, a young man with a little\ngeneral education could become the apprentice of a physician, ride with him\nto see his patients, assist him about his office, read a few medical books and\nafter two or three j^ears of this sort of apprenticeship, become a practising\nphysician. Admission to the bar was usually thru the office of some wellestablished lawyer. The candidate would attach himself to the office of a\nprominent lawyer as his protege. He would clean up the office, dust off the\nbooks, run errands, perform clerical duties, attend court and observe its\nprocesses, read law, prepare briefs, and finally handle minor cases, and if\nhe succeeded, later he was usually taken into the firm as a junior member.\nBut the day of the homemade doctor and lawyer has passed.\nIt has been more difficult to lead the general public to understand and\nappreciate that the technical preparation of a teacher is quite as difficult\nto obtain and just as essential as the technical preparation of the doctor\nand the lawyer. Most people believe that all the preparation that is neces¬\nsary to teach is general education. This is a prime requisite. No teacher can\nsucceed without a liberal education. Liberal education, also, is a most valu¬\nable asset to the doctor and to the lawyer, but liberal education never made\neither a doctor or a lawyer. And the same can be said of the teacher. Liberal\nor general education never made a teacher. The well-educated individual\nwho becomes a teacher without any technical training may in time become\na good teacher; but his success will always be achieved at the expense of\nthose whom he teaches during the first years of his experience.\n\n"}
{"page": 718, "printed_page": null, "text": "712\n\nNational Education Association\n\nI ask my audience for a better understanding of the function or purpose\nof the teachers college. This institution stands midway between the old\nliberal arts college and the highly technical school. It provides for its stu¬\ndents both a liberal education and professional training. For the liberal\neducation of its students, it offers courses in mathematics, history, govern¬\nment, sociology, languages, literature, science, art, music, et cetera; and for\nthe technical preparation of teachers, it offers courses in psychology, prin¬\nciples of teaching, educational measurements, methods of teaching, and\npractise teaching. For the purpose of making the professional courses prac¬\ntical, there is to be found on every teachers-college campus a training school\nor laboratory school, where children are taught by expert teachers who\ndemonstrate to the teachers-college students correct methods and technics of\nteaching. This laboratory school stands in the same relation to the teachers\ncollege as the hospital does to the medical college.\nNo other group of colleges is today educating its students at so low a\ncost per student to the taxpayers. It may be suggested that the low student\ncost means a poor quality of education. But this is not true. No class of\ncolleges has made greater progress in recent years than the teachers colleges.\nThis is the verdict of every impartial observer of college administration.\nThese colleges operate under standards of the American Association of\nTeachers Colleges which are as rigid as the standards of any accrediting\nagency for colleges in this country. The teachers colleges are each year in¬\nspected by a competent committee. Their delinquencies are pointed out and\neach institution is charged to correct its shortcomings. Under such a disci¬\npline they have learned to travel the upper road of usefulness. Education in\nthe teachers college may be financially cheap, but not cheap in quality.\nAnother reason for their progress is their youth. The teachers colleges are\nrelatively young. They constitute the last vocational school to come into\nexistence. Youth is always enthusiastic, vigorous, and dynamic. These in¬\nstitutions possess the qualities of youth. There is to be found in them, both\non the part of their faculties and student bodies, a consecration of purpose\nthat enhances the quality of work they do. There is often an atmosphere\nof the missionary spirit to be discovered on the campus of this type of college.\nThe student of the teachers college generally realizes that he is obtaining\nan education that he may use learning in the upgrading of the social order.\nThis high purpose motivates his work and leads him to give a good account\nof the time he spends in college.\nMoses, Socrates, Plato, Aristotle, Alexander the Great, Virgil, Caesar,\nSaint Paul, Justinian, Charlemagne, Dante, Leonardo, and many others of\nancient and medieval times were probably as able leaders and as wise men\nas the most intelligent men in any country of the world today. The funda¬\nmental difference between the civilization of other times and the civilization\nof today is to be discovered in the average man. In earlier civilizations, the\nmasses were densely ignorant. Men’s actions were determined largely by\nthe prevailing superstitions. Usually, those who possessed intelligence re¬\ngarded the common man as little better than swine. The barriers between\nthe intellectual and the ignorant were almost impassable. The leaders of\n\n"}
{"page": 719, "printed_page": null, "text": "Department of Teachers Colleges\n\n713\n\nsociety were not interested in dispelling ignorance and improving the in¬\ntellectual life of the masses. Only occasionally did a great and wise leader\nlook with compassion and pity upon the weak and humble folk. All the finer\nthings of earlier civilizations were established, promoted, and preserved\nfor a very small group of especially favored members of the social order.\nNearly always the culture for the few was built upon the slavery of the\nmany.\nThe goal of our American civilization is to improve the lot of the average\nman. To our leaders the standard of living and the intellectual life of the\nmasses are problems of grave concern. About a century ago, universal public\neducation was initiated in this nation for the benefit of all the people.\nAlmost simultaneously with the establishing of schools for universal public\neducation, normal schools were created in which to educate teachers for\nthese schools.\nSlowly, gradually, steadily the intellectual level of the average man has\nrisen. Intelligence has been diffused among our people. Today, the masses\ncan and do read. Where ancient civilizations had one who could think,\nwe have thousands. The intellectual level of the masses of our country is\nprobably higher than that of the people of any civilization in all history.\nThis fact is in a very large measure the result of a public school system;\nand the effectiveness of our school system is in a large measure due to thou¬\nsands of teachers who have been educated in teachers colleges. We have\narrived at a period in our social evolution when the cultural development\nof every man is a matter of deep concern to the society in which we live.\nThis is one of the noblest achievements of man.\nIt is a far cry from the Stone Age up thru the cultures of Egypt, Syria,\nBabylonia, Greece, Rome, and the Middle Ages to the Century of Progress.\nBut the distance which man has traversed in search of the good life is prob¬\nably not as great as the road ahead if we expect to achieve the noblest\naspiration of the world’s best thinkers. It will take centuries of instruction to\n“ teach out ” greed, hate, envy, jealousy, crime, and ignorance, and to “ teach\nin ” love, truth, honesty, charity, righteousness, fidelity, an appreciation of\nbeauty and goodwill among men. But this is the task to which we who are\nat work in the teachers colleges have dedicated our lives. It is the work of\nthe profession of teaching. We who are teachers are not dismayed because\nof its enormity. We cannot hope completely to reshape the world in our\ngeneration and certainly to do so would not be best if we could. But we\ncan help the cause along. Every time we teach a child to read, to figure, to\nsing, to draw, to appreciate beauty, to discover truth, to love righteousness,\nand to think straight, we have made our contribution to the enlightenment\nof the world. What greater work can man do ?\nWe believe this is a good world but our business is to make it better. We\nare charged with the responsibility of bringing more light into the world.\nTeachers are workers on the highways which we hope lead to Utopia.\n\n"}
{"page": 720, "printed_page": null, "text": "714\n\nNational Education Association\n\nLIST OF ACCREDITED INSTITUTIONS—1935-36\nLongest curriculum which has been approved indicated in number of years before\neach institution. The Association does not attempt to accredit graduate work.\nThe Roman numerals refer to Standards not fully met by the institution.\nLocation\n\nInstitution\n\nPresident\n\nAlabama\nFlorence.\nJacksonville ...\nLivingston.\nTroy.'.\n\n4/State\n4/State\n4/State\n4/State\n\nArizona\nFlagstaff .\nTempe .\n\n4/Arizona State Teachers College..\n4/Arizona State Teachers College, V\n\nT. J. Tormey\nGrady Gammage\n\nArkansas\nArkadelphia ...\nConway .\n\n4/Henderson State Teachers College.\n4/Arkansas State Teachers College. .\n\nJ. P. Womack\nH. L. McAlister\n\nCalifornia\nFresno .\nSan Diego ....\nSan Francisco .\nSanta Barbara..\n\n4/State Teachers College.\n4/State Teachers College, VI, VIII..\n4/State Teachers College, IV, VIII..\n4/State Teachers College.\n\nFrank W. Thomas\nEdward L. Hardy\nA. C. Roberts\nC. L. Phelps\n\nColorado\nGreeley .\nGunnison .\n\n4/Colorado State Teachers College, VI\n4/Western State College of Colorado. .\n\nGeorge W. Frasier\nC. C. Casey\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege.\nCollege.\nCollege, IV.\nCollege, V.\n\nH. J. Willingham\nC. W. Daugette\nG. W. Brock\nE. M. Shackelford\n\nDistrict of Columbia\nWashington .... 4/Miner Teachers College.\nWashington ....\n4/Wilson Teachers College\n\nE. A. Clark\nE. C. Higbie\n\nGeorgia\nMilledgeville\n\nGuy H. Wells\n\n..\n\nStatesboro .\nIllinois\nCarbondale\nCharleston\nChicago .\nDeKalb .\nMacomb.\nNormal.\n\nIndiana\nIndianapolis ...\n\nMuncie.\nTerre Haute ..\n\n4/Georgia State College for Women,\nIV.\n4/South Georgia Teachers College, IX\n\n4/Southern Illinois State Normal Uni¬\nversity, VI, VIII.\n4/Eastern Illinois State Teachers Col¬\nlege, IV .\n3/Chicago Normal College, IV.\n4/Northern Illinois State Teachers\nCollege, VIII .\n4/Western Illinois State Teachers\nCollege, VI .\n4/Illinois State Normal University,\nVIII .\n\n4/College of Education, Butler Uni¬\nversity, IV .\n4/Ball State Teachers College, VIII.\n4/Indiana State Teachers College...\n\nMarvin S. Pittman\n\nH. W. Shryock\nR. G. Buzzard\nButler Laughlin\nKarl L. Adams\nW. P. Morgan\nR. W. Fairchild\n\nW. L. Richardson,\nDean\nL. A. Pittenger\nRalph N. Tirey\n\n"}
{"page": 721, "printed_page": null, "text": "715\n\nDepartment of Teachers Colleges\n\nLocation\nIowa\nCedar Falls ...\nKansas\nEmporia.\nHays.\nPittsburg .\nWichita .\nKentucky\nBowling Green.\nBowling Green.\nMorehead .\nMurray .\nRichmond.\nLouisiana\nLafayette.\n\nInstitution\n\nPresident\n\n//Iowa State Teachers College.\n\n0. R. Latham\n\n•//Kansas State Teachers College, VI\n41 Fort Hays Kansas State College, VI\n-//Kansas State Teachers College.. . .\n“//College of Education, University of\nWichita, VIII .\n\nThomas W. Butcher\nC. E. Rarick\nW. A Brandenburg\n\n“//Bowling Green College of Commerce, XI .\n“//Western Kentucky State Teachers\nCollege .\n“//Morehead State Teachers College,\nIX.\n“//Murray State Teachers College. .. .\n•//Eastern Kentucky State Teachers\nCollege .\n//College of Education, Southwestern\nLouisiana Institute .\n\nLeslie B. Sipple, Dean\n\nJ. L. Harman\nH. H. Cherry\nJ. Howard Payne\nJ. W. Carr\nH. L. Donovan\n\nW. S. Dearmont,\nDean\nA. A. Fredericks\n\nNatchitoches .. .\n\n■//Louisiana State Normal College. . . .\n\nMaryland\nTowson .\n\n5/Maryland State Normal School, IV\n\nLida Lee Tall,\nPrincipal\n\n“//Teachers College, Wayne University\n“//Western State Teachers College...\n“//Northern State Teachers College,\nIV, VIII .\n“//Central State Teachers College, VIII\n“//Michigan State Normal College. .\n\nW. E. Lessenger, Dean\nD. B. Waldo\n\n//State Teachers College, IX.\n//State Teachers College, VIII.\n//State Teachers College.\n//State Teachers College, IV.\n//State Teachers College.\n//State Teachers College, IV.\n\nM. W. Deputy\nE. W. Bohannon\nFrank D. McElroy\nR. B. MacLean\nGeo. A. Selke\nG. E. Maxwell\n\nMichigan\nDetroit .\nKalamazoo ....\nMarquette .\nMt. Pleasant . .\nYpsilanti .\n\nW. H. Pearce\nE. C. Warriner\nJ. M. Munson\n\nMinnesota\n\nBemidji .\nDuluth .\nMankato .\nMoorhead .\nSt. Cloud .\nWinona .\n\n»\n\nMississippi\n\nCleveland .\nHattiesburg ....\n\n//Delta State Teachers College.\n//State Teachers College.\n\nW. M. Kethley\nJ. B. George\n\nMissouri\n\nCape Girardeau.\nKansas City ...\nKirksville .\nMaryville\n\n.\n\nSt. Louis .\n\n//Southeast Missouri State Teachers\nCollege .\n//Teachers College of Kansas City, IV\n//Northeast Missouri State Teachers\nCollege .\n//Northwest Missouri State Teachers\nCollege .\n//Harris Teachers College.\n\nW. W. Parker\nG. W. Diemer\nEugene Fair\nUel W. Lamkin\nC. G. Vannest\n\n"}
{"page": 722, "printed_page": null, "text": "716\n\nNational Education Association\n\nLocation\n\nSt. Louis .\nSpringfield ....\n\nInstitution\n\nPresident\n\n4/Stowe Teachers College, IV.\n4/Southwest Missouri State Teachers.\nCollege, VIII .\n4/Central Missouri State Teachers\nCollege, VI, VIII.\n\nRoy Ellis\n\n4/State Normal College, VIII.\n\nSheldon E. Davis\n\n4/Nebraska State Normal College, V.\n4/Nebraska State Teachers College, IV\n4/Nebraska State Teachers College..\n4/Nebraska State Teachers College,\nIV, VIII .\n\nRobert I. Elliott\nGeorge E. Martin\nW. R. Pate\n\n4/State Normal School, IV\n4/State Normal School, IV\n\nWallace E. Mason\nErnest L. Silver\n\nJersey City ....\n\n3/State\n\nNewark .\n\n3/State Normal School, IV.\n\nTrenton.\nUpper Montclair\n\n4/State Teachers College, IV.\n4/State Teachers College.\n\nRoy L. Shaffer,\nPrincipal\nM. Ernest Townsend,\nPrincipal\nRoscoe L. West\nH. A. Sprague\n\nWarrensburg ..\n\nRuth M. Harris\n\nE. L. Hendricks\n\nMontana\n\nDillon.\nNebraska\n\nChadron .\nKearney.\nPeru .\nWayne.\n\nU. S. Conn\n\nNew Hampshire\n\nKeene .\nPlymouth.\nNew Jersey\n\nNormal\n\nSchool.\n\nNew Mexico\n\n*Las Vegas\n\n....\n\nSilver City ....\n\n4/New Mexico Normal University, II,\nIII .\n4/New Mexico State Teachers College,\nVIII, IX .\n\nH. C. Gossard\nHoyt C. Graham\n\nNew York\n\nAlbany.\nBuffalo.\nFredonia .\n\n4/State College for Teachers.\n4/State Teachers College, IV.\n.?/State Normal School, IV, VIII.\n\nGeneseo.\n\n3/State Normal School, IV, VIII.\n\nNew Paltz ....\n\n3/State Normal School, IV, VIII.\n\nNew York\n\nOneonta.\n\n4/School of Education, College of the\nCity of New York.\n3/State Normal School, IV.\n\nPotsdam.\n\n3/State Normal School, IV.\n\n....\n\nA. R. Brubacher\nHarry W. Rockwell\nL. R. Gregory,\nPrincipal\nJames B. Welles,\nPrincipal\nL. H. van den Berg,\nPrincipal\nPaul Klapper, Dean\nCharles W. Hunt,\nPrincipal\nR. T. Congdon\nPrincipal\n\nNorth Carolina\n\nAsheville .\nCullowhee.\nGreenville.\n\n4/Asheville Normal and Teachers\nCollege, VI, XI.\n4/Western Carolina Teachers College,\nIV, IX .\n4/East Carolina Teachers College...\n\n* Subject to reinspection.\n\nJohn E. Calfee\nH. T. Hunter\nLeon R. Meadows\n\n"}
{"page": 723, "printed_page": null, "text": "717\n\nDepartment of Teachers Colleges\n\nLocation\n\nInstitution\n\nPresident\n\nNorth Dakota\n\nDickinson .\nEllendale.\nMayville .\nMinot.\nValley City\n\n4/State Teachers College, VIII.\n4/State Normal and Industrial School,\nVIII, IX .\n4/State Teachers College, IV, VIII.\n4/State Teachers College, IX.\n4/State Teachers College.\n\nC. L. Kjerstad\nR. M. Black\nC. C. Swain\nGeorge A. McFarland\nC. E. Allen\n\nOhio\n\nAthens ..\n\nBowling Green.\nCleveland .\nCleveland .\nKent.\nOxford.\n\n4/College of Education, Ohio Univer¬\nsity .\n4/Bowling Green State College.\n4/School of Education, Western Re¬\nserve University, IV.\n2/Sisters’ College, VII, IX.\n4/Kent State College, V.\n4/School of Education, Miami Univer¬\nsity .\n\nT. C. McCracken,\nDean\nH. B. Williams\nH. N. Irwin, Dean\nJohn R. Hagan,\nDirector\nJ. O. Engleman\nE. J. Ashbaugh, Dean\n\n#-\n\nOklahoma\n\nAda.\n*Alva.\n*Durant.\nEdmond.\nTahlequah ....\nWeatherford . ..\n\n4/East Central State Teachers College\n4/Northwestern State Teachers College\n4/Southeastern State Teachers Col¬\nlege, VIII .\n4/Central State Teachers College...\n4/Northeastern State Teachers Col¬\nlege .\n4/Southwestern State Teachers Col¬\nlege, IV .\n\nA. Linscheid\nO. E. Hatcher\nW. H. Shumate\nM. A. Beeson\nM. P. Hammond\nC. W. Richards\n\nOregon\n\nMonmouth\n\n....\n\n2/Oregon Normal School, IV\n\nJ. A. Churchill\n\n4/State Teachers College, V.\n4/State Teachers College.\n4/State Teachers College, IV, V.\n4/State Teachers College, IX.\n4/State Teachers College, IX.\n4/State Teachers College.\n4/State Teachers College, V, IX....\n4/State Teachers College.\n4/State Teachers College.\n4/State Teachers College.\n4/State Teachers College, IX.\n4/State Teachers College.\n4/State Teachers College.\n\nFrancis B. Haas\nRobert M. Steele\nG. C. L. Riemer\nT. T. Allen\nCarmon Ross\nC. R. Foster\nQ. A. W. Rohrbach\nDallas W. Armstrong\nW. R. Straughn\nLandis Tanger\nA. L. Rowland\nCharles S. Miller\nNorman W. Cameron\n\nPennsylvania\n\nBloomsburg ....\nCalifornia.\nClarion.\nEast Stroudsburg\nEdinboro .\nIndiana .\nKutztown.\nLock Haven ...\nMansfield .\nMillersville ...\nShippensburg ..\nSlippery Rock ..\nWest Chester ..\nSouth Dakota\n\nAberdeen.\nMadison .\nSpearfish .\nSpringfield ....\n\n4/Northern Normal and Industrial\nSchool, IV .\n2/Eastern State Normal School, IV...\n2/State Normal School, IV.\n2/Southern State Normal School.\n\n* Subject to reinspection.\n\nC. G. Lawrence\nV. A. Lowry\nE. C. Woodburn\nMrs. T. A. Harmon,\nActing\n\n"}
{"page": 724, "printed_page": null, "text": "718\n\nNational Education Association\n\nInstitution\n\nLocation\n\nPresident\n\nTennessee\n\nJohnson City . .\nMemphis .\nMurfreesboro . .\nNashville.\n\n4/State Teachers College.\n4/State Teachers College.\n4/State Teachers College.\n4/Tennessee Agricultural & Industrial\nState College, IV.\n\nC. C. Sherrod\nJ. W. Brister\nP. A. Lyon\n\n4/Sul Ross State Teachers College...\n4/West Texas State Teachers College.\n4/East Texas State Teachers College.\n4/North Texas State Teachers Col¬\nlege, V .\n4/Sam Houston State Teachers Col¬\nlege, IV, VIII.\n4/Stephen F. Austin State Teachers\nCollege, IV, VIII.\n4/Southwest Texas State Teachers\nCollege, VIII .\n\nH. W. Morelock\nJ. A. Hill\nS. H. Whitley\n\nW. J. Hale\n\nTexas\n\nAlpine .\nCanyon .\nCommerce . .. *.\nDenton\n.\nHuntsville.\nNacogdoches ...\nSan Marcos ...\n\nUtah\n\nSalt Lake City..\n\nW. J. McConnell\nH. F. Estill\nA. W. Birdwell\nC. E. Evans\n\n•\n\n4/School of Education, University of\nUtah, VIII .\n\nMilton Bennion,\nDean\n\nVirginia\n\nEast Radford ..\nFarmville .\nFredericksburg .\nHarrisonburg . .\n\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege.\nCollege.\nCollege.\nCollege.\n\nJ. P. McConnell\nJ. L. Jarman\nM. L. Combs\nS. P. Duke\n\nWashington\n\nBellingham\nCheney .\nEllensburg ....\n\n4/State Normal School, IV.\n4/State Normal School, IV, V.\n4/State Normal School, IV.\n\nC. H. Fisher\nR. T. Hargreaves\nR. E. McConnell\n\n4/Concord State Teachers College, V,\nVIII .\n4/Fairmont State Teachers College. . .\n4/Marshall College, IV, VIII.\n4/Shepherd State Teachers College,. .\n\nJ. F. Marsh\nJoseph Rosier\nM. P. Shawkey\n\n4/State Teachers College, IV.\n4/State Teachers College, VIII.\n4/The Stout Institute, IV.\n4/State Teachers College, IV.\n4/State Teachers College, IV, VIII..\n4/State Teachers College, IV.\n4/State Teachers College, IV.\n4/Central State Teachers College, IV.\n4/State Teachers College, IV, VIII.\n4/State Teachers College, IV, VIII...\n\nH. A. Schofield\nG. M. Snodgrass\nB. E. Nelson\nFrank E. Baker\nForrest R. Polk\nA. M. Royce\nJ. H. Ames\nF. S. Hyer\nJ. D. Hill\nC. M. Yoder\n\nWest Virginia\n\nAthens .\nFairmont.\nHuntington\nShepherdstown .\n\nWisconsin\n\nEau Claire\nLa Crosse.\nMenomonie\nMilwaukee\nOshkosh .\nPlatteville .\nRiver Falls\nStevens Point ..\nSuperior.\nWhitewater ...\n\n"}
{"page": 725, "printed_page": null, "text": "DEPARTMENT OF\nVisual Instruction\n\n"}
{"page": 726, "printed_page": null, "text": "HISTORICAL NOTE\n\nThe department of visual instruction was organized at the Oakland-\n\nSan Francisco meeting in July 1923.\nThe officers of the Department for the year 1935-36 are: president,\nNelson L. Greene, Editor, Educational Screen, 64 East Lake Street,\nChicago, III.; first vicepresident, Wilber Emmert, Director, Visual\nEducation, State Teachers College, Indiana, Pa.; second vicepresident,\nAnnette Glick, Director of Visual Education, Board of Education, Los\nAngeles, Calif.; secretary-treasurer, Ellsworth C. Dent, 5863 Chevy\nChase Parkway, N. W., Chevy Chase, D. C.; executive committee:\nDaniel C. Knowlton, Associate Professor of Education, New York Uni¬\nversity, New York, N. Y. (term expires 1936) ; John A. Hollinger, Di¬\nrector of Nature Study and Visualization, Board of Education, Pitts¬\nburgh, Pa. (term expires 1937) ; William H. Dudley, Director, Dudley\nVisual Education Service, 746 South Wabash Avenue, Chicago, III. (term\nexpires 1938); Mrs. Grace Fisher Ramsey, Assistant Curator of Educa¬\ntion, American Museum of Natural History, 77th Street and Central\nPark, West, New York, N. Y. (term expires 1939); Robert F. Col¬\nlier, Jr., South High School, Denver, Colo. (term expires 1940); Cline M.\nKoon, Senior Specialist in Education by Radio, United States Office of\nEducation, Washington, D. C. (term expires 1941).\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:\n1923: 85-A\n1924 -.963-985\n1925:864-871\n1926:949-963\n\n1927:951-970\n1928:949-970\n1929:937-944\n1930 -.911-930\n\n1931:947-963\n1932:787-800\n1933:779-795\n1934:777-788\n\n"}
{"page": 727, "printed_page": null, "text": "THE NOON-DAY MOVIES, EDUCATION’S NEW TOOL\nL. K. MEOLA, CHAIRMAN, VISUAL EDUCATION, JOHN HAY HIGH SCHOOL,\nCLEVELAND, OHIO\n\nN\n\noon-day movies are the motion pictures shown during the lunch\n\nperiods in the school auditorium for recreational and educational\npurposes. They form a definite part of the curriculum because they solve\nadministrative and housing problems, are a source of economy for the board\nof education, and are a worthwhile educational tool.\nNoon movie films are directly and indirectly connected with classroom\ninstruction. Direct application is in 11A English course or motion picture\nappreciation course, in which case noon movies are the laboratory for the\nclass discussion. Indirect connection with the classroom is the integration\nof the motion picture film in English, social science, natural science, oral\nEnglish, dramatics, and skill subjects. Detailed analysis of two representa¬\ntive educational films House of Rothschild and the Barretts of Wimpole\nStreet is used to show how the films present as true a picture as possible of\nthe historical and economic conditions of the period with which the film\nis concerned.\nThru the motion pictures shown in the noon movies, students see for\na nominal charge the leading pictures available. Thru these pictures the\nschool children see true life experiences. Because the film is shown in tworeel instalments students may try in advance to solve the problems pre¬\nsented. At the end of the motion picture they see how the director has\nfound a desirable solution. These noon movies which, by careful selection,\nwere shown in the auditorium will teach students to appreciate good films\nand to arouse in them the desire to see only good motion pictures when\nthey attend the motion picture theater.\nIn conclusion the wealth of material in classical and historical films\nfurnishes sufficient reasons why this new educational tool, thru the media\nof the noon movies, should find a more definite place in the curriculum\nof the schools.\n\nVISUALIZED EDUCATION IN APPRECIATION OF\nTHE ARTS\nMERRILL BISHOP, DIRECTOR OF SECONDARY EDUCATION, PUBLIC SCHOOLS,\nSAN ANTONIO, TEXAS\n\nIt is believed that the stimulus to appreciation thru the emotion is best\nreceived in large numbers. Emotions must be taught indirectly and not\ndirectly. The arts help the pupil to realize the emotion. Cultural leader¬\nship comes thru imitation mostly and not thru the learning process.\n\n[721]\n\n"}
{"page": 728, "printed_page": null, "text": "722\n\nNational Education Association\n\nIf the pupil is given an experience thru a definite emotion, he will realize\nhow the artist, the composer, the author attacks a given emotion. So far\nas most people are objective minded the place of the picture in art is first.\nYet the objective in a picture may be only a means to an end and the\nfeeling of the artist may be found in the composition or color design.\nColors in life have much to do with feeling. Rhythm plays as great a part\nin pictures as it does in music.\nThe rhythm of a piece of music may express the feeling of the song.\nThe words may only supplement the composer, yet most people believe the\nopposite. The word slide is only an agency to help, but the fact that it\ncan be removed at will is an essential. A book cannot be removed. The\nopportunity to develop or discover the rhythm is greatly enhanced by the\nslide method.\nThe author also has a rhythm, for no thought progresses without rhythm.\nThe story may contain many interesting facts but the rhythm of the telling,\naltho unconscious, carries with it the feeling of the author.\nA course that uses all three of the arts to develop the appreciation of\nthe pupil must of necessity fill the mind of the pupil with things of beauty\nand must by reason of its nature tend to increase the imagination of the\npupil, which in turn will help to produce a feeling of the “ life abundant.”\n\nHOW TO PREPARE AND PRESENT A SCIENCE NIGHT\nPROGRAM\nROBERT F. COLLIER, JR., DIRECTOR OF VISUAL INSTRUCTION, SOUTH HIGH\nSCHOOL, DENVER,\n\nCOLO.\n\nOne of the most effective ways in which criticism of modern education\ncan be met is by the all-inclusive, open-house program of “ science night.”\nThere is no department in the school today which cannot take part in such\nan entertainment.\nTo be successful, such an undertaking demands the cooperation of all\nteachers and students. It requires definite organization and definite news¬\npaper publicity. Traffic-control—the definite routing of visitors thru all\ndisplays is important. Guides should be furnished, and tickets of admission\nare of value in controlling the number of people in attendance.\nAs many students as possible should participate, for a “ science night ”\ndevelops confidence, increases a desire for knowledge, and fosters a feeling\nof importance in the eyes of classmates in school that is difficult to measure.\nSpecial features obtained from outside the school furnish interest to the\nexhibit.\nA hobby show takes an important place in such an exhibit. The de¬\nvelopment of consumer education can be well displayed.\nA “ science night,” therefore, requires organization, cooperation, and\nlots of hard work. It has a definite educational value for the students par¬\nticipating and has the additional value of selling our school to the tax¬\npayers. With proper determination, any school can put on a “ science night.”\n\n"}
{"page": 729, "printed_page": null, "text": "Department of Visual Instruction\n\nCHARACTERISTICS\n\nIN\n\nSTILL PICTURES\n\n723\n\nFOR INSTRUC¬\n\nTIONAL USE IN THE CLASSROOM\nLELIA TROLINGER, BUREAU OF VISUAL INSTRUCTION, UNIVERSITY OF\nCOLORADO, BOULDER, COLO.\n\nTraining teachers in the use of visual and other sensory aids is greatly\nneeded in most sections of the United States. We can expect no great\nprogress in this field until the teachers know why the aids are needed, have\ncertain standards by which such aids are judged, and know something of\nthe best methods—so far as they have been determined—for the use of\nthe aids.\nThe study under discussion deals with the making of a scale against\nwhich teachers may check pictures for use in the classroom. Standards for\njudging pictures for educational purposes are very vague and yet pictures\nare probably more used in the daily routine of the classroom than any other\nvisual-sensory aid except perhaps the blackboard.\nBy means of a questionnaire, opinions were gathered from state and city\nofficials of visual instruction departments. Qualities or characteristics were\nclassified into two groups, technical and instructional, and a distribution\nof points with a total of 100 was made according to the estimated value\nof each quality.\nThe study is only partly completed at present. The next part is to be\nan experiment to determine if possible whether or not the scale will actually\nenable teachers to approach more nearly the estimate made by experts in\nthe field of visual instruction, for a group of selected pictures in their re¬\nlation to a given unit of study. When the study is completed, it will prob¬\nably be published so that those interested may see the results of the\nexperiment.\nTHE USE OF CARTOONS AND THE CHALK TALK IN THE\nCLASSROOM 1\nGLEN O. REAM, PRINCIPAL, ALBUQUERQUE HIGH SCHOOL,\nALBUQUERQUE, N. MEX.\n\nA talk on this subject leads the speaker into uncharted areas. There is\nlittle to be had in printed form that can be of use to the teacher in the\nclassroom. Two good magazines, the School Arts and The Instructor,\noffer many helpful suggestions. The latter particularly is good. A series\nof articles by Jessie Todd, which make drawing easy, have been appearing\nin The Instructor.\nThe cartoon has long been used as an effective teaching device. The\nsecret hiding places of the early Christians contained varied examples of\nthis medium of propagating early religion. Histories of early man every¬\nwhere are traced thru this method of setting down a picture record of a\nrace on rocks, walls of caves, or cliffs.\n1 Printed in full in the October 1935 Journal of the National Education Association.\n\n"}
{"page": 730, "printed_page": null, "text": "724\n\nNational Education Association\n\nNewspapers and magazines have long realized the importance of the\ncartoon as a means of imparting news as well as perpetuating sentiments\nand philosophies to the reading public. Recently I encountered a news¬\npaper article which claimed that the sale of spinach in the United States\nhas trebled during the past year.\nThere seems to be remote relationship between the professional cartoonist\nand the classroom teacher trying to function in this capacity. However,\nit is my opinion that teachers are overlooking one of instruction’s most\nvaluable aids when chalk illustration on the blackboard is neglected. White\nchalk and a blackboard should never become too old-fashioned for the newfashioned school. No subject in the curriculum is void of opportunities\nfor point clinching by way of chalk illustration. Nor should the illustrating\nbe delegated to talented pupils. Each teacher should draw; the teacher\nneed not be a professional artist. The simpler the picture, the more\neffective it is.\nLet your white chalk talk on the blackboard for you. Save your voice.\nA little practise, some patience, a dash of ingenuity and originality, and\nyou can get a lot of fun out of old-fashioned equipment.\n\nTHE ADAPTATION OF ART TO CLASSROOM WORK\nEDNA HELLSTERN, CENTRAL GRADE SCHOOL, PUEBLO, COLO.\n\nSchool methods have improved rapidly during the past few years. How¬\never, public attitude is not always in sympathy with these changes. No\nsubject in the curriculum is more misunderstood than art education.\nPublic attitude toward art in general is static. The old European atti¬\ntude of “ art for art’s sake ” still clings. To the majority of people, if\nthey are interested at all, art means collecting pictures and perusing art\ngalleries.\nTo such a biased public it has been hard to explain the aims of art in\nthe school—to produce richer living, to offer a means of self-expression\nand appreciation. In spite of lack of understanding from the outside, art\ncourses have been developed that are logical, systematic, comparable to\ncourses in any basis subject, placing in the hands of the child a tool for\ncreativeness and self-expression, and giving art a place in the general edu¬\ncational system.\nTo give art a chance to function properly the classroom teacher must\nassume some responsibility. He, as well as the art teacher, must be “ art\nconscious.” He must realize the child has the ability to express himself\nin other ways than by writing or speech. The art vocabulary which the art\nteacher is attempting to develop in the child can be put to advantage in\nany class—geography, history, nature study. Any subject can be made\nclearer with a graphic explanation than with an oral explanation.\nNot all investments in art for the classroom need be expensive. There\nare many ways of making a room attractive other than by pictures. Often\n“ homemade ” devices are more effective and create more lasting results.\n\n"}
{"page": 731, "printed_page": null, "text": "Department of Visual Instruction\n\n725\n\nNo schoolroom, no matter how well equipped with pictures or sculpturing,\nis complete until the teacher himself adds a personal touch.\nNo one thoroly understands the effect of color upon our lives. If we\ncould observe its effect upon individuals, and put our observation into\npractise in the classroom, other of our schoolroom problems could be\neliminated.\nCULMINATING ACTIVITY IN VISUAL EDUCATION\nUSING THE OPAQUE PROJECTOR\nINEZ C. LARSON, ALCOTT SCHOOL, DENVER, COLO.\n\nThe opaque projector is only one of the many visual aids available. The\nadvantages of the opaque projector are that colors may be easily repro¬\nduced on the screen, small children can themselves do the work, and much\nsubjectmatter can be presented in a short period of time.\nMr. Herrington, principal of the Alcott School in Denver, devised the\nunique arrangement of holders for the film which are used as attachments\nto the opaque projector. They are made of cast-aluminum and are fitted\ninto the regular holder carriage of the machine. A paper film of this type\ncan be thumb-tacked to these roller attachments and projected with ease.\nThe use of the film in the opaque projector may be applied to various\ntypes of subjectmatter and in different forms. The making of the film is\na culminating activity which may be used for an auditorium program.\nThe children always enjoy the showing of a film. It permits them to share\ntheir work with others. The other children in the school are better able\nto see what has been done, by the use of the opaque projector. These pictures\nare amusing as well as educational to other children.\nA WIDE AREA OF VISUAL INSTRUCTION SERVICE\nF. WILCKEN FOX, SECRETARY, BUREAU OF VISUAL INSTRUCTION, BRIGHAM\nYOUNG UNIVERSITY, PROVO, UTAH\n\nDuring the 1933-34 school year we had eighty-three service enrolments\nin the Bureau of Visual Instruction—sixty-one for motion pictures and\ntwenty-two for film strips. It became necessary for us to employ seven\ncollege students to assist part-time in carrying on the routine work of the\nbureau.\nIn the school year just passed we increased the number of motion picture\nreels in our library to two hundred and forty-three, brought our film strip\ncollection up to five hundred and fifteen, and added twenty sets of glass\nslides. Our service enrolments increased to one hundred and six—sixtyseven for motion pictures, thirty-two for film strips, and seven for glass\nslides.\nThese figures indicate a gain of nearly 50 percent in film strip usage,\nwhile our number of motion picture services increased only 9 percent. The\nuse of motion pictures has kept pace with that of the film strip. Our\n\n"}
{"page": 732, "printed_page": null, "text": "726\n\nNational Education Association\n\napparent failure to grow proportionately in the use of the motion picture\nis attributable to a rather interesting circumstance. In the 1933-34 school\nyear twenty-three of the sixty-one schools using motion picture service were\njointly using six projectors. Five schools in one district were served by\nthree projectors. A package of films would arrive at the first school on\nMonday and during the week they would be used one day in each of the\nfive schools. Therefore, each school in the district had films only one day\nin the week and had to take whatever films were sent to it by the preceding\nschool.\nIn another district there were eight schools being served by one projector.\nOne of the district supervisors would receive a shipment of films on Mon¬\nday, and then for the next consecutive eight school days take films and\nprojector to eight different schools. Two other groups of five schools, were\nbeing served by one motion picture projector for each group. Such sketchy\napplication of the educational motion picture scarcely could be expected\nto produce a great deal of enthusiasm among the teachers. In the 1934-35\nschool year only two of the twenty-three schools in these groups returned\nto our service. Five of the schools decided to use entertainment films almost\nexclusively and for that reason had to transfer their connections to another\nbureau. We do not distribute entertainment films. The rest of the schools,\nso far as we know, received no service whatever save for an occasional\nsponsored film shipped direct from some advertising distributor.\nDespite the loss of twenty-three of our sixty-one motion picture patrons,\nwe had enough new enrolments in 1934-35 to bring our total up to sixtyseven motion picture services; and each of these newly enrolled schools\nowned a projector.\nBecause motion pictures represent the bulk of our investment and most\nof our patrons are users of motion pictures only, we keep a careful record\nof the activities of our motion pictures. For purposes of study and compari¬\nson we have adopted as a measuring unit the “ film-day.” The film-day\nrepresents one day’s use of any motion picture, regardless of the number\nof reels it includes.\nThe total film days for 1933-34 was 3328 and for 1934-35, 3871. While\nthe gain of 543 film days shows an increase of only 16 percent in film use,\nour attendance reports indicate that the average pupil audience per film day\nincreased from 170 in 1933-34 to 250 in 1934-35—a growth of 47 percent.\nSuch, briefly, is the history of our Bureau of Visual Instruction. Today\nwe have regular patrons in Utah, Idaho, Montana, and Nevada, and make\noccasional shipments even farther afield.\n\n"}
{"page": 733, "printed_page": null, "text": "DEPARTMENT OF\nVocational Education\n\n"}
{"page": 734, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of vocational education was organized as 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\nname was changed to the Department of Manual Training. See proceed¬\nings, 1899: 556. In 1914 the name was changed to the Department of\nVocational Training and Practical Arts. Since 1919 it has been known as\nthe Department of Vocational Education. This Department cooperates\nwith the National Vocational Guidance Association and with the National\nSociety for Vocational Education.\nThe officers of the Department for the year 1935-36 are: president,\nForest E. Moore, Director of Vocational Education, State Department\nof Public Instruction, Des Moines, Iowa; secretary, B. H. Van Oot,\nSupervisor of Trade and Industrial Education, State Department of\nPublic Instruction, Richmond, Va.\nFacts relating to the establishment of this Department and the record\nof meetings are to be found in earlier volumes of proceedings as\nfollows:\n1914:565-624\n1915:815-846\n1916:461-516\n1917:431-473\n1918:249-269\n1919.271-279\n1920:269-270\n\n1921: 851- 858\n1922 -.1465-1483\n1923:1025-1043\n1924: 987-1015\n1925: 872- 912\n1926: 964- 996\n1927: 971-1006\n\n[ 728 ]\n\n1928 -.971-1003\n1929:945- 972\n1930:931- 954\n1931:965- 994\n1932:801- 815\n1933:797- 806\n1934:789- 798\n\n"}
{"page": 735, "printed_page": null, "text": "VOCATIONAL TRAINING IN THE CCC\nC. S. MARSH, EDUCATIONAL DIRECTOR, CIVILIAN CONSERVATION CORPS,\nWASHINGTON, D. C.\n\nT\n\nhe general aims of the\n\nCCC educational program are stated as fol¬\n\nlows in the Handbook for Camp Educational Advisers:\n1. To develop in each man his powers of self-expression, self-entertainment, and\nself-culture\n2. To develop pride and satisfaction in cooperative endeavor\n3. To develop as far as practicable an understanding of the prevailing social\nand economic conditions, to the end that each man may cooperate intelligently in\nimproving these conditions\n4. To preserve and strengthen good habits of health and of mental development\n5. By such vocational training as is feasible, but particularly by vocational\ncounseling and adjustment activities, to assist each man better to meet his employ¬\nment problems when he leaves camp\n6. To develop an appreciation of nature and of country life.\n\nYou will note that in the fifth of these aims we have a mandate to give such\nvocational training as is feasible, and particularly to attempt vocational\ncounseling and adjustment.\nA conscientious effort is being made on the part of camp advisers to\naccomplish this aim. It is an established part of our procedure that the\ncamp educational adviser shall interview every enrollee in his camp of\napproximately two hundred men, and in talking with each man shall\nexamine into his vocational experience, his aptitudes, and his vocational\nambitions, and shall as a result assist him by formal or informal study to\nenhance his competence in the line of his interest. That is a large order.\nThe total number of enrollees in the camps in which the educational pro¬\ngram is functioning number about a quarter of a million young men,\neighteen to twenty-five, called juniors, and approximately 50,000 war\nveterans and other older men.\nWhen you reflect for a half moment on the economic plight of the en¬\nrollees in CCC camps you see how quick and vivid is their interest in voca¬\ntional training. These men want jobs. They want to do something that\nwill bolster up their assurance that they will be able to find jobs when their\nCCC enrolment is done, and so they ask for classes or for training in all\nmanner of subjects. Thousands of them are willing to spend long hours\nin the late afternoon and evening to enhance their vocational competence.\nWe try to do for them in camp all that can be done. Fortunately for them,\nsympathetic and generous-minded school superintendents and principals in\nnumerous cities and towns, near which camps are located, have opened\nup their classrooms, laboratories, and shops at night to CCC enrollees.\nTonight literally thousands of enrollees will roll out of camps in trucks\nbound for school and college buildings near and far.\n[ 729 ]\n\n"}
{"page": 736, "printed_page": null, "text": "730\n\nNational Education Association\n\nPerhaps the most striking feature of vocational training in CCC camps\nis teaching that is done on the job in connection with the day’s work. In\nsuch subjects as explosives, road building, bridge construction, forestry, and\nsoil erosion the CCC foremen, who for the most part are technically-trained\nmen, are doing some admirable teaching every day and in some cases all\nday. It is one thing to put an enrollee on a truck or a bull dozer, or a\nroad grading machine day after day to do merely what he is told. It is\nanother thing to rotate the jobs among the members of a particular gang\nor crew so that each one gets practise in the several kinds of work, with\nconstant explanation from the foreman of the reasons back of what is being\ndone.\nThis educational program is a voluntary matter for enrollees. Those\nwho participate in it do so because they want to learn something. Our\neffort is to enable the enrollees to study anything in which they may be\ninterested. In that spirit, the enrollee who does want to learn something\nabout carpentry, or electricity, or plumbing, for instance, can be helped to\ngain a better attitude of mind toward his work, and to enhance his voca¬\ntional competence after he leaves the Camp.\nVOCATIONAL EDUCATION AND THE TVA\nFLOYD W. REEVES,\n\nDIRECTOR\n\nOF\n\nPERSONNEL AND\n\nSOCIAL DEVELOPMENT\n\nDIVISIONS, TENNESSEE VALLEY AUTHORITY, NORRIS, TENN.\n\nIn an effort to spread employment the Tennessee Valley Authority set\nup its program for the construction of dams on a five-day week, five and\none-half hours a day. This left the men in the construction camps with\nconsiderable leisure time, and much thought has been given to its profitable\nutilization. It seemed desirable to provide facilities whereby these men\nduring their leisure time, can learn some skill or trade which will assist\nthem in earning their living when their work on the dams has ended.\nIn a number of instances training courses have been set up to train men\nfor specific jobs on our own construction activities. In this way the men,\nsome working as common and semi-skilled laborers, can learn a trade, and\nas jobs become available be transferred to them. Also, many of those now\nclassified as skilled workmen enrol for training in order to make themselves\nmore proficient.\nParticipation in the program is entirely voluntary and no tuition fee is\ncharged. Except in the few extension classes that are offered in cooperation\nwith certain colleges, the training program is administered without use\nof the artificial awards of grades, credits, and degrees employed almost\nuniversally by colleges and secondary schools. The only rewards that the\nparticipants receive are those resulting from increased skill, greater effi¬\nciency, and intellectual stimulation.\nAt the present time there are two main training centers, one at Norris\nin East Tennessee, and the other at Muscle Shoals in Alabama. The Muscle\nShoals center includes workers at the fertilizer and power plants at Wilson\n\n"}
{"page": 737, "printed_page": null, "text": "Department of Vocational Education\n\n731\n\nDam and the workers constructing Wheeler Dam, fifteen and one-half\nmiles up the river from Wilson Dam. A third training center will be\nestablished shortly at Pickwick in West Tennessee.\nMany of the classes have been organized at the request of employees.\nFor this reason the classes offered at each location differ considerably.\nThis arrangement seems desirable, since it offers an opportunity to experi¬\nment somewhat in the organization of the training programs at different\nlocations, and makes possible a comparison of the effectiveness of different\ncurriculums and methods. Another factor in determining the organization\nof the training program in each area is the type of. opportunity which will\nbe available to trainees following their employment with the Authority.\nAt Norris, where a construction camp and a permanent town have been\nbuilt, there will no doubt be more opportunity for various trades to der\nvelop than is true in the Pickwick area, which is largely rural. One reason\nfor this is the location of Norris, which is near Knoxville, an industrial\ncenter in Tennessee. A much more diversified program will be found at\nNorris, therefore, than in the other two centers. In addition, while the\nnew community at Norris was being planned it was possible to construct\nthe operating units in such a way that they could also be used for specific\ntraining projects.\nThe training program in the Muscle Shoals area was started consider¬\nably later than the one at Norris, and much of it is still in the organization\nstage. The problem of developing a training program in the Muscle\nShoals area was more difficult because the employees there are much more\nscattered, many of them living in nearby towns and driving to and from\nwork daily. In addition, much of the instruction is carried on by volunteer\nteachers. In some courses it has seemed desirable to organize the work\non a home-study basis, using correspondence school material. In this way\nit is not necessary to have class meetings as often as otherwise, altho the\ngroups do meet together for discussion purposes occasionally and the in¬\nstructor is available for advisory purposes.\nOne especially interesting phase of the work in the Muscle Shoals area\nis the negro training program. At the present time over five hundred\nnegroes are participating.\nThe training program for this group is considerably different from that\nfor the white group, inasmuch as many of the negroes are illiterate and it\nis necessary to start from the very beginning and teach them the three\nR’s. For the same reason the training is largely of a practical nature and\nthe men are taught to do many of the things which they might otherwise\nhave to pay to have done for them, or do without.\nIt is not possible in the brief time available, to set forth in detail the\ntraining program. The most important feature is the approach and the\ngroup receiving the training. The program is in no wise static, but con¬\nstantly changing as experience teaches that there is a better way to achieve\nthe objectives. Response to this type of vocational education by both white\nand negro groups is indeed very encouraging.\n\n"}
{"page": 738, "printed_page": null, "text": "732\n\nNational Education Association\n\nTECHNOLOGICAL CHANGES IN INDUSTRY AND THE\nNEW APPRENTICE\nO. D. ADAMS, DIRECTOR OF VOCATIONAL EDUCATION, STATE DEPARTMENT OF\nEDUCATION, SALEM, ORE.\n\nEvery one of us who knows anything about employment conditions can\nvisualize the fact that “ technological changes and progress tend to put the\nworker out of date.”\nIn a recent publication of the federal Office of Education, Vocational\nEducation and Changing Conditions, among other things listed in the find¬\nings of the committee who developed the report are the following:\nDifficulties and needs common to all workers—A summary of these as revealed\nby a study of the trends common to all occupations includes the following:\n1. It is more difficult for the worker to keep up with what he has to know re¬\ngarding his work\n2. It is more difficult for him to keep up with what he has to do in his work\n3. It is becoming more necessary for him to use his head more and his hands\nless\n4. It is becoming more necessary that he shall also have other assets in addition\nto specific knowledge and skill\n5. It is more necessary for him to keep in good physical condition\n6. It is more difficult to learn skilled occupations on the job.\n\nSince these trends are common to all workers, they of necessity mark and\naffect the apprentice. The absolute separation of technological changes and\ntheir interlocking connections with social and economic forces is practically\nimpossible—especially is this true in connection with the apprentice.\nThe breadth of technological changes is illustrated by a quotation from the\nDecember 1932, Fortune:\nThat machinery developed in the single decade, 1914 to 1925, enabled one man\nemployed in industry in 1925 to do the work of 3 men in 1914. . . . That one man\noperating a new electric light bulb-making machine replaced 10,000 electric light\nbulb-makers. That one man in 1930 could make as many needles in a day as\n17,000 men in 1830. In addition to those indicated above are the manufactures of\nsynthetic dye stuffs, drugs, resins, rayon, and cellophane, as well as the perfection\nof alloys, which have changed procedures in certain metal-working trades. All\nthese have taken their toll of jobs. Thousands have been misplaced and it\nwould appear from casual observance that there is no place for skilled workers.\n\nThere are other conditions interlocked, of a social and economic nature,\naffecting the apprentice. Industrialists point out the need for trained work¬\ners and the need for apprentice training. The advent of the codes has\nstamped industry with newer conditions of age limitations, has wiped out\ncertain juvenile occupations, and has increased the entrance age. The ap¬\nprentice is an older boy, who has a better base of general education.\nThe recognition of the need for trained workers and the inability of\nindustry to meet this need has given the apprentice the greatest oppor¬\ntunity for worthwhile training in history.\nWhile it is true that technological changes have affected the worker, it\nis not true that the skilled craftsman is a thing of the past. There is a greater\n\n"}
{"page": 739, "printed_page": null, "text": "Department of Vocational Education\n\n733\n\nneed for skilled workers today of the type that requires training under condi¬\ntions much improved over those of any previous generation.\nWhile technological changes have affected the apprentice, and as a result\nof these changes have brought about social and economic conditions different\nthan heretofore experienced by him, there is no indication that these changes\nhave made his position any more insecure. It is believed that the advance¬\nment of industry has gradually advanced and improved the conditions\nnecessary to modern apprenticeship and that the apprentice is entitled to\nand will receive at the hands of industry and the school a training sufficient\nto meet modern requirements, a wage equitable enough for respectable\nliving and working conditions suitable for enjoyment and recreation.\nVOCATIONAL EDUCATION AND THE NRA\nWILLIAM F. PATTERSON, EXECUTIVE SECRETARY, FEDERAL COMMITTEE ON\nAPPRENTICE TRAINING, WASHINGTON, D. C.\n\nThe potentialities of the NRA as an instrumentality of vocational educa¬\ntion have been emphasized by national leaders in the field of industrial\neducation. President Roosevelt made a significant step in the direction of\ntranslating these possibilities into actualities when he issued an Executive\nOrder on June 27, 1934, which fosters apprentice training under NRA\ncodes. It is common knowledge that the United States has lagged behind\nEuropean nations in fostering and conducting a nationwide program of ap¬\nprentice training.\nThe lack of competence and technical ability of American trained work¬\nmen is glaringly revealed in the disastrous collapse of the Macon and other\nAmerican-built dirigibles. Bona fide apprentice training, as now established\nand operated by the Federal Committee on Apprentice 'Braining, should.go\na long way toward removing the chaos which has existed in occupational\ndistribution and toward the development of a corps of thoroly trained\nworkmen in all skilled occupations. The program provides for checks and\nsafeguards which insure that the employer will give the young man or young\nwoman training and experience in every aspect of the occupation and will\nmake him or her a thoroly competent worker. While the compulsory at¬\ntendance at a public school will stress instruction in related and technical\nsubjects, special emphasis will be placed upon the citizenship, character, per¬\nsonal, and cultural development of the individual. Leaders in the field of\nsocial welfare, child labor, and education pronounce the program as being\none of great social significance.\nEducation in general, and vocational education in particular, must occupy\na major role in the new federal-state program. Before entering apprentice¬\nship, youth must have counsel, guidance, and occupational information which\npublic education is best equipped to give. To prevent young people from\nspending several of the best years of their lives learning occupations for\nwhich there will be no demand, it is essential that knowledge of occupa¬\ntional trends be made widely available.\n\n"}
{"page": 740, "printed_page": null, "text": "734\n\nNational Education Association\n\nContacts with educators, state and government officials, employers, and\nlabor leaders in every state in the country have shown a surprising evidence\nof the need of a national program of apprentice training and the belief that\nthe program of apprentice training under NRA codes is a practical one.\nSECRETARY’S MINUTES\n\nDenver, Colorado\nBusiness Session, Tuesday Afternoon, July 2, 1935\nMoved by Mr. McIntosh of Oklahoma and seconded by Herb Heilig of Appleton,\nWisconsin, that the American Vocational Association executive secretary and the\nofficers of this section communicate with Howard Briggs of Columbia University\nregarding his study of objectives in secondary education, and request specifically\nthat those engaged in vocational education be invited to participate in this study.\nThis motion was made after Mr. McIntosh related his experience with this study\nas it was carried on in the state of Oklahoma. Naturally if high-school principals\nand other academic teachers are the only teachers of the school system who are\nexpressing opinions regarding secondary education it is likely that the vocational\nobjective will be overlooked.\nMr. Hammil of Portland, Oregon, called attention to the fact that a number of\nresearch studies should be conducted in the field of vocational education, and he\nbelieved that the officers of the Vocational Section of the N. E. A. and of the A. V. A.\nshould cooperate in such studies. Accordingly O. D. Adams of Salem, Oregon,\noffered a motion which was seconded by Mr. Heilig, that the officers of the N. E. A.\nDepartment of Vocational Education and the officers of the A. V. A. cooperate in\nsetting up and carrying out a program of research, the results of which should be\nreported in the annual meetings of the organizations and should be of a character\nthat will add to professional improvement in vocational education and contribute\nto the professional literature of the vocational education service.\nThe Nominating Committee consisting of Z. M. Smith, chairman, Walter H.\nCooper, and O. D. Adams, made its report. (See Historical Note, p. 728.)\nIn brief discussion which followed the election of officers, Miss Baylor specifically\nrequested that the new officers be asked to plan a program for the next N. E. A. con¬\nvention which would bring in all phases of vocational education, including\nhomemaking, agriculture, trade and industrial education, and possible vocational\nrehabilitation.\n\nLuncheon Meeting, Wednesday Noon, July 3, 1935\nAt our section on junior high-school guidance, the meaning of guidance and its\nrelationship to the field of education was discussed, with special emphasis on the\nwork in the junior high school. The discussion wras in the nature of a round table\nand each contributed out of his experience in the guidance field.\nIt was felt that in some instances there was a confusion of terms in the field\nof guidance and that in some way this should be clarified so that a common\nterminology, relative to guidance, would be generally understood.\nWays and means, both administrative and supervisory, in the field of guidance\nwere discussed. It was felt that, with the heavy teaching load of the teachers,\nand the part-teaching load of the administrators, very little guidance could take\nplace except in the classroom as such. There was a general consensus that\nteachers needed a broader training and a more sympathetic understanding in order\nto carry on this work of guidance. The group also felt that guidance, in the larger\nsense, should take place during the entire school day of the student. This, of course,\nwould mean that every teacher must be alert to the immediate problems of child\nconservation and act accordingly in the light of modern information about the boy\nand girl.\n\n"}
{"page": 741, "printed_page": null, "text": "World Federation of 6ducation\nAssociations\n\n24\n\n"}
{"page": 742, "printed_page": null, "text": "HISTORICAL NOTE\nThe world federation of education associations was 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,\nSzvitzerland, August 1929; the fourth conference took place in August\n1931, at Denver, Colorado; the fifth conference took place in August\n1933, in Dublin, Ireland; and the sixth conference took place in August\n1935, at Oxford, England.\nThe officers for the years 1935-37 are: president, Paul Monroe,\nTeachers College, Columbia University, Nezv York, N. Y.; secretarygeneral, Uel W. Lamkin, President Northwest Missouri State Teachers\nCollege, Maryville, Mo.\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\n1927:1007-1016\n1928 -.1005-1012\n\n[ 736 ]\n\n1929:975-988\n1931:985-994\n1933:807-814\n1934:799-800\n\n"}
{"page": 743, "printed_page": null, "text": "BIENNIAL REPORT\nJ. W. CRABTREE, ACTING SECRETARY-GENERAL, WASHINGTON, D. C.\n\nT\n\nhe day that Augustus O. Thomas passed\n\naway, January 30, 1935, he\ntalked with me concerning the future of the World Federation. I never\nsaw him in better spirits. He came to talk over a suggestion which I had\nmade a few weeks earlier—that of having an editorial board under the direc¬\ntion of the secretary-general to prepare material for the various types of\nmagazines, school periodicals, and daily and weekly papers, the purpose being\nto give information which would give nations a better understanding of each\nother.\nHe was interested, and believed that officials would approve. He saw\nhow to do this at slight cost. I promised to assist him in working out a plan\nand in putting it into operation. We thought of featuring a few of the big\nvital issues on which there is general agreement among leaders, taking up\nother items after gaining the confidence of the public in the various nations.\nHe saw large things ahead for the World Federation. He saw a slight\nupturn in business which had already reflected itself in an increase in\nincome from associate and goodwill members. He had reason to believe that\nhe would soon receive contributions from wealthy men and from founda¬\ntions for carrying forward important committee work. He had been talk¬\ning this way for sometime, but on January 30 he was unusually hopeful.\nIt was' a great shock to me within thirty or forty minutes after seeing\nhim in such a hopeful frame of mind, looking ahead and planning for\nlarger things for the World federation, to learn of his sudden death. I had\nbecome secretary emeritus of the National Education Association a few\nweeks before this. Observing the condition of uncertainty in which his\npassing left the headquarters office, and realizing that the directors who\nwould fill the vacancy were distributed widely among the nations, I at once\noffered my assistance. I wrote to President Mander telling him that I was\nhelping out temporarily, and volunteered to continue without compensation\nuntil the board could fill the vacancy.\nHe at once authorized me to continue as acting secretary-general up to the\ntime of the Oxford meeting. I have served in this capacity because of my\nfriendship for Dr. Thomas and because of my interest in the World\nFederation. I was perhaps responsible more than anyone else for the meeting\nwhich was called at San Francisco when the World Federation was organ¬\nized. I have from the first had confidence in its achievements. It is even\nnow doing more than any other agency in giving the youth of each nation\na better appreciation of the youth of other nations.\nThe records of the office show a more extensive correspondence with\nleaders in the various nations during the biennium than you would think\npossible. Dr. Thomas’ letters that went out show bits of philosophy and\ngive the thrill of hope that can come only from a great builder. And the\nreplies received are inspirational and many of them real contributions to\n[ 737 ]\n\n"}
{"page": 744, "printed_page": null, "text": "738\n\nNational Education Association\n\nthe cause. These must have helped to keep up Dr. Thomas’ courage during\nthe years of a terrible depression. These must have helped him to get ready\nfor the upturn in business and in social life. Just this correspondence was\na most important phase of the work of the last biennium.\nThe Dublin report published and distributed by the Irish authorities,\nwithout cost to the Federation, was an outstanding report. The editor,\nT. J. O’Connell, selected material from the addresses and committee meet¬\nings that is of interest alike to members and the public. This organization\nowes appreciation to Dr. O’Connell, the editor, and to the authorities of\nIreland who paid the bills. This was just another evidence of the devotion\nof the Irish people to the cause of education, and of the sacrifices they would\nmake for a cause.\nThe committee reports to be presented at this meeting will show what\nwas done in that field—not much research work, not even a great deal\nfrom conferences, but a lot of thinking and planning by committee chair¬\nmen and members—all looking forward to the more important work just\nahead. As you hear these reports you will be surprised that so much could\nbe accomplished without funds. You will observe that the work and the\nplanning under way prepares for the more intensive program which will be\ncarried out as soon as funds are available.\nAction was taken by the Federation to pay a certain amount to Dr.\nThomas in case donations were received to make it possible. Owing to the\ndepression the donations did not materialize. It has been suggested that at\nleast two thousand dollars be given to Mrs. Thomas, in instalments of fifty\ndollars a month until paid. I join in this recommendation and urge that\nshe be paid in instalments because we are not able to pay the full amount at\nonce and because we believe this plan will mean fully as much to her. Let\nthis go to her not so much as something due Dr. Thomas, but as a mark of\nappreciation for her own help during the past decade. She shared loyally\nwith her husband the sacrifices made in the interest of a great cause. This\nwould be one way of showing appreciation of the services of Dr. Thomas,\nthe great builder of the World Federation.\nAltho I have been acting secretary-general for less than six months I am\nfully convinced that the headquarters office can support itself, especially if\nconditions continue to improve. It has during this time more than made ends\nmeet. The income from associate and goodwill members has paid the salaries\nof Miss George and Mrs. Early, besides caring for the general expenses of\nthe office. I have seen other possible sources of income which I could not\nin this short time open up.\nI am of the opinion that the office can secure income from present sources\nto care for the salaries of the secretary-general and two or three assistants,\nso that contributions can be used exclusively for committee and research\nwork. The collections would not likely pay the secretary-general much of a\nsalary at the beginning, but if wisely handled collections ought to be much\nlarger within a year or two. First of all the salaries of Miss George and\nMrs. Early should be increased. They are carrying a tremendous load with\nheavy responsibilities.\n\n"}
{"page": 745, "printed_page": null, "text": "World\n\nFederation\n\nof\n\nEducation Associations\n\n739\n\nLet me mention just a few of the things I have seen going on during the\nlast few months in addition to correspondence regarding the Oxford meeting\nand to the regular office work:\n1. Preparation of material—in many cases the preparation of full addresses—\nfor those who write in for help for radio addresses\n2. Suggestions for speeches to be delivered on Goodwill Day\n3. Material for Kiwanis and Rotary addresses\n4. Material to help out both sides in debates\n5. Preparation of articles and announcements for papers as requested.\n\nThe secretary, Mr. Williams, turned all his duties over to Dr. Thomas\nsoon after the Dublin meeting. He later asked not to be reelected as sec¬\nretary. He takes the view that since we have the secretary-general, the\nsecretaryship would only be a duplication of the work done at the head¬\nquarters office. I wish to join in recommending that the office of the sec¬\nretary be discontinued at the Oxford meeting.\nHow appropriate for the broadcasting of the Goodwill Day program over\nan international hookup to be in charge of the World Federation. All\nother agencies, tho some of them would be glad for this honor themselves,\nare pleased to let the Federation continue its leadership. The program for\n1934, broadcast from our headquarters in Washington with Dr. Thomas\nin charge, was highly satisfactory to Goodwill advocates in all nations. All\nleading embassies participated.\nThe program for May 18, 1935, was in charge of Thomas W. Gosling,\nnational director of the American Junior Red Cross, who is one of the\nleaders in the Federation. He did it in the name of the Federation, but in a\nway to show world cooperation on the part of the Junior Red Cross. The\nhigh quality of these broadcasts will doubtless be maintained. And the\nFederation will be expected to go ahead with these programs. This move¬\nment is worthy of the best plans that the president and other officials can\nwork out.\nThere are now nineteen national education associations holding full mem¬\nbership in the World Federation. Two of these have enlisted since the\nDublin meeting: (1) National Council of Teachers of English (U. S. A.)\nand (2) Council of Principals of Training Colleges (England). There are\nmore than one hundred and fifty state and regional associations that have\nenlisted as associate members. Eleven of these have enlisted since the Dublin\nmeeting. Several additional national associations plan to become full mem¬\nbers very soon. Hundreds of higher institutions and regional groups that\nhave been invited to become members promise to accept soon. There is little\nhesitation on the part of institutions that are invited to become members.\nIn my judgment membership from these sources can be doubled next year.\nAt the first meeting of the World Federation a resolution was passed\nasking each of the embassies of the different nations to appoint an educa¬\ntional attache who shall be a recognized expert in education. Some head¬\nway has been made. During the past year Dr. Thomas took the matter up\nwith each embassy in Washington and found everyone in sympathy with the\nrequest. Each has taken the matter up with his own government. While it\n\n"}
{"page": 746, "printed_page": null, "text": "740\n\nNational Education Association\n\nwill take time to get official action from the various nations, it is now\ncertain that we will have the cooperation of the embassies and that if prop¬\nerly handled by the Federation in due time most of the embassies will have\ntheir educational attache. I hope the incoming president and secretarygeneral may follow up this beginning made by Dr. Thomas.\nThe National Education Association of the United States shows an\nincreasing interest in the work of the World Federation. It is already ask¬\ning what it can do to be of greater service next year. It will gladly carry\nout programs recommended by this organization. Besides paying $1000 a\nyear as membership dues it provides free office space which would sell for\nmore than $1000 a year. It accommodates the World Federation in many\nways. Its members over the nation help out in goodwill membership drives.\nI find the same spirit in other leading national associations. It will pay to\ncall on membership organizations for help. They are anxious to cooperate.\nThey will do gratis for us what would cost us many thousands of dollars\nto do without them.\n\nAUGUSTUS O. THOMAS 1\nREVEREND RAPHAEL H. MILLER, THE NATIONAL CITY CHRISTIAN CHURCH,\nWASHINGTON, D. C.\n\nThe life of Dr. Thomas covered an eventful and significant epoch in the\ndevelopment of education in America.\nFirst of all he was self-educated in the sense that his was an earned edu¬\ncation. He paid the full price in effort, in self-denial, in hardness, and in\npatience. His zeal for education for himself and others was innate and\nunwearying. He had a quenchless thirst for knowledge. He inquired over\nmany fields and brought back precious store for a long and abundant life.\nFor him there was no tension in learning between mind and heart. His\nsympathies were as broad as his wisdom. Dr. Thomas was no pedant. Al¬\nways for him education had a directive aim toward character patterns for\nthe individual and for society. Self-culture was inseparable from selfdiscipline.\nDr. Thomas played am important role in establishing and developing\nAmerican education under frontier conditions, a decisive period. In the\nstate of Nebraska he laid foundations for the whole structure of public\ninstruction from the rural schoolhouse up to the teachers college. As state\nsuperintendent of education he made creative and enduring contributions\nto the school system. The courage and energy, the patience and foresight\nwhich characterized the pioneer were the qualities which he brought to the\ntask of laying educational foundations upon which to build a great com¬\nmonwealth. And, like the pioneer, he had a just reverence for the seasoned\nwisdom of the past but at the same time he had that spirit of daring and\nadventure which blazes new trails and founds new settlements for advancing\ncivilization.\n1 Address delivered at Dr. Thomas’ funeral.\n\n"}
{"page": 747, "printed_page": null, "text": "World Federation of Education Associations\n\n741\n\nHe was both a teacher and a prophet; a pathfinder of the mind and spirit.\nHe did his work for the time and for the time to come.\nFrom Nebraska he was called to be commissioner of education for the\nstate of Maine. Maine was rich in traditions and old in culture. Great\neducational institutions were the sources of noble patriotism and generous\nsocial movements. Dr. Thomas brought the qualities and experiences of the\npioneer to his task there. He ventured into new territories beyond the\nknown. His restless spirit stirred by new dreams moved forward to fresh\nrealizations of his ideals. He touched nearly every department of educa¬\ntion and left upon all the mark of his creative genius.\nBut alwaj^s he was moving toward the realization of a definite goal.\nNotable accomplishments were held as secondary to his supreme achieve¬\nment in the organization and promotion of the World Federation of Educa¬\ntion Association. Here again he displayed the vision and zeal of the prophet.\nEducation was to create a world mind and foster a world heart. Dr. Thomas\nenvisioned a world civilization informed with universal knowledge and\nrefined by universal culture. Before the world can be a neighborhood edu¬\ncation must make neighborliness. The Parliament of Nations waits upon\nthe School of Nations. He promoted goodwill among the best minds of\nevery country. He cultivated appreciation of the best in all cultures.\nThe World Federation of Education Associations is to create the world\npublic opinion and build the character upon which alone political and eco¬\nnomic internationalism can be erected. As public education is indispensable\nto the well-being and security of each nation so education is indispensable\nto the federation of nations. School teachers with world minds and world\nhearts can do more for enduring peace and true prosperity than can all the\nstatesmen and captains of industry. Education is worth more than all the\narmies and navies that ring the world with fear.\nThat was his dream!\nThe teachers of the world and thru them the children of the world are to\nlearn appreciation of one another, gain the best of the culture of each nation,\nbuild a common character, develop toward a common ideal. The essential\nsolidarity of mankind is to be revealed as education draws the minds and\nhearts of men together. Dr. Thomas’ work is done. It can never be undone.\nHe was a dreamer who carved his dream into the enduring structure of the\nworld.\n\n"}
{"page": 748, "printed_page": null, "text": ".\n\n.\n\n11\n\n■;\n\n■\n\n/I\n\n'\n\n*\n\n’\n\n|\n\n.\n\n-\n\n"}
{"page": 749, "printed_page": null, "text": "Associational ‘I(ecords\nand\nInformation\n\n"}
{"page": 750, "printed_page": null, "text": ""}
{"page": 751, "printed_page": null, "text": "Associational Records and Information\n1857—1870\nThe National Teachers Association\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPurpose—To elevate the character and advance the interests of the pro¬\nfession of teaching and to promote the cause of popular education in the\nUnited States.\n\nThe name of the Association was changed at Cleveland, Ohio, on August\n15, 1870, to the “ National Educational Association.”\n\n1870—1907\nNational Educational Association\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, “ National Education Association,” which was\nchanged to “ National Educational Association,” by certificate filed\nNovember 6, 1886.\n\n1907\n\n-\n\nNational Education Association of the United States\nIncorporated under a special act of Congress, approved June 30, 1906,\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 OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\nSection 1. That the following-named persons, who are now officers and direc¬\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,\nIncorporators\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\n[ 745 ]\n\n"}
{"page": 752, "printed_page": null, "text": "746\n\nNational Education Association\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; Lloyd E. Wolf, of Texas; David H. Christensen, of Utah; Henry O.\nWheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of Virginia; Edward T.\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 incorporated and declared to be a body corporate of the District of Co¬\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.\n\nThat the purpose and objects of the said corporation shall be to elevate\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 Council of Education and the following departPurpose and\nments, and such others as may hereafter be created by organiDepartments\nzation or consolidation, to wit: The Departments, first, of Su¬\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 or abolished at the pleasure of the corporation, as\nprovided in its bylaws.\nThat the said corporation shall further have power to have and to use\na common seal, 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\nPowers of\nor of the Constitution of the United States; to take or receive,\nCorporation\nwhether by gift, grant, devise, bequest, or purchase, any real\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.\nSec. 3.\n\nSec. 4. That all real property of the corporation within the 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-\n\n"}
{"page": 753, "printed_page": null, "text": "Associational Records and Information\n\n747\n\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce\nProperty 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\nMembers\ncorresponding—'whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the bylaws of the corporation.\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\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\nDirectors\nPresidents of the said Association now living, and all future\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 Executive Committee shall consist of five members, as follows: the President\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 giveji by said board.\nThe Board of Trustees shall consist of four members elected by the Board of\nDirectors 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\nAssociation at which they were elected, they shall elect one\nBoard of\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.\nSec. 7. That the invested fund now known as the “ Permanent Fund of the\nNational Educational Association,” when transferred to the corporation hereby\n-created, shall be held by such corporation as a Permanent Fund and shall be in\n\n"}
{"page": 754, "printed_page": null, "text": "748\n\nNational Education Association\n\ncharge of the Board of Trustees, who shall provide for the\nPermanent\nsafekeeping and investment of such fund, and of all other\nFund\nfunds which the corporation may receive by donation, bequest,\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\nDuties of\nof all bills approved by the Board of Directors, or by the\nTrustees\nPresident and Secretary of the Association acting under the\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\nThat the principal office of the said corporation shall be in the city of\nWashington, D. 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. 8.\n\nSec. 9.\n\nThat the charter, constitution, and bylaws of the National Educational\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\nAcceptance of\nthat the present officers, directors, and trustees of said AssociaThis Charter\ntion shall continue to hold office and perform their respective\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\nlast-named Association, or any other person having charge of any of the securities,\nfunds, books, or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Providcd, That a verified certificate executed by fhe presiding officer and secretary of\n\n"}
{"page": 755, "printed_page": null, "text": "Associational Records and Information\n\n749\n\nsuch annual meeting, showing the acceptance of the charter granted by this act by\nthe National Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia; and, provided further,\nThat in the event of the failure of the Association to accept the charter granted by\nthis act at said annual meeting then the charter of the National Educational Asso¬\nciation and its incorporate existence shall be and are hereby extended until the\nthirty-first day of July, nineteen hundred and eight, and at any time before said\ndate its charter may be extended in the manner and form provided by the general\ncorporation of the District of Columbia.\nSec. 10. That the rights of creditors of the said existing corporation, known\nas the National Educational Association, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property heretofore mentioned, nor\nshall any liability or obligation, or payment of any sum due or\nto become due, or any claim or demand, in any manner, or for\nRights of\nany cause existing against the said existing corporation, be\nCreditors\nreleased or impaired; and the corporation hereby incorporated\nis declared to succeed to the obligations and liabilities, and to be held liable to\npay and discharge all of its debts, liabilities, and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debts or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\nSec. 11. That Congress may from time to time alter, repeal,\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or impaired.\n\nAmendments\nto Charter\n\nSec. 12. That said corporation may provide, by amendment to its bylaws, that\nthe powers of the active members exercised at the annual meet¬\ning in the election of officers and the transaction of business\nCreation of\nshall be vested in and exercised by a representative assembly\nRepresentative\ncomposed of delegates apportioned, elected, and governed in\nAssembly\naccordance with the provisions of the bylaws adopted by said\ncorporation.\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": 756, "printed_page": null, "text": "750\n\nNational Education Association\n\nBYLAWS AS AMENDED AT THE ANNUAL BUSINESS MEET¬\nING OF THE REPRESENTATIVE ASSEMBLY,\nDENVER, COLORADO, JULY 1935\nARTICLE I—MEMBERSHIP\nWherever the word “ State ” appears in the proposed amendments to these bylaws\nit will be understood that State, Territory, or District of the United States is meant.\n\nMembership\nDefined\n\nSection 1. The membership of the National Education Association of the United States shall consist of three classes: Active,\nAssociate, and Corresponding, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\n\nSec. 2. Active members of the Association shall be those actively engaged in\nthe profession of teaching or other educational work.\nSec. 3. The annual dues of an active member shall be $2, which shall entitle\nhim to attend all meetings of the Association and its several Departments; to\nreceive the Journal free and on application, to secure all publications of the As¬\nsociation at a price fixed by the Executive Committee, which\nObligations\nshall be the approximate cost. By the payment of annual dues\nof $5 an active member shall receive in addition to the Jour¬\nand\nnal, without application or other condition, the volume of Pro¬\nPrivileges\nceedings and all other regular publications of the Association,\nincluding reports of committees and all special bulletins and announcements\nwhen issued.\n\nLife Members\nand\nLife Directors\n\nSec. 4. All Life Members and Life Directors shall have all\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.\n\nSec. 5.\n\nAssociate members of the Association shall be persons who are not ac¬\ntively engaged in the profession of teaching or other educaAssociate\ntional work, but who are otherwise interested in the promotion\nMembers\nof education. The annual dues of an associate member shall\nbe the same as the dues of an active member and he shall have\nthe same rights and privileges, except the right to vote, to serve as a delegate\nin the Representative Assembly, and to hold office.\nSec. 6. Eminent educators not residing in America may be\nCorresponding\nelected by the Board of Directors as corresponding members.\nMembers\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.\n\nMembership\nYear\n\nSec. 7. The membership year shall be from September 1\nto August 31. All membership dues paid during the mem¬\nbership year shall be credited to that year unless otherwise\nrequested.\n\nPayment of\nDues\n\nSec. 8. The annual dues of members shall be sent to the Execu¬\ntive Secretary on or before November 1. An active member fail¬\ning to pay his dues as herein provided shall forfeit the privi¬\nleges of membership and after being in arrears one half year\nbe dropped from the list of members.\n\n"}
{"page": 757, "printed_page": null, "text": "751\n\nAssociational Records and Information\n\nSec. 9. The Executive Secretary of the Association shall fur¬\nnish each member of the Association a Membership Card, declarMembership\ning him to be a member of the National Education Association\nCard\nfor the year for which his dues are paid, and as such entitled to\nall the rights and privileges granted by the charter and bylaws of the Association.\n\nSec. 10. The right to vote, to serve as a delegate in the Representative As¬\nsembly, and to hold office in the Association or in any Depart¬\nment thereof, shall be limited to active members whose dues\nRight to Vote\nare paid. The right to vote and to hold office in the Council\nshall be limited to members of the Council whose dues are paid.\nSec. 11. The Representative Assembly shall be composed of the President, Twelve\n\nVicepresidents, the Executive Secretary, and Treasurer of the\nNational Education Association, the United States Commissioner\nof Education, and the delegates elected from the various affiliated\nstate and local associations as provided in the bylaws.\n\nRepresentative\nAssembly\n\nARTICLE II—OFFICERS, REPRESENTATIVE ASSEMBLY,\nAND AFFILIATED ASSOCIATIONS\nSection 1. (a) The officers of said corporation shall be a President, Twelve Vicepresidents, an Executive Secretary, a Treasurer, a Board of Directors, an Executive\nCommittee, and a Board of Trustees. (See Act of Incorporation,\nsection 6, first paragraph.)\nOfficers,\n(b) The Board of Directors shall consist of the President, the\nDirectors,\nFirst Vicepresident, the Executive Secretary, the Treasurer, the\nTrustees,\nChairman of the Board of Trustees, and one additional member and Committees\nfrom each state, territory, or district to be elected by the active\nmembers for the term of one year or until their successors are chosen, and of all\nLife Directors of the National Educational Association. (See Act of Incorporation,\nsection 6, second paragraph.)\n(c) The Executive Committee shall consist of five members as follows: The\nPresident of the Association, the First Vicepresident, the Treasurer, the Chairman\nof the Board of Trustees, and a member of the Association to be chosen annually by\nthe Board of Trustees to serve one year. (See Act of Incorporation, section 6, third\nparagraph, first sentence.)\n(d) The Board of Trustees shall consist of four members elected by the Board\nof Directors for a term of four years and the President of the Association who shall\nbe a member ex officio during his term of office. (See Act of Incorporation, section 6,\nfourth paragraph, first sentence.)\n(e) The election of officers and transaction of business at the annual business\nmeeting shall be by a Representative Assembly composed of delegates apportioned,\nelected, and governed as hereinafter provided.\n\nAt the first business meeting of the Representative Assembly on the\nsecond day of the annual meeting of the Association, nominations for the follow¬\ning offices shall be made: President, Vicepresident, and Treasurer. Candidates\nfor said offices shall be nominated from the floor upon roll call of the states. On\nthe first day of the annual meeting of the Association the delegates of each state,\nterritory, and district of the United States shall nominate one person for member\nof the Board of Directors and the name of such person shall be reported to the\nRepresentative Assembly at the first business meeting upon roll call of the states.\nAny person to qualify to serve as Director shall have been an\nactive member with dues paid in the National Education Asso¬\nElection of\nciation and in a State, or District, or Territory, and a Local\nOfficers and\nAssociation, if organized, for a five-year period immediately pre¬\nQualifications\nceding the election. Only delegates who are active members of\nof Directors\nthe N. E. A. and whose dues have been paid in a State, or District,\nSec. 2.\n\n"}
{"page": 758, "printed_page": null, "text": "752\n\nNational Education Association\n\nor Territory, and a Local Association, if organized, respectively, shall have the right\nto vote for such directors. On the fourth day of the annual meeting officers shall be\nelected from the candidates by the delegates to the Representative Assembly by\nballot. Said ballots shall be printed and shall contain the names of all nominees as\nprovided above. Polls for voting shall be open from 8 a. m. to 6 p. m., at such place\nor places as the President of the Association shall designate. The candidates for\nPresident, Treasurer, member of Board of Directors from each state, territory, or\ndistrict, respectively, and the eleven candidates for the office of Vicepresident receiv¬\ning the 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\nExecutive Secretary and the Treasurer shall enter upon their duties at a date which\nshall be 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 a'nd until their successors are duly elected.\nSec. 3.\n\nThe State Teachers Association or Educational Association of a state,\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\nAffiliated State\nNational Education Association and as such shall be entitled\nAssociations\nto representation in the Representative Assembly as herein¬\nafter provided. The annual dues of an Affiliated State Asso¬\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\nAffiliated Local Education Association and as such shall be entitled to repAssociations\nresentation in the Representative Assembly as hereinafter pro¬\nvided. The annual dues of an Affiliated Local Association shall\nbe $5, which shall entitle said Association to receive without application, or other\ncondition, all regular publications of the National Education Association, including\nthe volume of Proceedings, reports of committees, and all bulletins and announce¬\nments when issued.\n\nEach Affiliated Association, both state and local, shall be furnished\na certificate of membership and shall be entitled to the active assistance and sup¬\nport of the National Education Association in promoting the interest of such\nAffiliated Association and its members insofar as such interest\nRelationship:\ncomes within the purpose and object of the National EducaNational, State, tion Association as set forth in its charter. The Executive Secreand Local\ntary of the National Education Association shall,-with the advice\nand approval of the Executive Committee, make such arrange¬\nments for mutual cooperation between the National Education Association and the\nState and Local Affiliated Associations as will promote the welfare of all and\nadvance the interests of the teaching profession.\nSec.\n\n5.\n\nSec. 6.\n\nEach Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly for each one hundred of its\n\n"}
{"page": 759, "printed_page": null, "text": "Associational Records and Information\n\n753\n\nmembers, or major fraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members, and\nthereafter one delegate and one alternate for each five hundred\nState Delegates\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\nSec. 7. Each Affiliated Local Association shall be entitled to elect one dele¬\ngate and one alternate to the Representative Assembly for\neach one hundred of its members, or major fraction thereof,\nLocal\nwho are active members of the National Education Association.\nDelegates\nSuch delegates shall be designated Local Delegates.\nSec. 8. Only active members of the National Education Association shall be\neligible to be delegates to the Representative Assembly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Association. An active member\nshall be permitted to vote for the election of delegates in but\none Affiliated Local Association. For determining the apporSelection of\ntionment of delegates, an active member may be counted in two\nDelegates\nAffiliated Associations, and no more; and that one of these shall\nbe the State Association.\nSec. 9. The President, the Twelve Vicepresidents, the Executive Secretary, and\nTreasurer of the National Education Association, and the United\nEx-Officio\nStates Commissioner of Education, shall be ex-officio delegates to\nDelegates\nthe Representative Assembly.\nSec. 10. Delegates shall file their credentials with the Executive Secretary of the\nAssociation on blanks furnished by him for that purpose not later than ten days be¬\nfore the beginning of the annual meeting. The Executive Secretary shall turn over\nsuch credentials to the Credentials Committee, when appointed,\nDelegates;\nwith such information thereon as may be obtained from the\nCredentials;\nrecords of the Association. The Representative Assembly shall be\nVoting;\nthe final judge of the qualifications of delegates. The delegates\nFreedom of\nshall have equal rights and each shall have one vote. Meet¬\nFloor\nings of the Representative Assembly shall be open to the active\nmembers of the Association who shall be privileged to address\nthe Assembly on subjects pertaining to the Association. The Representative As¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend an equitable plan for pay¬\ning the expenses of delegates to the annual business meeting of the Association.\nARTICLE III—DUTIES OF OFFICERS\n\n.\n\nSection 1\n\nThe President shall preside at all meetings of the Association and\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\nDuties of the\nof the President and all Vicepresidents a Chairman pro tempore\nPresident\nshall be elected under the direction of the Executive Secretary of\nthe Association. 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\n\n"}
{"page": 760, "printed_page": null, "text": "754\n\nNational Education Association\n\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 Executive Secretary shall keep a full and accurate record of the pro¬\nceedings of 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\nDuties of the\nbylaws and, in all matters not definitely prescribed therein,\nExecutive\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\nExecutive Committee, shall be under the direction of the President. He shall receive\nor collect all moneys due the Association and pay the same each month to the\nTreasurer. He shall countersign all bills approved for payment by the Board of\nDirectors, or by the Executive Committee acting under the authority of the Board\nof Directors or by the President acting under authority of the Board of Directors or\nof the Executive Committee. The Executive Secretary shall have his records present\nat all meetings of the Association, of the Board of Directors, and of the Executive\nCommittee. 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\nas may be required by the Board of Trustees. He shall submit his annual report\nto the Executive Committee not later than fifteen days before the annual meeting\nof the Association, which report shall be transmitted to the Board of Directors\nat its annual meeting. At the expiration of his term of office, he shall transfer\nto his successor all money, books, and other property in his possession belonging\nto the Association. The Executive Secretary shall not print, publish, or distribute\nany official report or other document without the approval of the Board of Direc¬\ntors or of the Executive Committee acting under the general instruction of the\nBoard of Directors.\nSec. 3. The Treasurer shall perform the duties prescribed by the Act of In¬\ncorporation and these bylaws. He shall receive from the Executive Secretary\nand, under the direction of the Board of Trustees, shall hold in safekeeping all\nmoneys paid to the Association; shall pay the same only upon the\nDuties of the\norder of the Board of Trustees; shall notify the President of\nTreasurer\nthe Association and the Chairman of the Board of Trustees\nwhenever the surplus funds in his possession exceed $500; shall\nkeep an 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. (a) The Board of Directors shall have power to fill all vacancies in their\nown body and shall have in charge the general interests of the corporation, except¬\ning those entrusted to the Board of Trustees. (See paragraph (e) of this section.)\n(b) At the first meeting of the Board of Directors, held during the annual\nmeeting of the Association at which they were elected, they shall elect one Trustee\n\n"}
{"page": 761, "printed_page": null, "text": "Associational Records and Information\n\n755\n\nfor the term of four years. All vacancies occurring in said Board of Trustees,\nwhether by resignation or otherwise, shall be filled by the Board of Directors for\nthe unexpired term; and the absence of a Trustee from two successive annual meet¬\nings of the Board shall forfeit his membership. (See Act of Incorporation, section\n6, fourth paragraph, last two sentences.)\n(c) The Board of Directors shall take such action with respect to the Per¬\nmanent Fund of the Association, its accretions and income, as is authorized by the\nAct of Incorporation or these bylaws. (See Act of Incorporation, section 7, first para¬\ngraph, part of second sentence.)\n(d) The Board of Directors may determine what office or offices of the Associa¬\ntion may be maintained in the United States other than its principal place of\nbusiness in Washington, D. C., and where the meetings of the corporation, its\nofficers, committees, and departments may be held, and what business other than\nprovided by the Act of Incorporation and these bylaws may be transacted at such\noffice or offices and meetings. (See Act of Incorporation, section 8.)\n(e) The Board of Directors shall have such powers and perform such duties as are\nprescribed by the Act of Incorporation and by these bylaws; shall elect correspond¬\ning members as prescribed in Section 6 of Article I of these bylaws; shall elect\nmembers of the National Council of Education as provided in\nDuties of the\nSection 3 of Article IV of these bylaws. The Board of Directors\nBoard of\nshall approve all bills incurred by itself or by the Executive\nDirectors\nCommittee, or the President or the Executive Secretary acting\nunder the authority of the Board of Directors; shall appropriate from the current\nfunds of the year the amounts of money ordered by the Representative Assembly at\nthe annual business meeting of the same for the work of all special committees of\nresearch and investigation authorized and provided for at the annual business\nmeeting, and for all other needs of the Association; shall make a full report of\nthe financial condition of the Association including the reports of the Executive\nSecretary, the Treasurer, and the Board of Trustees to the Representative As¬\nsembly at its annual business meeting, and shall do all in its power to make the\nAssociation a useful and honorable institution.\n(f) The Board of Directors shall appoint at its annual meeting a Budget Com¬\nmittee for 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.\n(g) The Board of Directors shall meet in connection with the annual meeting of\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.\nSec. 5. (a) The Executive Committee shall have authority to represent and to act\nfor the Board of Directors in the intervals between the meetings of that body,\nto the extent of carrying out the legislation adopted by the Board of Directors under\ngeneral directions as may be given by said Board. (See Act of Incorporation,\nsection 6, third paragraph, last sentence.)\n(b) The Executive Committee may recommend to the Representative Assembly\nat the annual business meeting the appointment of special committees for investi¬\ngation or research, the subjects for which may have been suggested by the National\nCouncil or by the active members of the National Education\nDuties of\nAssociation or by any of its Departments; it shall recommend\nExecutive\nthe amount of money to be appropriated for such investigations.\nCommittee\nWhen such special committees are provided for and duly au¬\nthorized by the Representative Assembly and appropriations for them have been\nauthorized by the Board of Directors, the Executive Committee shall, under the\ninstructions of the Board of Directors, have general supervision of them. The Ex¬\necutive Committee shall receive and consider all reports made by the special\ncommittees and shall print these reports and present them, together with the\n\n"}
{"page": 762, "printed_page": null, "text": "756\n\nNational Education Association\n\nreports of the Executive Secretary, the Treasurer, and the Board of Trustees, and\nthe recommendations of the Executive Committee thereon, to the Board of Direc¬\ntors, which shall transmit the same with recommendations to the Representative As¬\nsembly at its annual business meeting. All such special committees shall be ap¬\npointed by the President of the Association.\n(c) The Executive Committee shall fill all vacancies occurring in the body of\nofficers of the Association, except as otherwise provided for in the Act of Incorpora¬\ntion or in these bylaws.\nSec. 6. (a) The Board of Trustees shall have such powers and perform such\nduties as are prescribed by the Act of Incorporation; shall require of the Executive\nSecretary and Treasurer bonds in such amounts as may be determined by said Board\nfor the faithful performance of their duties; shall make a full\nFurther Duties\nreport of the finances of the Association to the Executive Comof Trustees\nmittee not later than ten days prior to the annual meeting of the\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(b) The Board of Trustees shall have charge of the Permanent Fund and shall\nprovide for the safekeeping and investing of such Fund and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. It shall also\nbe the duty of the Board of Trustees to issue orders on the Treasurer for the pay¬\nment of *all bills approved by the Board of Directors, or by the President and\nExecutive Secretary of the Association acting under the authority of the Board of\nDirectors. When practicable, the Board of Trustees shall invest, as part of the\nPermanent Fund, all surplus funds exceeding $500 that shall remain in the hands\nof the Treasurer after paying the expenses of the Association for the previous\nyear, and providing for the fixed expenses and for all appropriations made by the\nBoard of Directors for the ensuing year. (See Act of Incorporation, section 7.)\n(c) The Board of Trustees shall elect the Executive Secretary of the Association,\nwho shall be Secretary of the Executive Committee, and shall fix the compensation\nand the term of his office for a period not to exceed four years. (See Act of\nIncorporation, section 7.)\nARTICLE IV—THE NATIONAL COUNCIL OF EDUCATION\nSection. 1. The National Council of Education shall discuss educational ques¬\ntions of public and professional interest; propose to the Executive Committee,\nfrom time to time, suitable subjects for investigation and re¬\nFunction of\nsearch; have a report made at its annual meeting on “Edu¬\nNational\ncational Progress during the Past Year”; and in other ways\nCouncil\nuse its best efforts to further the objects of the Association and\nto promote the cause of education in general.\n\nMembership\n\nSec. 2. The National Council of Education shall consist of not\nless than 120, nor more than 200, members to be selected as pro¬\nvided by its bylaws.\n\nTime of\nMeeting\n\nSec. 3. The annual meeting of the Council shall be held dur¬\ning the week of the annual meeting of the Association.\n\nSec. 4. The absence of a regular member from two successive annual meetings\nof the Council shall be considered equivalent to his resignation of membership.\nPersons whose regular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\nLoss of\ntheir active membership in the Association with the privilege\nMembership\nof attending the regular sessions of the Council and partici¬\npating in its discussions. A member who discontinues or forfeits\nhis active membership in the Association forfeits his membership in the Council.\n\n"}
{"page": 763, "printed_page": null, "text": "Associational Records and Information\n\n757\n\nSec. 5.\n\nThe officers of the Council shall consist of a President, a Vicepresident,\na Secretary, and such standing committees as may be prescribed by its bylaws, all\nof whom shall be regular members of the Council. The Secre¬\ntary of the Council shall, in addition to performing the duties\nCouncil\npertaining to his office, furnish the Executive Secretary of the\nOfficers\nAssociation a copy of the proceedings of the Council for\npublication.\nSec. 6.\n\nThe National Council of Education is hereby authorized to adopt by¬\nlaws for its government not inconsistent with the act of incorBylaws and\nporation or the bylaws of the Association; provided, That such\nPowers of\nbylaws be submitted to, and approved by, the Board of Directors\nCouncil\nof the Association before they shall become operative.\nSec. 7.\n\nThe powers 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 V—DEPARTMENTS\nSection 1. The following Departments are now (1935) in existence, to wit: The\n\nDepartments, first, of Superintendence; second, of Vocational Education; third, of\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.\nEach Department shall have the right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business\nof the Department; provided, Active members of the Associa¬\ntion, and no others, shall be eligible to such Department mem¬\nMembers of\nbership; and provided also, That all active members of the\nDepartments\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any Department.\nSec. 2.\n\nSec. 3.\n\nEach Department shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\nDepartment\nin these bylaws or as directed by the Board of Directors, or\nMeetings\nby the Executive Committee acting under the general instruc¬\ntions of the Board of Directors.\nThe object of the meetings of the Departments shall be the discussion\nof questions pertaining to their respective fields of educational work. The pro¬\ngrams of these meetings shall be prepared by the respective\npresidents in conference with, and under the general direction\nof, the President of the Association. Each Department shall be\nObject of\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. 4.\n\n"}
{"page": 764, "printed_page": null, "text": "758\n\nNational Education Association\n\nSec. 5. The officers of each Department shall consist of a President, a Vicepresident, 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 memDepartments\nbers of the Association. Each Department shall provide for\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.\n\nThe Secretary of each Department shall, in addition to performing the\nduties usually pertaining to his office, furnish to the Executive Secretary of the\nAssociation a copy of the proceedings of the meetings of the\nDepartment\nDepartment for publication. No Department shall establish an\nHeadquarters\noffice outside of the general headquarters of the Association with¬\nout the consent of the Board of Directors.\nSec. 6.\n\nAll Departments shall have equal rights and privileges, with the ex¬\nception stated in section 3 of this Article. They shall be named in section 1 of\nthis Article in the order of their establishment and shall be\nRights of\ndropped from the list when discontinued. Each Department\nDepartments\nmay be governed by its own regulations insofar as they are\nnot inconsistent with the Act of Incorporation or these bylaws.\nSec. 7.\n\nSec. 8.\n\nUpon the recommendation of the Board of Directors a new Department\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\nHow\nbeen made at the regular meeting of the Assembly next preEstablished\nceding the one at which action is taken by at least 250 mem¬\nbers engaged or interested in the field in the interest of which\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 of the delegates\nto the Representative Assembly present at any annual meeting.\nSec. 9.\n\nAny 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 Executive Sec¬\nretary of the Association. Such funds shall be added to the De¬\nFees for\npartment’s allowance from the Association and shall be used for\nDepartment\nthe work of said Department only, and shall be disbursed upon\nMembers\nthe recommendation of the executive officers of the Department\nin the same manner as other funds of the Association are\ndisbursed.\n\n"}
{"page": 765, "printed_page": null, "text": "Associational Records and Information\n\n759\n\nARTICLE VI—COMMITTEES\n\n. Not later than five months before the end of the fiscal year, the Presi¬\n\nSection 1\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\naccountant or accountants, together with the communication of\nAuditing\nthe President transmitting the same as provided in section 5 of\nCommittee\nthis Article; and the Committee shall report its findings to the\nBoard of Directors.\nSec. 2.\n\nOn the first day of the annual meeting of the Association, at such time\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\nmembers of the Association for each of the following commit- Delegates Meet\ntees, to serve for the ensuing year: Credentials, Resolutions, and\nby States\nNecrology. The Committee on Credentials shall receive the\nofficial list of delegates from the Executive Secretary and report thereon to the Repre¬\nsentative Assembly.\nSec. 3. The Committee on Resolutions shall report at the annual business meeting\nof the Representative Assembly, and except by unanimous consent, all resolutions\nshall be referred to said Committee without discussion. This Committee shall receive\nand consider all resolutions proposed by active members, or re¬\nferred to it by the President; some time during the second day of\nResolutions\nthe annual meeting of the Association the Committee shall hold a\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. 4.\n\nThe Committee on Necrology may prepare for the\npublished Proceedings brief memorial tributes to members who\nhave died during the year.\n\nNecrology\n\nSec. 5. Within thirty (30) days prior to the time of the annual meeting of the\nAssociation, the President shall appoint a competent person, firm, or corporation,\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\nthe Executive Secretary, the Treasurer, and the Board of TrusExamination\ntees, and compare the same; shall also examine the securities of\nof Accounts\nthe Permanent Fund held by the Board of Trustees. The report\nof said accountant or accountants shall be filed with the President not less than\nten days before the opening day of the annual meeting of the Association, and\nshall be by him submitted to the Auditing Committee with such comments as he\nmay think proper.\nSec. 6.\n\nThere shall be a Committee on Bylaws and Rules which shall serve as\nan advisory and interpreting committee. The Committee shall consist of five mem¬\nbers appointed by the President as follows: In July 1935, the retiring president\nshall appoint two members, one to serve for three years and one to serve for four\nyears. The incoming president shall appoint three members of this Committee: one\nto serve for one year; one to serve for two years; and one to\nserve for five years. In July 1936, and in each July thereafter,\nBylaws and\nthe President shall appoint one member to serve for five years\nRules\nAll proposed amendments to the charter and to the bylaws shall\nbe referred to this Committee for comment. This Committee shall be responsible for\nrecommending and presenting rules of procedure to the Representative Assembly\nfrom year to year. This Committee may render decisions on any points referred\n\n"}
{"page": 766, "printed_page": null, "text": "760\n\nNational Education Association\n\nto it by the Executive Committee, the Executive Secretary, or the President of the\nAssociation.\nAdditional\nCommittees\n\nSec. 7.\n\nThe Representative Assembly may provide such additional committees as it may deem wise.\nARTICLE VII—MEETINGS\nSection 1.\n\nMeetings to be\nHeld\nAnnually\n\nStated meeting of the Association, of the National\nCouncil of Education, and of all Departments, except as other¬\nwise provided, shall be held at such time and place as shall be\ndetermined by the Board of Directors or by the Executive Com¬\nmittee acting under the instructions of the Board of Directors.\n\nSec. 2. The annual business meeting of the Representative Assembly shall begin\n\nat 9 a. m., on the second day of the annual meeting of the Association. A regular\nmeeting of the Board of Directors shall be held in connection with the annual\nmeeting of the Association. The time and place of such meeting\nshall be designated in the program. The Executive Secretary\nMeetings of\nshall notify the members of the Board of Directors of the time\nAssembly,\nand place of meeting, not less than thirty (30) days before the\nDirectors, and\nmeeting.\nTrustees\nThe first regular meeting of the new Board of Directors shall\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 VIII—PROCEEDINGS\n\n. The Proceedings of the Association, of the Council, of the Depart¬\n\nSection 1\n\nPublication of\nProceedings\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\nCommittee; provided, That such publication has been approved\nand the money therefor appropriated by the Board of Directors.\n\nSec. 2. No paper, lecture, or address shall be read before the Association or any\nof the Departments in the absence of the author, without the approval of the\nPresident of the Association, or of the President of the DepartAbsence of\nment interested; nor shall any such paper, lecture, or address be\nAuthor\npublished in the Proceedings without the approval of the Execu¬\ntive Committee.\n\nARTICLE IX—QUORUM AND RULES OF ORDER\n\nFormation of\nQuorum\n\n. Elected directors from twenty-five states shall con¬\n\nSection 1\n\nstitute a quorum of the Board of Directors. A majority of all\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\nSec. 2. Robert’s Rules of Order Revised shall be the authority governing all matters\n\nof procedure not otherwise covered in the Act of Incorporation and in these bylaws\nand in the rules of procedure adopted by the Representative Assembly.\n\n"}
{"page": 767, "printed_page": null, "text": "Associational Records and Information\n\n761\n\nARTICLE X—AMENDMENTS\nSection 1. These bylaws may be altered or amended at the annual meeting of the\n\nRepresentative Assembly by unanimous vote, or by a two-thirds vote of the Rep¬\nresentative Assembly if the alteration or amendment shall have\nbeen proposed in writing at the annual business meeting next\nAmendment*\npreceding the one at which action is taken, and due announceBylaws\nment of the proposed action shall have been made in the official\npublication of the Association.\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW\n\nKNOWN\n\nAS\n\nTHE\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nCERTIFICATE\nof Acceptance of Charter and Adoption of Bylaws under the Act of Congress\napproved June 30, 1906.\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 Act To Incorporate the National Education Association of\nthe United States,”\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 hereby certify that the National Education Association of the United States\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 hereunto signed our names this 20th day of August,\n1907\nNathan C. Schaeffer, Presiding Officer\nIrwin\n\nShepard,\n\nSecretary\n\nverification\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS, JULY\n\n10, 1907\n\n1. Resolved, That the National Educational Association hereby accepts the char¬\nter granted by an act of Congress entitled “An Act To Incorporate the National\nEducation Association of the United States,” passed June 30, 1906, and that the\nPresident and Secretary of this meeting be authorized and directed to execute\nand file with the Recorder of Deeds of the District of Columbia a verified certifi¬\ncate showing the acceptance by the Association of the charter granted by said act.\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.\n3. Resolved, That the Association adopt as its corporate seal a circle containing\nthe title “ National Education Association of the United States,” and the dates\n“ 1857-1907.”\n4. Resolved, That the Association do now proceed to elect officers, and to or¬\nganize under the charter granted by the act of Congress.\nFiled in the office of the Recorder of Deeds of the District of Columbia, Septem¬\nber 4, 1907.\n\n"}
{"page": 768, "printed_page": null, "text": "762\n\nNational Education Association\n\nCALENDAR OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857— -PHILADELPHIA, PA.\n(Organized)\nJames L. Enos, Chairman\nW. E. Sheldon, Secretary\n1858— CINCINNATI, OHIO\nZ. Richards, President\nJ. W. Buckley, Secretary\nA. T. Rickoff, Treasurer\n1859— WASHINGTON, D. C.\nA. J. Rickoff, President\nJ. W. Buckley, Secretary\nC. S. Pennell, Treasurer\n1860— BUFFALO, N. Y.\nJ. W. Buckley, President\nZ. Richards, Secretary\nO. C. Wight, Treasurer\n1861, 1862—No session\n1863— CHICAGO, ILL.\nJohn D. Philbrick, President\nJames Cruickshank, Secretary\nO. C. Wight, Treasurer\n1864— OGDENSBURG, N. Y.\nW. H. Wells, President\nDavid N. Camp, Secretary\nZ. Richards, Treasurer\n\n1865— HARRISBURG, PA.\nS. S. Greene, President\nW. E. Sheldon, Secretary\nZ. Richards, Treasurer\n1866— INDIANAPOLIS, IND.\nJ. P. Wickersham, President\nS. H. White, Secretary\nS. P. Bates, Treasurer\n1867— No session\n1868— NASHVILLE, TENN.\nJ. M. Gregory, President\nL. Van Bokkelen, Secretary\nJames Cruickshank, Treasurer\n1869— TRENTON, N. J.\nL. Van Bokkelen, President\nW. E. Crosby, Secretary\nA. L. Barber, Treasurer\n1870— CLEVELAND, OHIO\nDaniel B. Hagar, President\nA. P. Marble, Secretary\nW. E. Crosby, Treasurer\n\nNATIONAL EDUCATIONAL ASSOCIATION, 1871-1907\n1871— ST. LOUIS, MO.\nJ. L. Pickard, President\nW. E. Crosby, Secretary\nTohn Hancock, Treasurer\n1872— BOSTON. MASS.\nE. E. White, President\nS. H. White, Secretary\nJohn Hancock, Treasurer\n1873— ELMIRA, N. Y.\nB. G. Northrup, President\nS. H. White, Secretary\nJohn Hancock, Treasurer\n1874— DETROIT, MICH.\nS. H. White, President\nA. P. Marble, Secretary\nJohn Hancock, Treasurer\n1875— MINNEAPOLIS, MINN.\nW. T. Harris, President\nM. R. Abbott, Secretary\nA. P. Marble, Treasurer\n1876— BALTIMORE, MD.\nW. F. Phelps, President\nW. D. Henkle, Secretary\nA. P. Marble, Treasurer\n1877— LOUISVILLE, KY.\nM. A. Newall, President\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\n1878— No session\n1879— PHILADELPHIA, PA.\nJohn Hancock, President\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\n1880— CHAUTAUQUA, N. Y.\nJ. Ormond Wilson, President\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n1881— ATLANTA, GA.\nJames H. Smart, President\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n1882— SARATOGA SPRINGS, N. Y.\nG. J. Orr, President\nW. E. Sheldon, Secretary\nH. S. Tarbell, Treasurer\n1883— SARATOGA SPRINGS, N. Y.\nE. T. Tappan, President\nW, E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n1884— MADISON, WIS.\nThomas W. Bicknell, President\nH. S. Tarbell, Secretary\nN. A. Calkins, Treasurer\n\n1885— SARATOGA SPRINGS, N. Y.\nF. Louis Soldan, President\nW. E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n1886— TOPEKA, KANS.\nN. A. Calkins, President\nW. E. Sheldon. Secretary\nE. C. Hewett, Treasurer\n1887— CHICAGO, ILL.\nW. E. Sheldon, President\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n1888— SAN FRANCISCO, CALIF.\nAaron Gove, President\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n1889— NASHVILLE, TENN.\nAlbert P. Marble, President\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n1890— ST. PAUL, MINN.\nJ. H. Canfield, President\nW. R. Garrett, Secretary\nE. C. Hewett, Treasurer\n1891— TORONTO, ONT.\nW. R. Garrett, President\nE. H. Cook, Secretary\nJ. M. Greenwood, Treasurer\n1892— SARATOGA SPRINGS, N. Y.\nE. H. Cook, President\nR. W. Stevenson, Secretary\nJ. M. Greenwood, Treasurer\n1893— CHICAGO, ILL.\n(International Congress of\nEducation)\nAlbert G. Lane, President\nIrwin Shepard, Secretary\nT. M. Greenwood, Treasurer\n1S94—ASBURY PARK, N. J.\nAlbert G. Lane, President\nIrwin Shepard, Secretary\nT. M. Greenwood, Treasurer\n1895— DENVER, COLO.\nNicholas Murray Butler, Pres.\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1896— BUFFALO, N. Y.\nNewton C. Dougherty, President\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1897— MILWAUKEE, WIS.\nCharles R. Skinner, President\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n\n"}
{"page": 769, "printed_page": null, "text": "Associational Records and Information\n\n1898— WASHINGTON, D. C.\n. M. Greenwood, President\nrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1899— LOS ANGELES, CALIF.\nE. Oram Lyte, President\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1900— CPIARLESTON, S. C.\nOscar T. Corson, President\nIrwin Shepard, Secretary\nCarroll G. Pearse, Treasurer\n1901— DETROIT, MICH.\nTames M. Green, President\nIrwin Shepard, Secretary\nL. C. Greenlee, Treasurer\n1902— MINNEAPOLIS, MINN.\nWilliam M. Beardshear, President\nIrwin Shepard, Secretary\nCharles H. Keyes, Treasurer\n\n763\n\n1903— BOSTON, MASS.\nCharles W. Eliot, President\nIrwin Shepard, Secretary\nW. M. Davidson, Treasurer\n1904— ST. LOUIS, MO.\nJohn W. Cook, President\nIrwin Shepard, Secretary\nMcHenry Rhodes,Treasurer\n1905— ASBURY PARK and OCEAN\nGROVE, N. J.\nWilliam H. Maxwell, President\nIrwin Shepard, Secretary\nJames W. Crabtree, Treasurer\n1906— No session\n1907— LOS ANGELES, CALIF.\nNathan C. Schaeffer, President\nIrwin Shepard, Secretary\nJ. N. Wilkinson, Treasurer\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES, 1908—\n1908— CLEVELAND, OHIO\nEdwin G. Cooley, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n1909— DENVER, COLO.\nLorenzo D. Harvey, President\n.\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n1910— BOSTON, MASS.\nTames Y. Joyner, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n1911— SAN FRANCISCO, CALIF.\nElla Flagg Young, President\nIrwin Shepard, Secretary\nDurand W. Springer, Treasurer\n1912— CHICAGO, ILL.\nCarroll G. Pearse, President\nIrwin Shepard, Secretary\nKatherine D. Blake, Treasurer\n1913— SALT LAKE CITY, UTAH\nEdward T. Fairchild, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n1914— ST. PAUL, MINN.\nJoseph Swain, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n1915— OAKLAND, CALIF.\nDavid Starr Jordan, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n1916— NEW YORK, N. Y.\nDavid B. Johnson, President\nDurand W. Springer, Secretary\nGrace M.\nShepherd, Secretary\n1917— PORTLAND, ORE.\nRobert J. Aley, President\nDurand W. Springer, Secretary\nThomas E. Finegan, Treasurer\n1918— PITTSBURGH, PA.\nMary C. C. Bradford, President\nJ. W. Crabtree, Secretary\nA. J. Matthews, Treasurer\n1919— MILWAUKEE, WIS.\nGeorge D. Strayer, President\nJ. W. Crabtree, Secretary\nA. J. Matthews, Treasurer\n1920— SALT LAKE CITY, UTAH\nJosephine Corliss Preston, Pres.\nJ. W. Crabtree, Secretary\nA. J. Matthews, Treasurer\n1921— DES MOINES, IOWA\nFred M. Hunter, President\nJ. W. Crabtree, Secretary\nCornelia S. Adair, Treasurer\n\n1922— BOSTON, MASS.\nOrmond Williams, Pres.\nCrabtree, Secretary\nCornelia S. Adair, Treasurer\n\nCharl\n\nJ. W.\n\n1923— OAKLAND-SAN FRANCISCO\nWilliam B. Owen, President\nJ. W. Crabtree, Secretary\nCornelia S. Adair, Treasurer\n1924— WASHINGTON, D. C.\nOlive M. Jones, President\nJ. W. Crabtree, Secretary\nCornelia S. Adair, Treasurer\n1925— INDIANAPOLIS, IND.\nJesse H. Newlon, President\nJ. W. Crabtree, Secretary\nCornelia S. Adair, Treasurer\n1926— PHILADELPHIA, PA.\nMary McSkimmon, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1927— SEATTLE, WASH.\nFrancis G. Blair, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1928— MINNEAPOLIS, MINN.\nCornelia S. Adair, President\nT. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1929— ATLANTA, GA.\nUel W. Lamkin, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1930— COLUMBUS, OHIO\nE. Ruth Pyrtle, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith. Treasurer\n1931— LOS ANGELES, CALIF.\nWillis A. Sutton, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1932— ATLANTIC CITY, N. J.\nFlorence Hale, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1933— CHICAGO, ILL.\nJoseph Rosier, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1934— WASHINGTON, D. C.\nJessie Gray, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1935— DENVER, COLO.\nHenry Lester Smith, President\nWillard E. Givens, Secretary\nW. Crabtree, Secretary Emeritus\nE. Offenhauer, Treasurer\n\nk\n\n"}
{"page": 770, "printed_page": null, "text": "764\n\nNational Education Association\n\nNATIONAL EDUCATION ASSOCIATION\nOFFICERS—1934-35\nSchool of Education, Indiana University,\nBloomington, Ind.\nWillard E. Givens.Secretary. v.1201 Sixteenth St., Washington, D. C.\nJ. W. Crabtree.Secretary Emeritus.1201 Sixteenth St., Washington, D. C.\nR. E. Offenhauer.Treasurer.Superintendent, Lima Public Schools, Lima, Ohio\nHenry\n\nLester\n\nSmith.President...Dean,\n\nHonorary\n.Honorary President and Associate Chairman of Committee on\n,\nSocial Economic Goals, Columbia University, New York, N. Y.\nM. Dorsey.Honorary President and Associate Chairman of Committee on\nResolutions, 1506 Arapahoe St., Los Angeles, Calif.\n\nJohn Dewey\nSusan\n\nExecutive Committee\nSchool of Education, Indiana University,\nBloomington, Ind.\nJessie Gray.First Vicepresident.1210 Fillmore St., Philadelphia, Pa.\nJoseph H. Saunders.Chairman, Board of Trustees, Superintendent, Newport News Pub¬\nlic Schools, Newport News, Va.\nR. E. Offenhauer.Treasurer.Superintendent,\nLima Public Schools, Lima,\nOhio\nAgnes Samuelson .Member by Election. ....... State Superintendent of Public In¬\nstruction, Des Moines, Iowa\nHenry\n\nLester\n\nSmith.President...Dean,\n\nBoard of Trustees\nNewport News Public Schools,\nNewport News, Va.\nEdgar G. Doudna.Secretary.Secretary,\nBoard of Normal School Regents,\nMadison, Wis.\nJ. M. Gwinn.144 Paloma Avenue, San Francisco, Calif.\nA. L. Whittenberg.Secretary, Illinois State Examining Board for Teachers Certifi¬\ncates, Room 403, Centennial Bldg., Springfield, Ill.\nHenry Lester Smith.President.Dean, School of Education, Indiana University,\nBloomington, Ind.\nJoseph\n\nH.\n\nSaunders.Chairman.Superintendent,\n\nVicepresidents\nL.\n\nFrazer Banks.\n\nErnest\n\nW.\n\nCharles\n\nButterfield\n\nCarroll.\n\nMattie S. Doremus....\nHattie H. Gordon.\nRae Kemp.\nW. D. Nixon.\nC. K. Reiff.\nC. A. Rice.\nCaroline S. Woodruff.\n\nAssistant Superintendent of Schools, Board of Education, Box 114,\nBirmingham, Ala.\n.Commissioner of Education, Hartford, Conn.\n...Director, Rhode Island State Board for Vocational Education,\n122 State House, Providence, R. I.\n.614 East Twenty-ninth St., Paterson, N. J.\n.5616 Wyandotte St., Kansas City, Mo.\n. .Riverview School, Seventh and Pacific Ave., Kansas City, Kans.\n.51 Main St., Tucapau, S. C.\n.Superintendent of Schools, Oklahoma City, Okla.\n.....1656 South East Twenty-fifth St., Portland, Ore.\n.Principal, Castleton State Normal School, Castleton, Vt.\n\nBoard of Directors\nEducation, Indiana University,\nBloomington, Ind.\nJessie Gray, Vicepresident....1210 Fillmore St., Philadelphia, Pa.\nR. E. Offenhauer, Treasurer—Superintendent, Lima Public Schools.Lima, Ohio\nJoseph H. Saunders, Chairman, Board of Trustees\nSuperintendent, Newport News Public Schools, Newport News, Va.\nWillard E. Givens, Secretary.1201 Sixteenth St., Washington, D. C.\nHenry Lester Smith,\n\nPresident—Dean, School\n\nof\n\nLife Directors\nCornelia S. Adair, 3208 Hawthorne St.Richmond, Va.\nRobert J. Aley\", 423 East Eighty-sixth St.New York, N. Y.\nFrancis G. Blair, State Superintendent of Public Instruction..Springfield, Ill.\nBoard of Education.Nashville, Tenn.\nMrs. Mary C. C. Bradford, 917 East Eleventh Ave.•.Denver, Colo.\nElmer Ellsworth Brown, Gramercy Park Hotel, 52 Gramercy Park.New York, N. Y.\nNicholas Murray Butler, President, Columbia University.New York, N. Y.\n\n"}
{"page": 771, "printed_page": null, "text": "Associational Records and Information\n\n765\n\nP. P. Claxton, President, Austin Peay Normal School.Clarksville, Tenn.\nWilliam John Cooper, 6504 Maple Ave.Chevy Chase, Md.\nHugh A. Graham, South Main St.Mount Pleasant, Mich.\nJessie Gray, 1210 Fillmore St.Philadelphia, Pa.\nFlorence Hale, Editor, The Grade Teacher, 425 Fourth Ave.New York, N. Y.\nFrederick M. Hunter, Chancellor, University of Denver.Denver, Colo.\nIllinois State Teachers Association, Robert C. Moore, Secretary.Carlinville, Ill.\nOlive M. Jones, Director, Calvary House, 61 Gramercy Park, N.New York, N. Y.\nTames Y. Joyner.La Grange, N. C.\nUel W. Lamkin, President, Northwest Missouri State Teachers College.Maryville, Mo.\nMary McSkimmon, 205 Tappan St.Brookline, Mass.\nJesse H. Newlon, Lincoln School, Teachers College, Columbia University. .. .New York, N. Y.\nCarroll G. Pearse, 1721 Ludington Ave., Wauwatosa Branch...Milwaukee, Wis.\nMrs. Josephine Corliss Preston, Burton, Vashon Island.King County, Wash.\nE. Ruth Pyrtle, Principal, Bancroft School..Lincoln, Nebr.\nJoseph Rosier, President, Fairmont State Teachers College.Fairmont, W. Va.\nGeorge D. StrAyer, Teachers College, Columbia University.New_ York, N. Y.\nJ. W. Studebaker, United States Commissioner of Education.Washington, D. C.\nWillis A. Sutton, Superintendent, Atlanta Public Schools.Atlanta, Ga.\nTeachers Institute .Philadelphia, Pa.\nJohn J. Tigert, President, University of Florida...Gainesville, Fla.\nCharl Williams, Director, Division of Field Service, National Education\nAssociation, 1201 Sixteenth St., N. W.Washington, D. C.\nGeorge F. Zook, Director, American Council on Education, 744 Jackson\nPlace, N. W.Washington, D. C.\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict of Columbia\nFlorida .\nGeorgia .\nHawaii\n\n.\n\nIdaho\n\n.\n\nIllinois\n\n.\n\nIndiana\n\n.\n\nIowa\n\n.\n\nKansas\n\n.\n\nKentucky\n\n.\n\nLouisiana\n\n.\n\nMaine\n\n.\n\nMaryland\n\n.\n\nMassachusetts .\nMichigan .\nMinnesota ....\nMississippi ....\nMissouri .\nMontana.\nNebraska .\nNevada .\nNew Hampshire\nNew Jersey . . .\nNew Mexico ..\nNew York .. ..\nNorth Carolina\nNorth Dakota\n\n.\n\nD. Williams, Principal, Avondale School.Birmingham\nC. H. Bowman, Superintendent, Douglas City Schools. .. .Douglas\nJ. W. Clarson, Jr., Dean, College of Education, University\nof Arizona .Tucson\nW. E. Phipps. State Commissioner of Education.Little Rock\nJ. R. Croad, Principal, Sierra School.Sacramento\nW. B. Mooney, Executive Secretary, Colorado Education\nAssociation, 530 Commonwealth Bldg.Denver\nHelen T. Collins, Principal, Ezekiel Cheever School..New Haven\nH. V. Holloway, State Superintendent of Public Instruc¬\ntion\n.Dover\nEdith Louise Grosvenor, 73 The Iowa Apartments. . .Washington\nJames S. Rickards, Executive Secretary, Florida Educa¬\ntion Association, 33 Centennial Bldg.Tallahassee\nM. D. Collins, Superintendent of Schools and State Director\nof Vocational Education, State Capitol.Atlanta\nOren E. Long, Superintendent of Public Instruction, Box\n2360\nHonolulu\nRaymond H. Snyder, President, Albion State Normal\nSchool .. ...Albion\nJohn W. Thalman, Principal, Waukegan Township High\nSchool .Waukegan\nCharles O. Williams, Secretary, Indiana State Teachers\nAssociation, 205 Hotel Lincoln..Indianapolis\nFred D. Cram, Professor of Education, Iowa State Teachers\nCollege ...Cedar Falls\nF. L. Schlagle, Superintendent, Kansas City Public\nSchools ...Kansas City\nWilliam S. Taylor, Dean, College of Education, University\nof Kentucky ......Lexington\nP. H. Griffith, Director of Extension, Louisiana State Uni¬\nversity ....Baton Rouge\nWilliam B. Jack, Superintendent, Portland Public\nSchools .Portland\nWilliam Burdick, State Supervisor of Physical Education,\n7 East Mulberry St.Baltimore\nAnnie C. Woodward, 100 School St....Somerville\nE. T. Cameron, Executive Secretary, Michigan Education\nAssociation, Michigan Education Bldg., North Washing¬\nton Ave.Lansing\nHarry Wahlstrand, 824 Third St., East.Willmar\nH. V. Cooper, Superintendent, Vicksburg Public\nSchools .\nVicksburg\nThomas J. Walker, Editor, School and Community. .. .Columbia\nMartin P. Moe, Executive Secretary, Montana Education\nAssociation, 7 Kohrs Block.Helena\nGeorge F. Knipprath, Omaha Technical High School.... Omaha\nMaude Frazier, Superintendent, Las Vegas Public\nSchools, .Las Vegas\nLyle Wilson Ewing, Bible Hill.Claremont\nRaymond B. Gurley, Principal, Barringer High School.. Newark\nVernon O. Tolle, Executive Secretary, New Mexico Edu¬\ncational Association, 18 Sena Plaza.Santa Fe\nH. Claude Hardy, Superintendent, White Plains Public\nSchools .White Plains\nT. Wingate Andrews, Superintendent, High Point Public\nSchools, .>.High Point\nL. A. White, Superintendent, Minot Public Schools.Minot\nJ.\n\n"}
{"page": 772, "printed_page": null, "text": "766\n\nNational Education Association\n\nOhio .\nOklahoma .\nOregon .\nPennsylvania .. . .\nPhilippine Islands\nPuerto Rico.\nRhode Island .. . .\nSouth Carolina . .\nSouth Dakota . . .\nTennessee .\nTexas .\nUtah .\nf\n\nVermont .\nVirginia\nVirgin Islands\nWashington . .\nWest Virginia\nWisconsin . . .\nWyoming . . . .\n\n.William A. Evans, Rothenberg Junior High School. .. .Cincinnati\n.M. E. Hurst, President, Tulsa Education Association,\n209 East Thirteenth Place.Tulsa\n.Birdine Merrill, Shattuck School...Portland\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.Washington, D. C.\n.F. Rodriguez Lopez, Department of Education.San Juan\n.Charles Carroll, Director State Board for Vocational\nEducation, 122 State House.Providence\n.A. C. Flora, Superintendent, Columbia Public Schools. . .Columbia\n.S. B. Nissen, Editor, South Dakota Education Association Journal,\nPerry Bldg ....Sioux Falls\n.S. L. Ragsdale, Principal, L. C. Humes High School... .Memphis\n.Rush M. Caldwell, 2527 Ross Ave.Dallas\n.James T. Worlton, Assistant Superintendent, Salt Lake\nCity Public Schools.Salt Lake City\n.Caroline S. Woodruff, Principal, Castleton State Normal\nSchool.'..Castleton\n.Mrs. Edith B. Joynes, Principal, George Washington and\nRobert Gatewood Schools, Berkley.Norfolk\n.George H. Ivins, Director of Education.St. 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.Madison\n.H. H. Moyer, Principal, High School.Rawlins\n\nHEADQUARTERS STAFF\n1201 Sixteenth Street, Northwest, Washington, D. C.\nWillard E. Givens, Secretary\nJ. W. Crabtree, Secretary Emeritus\n\nDirectors c f Divisions\nHarold A. Allan, Business\nWilliam G. Carr, Research\nHarriett M. Chase, Secretary’s Office\nGwladys W. Jones, Secretary, Deans of\n\nJoy Elmer Morgan, Publications\nEva G. Pinkston, Executive Secretary,\n\nElementary School Principals\nCharl Williams, Field Service\nMary J. Winfree, Accounts\nAgnes Winn, Classroom Service\nSi :ankland\n\nWomen\nT. D. Martin, Records and Membership\nS. D.\nAdministration Service, and Secretary of the Department of Superintendence\n\nNATIONAL COUNCIL OF EDUCATION\nPresident—William C. Bagley, Professor of Education, Teachers College, Columbia University,\nNew York, N. Y. (Term expires 1937).\nVicepresident—Lida Lee Tall, Principal, State Normal School, Towson, Md. (Term expires\n\n1936).\n\nSecretary—Adelaide S. Baylor, Chief Home Economics Education Division, U. S. Office of\nEducation, Washington, D. C. (Term expires 1935).\nExecutive Committee—David A. Ward, 701 East Fourteenth St., Chester, Pa. (Term expires\n1935); Anna Laura Force, Principal, Lake Junior High School, Denver, Colo. (Term\nexpires 1936); Agnes Samuelson, State Superintendent of Public Instruction, Des Moines,\nIowa (Term expires 1937).\n\nOFFICERS OF DEPARTMENTS\nDepartment of Administrative Women in Education\nPresident—Mary Elizabeth O’Connor, Supervisor, Elementary Schools, Natick, Mass.\nVicepresident—Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver,\nColo.\nSecretary—Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer—Elizabeth Wells Robertson, Supervisor of Art, Public Schools, Chicago, Ill.\nDirectors—Kate Bell, Head, Department of Mathematics, The Lewis and Clark High School,\nSpokane, Wash.; Mrs. Edith B. Joynes, Principal, George Washington and Robert Gatewood Schools, Norfolk, Va.; Sue M. Powers, Superintendent, Shelby County Schools,\nMemphis, Tenn.; Agnes Samuelson, State Superintendent of Public Instruction, Des\nMoines, Iowa; Annie C. Woodward, Teacher, Somerville High School, Somerville, Mass.\n\n"}
{"page": 773, "printed_page": null, "text": "Associational Records and Information\n\n767\n\nDepartment of Adult Education\nPresident—Marguerite H. Burnett, State Director of Adult Education, Eleventh and Wash¬\nington Sts., Wilmington, Del.\nVicepresident—Maude Aiton, Administrative Principal, Webster School, Tenth and H Sts.,\nWashington, D. C.\nSecretary—Robert C. Deming, Supervisor, Division of Field Service, State Board of Education,\nHartford, Conn.\nTreasurer—Agnes Winn, Director, Division of Classroom Service, National Education Asso¬\nciation, Washington, D. C.\nExecutive Committee—L. R. Alderman, Chief, Service Division, Office of Education, Wash¬\nington, D. C.; Mary L. Guyton, State Supervisor of Adult Alien Education, 217 State\nHouse, Boston. Mass.\n\nAmerican Association of Teachers Colleges\n(A Department of the N. E. A.)\nPresident—H. A. Sprague, President, State Teachers College, Montclair, N. J.\nVicepresident—Eugene Fair, President, Northeast Missouri State Teachers College, Kirksville. Mo.\nSecretary-Treasurer— Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee—Clarence L. Phelps, President, State Teachers College, Santa Barbara,\nCalif. (Term expires 1936); Norman W. Cameron, President, State Teachers College, West\nChester, Pa. (Term expires 1937); L. A. Pittenger, President, Ball State Teachers College,\nMuncie, Ind. (Term expires 1938).\n\nDepartment of Art Education\nPresident—Elizabeth Wells Robertson, Supervisor of Art, Public Schools, Chicago, Ill.\nSecretary—Edna E. Hood, Supervisor of Art, Public Schools, School Administration Building,\nKenosha, Wis.\nTreasurer—Mrs. Eugenie Saugstad, Art Teacher, McKinley Technical High School, Wash¬\nington, D. C.\n\nAmerican Educational Research Association\n(A Department of the N. E. A.)\nPresident—Philip A. Boyer, Director, Division of Educational Research, Board of Education,\nPhiladelphia, Pa.\nVicepresident—Hollis L. Caswell, Director, Division of Surveys and Field Studies, George\nPeabody College for Teachers, Nashville, Tenn.\nSecretary-Treasurer—William G. Carr, Director, Research Division, National Education Asso¬\nciation, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Philip A. Boyer, Director, Division of Educational Research, Board of\nEducation, Philadelphia, Pa.; Hollis L. Caswell, Director, Division of Surveys and Field\nStudies, George Peabody College for Teachers, Nashville, Tenn..; William G. Carr, Direc¬\ntor, Research Division, National Education Association, 1201 Sixteenth St., N. W., Wash¬\nington, D. C.; T. C. Holy, Professor of Education, Ohio State University, Columbus, Ohio;\nPaul T. Rankin, Supervising Director of Instruction, Board of Education, Detroit, Mich.\n\nDepartment of Business Education\nPresident—M. E. Studebaker, Director of Commercial Teacher Training, Ball State Teachers\nCollege, Muncie, Ind.\nFirst Vicepresident—Jessie Graham, Associate Professor of Commerce, State Teachers College\nSan Jose, Calif.\nSecond Vicepresident—Ernest A. Zelliot, Professor of Commercial Education, University of\nDenver, Denver, Colo.\nSecretary-Treasurer—Raymond C. Goodfellow, Director of Commercial Education, Board of\nEducation Building, Newark, N. J.\nEditor—Herbert A. Tonne, School of Education, New York University, Washington Square\nEast, New York, N. Y.\n'\nExecutive Committee—Annie C. Woodward, Teacher, Somerville High School, Somerville,\nMass. (Term expires 1935); B. Frank Kyker, North Carolina College for Women, Greens¬\nboro, N. C. (Term expires 1935); Ernest A. Zelliot, Professor of Commercial Education,\nUniversity of Denver, Denver, Colo. (Term expires 1935); E. G. Blackstone, Head of\nCommercial Teacher Training, University of Iowa, Iowa City, Iowa (Term expires 1936);\nG. F. Cadish, Director, School of Business Administration, State Teachers College of\nWashington, Pullman, Wash. (Term expires 1936); Mary Stuart, Roxbury Memorial\nHigh School for Girls, Roxbury, Mass. (Term expires 1937); Joseph L. Kochka. Eastern\nHigh School, Washington, D. C. (Term expires 1937); Benjamin R. Haynes, Professor\nof Business Education, University of Southern California, Los Angeles, Calif. (Term\nexpires 1937).\n\n25\n\n"}
{"page": 774, "printed_page": null, "text": "768\n\nNational Education Association\n\nDepartment of Classroom Teachers\nPresident—Daisy Lord, 1027 West Main St., Waterbury, Conn.\nViceprcsidcnt—Mrs. Myrtle Hooper Daiil, 312 South Eighth St., Minneapolis, Minn.\nSecretary—Mrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J.\nDirector Ex Officio—Faye Read, 131 Vernon Place, Pueblo, Colo.\nRegional Directors—Middle Section, Mary Ralls, 6529 Jefferson St., Kansas City, Mo. (Term\nexpires 1935); Western Section, Albert M. Shaw, 2833 Estara Ave., Los Angeles, Calif.\n(Term expires 1936); Eastern Section, Emily Tarbell, 235 Glenwood Ave., Syracuse,\nN. Y. (Term expires 1937).\n\nDepartment of Deans of Women\nPresident—Irma E. Voigt, Dean of Women, Ohio University, Athens, Ohio.\nFirst Vicepresident—Harriett M. Allyn, Dean of Women, Mt. Holyoke College, South Hadley,\nMass.\n_ <\nSecond Vicepresident—Ruth V. Pope, Academic Dean, Hood College, Frederick, Md.\nTreasurer—Agnes Helmreich, Girls’ Adviser, East Des Moines High School, Des Moines, Iowa.\nSecretary—Evelyn W. Jones, Dean of Women, University of Arizona, Tucson, Ariz.\nHeadquarters Secretary—Gwladys W. Jones, 1201 Sixteenth St., N. W., Washington, D. C.\n\nDepartment of Elementary School Principals\nPresident—M. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio.\nFirst Vicepresidcnt—-Aaron Kline, Principal, Pullman-Poe Schools, Chicago, Ill.\nSecond Vicepresident—Edythe J. Brown, Principal, Kaley and Marquette Schools, South Bend,\nInd.\nThird Vicepresidcnt—Ira M. Kline, Principal, Greenburgh Number 8 Schools, White Plains,\nN. Y.\nFourth Vicepresident—Sarah L. Young, Principal, Parker School, Oakland, Calif.\nFifth Vicepresident—Mrs. Edith B. Joynes, Principal, George Washington and Robert Gatewood Schools, Norfolk, Va.\n*\nExecutive Secretary—Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Herbert C. Hansen, Principal, Talcott School, Chicago, Ill. (Term\nexpires 1935); Cassie F. Roys, Principal, Walnut Hill School, Omaha, Nebr. (Term\nexpires 1936); Earl R. Laing, Principal, Burt School, Detroit, Mich. (Term expires 1937);\nMason A. Stratton, Principal, Brighton Avenue School, Atlantic City, N. J\n(Term\nexpires 1938).\n\nDepartment of Kindergarten-Primary Education\nPresident—Mrs. Eugenia West Jones. 318 South Benton Way, Los Angeles, Calif.\nVicc^resident—Mrs. Daisy Carnall, Columbian School, Denver, Colo.\nSecretary—Mrs. Florence Hampton, 1210 Granada Ave., San Marino, Calif.\nExecutive Committee—Norma Smith, State Department of Education, Montgomery, Ala. (Term\nexpires 1935); Geraldine McEnerny, 137 Mason Ave., Chicago, Ill. (Term expires 1936);\nDodie Hooe, Board of Education, Dallas, Texas (Term expires 1937); Helen Johnson,\nCentral State Teachers College, Mt. Pleasant, Mich. (Term expires 1938).\n\nDepartment of Lip Reading\nPresident—Estelle E. Samuelson, Supervisor, Educational and Vocational Work, New York\nLeague for the Hard of Hearing, 480 Lexington Ave., New York, N. Y.\nVicepresident—Eliza C. Hannegan, Teacher of Speech Reading, Portland Evening School, 25\nWashburn Ave., Portland, Maine.\nSecretary-Treasurer—Jane Cronholm, 1213 Seventh Ave., Rock Island, Ill.\n\nDepartment of Music Education\nPresident—Edith M. Keller, State Director of Music Education, State Department of Educa¬\ntion, Columbus, Ohio.\nSecretary—Marguerite V. Hood, State Director of Music Education, State Department of\nPublic Instruction, Helena, Mont.\n\nDepartment of Rural Education\nPresident—Sue M. Powers, Superintendent, Shelby County Schools, Memphis, Tenn.\nVicepresident—James B. Palmer, Professor of Education, New York State College for Teachers,\nAlbany, N. Y.\nSecretary—Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of\nEducation, Washington, D. C.\nExecutive Committee—O. H. Plenzke, Secretary, Wisconsin Teachers Association, 716 Insur¬\nance Bldg., Madison, Wis. (Term expires 1936); Fannie W. Dunn, Professor of Rural\nEducation, Teachers College, Columbia University, New York, N. Y. (Term expires 1937);\nSue M. Powers, Superintendent, Shelby County Schools, Memphis. Tenn. (Term expires\n1938); Fred C. Fischer, Deputy Commissioner, Wayne County Schools, 2615 Barium\nTower, Detroit, Mich. (Term expires 1939); Chloe Baldridge, Director of Rural Educa¬\ntion, State Department of Public Instruction, Lincoln, Nebr. (Term expires 1940).\n\n"}
{"page": 775, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n769\n\nDepartment of School Health and Physical Education\nPresident—A. W. Thompson, Director of Health, Physical Education, and City Recreation,\nBoard of Education, Grand Rapids, Mich.\nVicepresident—Edna W. Bailey, Associate Professor of Education, University of California,\nBerkeley, Calif.\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 Mul¬\nberry St., Baltimore, Md. (Term expires 1935); Ethel Perrin, American Child Health\nAssociation, 450 Seventh Ave., New York, N. Y. (Term expires 1936); F. W. Maroney,\nColumbia University, New York, N. Y. (Term expires 1937); A. G. Ireland, State Director\nof Health and Physical Education, 1208 Trenton Trust Bldg.. Trenton, N. J. (Term ex¬\npires 1938).\n\nDepartment of Science Instruction\nPresident—Ira C. Davis, Instructor, University High School, Madison, Wis.\nVicepresident—-Mildred M. Fahy, Principal, Amundsen-Von Steuben Schools, Chicago, Ill.\nSecretary—Esther Scott, School Administration Annex No. 1, Washington, D. C.\nTreasurer— Ralph Bedell, Instructor, Northeast Missouri State Teachers College, Kirksville,\nMo.\n\nDepartment of Secondary Education\nPresident—Ernest D. Lewis, Room 1901, 130 West Forty-second St.. New York, N. Y.\nVice president—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—Eastern Section, Augustus Ludwig, Pershing Junior High School, Brook¬\nlyn, N. Y.; Southern Section, Robert W. House, Salem High School, Salem, Va.; Mid¬\nwestern Section, S. O. Severson, Principal, South High School, Minneapolis, Minn.;\nIntermountain Section, Grace Kenehan, Chester S_. Morey Junior High School, Denver,\nColo.; Pacific Section, Grace M. Davis, Modesto High School, Modesto, Calif.\n\nDepartment of Secondary School Principals\nPresident—Harrison C. Lysetii, State Supervisor of Secondary Education, Augusta, Maine.\nFirst Vicepresident—Willard N. Van Slyck, Principal, High School, Topeka, Kans.\nSecond Vicepresident—M. G. Jones, Principal, High School, Huntington Beach, Calif.\nExecutive Secretary—H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee—Charles F. Allen, Supervisor of Secondary Education, Public Schools,\nLittle Rock, Ark.; K. J. Clark, Principal, Murphy High School, Mobile, Ala.; Oscar\nGranger, Principal, Haverford Township High School, Upper Darby, Pa.\n\nDepartment of Social Studies\nPresident—Edgar B. Wesley, University of Minnesota, Minneapolis, Minn.\nFirst Vicepresident—Roy O. Hughes, Director, Department of Curriculum Research, Public\nSchools, Pittsburgh, Pa.\nSecond Viccpresident—Elmer Ellis, University of Missouri, Columbia, Mo.\nSecretary-Treasurer—Bessie L. Pierce, University of Chicago, Chicago, Ill.\nAdvisory Council—Mary G. Christie, Department of Social Studies, North High School,\nDenver, Colo.; Harley S. Graston, Department of History, Woodlawn High School,\nBirmingham, Ala.; the ex-presidents and officers.\n\nDepartment of Special Education\nPresident—a A. Ward, Supervisor of Special Classes, State Department of Public In¬\nstruction, Madison, Wis.\nVicepresident—F. B. Smith, 2717 Ninth Ave., Sacramento, Calif.\nSecretary-Treasurer—Mrs. Ruby Coutu, Guidance and Speech Correction, Board of Education,\nMadison, Wis.\n\nDepartment of Superintendence\nPresident—A. J. Stoddard, Superintendent of Schools, Providence, R. I.\nFirst Vicepresident—E. E. Oberiioltzer, Superintendent of Schools, Houston, Texas.\nSecond Vicepresident—A. L. Threlkeld, Superintendent of Schools, Denver, Colo.\nExecutive Secretary—Sherwood D. Shankland, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Carroll R. Reed, Superintendent of Schools, Minneapolis, Minn. (Term\nexpires 1936); Frank G. Pickell, Superintendent of Schools, Montclair, N. T. (Term\nexpires 1937); George C. Bush, Superintendent of Schools, South Pasadena, Calif. (Term\nexpires 1938); Ben G. Graham, Superintendent of Schools, Pittsburgh, Pa. (Term expires\n1939); the president, first vicepresident, and second vicepresident, ex officio.\n\n"}
{"page": 776, "printed_page": null, "text": "770\n\nNational Education Association\nDepartment of Supervisors and Directors of Instruction\n\nPresident—Rudolph D. Lindquist, Director, University School, Ohio State University, Colum¬\nbus, Ohio.\nFirst Vicepresident—Mary Browning, Supervisor, Early Elementary Education, Public Schools,\nAdministration Bldg., Louisville. Ky.\nSecond Vicepresident—Robert H. Lane, Assistant Superintendent of Schools, Los Angeles,\nCalif.\nSecretary-Treasurer—James F. Hosic, Professor of Education, Teachers College, Columbia\nUniversity, New York, N. Y.\nExecutive Committee—Mildred English, Assistant Superintendent of Schools, Raleigh, N. C.;\nErnest Horn, Professor of Education, State University of Iowa, Iowa City, Iowa; Paul\nT. Rankin, Supervising Director of Instruction, Board of Education, Detroit, Mich.; the\nofficers of the department, ex officio.\n\nDepartment of Supervisors and Teachers of Home Economics\nPresident—Mrs. Leila Bunce Smith, 424 West Peachtree St., Atlanta, Ga.\nVicepresident—Ada Kennedy, Head, Home Economics Department, John Muir Technical High\nSchool, Pasadena, Calif.\nSecretary—Alice L. Currier, Supervisor of Home Economics, Public Schools, Pawtucket, R. I.\nTreasurer—Miriam A. Weikert, 12.03 South Queen St., York, Pa.\n\nDepartment of Visual Instruction\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, Acting Curator of Education, American\nMuseum of Natural History, Seventy-seventh St. 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. Ivnowlton, Associate Professor of Education, New York\nUniversity, New York, N. Y. (Term expires 1935); John A. Hollinger, Director of\nNature Study and Visualization, Public Schools, Pittsburgh, Pa. (Term expires 1936);\nWilliam H. Dudley, 736 South Wabash Ave., Chicago, Ill. (Term expires 1937);_ Mrs.\nGrace Fisher Ramsey, Acting Curator of Education, American Museum of Natural History,\nSeventy-seventh St. and Central Park, West, New. York, N. Y. (Term expires 1938);\nRobert F. Collier, Jr., Director of Visual Instruction, South High School, Denver, Colo.\n(Term expires 1939); Cline M. Koon, Senior Specialist in Education by Radio, U. S.\nOffice of Education, Washington, D. C. (Term expires 1940).\n\nDepartment of Vocational Education\nPresident—Howard L. Briggs, Director of Vocational Education, Commission for the Study of\nthe Educational Problems of Penal Institutions for Youth, State of New York, Wallkill,\nN. Y.\nSecretary—Charles W. Sylvester, Director, Vocational Education, Public Schools, Baltimore,\nMd.\n\nNATIONAL EDUCATION ASSOCIATION\nOFFICERS—1935-36\n.President.State Superintendent of Public Instruction, Des\nMoines, Iowa\nWillard E. Givens.Executive Secretary.1201 Sixteenth St., Washington, D. C.\nJ. W. Crabtree.Secretary Emeritus.1201 Sixteenth St., Washington, D. C.\nR. E. Offen hauer.Treasurer.Superintendent of Schools, Lima, Ohio\nAgnes Samuelson\n\nHonorary\nJohn\nMrs.\n\n.Professor Emeritus of Philosophy.Columbia\nNew York, N. Y.\nM. Dorsey. 1506 Arapahoe St., Los Angeles, Calif.\n\nDewey\nSusan\n\nUniversity.\n\nExecutive Committee\n.President.State Superintendent of Public Instruction, Des\nMoines, Iowa\nHenry Lester Smith.First Vicepresident.Dean, School of Education, Indiana\nUniversity, Bloomington, Ind.\nJoseph H. Saunders.Chairman, Board of Trustees, Superintendent of Schools, Newport\nNews, Va.\nR. E. Offen hauer.Treasurer.Superintendent of Schools, Lima, Ohio\nCaroline S. Woodruff.Member\nby Election.Principal, State Normal\nSchool,\nCastleton, Vt.\nAgnes Samuelson\n\n"}
{"page": 777, "printed_page": null, "text": "771\n\nAssociational Records and Information\n\nBoard of Trustees\nJoseph H. Saunders.Chairman.Superintendent of Schools, Newport News,\nAgnes Samuelson .President.State Superintendent of Public Instruction,\n\nVa.\nDes\n\nMoines, Iowa\nEdgar G. Doudna.Secretary.Board of Normal School Regents, Madison, Wis.\nJoseph Marr Gwinn.4021£ Park Blvd., San Diego, Calif.\nA. L. Whittenberg.Secretary, Illinois State Examining • Board for\n\nTeachers’ Certificates, Springfield, Ill.\n\nVicepresidents\nVicepresident.Dean, School of Education, Indiana\nUniversity, Bloomington, Ind.\nPaul Munro .Superintendent of Schools, Selma, Ala.\nNorman Hamilton .Principal.Carbon High School, Price, Utah\nBertha C. Knemeyer.Principal.Elko County High School, Elko, Nev.\nVierling Kersey .State Superintendent of Public Instruction, Sacramento, Calif.\nE. W. Butterfield.State Commissioner of Education, Hartford, Conn.\nRaymond H. Snyder.President.. Albion State Normal School, Albion, Idaho\nGeorge T. Avery......Professor of Psychology and Education, Colorado State College,\nFort Collins, Colo.\nL. P. Terrebonne.Superintendent of Schools, Plaquemines, La.\nCharles Carroll .Chief.Division of Promotion and Supervision, State De¬\npartment of Education, Providence, R. I.\nMary Eva Hite.Supervisor of Elementary Instruction, State Department of Edu¬\ncation, Columbia, S. C.\nJohn Callahan .State Superintendent of Public Instruction, Madison, Wis.\nHenry\n\nLester\n\nSmith.First\n\nBoard of Directors\nAgnes Samuelson, President—State Superintendent of Public Instruction.... Des Moines,\nHenry Lester Smith, Vicepresident—Dean, School of Education, Indiana University,\n\nR. E.\n\nOffenhauer, Treasurer—-Superintendent, Lima\nJoseph FI. Saunders, Chairman, Board of Trustees\nWillard\n\nE.\n\nGivens,\n\nIowa\n\nBloomington, Tnd.\nPublic Schools.Lima, Ohio\n\nSuperintendent, Newport News Public Schools, Newport News, Va.\nExecutive Secretary.1201 Sixteenth St., Washington, D. C.\n\nLife Directors\nCornelia S. Adair, 3208 Hawthorne St.Richmond, Va.\nRobert J. Aley, 423 East Eighty-sixth St.New York, N. Y.\nFrancis G. Blair, 440 Canedy St.Springfield, Ill.\nBoard of Education.Nashville, Tenn.\nMrs. Mary C. C. Bradford, 1201 East Sixteenth Ave.Denver, Colo.\nNicholas Murray Butler, President, Columbia University.New York, N. Y.\nP. P. Claxton, President, Austin Peay Normal School.Clarksville, Tenn.\nHugh A. Graham, South Main St...Mount Pleasant, Mich.\nJessie Gray, Stevens .School of Practice, 13th and Spring Garden Sts.Philadelphia, Pa.\nFlorence Hale, Editor, The Grade Teacher, Prince George Hotel.New York, N. Y.\nFrederick M. Hunter, Chancellor, University of Denver.Denver, Colo.\nIllinois State Teachers’ Association, Robert C. Moore, Secretary.Carlinville, Ill.\nOlive M. Tones, Director, Calvary House, 61 Gramercy Park, N.New York, N. Y.\nJames Y. Joyner....La Grange. N. C.\nUel W. Lamkin, President, Northwest Missouri State Teachers College.Maryville, Mo.\nMary McSkimmon, 205 Tappan St...••••;.Brookline, Mass.\nJesse H. Newlon, Lincoln School, Teachers College, Columbia University.... New York, N. Y.\nCarroll G. Pearse, 1721 Ludington Ave., Wauwatosa Branch.; . . Milwaukee, Wis.\nMrs. Josephine Corliss Preston, Burton, Vashon Island.King County, Wash.\nE. Ruth Pyrtle, Principal^ Bancroft School..Lincoln, Nebr.\nJoseph Rosier, President, Fairmont State Teachers College.Fairmont, W. Va.\nHenry Lester Smith, Dean, School of Education, Indiana University.Bloomington, Ind.\nGeorge D. Strayer, Teachers College, Columbia University.New York, N. Y.\nJ. W. Studebaker, United States Commissioner of Education.Washington, D. C.\nWillis A. Sutton, Superintendent, Atlanta Public Schools...Atlanta, Ga.\nTeachers’ Institute .. . . ...:.Philadelphia, Pa.\nJohn J. Tigert, President, University of Florida......Gainesville, Fla.\nCharl Williams, Director, Division of Field Service, National Education\nAssociation, 1201 Sixteenth St.#.;.Washington, D. C.\nGeorge F. Zook. Director, American Council on Education, 744 Jackson\nPlace, N. W.Washington, D. C.\n\nState Directors\nAlabama\nAlaska\nArizona\n\nJ. D. Williams, Principal, Avondale School\nC. H. Bowman, Superintendent of Schools.\nEmil L. Larson, University of Arizona. . . .\n\nBirmingham\n.... Douglas\n.Tucson\n\n"}
{"page": 778, "printed_page": null, "text": "772\n\nNational Education Association\n\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict of. Columbia\nFlorida .\nGeorgia .\nHawaii .\nIdaho .\nIllinois .\nIndiana.\n(\n\nIowa\n\n.\n\nKansas .\nKentucky .\nLouisiana\n\n.\n\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\nMontana .\nNebraska .\nNevada .\nNew Hampshire . . .\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina ....\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\nPennsylvania .\nRhode Island .\nSouth Carolina ....\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont\n\n.\n\nVirginia\n\n.\n\nWashington .\nWest Virginia.\nWisconsin .\nWyoming .\n\n. W. E. Phipps, State Commissioner of Education.Little Rock\n.Frank A. Henderson, Superintendent of Schools.Santa Ana\n. W. B. Mooney, Executive Secretary, Colorado Education\nAssociation .Denver\n.Helen T. Collins, Principal, Ezekiel Cheever School..New Haven\n. H. V. Holloway, State Superintendent of Public Instruc¬\ntion\n.Dover\n.Edith Louise Grosvenor, 73 The Iowa Apartments. .Washington\n.James S. Rickards, Executive Secretary, Florida Education\nAssociation\n.Tallahassee\n. M. D. Collins, State Superintendent of Schools......Atlanta\n. J. W. Garrett, Secretary, Hawaii Education Association. .Honolulu\n. W. D. Vincent, Superintendent of Schools.Boise\n.John W. Thalman, Superintendent of Schools.Waukegan\n.Charles O. Williams, Secretary, Indiana State Teachers\nAssociation .Indianapolis\n, Fred D. Cram, Associate Professor of Education, Iowa\nState Teachers College.Cedar Falls\n, F. L. Schlagle, Superintendent of Schools.Kansas City\n.William S. Taylor, Dean, College of Education, University .\nof Kentucky ...Lexington\n, P. H. Griffith, Director of General Extension, Louisiana\nState University .Baton Rouge\n.William B. Jack, Superintendent of Schools.Portland\n.William Burdick, State Supervisor of Physical Educa¬\ntion\n.Baltimore\n.Annie C. Woodward, Teacher, High School.Somerville\n.Edith A. Bader, Assistant Superintendent of Schools..Ann Arbor\n• Harry Wahlstrand, 824 Third St., East.Willmar\n• H. V. Cooper, Superintendent of Schools.Vicksburg\n.Thomas J. Walker, Associate State Secretary, Missouri\nState Teachers Association.Columbia\n.Martin P. Moe, Executive Secretary, Montana Education\nAssociation\n.Helena\n, G. F. Knipprath, Omaha Technical High School.Omaha\n• Mrs. Hazel B. Denton, Teacher, Public Schools.Caliente\n.Lyle Wilson Ewing, Bible Hill.Claremont\nRaymond B. Gurley, Principal, Barringer High School. . .Newark\nVernon O. Tolle, Executive Secretary, New Mexico Edu¬\ncational Association 18 Sena Plaza.Santa Fe\nH. Claude Hardy, Superintendent of Schools.White Plains\n. T. Wingate Andrews, Superintendent of Schools.High Point\n, L. A. White, Superintendent of Schools.Minot\nWilliam A. Evans, Rothenberg Junior High School.... Cincinnati\n, M. E. Hurst, Central High School.Tulsa\n• Austin Landreth, Superintendent of Schools.Pendleton\n, J. Herbert Kelley, Executive Secretary, Pennsylvania State\nEducation Association .Harrisburg\n. Charles Carroll, Chief, Division of Promotion and Supervision, State Department of Education.Providence\n, A. C. Flora, Superintendent of Schools.Columbia\n, S. B. Nissen, Editor, South Dakota Education Association\nJournal .Sioux Falls\n. S. L. Ragsdale, Principal, L. C. Humes High School... .Memphis\nRush M. Caldwell, Woodrow Wilson High School.Dallas\nJames T. Worlton, Assistant Superintendent of\nSchools. .Salt Lake City\nJoseph A. Wiggin, Principal, Brattleboro High\nSchool .Brattleboro\nMrs. Edith B. Joynes, Principal, Washington-Gatewood\nSchools, Berkley .Norfolk\n• Samuel E. Fleming, Assistant Superintendent of Schools.. Seattle\n, W. W. Trent, State Superintendent of Free Schools. . .Charleston\nAmanda Schuette, 220 S. Van Buren St.Green Bay\n• Henry PI. Moyer, Principal, High School.Rawlins\n\nNATIONAL COUNCIL OF EDUCATION\nPresident—William C. Bagley, Professor of Education, Teachers College, Columbia Uni¬\nversity, New York, N. Y. (1937).\nVicepresident—Lida Lee Tall, Principal, State Normal School, Towson, Md. (1936).\nSecretary—Adelaide S. Baylor, Chief, Home Economics Education Service, U. S. Office of\nEducation, 1800 H St., N. W., Washington, D. C. (1938).\nExecutive Committee—Anna Laura Force, Principal, Lake Junior High School, Denver, Colo.\n(1936); Margaret Kiely, Principal, Bridgeport City Normal School, Bridgeport, Conn.\n(1937); A. L. Threlkeld, Superintendent of Schools, Denver, Colo. (1938).\n\n"}
{"page": 779, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n773\n\nOFFICERS OF DEPARTMENTS\nDepartment of Administrative Women in Education\nPresident-—-Mary Elizabeth O’Connor, Supervisor of Elementary Schools, Board of Educa¬\ntion, Natick, Mass.\nVicepresident—Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction,\nDenver, Colo.\nSecretary—Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer—Elizabeth Wells Robertson, Director of Art, Board of Education, 228 N. LaSalle\nSt., Chicago, Ill.\nDirectors—'Kate Bell, Head, Department of Mathematics, Lewis and Clark High School,\nSpokane, Wash.; Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk,\nVa.; Sue M. Powers, Superintendent, Shelby County Schools, Memphis, Tenn.; Agnes\nSamuelson, State Superintendent of Public Instruction, Des Moines, Iowa; Annie C.\nWoodward, Somerville High School, Somerville, Mass.\n\nDepartment of Adult Education\nPresident—Marguerite H. Burnett, State Director of Adult Education, 11th and Washington\nStreets, Wilmington, Del. (1936).\nVicepresident—Maude Aiton, Administrative Principal, Webster School, 10th and H Streets,\nWashington, D. C. (1936).\nSecretary—Robert C. Deming, Supervisor, Division of Field Service, State Board of Educa¬\ntion, Hartford, Conn. (1936).\nTreasurer—Agnes. Winn, Director, Division of Classroom Service, National Education Asso¬\nciation, Washington, D. C.\nExecutive' Committee—L. R. Alderman, Chief, Service Division, U. S. Office of Education,\nWashington, D. C. (1936); Mary L. Guyton, State Supervisor of Adult Alien Education,\n217 State House, Boston, Mass. (1936).\n\nAmerican Association of Teachers Colleges\n(A Department of the N. E. A.)\nPresident—H. A. Sprague, President, State Teachers College. Montclair, N. J.\nI’icepresident—Eugene Fair, President, Northeast Missouri State Teachers College, Kirksville, Mo.\nSecretary-Treasurer—Charles W. Hunt, Principal. State Normal School, Oneonta, N. Y.\nExecutive Committee—Clarence L. Phelps, President, State Teachers College, Santa Barbara,\nCalif. (1936); Norman W. Cameron, President, State Teachers College, West Chester, Pa.\n(1937); L. A. Pittenger, President, Ball State Teachers College, Muncie, Ind. (1938).\n\nDepartment of Art Education\nPresident—Elizabeth Wells Robertson, Director of Art, Board of Education, 228 N. LaSalle\nSt., Chicago, Ill.\nSecretary—Dora Hatfield, John C. Hill High School, Akron, Ohio.\nTreasurer—Marcela Jackson, Head of Art Department, State Normal College, Castleton, Vt.\n\nAmerican Educational Research Association\n(A Department of the N. E. A.)\nPresident—Philip A. Boyer, Director, Division of Educational Research, Board of Education,\nPhiladelphia, Pa.\nVicepresident—Hollis L. Caswell, Director, Division of Surveys and Field Studies, George\nPeabody College for Teachers, Nashville, Tenn.\nSecretary-Treasurer—William G. Carr, Director, Research Division, National Education\nAssociation, Washington, D. C.\nExecutiz>e Committee—Philip A. Boyer, Director, Division of Educational Research, Board\nof Education, Philadelphia, Pa.; Hollis L. Caswell, Director, Division of Surveys and\nField Studies, George Peabody College for Teachers, Nashville, Tenn.; William G. Carr,\nDirector, Research Division, National Education Association, Washington, D. C.: T. C.\nHoly, Professor of Education, Ohio State University, Columbus, Ohio; Paul T. Rankin,\nSupervising Director of Instruction, Board of Education, Detroit, Mich.\n\nDepartment of Business Education\nPresident—Raymond C. Goodfellow, Director of Commercial Education, Board of Education,\nNewark, N. J.\nFirst Vicepresident—Ernest A. Zelliot, Associate Professor of Education, University of\nDenver, Denver, Colo.\nSecond Vicepresident—Lola Maclean, Detroit Commercial College, Detroit, Mich.\nSecretary-Treasurer—Frances D. North, Western High School, Baltimore, Md.\nEditor—Herbert A. Tonne, Assistant Professor of Education, New York University, Washing¬\nton Square East, New York, N. Y.\n\n"}
{"page": 780, "printed_page": null, "text": "774\n\nNational Education Association\n\nExecutive Committee—M. E. Studebaker, Head, Department of Business Education, Ball\nState Teachers College, Muncie, Ind. (1936); E. G. Blackstone, Associate Professor of\nCommerce, State University of Iowa, Iowa City, Iowa (1936); Gordon F. Cadish, Director,\nSchool of Business Administration, State College of Washington, Pullman, Wash. (1936);\nJoseph L. Kochka, Eastern High School, Washington, D. C. (1937); Mary Stuart, Roxbury\nMemorial High School for Girls, Roxbury, Mass. (1937); Jessie Graham, Associate,\nProfessor of Commerce, State Teachers College, San Jose, Calif. (1938); C. D. Cocanower,\nHead, Department of Commerce, Phoenix Junior College, Phoenix, Ariz. (1938).\n\nDepartment of Classroom Teachers\nPresident—Mary Ralls, 6529 Jefferson S't., Kansas City. Mo. (Elementary Teacher).\nVicepresident—Mrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J. (Elementary Teacher).\nSecretary—Frances Jelinek, Room 150, Hotel Wisconsin, Milwaukee, Wis. (Elementary\nTeacher).\nDirector ex officio—Daisy Lord, 1027 West Main St., Waterbury, Conn. (High-School Teacher).\nRegional Directors—Midwestern Region, Mrs. Myrtle Hooper Dahl, 312 South Eighth St..\nMinneapolis, Minn. (Elementary Teacher); Western Region, Albert M. Shaw, 2833 Estara\nAve., Los Angeles, Calif. (Hiah-School Teacher); Eastern Region, Emily A. Tarbell,\n235 Glenwood Ave., Syracuse, N. Y. (High-School Teacher).\n\nDepartment of Deans of Women\nPresident—Irma E. Voigt, Dean of Women, Ohio University, Athens, Ohio.\nFirst Vicepresident—Harriett M. Allyn, Dean of Women, Mount Holyoke College, South\nHadley, Mass.\nSecond Vicepresident—Ruth V. Pope, Dean of Women, Hood College, Frederick, Md.\nTreasurer—Agnes Helmreich, Girls’ Adviser, East High School, Des Moines, Iowa.\nSecretary—Evelyn W. Jones, Dean of Women, University of Arizona, Tucson, Ariz.\nHeadquarters Secretary—Gwladys W. Jones, 1201 Sixteenth St., Washington, D. C.\n\nDepartment of Elementary School Principals\nPresident—Harley W. Lyon, Principal, Longfellow-Cleveland Schools, Pasadena, Calif.\nFirst Vicepresident—M. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio.\nSecond Vicepresident—Ira M. Kline, Principal, Greenburgh No. 8 Schools, White Plains, N. Y.\nThird Vicepresident—Edythe J. Brown, Principal, Kaley-Marquette Schools, South Bend, Ind.\nFourth Vicepresident—Irvin A. Wilson, 437 South Stone Ave., La Grange, Ill.\nFifth Vicepresident—Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver,\nColo.\nExecutive Secretary—Eva G. Pinkston, 1201 Sixteenth St., Washington, D. C.\nExecutive Committee-—Cassie F. Roys, 2609 Bristol St., Omaha, Nebr. (1936); Earl R. Laing,\nPrincipal, Burt School, Detroit, Mich. (1937); Mason A. Stratton, Principal, Brighton\nAvenue School, Atlantic City, N. J. (1938); Mrs. Edith B. Joynes, Washington-Gatewood\nSchools, Norfolk, Va. (1939).\nLife Membership Division—Herbert C. Hansen, Director, 1045 N. Lockwood Ave., Chicago, Ill.\n\nDepartment of Kindergarten-Primary Education\nPresident—Mrs. Eugenia West Jones, 318 S. Benton Way, Los Angeles, Calif.\nVicepresident—Mrs. Daisy Carnall, 26 S. Sherman St., Denver, Colo..\nSecretary—Mrs. Florence K. Hampton, 1210 Granada Ave., San Marino, Calif.\nExecutive Committee—Geraldine McEnerny, 137 North Mason Ave., Chicago, Ill. (1936);\nDodie Hooe, Kindergarten-Primary Supervisor, Board of Education, Dallas, Texas (1937);\nHelen Johnson, 206 South College St., Mt. Pleasant, Mich. (1938); Ethel Massengale,\nKindergarten-Primary Supervisor, Board of'Education, Atlanta, Ga. (1939).\n\nDepartment of Lip Reading\nPresident—Estelle E. Samuelson, Supervisor of Educational Work, New York League for\nthe Hard of Hearing, Inc., 480 Lexington Ave., New York, N. Y.\nVicepresident—Eliza Hannegan, Teacher of Lip Reading, Portland Evening School, Port¬\nland, Maine.\nSecretary-Treasurer—Marie K. Mason, Instructor and Lecturer in Visual Hearing, Phonetics\nLaboratories, Derby Hall, Ohio State University, Columbus, Ohio.\n\nDepartment of Music Education\nPresident—John C. Kendel, Director of Music, Board of Education, Denver, Colo.\nSecretary—Samuel T. Burns, Director of Music, State Department of Public Instruction,\nBaton Rouge, La.\n\n"}
{"page": 781, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n775\n\nDepartment of Rural Education\nPresident—Sue M. Powers, Superintendent, Shelby County Schools, Memphis, Tenn.\nVicepresident—James B. Palmer, Professor of Education, New York State College for Teach\ners, Albany, N. Y.\nSecretary—Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of\nEducation, Washington, D. C.\nExecutive Committee—O. H. Plenzke, Secretary, Wisconsin Teachers Association, 716 Insur¬\nance Bldg., Madison, Wis. (1936); Fannie W. Dunn, Professor of Rural Education,\nTeachers College, Columbia University, New York, N. Y. (1937); O. H. Bennett, 532\nCourt House, Cincinnati, Ohio (1938); Fred C. Fischer, Deputy Commissioner, Wayne\nCounty Schools, 2615 Barium Tower, Detroit, Mich. (1939); Chloe Baldridge, Director\nof Rural Education, State Department of Public Instruction, Lincoln, Nebr. (1940); R. E.\nJaggers, Director of Teacher Training, State Department of Public Instruction, Frankfort,\nKy. (1941).\n\nDepartment of School Health and Physical Education\nPresident—A. W. Thompson, Director of Health Education and City Recreation, Board of\nEducation, Grand Rapids, Mich.\nVicepresident—Edna Bailey, Associate Professor of Education, University of California,\nBerkeley, Calif.\nSecretary-Treasurer—James E. Rogers, Director, National Physical Education Service, 315\nFourth Ave., New York, N. Y.\nExecutive Committee—Ethel Perrin, Associate Director of Education Service, American\nChild Health Association, New York. N. Y. (1936); F. W. Maroney, Professor of Physical\nEducation, Teachers College, Columbia University, New York, N. Y. (1937); A. G. Ireland,\nDirector of Health and Physical Education, State Department of Education, Trenton, N. J.\n(1938); William Burdick, State Director of Physical Education, 7 East Mulberry St.,\nBaltimore, Md. (1939).\n\nDepartment of Science Instruction\nPresident—Ira C. Davis, President, University High School, Madison, Wis.\nEastern Vicepresident—Mildred M. Faiiy, Principal, Amundsen-Von Steuben Schools, Chi¬\ncago, Ill.\nWestern Vicepresident—Charles L. Hampton, Instructor, Piedmont High School, Piedmont,\nCalif.\nSecretary—Vesta Hicks, Supervisor of Elementary Science, Board of Education, Austin, Texas.\nTreasurer—Esther W. Scott, James F. Oyster School, Washington, D. C.\n\nDepartment of Secondary Education\nPresident—Ernest D. Lewis, Chairman, Department of Social Studies, Evander Childs High\nSchool, New York, N. Y.\nVicepresident—George R. Rankin, Boys’ Technical High School, Milwaukee, Wis.\nSecretary—Ann E. Ryder, Snyder High School, Jersey. City, N. J.\nTreasurer—L. Denzil Keigley, Chester S. Morey Junior High School, Denver, Colo.\nRegional Directors—Eastern Region, Augustus Ludwig, Pershing Junior High School, Brook¬\nlyn, N. Y.; Southern Region, Robert W. House, Salem High School, Salem, Va.; Mid¬\nwestern Region, Alvin H. Hanson, Rufus Kind High School, Milwaukee, Wis.; Inter¬\nmountain Region, Grace Kenehan, Chester S. Morey Junior High School, Denver, Colo.;\nPacific Region, Grace M. Davis, Modesto High School, Modesto, Calif.\n\nDepartment of Secondary School Principals\nPresident—Harrison C. Lyseth, Supervisor of Secondary Education, State Department of\nEducation, Augusta, Maine.\nFirst Vicepresident—Willard N. Van Slyck, Principal, Boswell Junior High School, Topeka,\nKans.\nSecond Vicepresident—M. G. Jones, Principal, Union High School, Huntington Beach, Calif.\nExecutive Secretary—H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee—Charles F. Allen, Supervisor of Secondary Education, Board of Edu¬\ncation, Little Rock, Ark.; K. J. Clark, Principal, Murphy High School, Mobile, Ala.;\nOscar Granger, Principal, Haverford Township High School, Upper Darby, Pa.\n\nDepartment of Social Studies\nPresident—Edgar B. Wesley, University of Minnesota, Minneapolis, Minn.\nFirst Vicepresident—Roy O. Hughes, Director, Department of Curriculum Research, Board of\nEducation, Pittsburgh, Pa.\nSecond Vicepresident—Elmer Ellis, University of Missouri, Columbia, Mo.\nSecretary-Treasurer—Bessie L. Pierce, University of Chicago, Chicago, Ill.\nAdvisory Council—Mary G. Christie, Department of Social Studies, North High School,\nDenver, Colo.; Harley S. Graston, Department of History, Woodlawn High School,\nBirmingham, Ala.\n\n"}
{"page": 782, "printed_page": null, "text": "776\n\nNational Education Association\n\nDepartment of Special Education\nPresident—Mks. Mabel A. Harms, Boys’ Vocational School, Minneapolis, Minn.\nVicepresident—Catherine Nutterville, School Psychologist, Boat'd of Education, Butte, Mont.\nSecretary-Treasurer—Lattsche Henderson, John Marshall High School, St. Paul, Minn.\n\nDepartment of Superintendence\nPresident—A. J. Stoddard, Superintendent of Schools, Providence, R. I.\nFirst Vicepresident—E. E. Oberholtzer, Superintendent of Schools, Houston, Texas.\nSecond Vicepresident—A. L. Threlkeld, Superintendent of Schools, Denver, Colo.\nExecutive Secretary—-Sherwood D. Shankland, 1201 Sixteenth St., Washington, D. C.\nExecutive Committee—Carroll R. Reed, Superintendent of Schools, Minneapolis, Minn. (1936);\nFrank G. Pickell, Superintendent of Schools, Montclair, N. J. (1937); George C. Bush,\nSuperintendent of Schools, South Pasadena, Calif. (1938); Ben G. Graham, Superintendent\nof Schools, Pittsburgh, Pa. (1939).\n\nDepartment of Supervisors and Directors of Instruction\nPresident—Rudolph D. Lindquist, Director, University School, Columbus, Ohio.\nFirst Vicepresident—-Mary Browning, Supervisor, Early Elementary Education, Board of\nEducation, Louisville, Ky.\nSecond Vicepresident—Robert H. Lane, Assistant Superintendent of Schools, Los Angeles,\nCalif.\nSecretary-Treasurer—James F. Hosic, Professor of Education, Teachers College, Columbia\nUniversity, New York, N. Y.\nExecutive Committee—Mildred English, Director of Training School, Georgia State College\nfor Women, Milledgeville, Ga.; Ernest Horn, Professor of Education, State University\n.\nof Iowa, Iowa City, Iowa; Paul T. Rankin, Supervising Director of Instruction, Board of\nEducation, Detroit, Mich.\n\nDepartment of Supervisors and Teachers of Home Economics\nPresident—Mrs. Leila Bunce Smith, 424 West Peachtree St., Atlanta, Ga.\nVicepresident—Mrs. Dorothea Marlow, Shaker Heights High School, Shaker Heights, Ohio.\nSecretary—Mrs. Erma Christie, Supervisor of Home Economics, Board of Education, Muncie,\nInd.\nTreasurer—Miriam A. Weikert, 1203 South Queen St., York, Pa.\n\nDepartment of Visual Instruction\nPresident—Nelson L. Greene, Editor, Educational Screen, 64 East Lake St., Chicago, Ill.\nFirst Vicepresident—Wilber Emmert, Director, Visual Education, State Teachers College,\nIndiana, Pa.\nSecond Vicepresident—Annette Glick, Director of Visual Education, Board of Education,\nLos Angeles, Calif.\nSecretary-Treasurer—Ellsworth C. Dent, 5863 Chevy Chase Parkway, N. W., Chevy Chase,\nD. C.\n.\n.\nExecutive Committee—Daniel C. Knowlton, Associate Professor of Education, New York\nUniversity, New York, N. Y. (1936); John A. Hollinger, Director of Nature Study and\nVisualization, Board of Education, Pittsburgh, Pa. (1937); William H. Dudley, Director,\nDudley Visual Education Service, 746 South Wabash Ave., Chicago, Ill. (1938); Mrs.\nGrace Fisher Ramsey, Assistant Curator of Education, American Museum of Natural\nHistory, 77th St. and Central Park, W., New York, N. Y. (1939); Robert F. Collier, Jr.,\nSouth High School, Denver, Colo. (1940); Cline M. Koon, Senior Specialist in Education\nby Radio, U. S. Office of Education, Washington, D. C. (1941).\n\nDepartment of Vocational Education\nPresident—Forest E. Moore, Director of Vocational Education, State Department of Public\nInstruction, Des Moines, Iowa.\nSecretary—B. H. Van Oot,^ Supervisor of Trade and Industrial Education, State Department\nof Public Instruction, Richmond, Va.\n\n"}
{"page": 783, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n777\n\nCOMMITTEES OF THE NATIONAL EDUCATION\nASSOCIATION, 1934-35\nCOMMITTEE ON AMENDING CHARTER\n(Authorized by Representative Assembly)\nShaw, Reuben T., Chairman; 1327 Real\nEstate Trust Bldg., Philadelphia, Pa.\nBanks, L. Frazer, Assistant Superintendent\nof Schools, Board of Education, Box 114,\nBirmingham, Ala.\nBrookes, M. Emma, Principal Miles-Cranwood Schools, 111918 Miles Ave., Cleve¬\nland, Ohio.\n\nCram, Fred D., Professor of Education,\nIowa State Teachers College, Cedar Falls,\nIowa.\nDahl, Mrs. Myrtle Hooper, 312 S. 8th St.,\nMinneapolis, Minn.\nEwing, Sara C., 5461 Pleasant Run Park¬\nway, Indianapolis, Ind.\nHardy, H. Claude, State Director, Superin¬\ntendent of Schools, White Plains, N. Y.\n\nA\n\nCOMMITTEE ON CREDENTIALS\nPittenger, L. A., Chairman; President, Ball\nState Teachers College, Muncie, Ind.\nAlexander,\nW.\nB.,\nSuperintendent\nof\nSchools, Cleveland, Texas.\nAllen, J. G., Soldiers’ Orphan School, Scot¬\nland, Pa.\nBatchelder, Carl J., Deputy Commissioner\nof Education, St. Johnsbury, Vt.\nBertram, Anna, Superintendent of County\nSchools, Vanceburg, Ky.\nBirch, C. E., Superintendent of Schools,\nLawrence, Kans.\nBruce, John C., Supervising Principal,\nWhitelaw Hotel, Washington, D. C.\nBruner, T. A., Superintendent of Schools,\nHarlem, Mont.\nBugg, J. J., County Superintendent, Flor¬\nence, Ariz.\nCampbell, Erma, DeLand, Fla.\nClark, Ethel, Grant High School, Portland,\nOre.\nDavis, Homes, Kalamazoo, Mich.\nDisher, L. L., Principal, 2364 Glenwood,\nToledo, Ohio.\nDurepo, Levi G., High School, Rumford,\nMaine.\nDyson, Clarence, Principal, Aiea Elemen¬\ntary School, Aiea, Oahu, Hawaii.\nEliif, Miles, A., Superintendent of Schools,\nLebanon, Mo.\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nFitzgerald, J. E., Principal, Hopkins School,\nSioux City, Iowa.\nFowler, B. A., Secretary, Utah Education\nAssociation, Salt Lake City, Utah.\nHeidleburg,\nH.\nB.,\nSuperintendent\nof\nSchools, Clarksdale, Miss.\nHowell, C. M., Secretary, Oklahoma Edu¬\ncation Association, Oklahoma City, Okla.\nKeenan, Mary, 1226 N. Wisconsin Ave.,\nMilwaukee, Wis.\nLively, Mrs. E., Sophie Wright High\nSchool, New Orleans, La.\nLujan, Manuel, Superintendent of County\nSchools, Santa Fe, N. Mex.\nMartin, John E., Superintendent of Schools,\nSuffolk, Va.\n\nMeldahl, Andrew, Principal, East Junior\nHigh School, Duluth, Minn.\nMoyer, H. H., Principal, High School,\nRawlins, Wyo.\nPalmer, John H., Principal, Union High\nSchool, Placerville, Calif.\nParker, William, Superintendent of Schools,\nDanielson, Conn.\nPipkin, John G., Business Manager City\nSchools, Little Rock, Ark.\nPower, F. Ray, Assistant State Superin¬\ntendent of Schools, Charleston, W. Va.\nQuinn, Maisie E., Assistant Superintendent\nof Schools, West Warwick, R. I.\nRhodes, Maude, 185 Westminster, N. E.,\nAtlanta, Ga.\nRodewald, Anne, 205 5th St., Bismarck,\nN. D.\nSchar, Mrs. Francena, Superintendent of\nCounty Schools, Bison, S. D.\nSimpson, Mabel E., 74 Marlborough Road,\nRochester, N. Y'.\nSmith, Chauncey W., State Superintendent\nPublic Instruction, Carson City, Nev.\nSmith, Edgar B., Principal, Greenfield High\nSchool, Greenfield, Mass.\nStearn, Bessie, State Department of Edu¬\ncation, Baltimore, Md.\nSteel, Charles L., Jr., Principal, High\nSchool, Teaneck, N. J.\nThompson, Elizabeth M., Elementary Princi¬\npal, Colebrook, N. H.\nVaughan, J. T., Principal Bush School,\nBirmingham, Ala.\nVincent, W. D., Superintendent of Schools,\nBoise, Idaho.\nWagner, M. Channing, Assistant Superin¬\ntendent of Schools, Wilmington, Del.\nWardrobe, Mary, Longfellow School, Spo¬\nkane, Wash.\nWarren, Jule B., Secretary, North Carolina\nEducation Association, Raleigh, N. C.\nWilliams, Elizabeth, Loudon, Tenn.\nWilson, Claude, Boulder Public Schools,\nBoulder, Colo.\nYoung, Dorris, High School, York, S. C.\nYoung, Joseph, Superintendent of Schools,\nDavid City, Nebr.\n\nCOMMITTEE TO COOPERATE WITH THE NATIONAL\nASSOCIATION OF TEACHERS IN\nCOLORED SCHOOLS\n(Authorized by Representative Assembly)\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.\n\nBanks, W. R., Principal, Prairie View State\nNormal and Industrial College, Prairie\nView, Texas.\nBond, W. F., State Superintendent of Edu¬\ncation, Jackson, Miss.\n\n"}
{"page": 784, "printed_page": null, "text": "778\n\nNational Education Association\n\nBrown, Charles D., Principal, Marshall\nSchool, 4342 Aldine St., St. Louis, Mo.\nCarney, Mabel, Teachers College, Columbia\nUniversity, New York, N. Y.\nCook, Mrs. Katherine M., Chief, Special\nProblems Division, U. S. Office of Educa¬\ntion, Washington, D. C.\nDavis, Jackson, Associate Director of Edu¬\ncation, General Education Board, 804\nGrace-American Bldg., Richmond, Va.\nDuckrey, Tanner G., Principal, Paul Lau¬\nrence Dunbar Public School, 12th St.\nabove Columbia Ave., Philadelphia, Pa.\nDuke, E. A., Rural School Supervisor, State\nDepartment of Public Instruction, Okla¬\nhoma City, Okla.\nEdwards, Margaret M., Director, Depart¬\nment of Home Economics, Woman’s Col¬\nlege of the University of North Carolina,\nGreensboro, N. C.\nEleazer, R. B., Secretary, Conference on\nEducation and Race Relations, 703 Stand¬\nard Bldg., Atlanta, Ga.\nFavrot, Leo M., General Field Agent, Gen¬\neral Education Board, 916 Louisiana Na¬\ntional Bank Bldg., Baton Rouge, La.\nFinney, John Morton, Crispus Attuck High\nSchool, Indianapolis, Ind.\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.\nHufftngton, J. Walter, Supervisor of Col¬\nored Schools, Department of Education,\nLexington and Liberty Sts., Baltimore,\nMd.\n\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, Florida Agricul¬\ntural and Mechanical College, TallahasS66\n\nPig,,\n\nLucas, M. Grant, 1738 15th St., N. W.,\nWashington, D. C.\nMcAlister, H. L., President, Arkansas State\nTeachers College, Normal Station, Con¬\nway, Ark.\nOberholtzer,\nE.\nE.,\nSuperintendent of\nSchools, Houston, Texas.\nPayne, A. C., Head, Department of Educa¬\ntion, Indiana State Teachers College.\nTerre Haute, Ind.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nRead, Florence M., President, Spelman Col¬\nlege, Atlanta, Ga.\nSanders, W. W., State Supervisor of Negro\nSchools, State Department of Education,\nCharleston, W. Va.\nSeabrook, J. W., President, State Normal\nSchool, Fayetteville, N. C.\nSmith, S. L., Director for Southern Office,\nJulius Rosenwald Fund, Cotton States\nBldg., Nashville, Tenn.\nWilkinson, Garnet, First Assistant Super¬\nintendent of Public Schools, Washington,\nD. C.\nWilliams, Fannie C., 1922 Louisiana Ave.,\nNew Orleans, La.\nWilliams, W. T. B., Dean, Tuskegee Nor¬\nmal and Industrial Institute, Tuskegee,\nAla.\nWright, Arthur D., President, John D.\nSlater Fund, 726 Jackson Place, Washing¬\nton, D. C.\n\nCOMMITTEE ON THE ECONOMIC STATUS OF THE TEACHER\n(Authorized by Representative Assembly)\nBuckingham, B. R., Chairman, 15 Ashbur¬\nton Place, Boston, Mass.\nBallou, Frank W., Superintendent, District\nof Columbia Public Schools, Franklin\nSchool Bldg., Washington, D. C.\nBarnard, Florence, Educational Director,\nAmerican Association for Economic Edu¬\ncation, 9 Park St., Boston, Mass.\n\nCoxe, W. W., Director, Educational Re¬\nsearch Division, University of the State\nof New York, Albany, N. Y.\nMcGaughy, J. R., Professor of Education,\nTeachers College, Columbia University,\nNew York, N. Y.\n\nJOINT COMMITTEE ON HEALTH PROBLEMS IN EDUCATION\n(Authorized by Representative Assembly)\nWood, Thomas D., Chairman; Teachers Col¬\nlege, Columbia University, New York,\nN. Y.\nBurdick, William D., Director, Playground\nAthletic League, Inc., 7 E. Mulberry St.,\nBaltimore, Md.\nBlack, George H., Delta Kappa Epsilon\nClub, 5 E. 51st St., New York, N. Y.\nBrownell, Clifford L., Columbia University,\nNew York. N. Y.\nBurnham, Wi’liam H., Bancroft Hotel,\nWorcester, Mass.\nBurns, H. B., Director of Hygiene, Pitts¬\nburgh Public Schools, Administration\nBldg., Pittsburgh, Pa.\nChayer, Ella, Department of Nursing Edu¬\ncation, Teachers College, Columoia Uni¬\nversity, New York, N. Y.\nClark, Giles D., Principal, School No. 20,\nAlbany, N. Y.\nCody, Frank, Superintendent, Detroit Pub¬\nlic Schools, Detroit, Mich.\nCornell, Walter S., Director, Medical In¬\nspection, Philadelphia Public Schools,\nParkway at 21st St., Philadelphia, Pa.\n\nGillis, Helen R., Edinburgh, Pa.\nGraves, Frank Pierrepont, State Commis¬\nsioner of Education, Albany, N. Y.\nHale, Florence, Editor, The Grade Teacher,\n425 4th Ave., New York, N. Y.\nHarris, Cara L., Associate Professor of\nHealth Education, University of Tennes¬\nsee, Knoxville, Tenn.\nLangworthy, Mrs. B. F., President, National\nCongress of Parents and Teachers, 6 N.\nMichigan Ave., Chicago, Ill.\nMcWilliams, Mrs. Marion Lerrigo, 99 Wil¬\nlow Ave., Larchmont, N. Y.\nMurphy, Mary E., Director, Elizabeth Mc¬\nCormick Memorial Fund, 848 N. Dearborn\nSt., Chicago, Ill.\nPatey, Henry C., National Committee for\nMental Hygiene, 450 7th Ave., New York,\nN. Y.\nPhelan, Anette, Staff Associate, National\nSociety for Prevention of Blindness, 50\nW. 50th St., New York, N. Y.\nReeve, Mrs. A. H., Vicepresident, Interna¬\ntional Federation of Home and School,\n1520 Spruce St., Philadelphia, Pa.\n\n"}
{"page": 785, "printed_page": null, "text": "Association'.'1,i.\n\nRecords and\n\nStoddard, A. J., Superintendent, Providence\nPublic Schools, Providence, R. I.\nSutton, Willis A., Superintendent, Atlanta\nPublic Schoo’s, Atlanta, Ga.\nSymonds, Percival M., Teachers College.\nColumbia University, New York, N, Y.\nTall, Lida Lee, Principal, Maryland State\nNormal School, Towson, Md.\n\nInformation\n\n779\n\nWhitney, Anne, Director of Educational\nService, American Child Health Associa¬\ntion, 50 W. 50th St., New York, N. Y.\nWilson, Charles C., Director, Department\nof Health and Physical Education, Hart¬\nford Public Schoo’s, Hartford, Conn.\n\nCOMMITTEE ON HIGHER EDUCATION\n(Special Committee)\nGage, H. M., Chairman; President, Iowa\nCollege Presidents, Coe College, Cedar\nRapids, Iowa.\nCrane, A. G., President, University of Wyo¬\nming, Laramie, Wyo.\nElliott, Edward C., President, Purdue Uni¬\nversity, Lafayette, Ind.\nKelly, Fred J., Chief, Division of Higher\nEducation, Office of Education, Washing¬\nton, D. C.\nMcClelland, George William, Vice Provost,\nUniversity of Pennsylvania, Philadelphia,\nPa.\n\nMcCracken, T. C., Dean, College of Educa¬\ntion, Ohio University, Athens, Ohio.\nMcVey, Frank L., President, University of\nKentucky, Lexington, Ky.\nMaphis, Charles G., Dean, University of\nVirginia Summer Quarter, University,\nVa.\nvon Kleinschmidt, Rufus B., President,\nUniversity of Southern California, Los\nAngeles, Calif.\nZook, George F., Director, American Coun¬\ncil on Education, 744 Jackson Place,\nWashington, D. C.\n\nCOMMITTEE ON HORACE MANN CENTENNIAL CELEBRATION\n(Special Committee)\nSmith, Payson, Chairman; Commissioner of\nEducation, Boston, Mass.\nColtrane, Eugene J., President, Brevard\nCollege, 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\nHall, E’izabeth, South Ryegate, Vt.\nMorgan, Arthur. Chairman, Board of Direc¬\ntors, Tennessee Valley Authority, Tempo¬\nrary Bldg. F., Washington, D. C.\nRule, James N., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nSkidmore, Charles H., State Superintendent\nof Public Instruction, Salt Lake City,\nUtah.\n\nCOMMITTEE ON INCREASE OF REVENUE\n(Special Committee)\nPearse, Carroll G., Chairman; 1721 Ludington Ave., Wauwatosa Branch, Mil¬\nwaukee, Wis.\nAdair, Cornelia, 3208 Hawthorne St., Rich¬\nmond, Va.\n\nJack,\nWilliam\nB.,\nSuperintendent\nof\nSchools, Portland, Maine.\nMerrill, Birdine, Shattuck School, Portland,\nOre.\nWoodruff-, Caroline, Principal, State Normal\nSchool, Castleton, Vt.\n\nCOMMITTEE ON INTERNATIONAL RELATIONS\n(Authorized by Representative Assemb’y)\nWoodward, Annie Carleton, Chairman; 78\nHighland Ave., Somerville, Mass.\nAbercrombie, John W., Assistant State\nSuperintendent of Education, Montgom¬\nery, Ala.\nAdair, Cornelia S., 3208 Hawthorne St.,\nRichmond, 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.\nBurns, Ralph A., Dartmouth College, Han¬\nover, N. H.\nBarnum, Mrs. Mary G., Director, Seventh\nRegion, National League of Women\nVoters, 535 Ladera St., Pasadena, Calif.\nBell, Helen L., 2104 N. 8th St., Springfield,\nIll.\nBell, Maude R., 4147 Starr St., Lincoln,\nNebr.\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., Abraham Lincoln Hotel,\nSpringfield, Ill.\nBlake, Katherine Devereux, A. W. A. Club¬\nhouse, 353 W. 57th St., New York, N. Y.\nBoehm, Charles H., Assistant Superinten¬\ndent, Bucks County Schools, Morrisville,\nPa.\nBradford, Mrs. Mary D., 6101 5th Ave.,\nKenosha, Wis.\nBradley, Helen, 2349 Ash’and Ave., Cincin¬\nnati, Ohio.\nBradshaw, Roy, 1628 S. Victor St., Tulsa,\nOkla.\nBrooks, L. W., Principal. Wichita High\nSchool North, Wichita, Kan*.\nBrown, Eugenie, Doanbrooke Hotel, Cleve¬\nland, Ohio.\n\n"}
{"page": 786, "printed_page": null, "text": "780\n\nNational Education Association\n\nBurdick, William D., Director, Playground\nAthletic League, Inc., 7 E. Mulberry St.,\nBaltimore, Md.\nBurkholder, E. Paul, Supervisor of Schools,\nSussex County Court House, Georgetown,\nDel.\nBush, George C., Superintendent of Schools,\nS. Pasadena, Calif.\nCadman, Bernice, High School, Janesville,\nWis.\nCasey, William V., Superintendent Emer¬\nitus, Boulder Public Schools, Boulder,\nColo.\nChamberlain, Arthur H., 609 Mission St.,\nSan Francisco, 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,\nCampbell\nCounty\nHigh\nSchool, Gillette, Wyo.\nCoyne, Marie, S. 210 Adams St., Spokane,\nWash.\nCrawford, Mary Maior, Nebraska State\nTeachers College, Kearney, Nebr.\nCrawford, Mary Sinclair, Dean of Women,\nUniversity of Southern California, Los\nAngeles, Calif.\nDaniel, Roland B., Superintendent, Colum¬\nbus Public Schools, Columbus, Ga.\nde Francesco, Italo L., 1603 N. 11th St.,\nReading, Pa.\nDonovan, H. L., President, Eastern Ken¬\ntucky State Teachers College, Richmond,\nKy.\nDorsey, Martha W., Head, Denartment of\nEnglish, George Washington High School,\nIndianapolis, Ind.\nDowling, Evaline, Chairman, World Friend¬\nship Committee of Los Angeles, 717\nChamber of Commerce Bldg., Los Angeles,\nCalif.\nDowling, H. G., 1426 Brown St., Tuscaloosa,\nDuke, Florence E., 2224 W. Grace St., Rich¬\nmond, Va.\nEdward, Elbert, 215 Bonnerville St., Las\nVegas, Nev.\nEisner, Miriam D., 3098 California St., San\nFrancisco, Calif.\nEldred, Arvie, Secretary, New York State\nTeachers Association, 240 State St., Al¬\nbany, N. Y.\nEllis, Mabel R., 805 Shrader St., San Fran¬\ncisco, Calif.\nFahey, Sara, 185 Berkeley Place, Brooklyn,\nN. Y.\nFair, Jessie Frances, Supervisor, Upper\nElementary Department, Dayton Public\nSchools, Dayton, Ohio.\nFarrin, Leon M., Superintendent, Athol\nPublic Schools, Athol, Mass.\nFell, E. E., Superintendent of Schools, Hol¬\nland, Mich.\nFicke, Alice, Roosevelt High School, Hono¬\nlulu, Hawaii.\nField, E. C., Central High School, Omaha,\nNebr.\nFinley, John H., New York Times, New\nYork, N. Y'.\nFoster, Blanche, 178 Franklin St., Wood¬\nbury, N. J.\nFull, George D., President, Dudley Lock\nCorporation, 26 N. Franklin St., Chicago,\nIll.\nFutrall, Alma, 237 Pearl St., Marianna,\nArk.\nGardner, Ethel M., Andrew Jackson School,\n420 N. Jackson St., Milwaukee, Wis.\nGlenn, C. B., Superintendent, Birmingham\nPublic Schools, Birmingham, Ala.\nGoodrich, Bessie Bacon, Director, Curricu¬\nlum Revision, Des Moines Public Schools,\nGarfield Bldg., Des Moines, Iowa.\n\nGosling, Thomas W., 3311 Cathedral Ave.,\nN. W., Washington, D. C.\nGrassmuck, Erna, Head, Geography Depart¬\nment, State Teachers College, Indiana,\nPa.\nGray, Clifton D., President, Bates College,\nLewiston, Maine.\nGuhin, M. M., Professor of Rural Educa¬\ntion, Northern Normal and Industrial\nSchool, Aberdeen, S. D.\nGyger, John T., Superintendent, Falmouth\nPublic Schools, Portland, Maine.\nHaggard, Patience, Dean of Women, State\nNormal School, Potsdam, N. Y.\nHall, Royal G., Chairman, Social Science\nDivision, Albion College, Albion, Mich.\nHaller, Helene, Superintendent, Benewah\nCounty Schools, St. Marie’s, Idaho.\nHammond, Vida, 331 Chamber of Commerce\nBldg., Portland, Ore.\nHeacock, A. B., Principal, Los Feliz School,\nLos Angeles, Calif.\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 N. 9th St.,\nRichmond, Va,\nHendrie, William E., Principal, Public\nSchool #109, Queens Village, N. Y.\nHobson, Louise B., 166 Arnold Ave., Edgewood Station, Providence, R. I.\nHoller, J. C., Superintendent, Anderson\nCounty Schools, Anderson, S. C.\nHood, Edna E., Supervisor, Household and\nFine Arts, Kenosha Public Schools, Ad¬\nministration Bldg., Kenosha, Wis.\nHood, Elisabeth, Supervisor, Department of\nHousehold Arts, Racine Public Schools,\nRacine, Wis.\nHoward, Daniel, Superintendent Emeritus,\nWindsor Public Schools, Windsor, Conn.\nHoward, Margarette E., Principal, Lincoln\nSchool, Summit, N. J,\nHunter, Frederick Maurice, Chancellor, Uni¬\nversity of Denver, Denver, Colo.\nJacobsen, Christine A., 1320 W. 41st Place,\nLos Angeles, Calif.\nJames, William Alonzo, Principal, Ball\nHigh School, Galveston, Texas.\nJamison, Jeanette, Senior High School,\nReading, Pa.\nJean, Sally Lucas, Supervisor of Health\nEducation, Office of Indian Affairs, Post\nOffice Bldg., 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,\nN. Y.\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 State 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.\nLichtenberger, James F., Principal, Morris\nPark School, Minneapolis, Minn.\nLobben, Clara H., 902 8th St., N., Fargo,\nN. D.\nLommen,\nGeorgina,\nDirector,\nTraining\nSchool, State Teachers College, Moor¬\nhead, Minn.\nLongshore, W. T., Principal, Greenwood\nSchool, Kansas City, Mo.\nLord, Daisy, Wilby High School, Waterbury, Conn.\n\n"}
{"page": 787, "printed_page": null, "text": "Associational\n\nRecords\n\nMacCracken, John H., American Council\non Education, 744 Jackson Place, N. W.,\nWashington, D. C.\nMacKay, Donald W., President, Eastern\nNew Mexico Junior College, Portales,\nN. M.\nMcCollum, It. E., Washington Public School,\n2nd 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 Univer¬\nsity, 688 Boylston St., Boston, Mass.\nMatthews, A. J., President Emeritus, Ari¬\nzona State Teachers College, Tempe,\nAriz.\nMonroe, Paul, Director, International Insti¬\ntute, Teachers College, Columbia Univer¬\nsity, New York, N. Y.\nMull Cora E., 5543 Kimbark Ave., Chicago,\nIll.\nNeer, Robert, Selina, Ohio.\nNielson, Minnie J., 901 5th Ave., Valley\nCity, N. D.\nNisbett, Mary Leila, 804 W. 8th St., Dallas,\nTexas.\nNorman, J. W., Dean of Education, Uni¬\nversity of Florida, Gainesville, Fla.\nO’Connor, Mary Elizabeth, Supervisor, Ele¬\nmentary Schools, Natick School Depart¬\nment, Natick, Mass.\nPatt, Hermann G., Principal, John Clarke\nSchool, Newport, R. I.\nPeterson, Mrs. Francis, 3034 Manoa Road,\nHonolulu, Hawaii.\nPitman, J. Asbury, Principal, Salem State\nTeachers College, Salem, Mass.\nPuckett, E. F., Superintendent, Crystal\nSprings\nConsolidated\nSchool,\nCrystal\nSprings, Miss.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nRalls, Mary Calvert, 6529 Jefferson St.,\nKansas City, Mo.\nReed, Carroll R., Superintendent, Minne¬\napolis Public Schools, MinneapoUs, Minn.\nRhodes, Maude A., Principal, Whitefoord\nSchool, Atlanta, Ga.\nRichter, Lailet, George W. Brackenridge\nHigh School, San Antonio, Texas.\nRiddle, Anna, 2 Summit Place, St. Joseph,\nMo.\nRoach, Mary Margaret, Principal, Roach\nSchool, 439 W. Wood St., Decatur, Ill.\nRoberts, Edward D., Superintendent Cin¬\ncinnati Public Schools, Cincinnati, Ohio.\nRorvik, Gladys, Box 869, Miles City, Mont.\nRyan, W. Carson, Jr., Director of Educa¬\ntion, Office of Indian Affairs, U. S. De¬\npartment of the Interior, Washington,\nD. C.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa.\nSaunders, Joseph H., Superintendent, New¬\nport News Public Schools, Newport News,\nVa.\nSexton, J. W., Superintendent, Lansing\nPublic Schools, Lansing, Mich.\nShepherd, Grace M., 803 N. Mulberry St.,\nMaryville, Mo.\nShibles, Marietta, 5 N. 9th Ave., Mount\nVernon, N. Y.\nShinn, Alida Visscher, Mills College, Mills\nCollege, Calif.\nShowalter, N. D., State Superintendent of\nPublic Instruction, Olympia, Wash.\n\nand\n\nInformation\n\n781\n\nSigler, Mrs. Lou I., Assistant Principal,\nOttowa Hills High School, Grand Rapids,\nMich.\nSimpson, Janet C., State Teachers College,\nFlorence, Ala.\nSmith, Esther M., 1020 Bessemer Bldg.,\nPittsburgh, Pa.\nSmith, Jessica, Head, Social Studies Depart¬\nment, Wichita High School North, Wich¬\nita, Kans.\nSmith, Mrs. Margaret Mendenhall, Princi¬\npal, Ebert School, 23rd and Glenarm\nPlace, Denver, Colo.\nSpaulding, Frederick H., President, Uni¬\nversity of Tampa, Tampa, Fla.\nSteele, N. E., Secretary, South Dakota Edu¬\ncation Association, Room 3, Perry Bldg.,\nSioux Falls, S. D.\nStephens, E. L., President, Southwestern\nLouisiana Institute of Liberal and Tech¬\nnical Learning, Lafayette, La.\nStewart, Mrs. Cora Wilson, Director, Na¬\ntional Illiteracy Crusade, Inc., Washing¬\nton Bldg., Washington, D. C.\nStratton, Mason A., Principal, Brighton\nAvenue School, Atlantic City, N. J.\nStrong, Vera, Board of Education, Houston,\nTexas.\nSykes, Mrs. Dorothy Eidson, Superinten¬\ndent, Gila County Schools, Globe, Ariz.\nTaylor, William S., Dean, College of Edu¬\ncation, University of Kentucky, Lexing¬\nton, Ky.\nThompson, Anna M., Carlton Hotel, Kansas\nCity, Mo.\nToner, Caroline E., 1814 Ingleside Terrace,\nWashington, D. C.\nTrent, Adelaide R., 519 Larson Lane, Lee\nHeights, Cherrydale, Va.\nTrusheim, Eva, Principal, Congress Heights\nSchool, Washington, D. C.\nVaughan, J. P., Superintendent, Indepen¬\ndent School District Number Forty, Chis¬\nholm, Minn.\nVogel, Ella King, 7 Oakland Square, Pitts¬\nburgh, Pa.\nvon Kleinsmid, Rufus B., President, Uni¬\nversity\nof\nSouthern\nCalifornia,\nLos\nAngeles, Calif.\nWalton,\nGeorge A.,\nPrincipal,\nGeorge\nSchool, George School, Pa.\nWard, David A., Superintendent, Chester\nPublic Schools, Chester, Pa.\nWebber, George Harris, Head Department\nof Education and Psychology, Georgia\nState College for Women, Milledgeville,\nGa.\nWellemeyer, J. Fletcher, Dean, Junior Col¬\nlege, 9th and Minnesota Ave., Kansas\nCity, Kans.\nWest, Ruth, West 2020 Pacific, Spokane,\nWash.\nWhite, W. H. S., President, Shepherd State\nTeachers College, Shepherdstown, W. Va.\nWilson, Mrs. Alice, Director, World League\nof International Education Associations,\nRoom 521, Phelan Bldg., San Francisco,\nCalif.\nWirt, Lula E., Nebraska State Teachers\nCollege, Kearney, Nebr.\nWithers, John W., Dean, School of Educa¬\ntion, New York University, New York,\nN. Y.\nWoodruff, Caroline S., Principal, State Nor¬\nmal School, Castleton, Vt.\nWynn, W. T., Department of English,\nMilledgeville, Ga.\n\n"}
{"page": 788, "printed_page": null, "text": "782\n\nNational Education Association\n\nJOINT COMMISSION ON THE EMERGENCY IN EDUCATION\nOF THE NATIONAL EDUCATION ASSOCIATION AND\nTHE DEPARTMENT C )F SUPERINTENDENCE\n(Special Committee)\nNorton, John K., Chairman; Professor of\nEducation, Teachers Co.lege, Columbia\nUniversity, New York, N. Y.\nCoffman, Lotus D., President, University of\nMinnesota, Minneapolis, Minn.\nEdmonson, J. B., Dean of Education, Uni¬\nversity of Michigan, Ann Arbor, Mich.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nPreble, Mrs. F. Blanche, 10855 Vernon Ave.,\nChicago, Ill.\n\nStoddard, A. J., Superintendent, Providence\nPublic Schools, Providence, R. I.\nThrelkeld, A. L., Superintendent, Denver\nPublic Schools, Denver, Colo.\nWeet, Herbert S., Education Bldg., Roch¬\nester, N. Y.\nWeglein, David E., Superintendent Balti¬\nmore Public Schools, Baltimore, Md.\nWhite, Mrs. Blanche McCarthy, 116 N.\nCharter St., Madison, Wis.\n\nJOINT COMMITTEE OF THE NATIONAL EDUCATION\nASSOCIATION AND THE AMERICAN\nLIBRARY ASSOCIATION\n(Special Committee)\nKennedy, Anna Clarke, Chairman; Super¬\nvisor of School Libraries, Education De¬\npartment, University of the State of New\nYork, Albany, N. Y.\nBatchelder, Mildred, Haven School Library,\nEvanston, Ill.\nBlanchard, M. Gertrude, Dean of Women,\nDuquesne University, Pittsburgh, Pa.\nBristow, W. H., Director, Educational Bu¬\nreau, Department of Public Instruction,\nHarrisburg, Pa.\nCutter, Annie Spencer, Director, School\nDepartment, Public Library, Cleveland, 0.\n\nLathrop, Edith A., Associate Specialist in\nSchool Libraries, U. S. Office of Educa¬\ntion, Washington, D. C.\nRoss, Mrs. Margaret, Supervisor, Depart¬\nment of School Libraries and Visual Edu¬\ncation, 11th and Washington Sts., Wil¬\nmington, Del.\nSchmidt,\nIrwin H.,\nSuperintendent of\nSchools, Sac City, Iowa.\nVought, Sabra W., Chief, Library Division,\nU. S. Office of Education, Washington,\nD, C.\nWitmer, Eleanor M., Librarian, Teachers\nCollege, Columbia University, New York,\n\nJOINT COMMITTEE OF THE NATIONAL EDUCATION\nASSOCIATION AND THE NATIONAL CONGRESS\nOF PARENTS AND TEACHERS\n(Authorized by Representative Assembly)\nLangworthy, Mrs. B. F., Chairman; Presi¬\ndent, National Congress of Parents and\nTeachers, 6 N. Michigan Ave., Chicago,\nIll.\nBeatty, Mrs William F., 1914 Spring St.,\nParkersburg, W. Va.\nClark, Mrs. Mabel, 428 S. Broadway, Has¬\ntings, Mich.\nCleveland, Jessie, Grade Supervisor, Mc¬\nCook, Nebr.\nCooley, Mrs. Charles H., 14 Eglantine Ave..\nPennington, N. J.\nCoope, Jessie, Assistant Principal, Mc¬\nKinley School, 2nd and T Sts., N. E.,\nWashington, D. C.\nDick, Mrs. Florence, Museum Bldg., Denver,\nColo.\nHiggins, Reyburn, Weequahic High School,\nNewark, N. J.\nJohnson, Genevieve, Dean of Girls, San\nJacinto High School, Houston, Texas.\nJoynes, Mrs. Edith B., Principal, George\nWashington and Robert Gatewood Schools,\nBerkley, Norfolk, Va.\nLangworthy, Harry W., Superintendent of\nSchools, Gloversville, N. Y.\nMcMillan, E. E. Principal, North High\nSchool, Omaha, Nebr.\n\nMarble, Margaret M., Hotel Alms, Cin¬\ncinnati, Ohio.\nMiller, Mrs. Ruth Pell, 1056 Euclid Place,\nHuntington, W. Va.\nMinor, Lillian, Supervisor, Norfolk County,\n1112 Matooka St., Norfolk, Va.\nPettengill, Mrs. J. K., 426 W. Saginaw St.,\nLansing, Mich.\nPilcher, Mrs. Mary, Dean of Girls, High\nSchool, Montclair, N. J.\nPorter, Myrta, North High School, Denver,\nColo.\nPye, Mrs. Charles, 415 Shops Bldg., Des\nMoines, Iowa.\nRead, Faye, 131 Vernon Place, Pueblo, Colo.\nSaylor, Clyde T., Superintendent, Chester\nCounty Schools, West Chester, Pa.\nShuttleworth, Mrs. A. B., 3281 Lowell\nBlvd., Denver, Colo.\nSteinhausen, Mrs. Meta, Dean of Girls,\nWashington Junior High School, Roch¬\nester, N. Y.\nSterk, Clara K., Room 150, Wisconsin Hotel,\nMilwaukee, Wis.\nStopher, Mrs. E. C., 132 A. End Ave., Kent,\nOhio.\n\n"}
{"page": 789, "printed_page": null, "text": "Associational Records and Information\n\n783\n\nLEGISLATIVE COMMISSION\n(Authorized by Representative Assembly)\n\nExecutive Committee\nHall, Sidney B., Chairman; State Superin¬\ntendent of Public Instruction, Richmond,\nVa.\nCocking, Walter D., Commissioner of Edu¬\ncation, Nashville, Tenn.\nGraham, Ben G., Superintendent, Pitts¬\nburgh Public Schools, Pittsburgh, Pa.\nGray, Jessie, Stevens School of Practice,\n13th and Spring Garden Sts., Phila¬\ndelphia, Pa.\n. . , „\nJoynes, Mrs. Edith B., Principal, George\nWashington\nand\nRobert\nGatewood\nSchools, Berkley, Norfolk, Va.\nKirkpatrick, Lee, Superintendent, Pans\nPublic Schools, Paris, Ky.\nNorton, John K., Professor of Education,\nTeachers College, Columbia University.\nYork\ny,\nRichmond, James H., State Superintendent\nof Public Instruction, Frankfort, Ky.\nWeglein, David, Superintendent, Baltimore\nPublic Schools, Baltimore, Md.\nAiken, Georgia Whelan, Alms Hotel, Wal¬\nnut Hills, Cincinnati, Ohio.\nAllman, H. B., School of Education, Indiana\nUniversity, Bloomington, Ind.\nAnderson, Walter W., Carson City, Nev.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\n.\nBarton, 0. Lillian, Dean of Women, Illinois\nState Normal University, Normal, Ill.\nBenner, Thomas E., Dean, School of Educa¬\ntion, University of Illinois, Urbana, Ill.\nBennison, Olive, Field Director, Washing¬\nton Education Association, 707 Lowman\nBldg., Seattle, Wash.\n.\nBlair, Francis G., 440 E. Canedy, Springfield, II.\nx\n.\nBogan, William J., Superintendent, Chicago\nPublic Schools, Chicago, Ill.\nBond, W. F., State Superintendent of Edu¬\ncation, Jackson, Miss.\nBowers, Charles A., Secretary, Nebraska\nState Teachers Association, 605 S. 14th\nSt., Lincoln, Nebr.\nBoyce, Thomas W., Principal, Cass Street\nRotary School, Milwaukee, Wis.\nBracken, W. D., 2902 Arlington, St. Joseph,\nMo.\nBradford, Mrs. Mary C. C., 917 E. 11th\nAve., Denver, Colo.\nBright, Orville T., Jr., Superintendent of\nSchools, Dolton, Ill.\nBroderick, Lillian, 216 Park Ave., Yonkers,\nN. Y.\nBryan, J. E., Superintendent, Bessemer\nPublic Schools, Bessemer, Ala.\nBurleson, D. S., Dean, East Tennessee State\nTeachers College, Johnson City, Tenn.\nButler, Leslie A., Superintendent of Schools,\nGrand Rapids, Mich.\nButterfield, Ernest W., Commissioner of\nEducation, Hartford, Conn.\nByrnes, Mary R., 922 W. 38th St., Minne¬\napolis, Minn.\nCallahan, John, State Superintendent of\nPublic Instruction, Madison, Wis.\nCarroll, Charles, Director, Rhode Island\nState Board for Vocational Education,\n122 State House, Providence, R. I.\nChase, Ethel W. B., Adviser to Women,\nWayne University, Detroit, Mich.\nChurch, E. E., Principal, Central JuniorSenior High School, Parkersburg, W. Va.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nConnor, William L., Chief, Bureau of Edu¬\ncational Research, Board of Education,\nCleveland, Ohio.\n\nDavis, Charles S., Superintendent, Steelton\nPublic Schools, Steeiton, Pa.\nDeneen, Florence, 457 West 61st St., Chi¬\ncago, Ill.\nDyer, George, Royal Oak High School,\nRoyal Oak, Mich.\nDyke, Charles Bartlett, Superintendent,\nShort Hills Public Schools, Short Hills,\nN. J.\nEckles, Isabel Lancaster, Superintendent,\nSanta Fe Public Schools, Santa Fe, N. M.\nElliott, Charles H., Commissioner of Edu¬\ncation, Trenton, N. J.\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, Dade\nCounty Schools, Miami, Fla.\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nFraser, Anna Graeme, Principal, Woodrow\nWilson Junior High School, Oakland,\nCalif.\nFrench, Will C., Superintendent, Public\nSchools, Tulsa, Okla.\nFulp, J. D., President, Bailey Military In¬\nstitute, Box 532, Greenwood, S. C.\nGalpin, Lloy, 2354 Addison Way, Los\nAngeles, Calif.\nGibson, Joseph E., Superintendent, McComb\nPublic Schools, McComb, Miss.\nGordon, Adelbert W., Secretary, Maine\nTeachers Association, 185 State St., Au¬\ngusta, Maine.\nGraves, Frank P., Commissioner of Educa¬\ntion, Albany, N. Y'.\nGray, Margaret 0., 188 Four Mile Road,\nHartford, Conn.\nGries, Walter, Commissioner of Schools,\nMarquette, Mich.\nGriffey, Annie G., 2110 Battery, Little\nRock, Ark.\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., 517 Woodley Road, Mont¬\ngomery, Ala.\nHarris, T. H., State Superintendent of Pub¬\nlic Education, Baton Rouge, La.\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz.\nHickey, P. J., Madison School, St. Louis,\nMo.\nHoller, J. C., County-City Superintendent,\nAnderson, S. C.\nHolloway, H. V., State Superintendent of\nPublic Instruction, Dover, Del.\nHope, James H., State Superintendent of\nEducation, Columbia, S. C.\nHoward, C. A., State Superintendent of\nPublic Instruction, Salem, Ore.\nHowell, C. M., Secretary, Oklahoma Educa¬\ntion Association, 326 Key Bldg., Okla¬\nhoma City, Okla.\nIreland, Elizabeth, State Superintendent of\nPublic Instruction, Helena, Mont.\nIrion, Theo. W. H., Dean, School of Edu¬\ncation, University of Missouri, Columbia,\nMo.\nJacob, Walter, Jr., Principal, Emerson\nSchool, Plainfield, N. J.\nJahnke, Clara L., 1930 8th Ave., Spokane,\nWash.\nJames, William Alonzo, Principal, Ball\nHigh School, Galveston, Texas.\nJeffords, H. Morton, Superintendent of\nSchools, Wallingford, Conn.\n\n"}
{"page": 790, "printed_page": null, "text": "784\n\nNational Education Association\n\nJensen,\nGeorge,\nPresident,\nMinneapolis\nTeachers League, 425 Palace Bldg., Min¬\nneapolis, Minn.\nJudd, Charles H., Dean, School of Educa¬\ntion, University of Chicago, Chicago, Ill.\nKeating, J. F.,\nSuperintendent Public\nSchools, District Number Twenty, Pueblo,\nColo.\nKeller, J. A., State Superintendent of Edu¬\ncation, Montgomery, Ala.\nKersey, Yierling, State Superintendent of\nPublic Instruction, Sacramento, Calif.\nKey worth, M. R., Superintendent, Hamtramck Public Schools, Hamtramck, Mich.\nLamkin, Uel W., President, Northwest Mis¬\nsouri State Teachers College, Maryville,\nMo.\nLasher, William R., 3177 Bedford Ave.,\nBrooklyn, N. Y.\nLee, Charles A., 106 Morningside Drive,\nApt. 77, Seth Low Hall, New York. N. Y.\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.\nLibbee, Freda, 1117 26th Ave., Seattle,\nWash.\nLindsey, John C., Superintendent, Mitchell\nPublic Schools, Mitchell, S. D,\nLogan, Jack, East Waterloo Public Schools,\nWaterloo, Iowa.\nLong, Oren, Superintendent of Public In¬\nstruction, Honolulu, Hawaii.\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, Maine.\nMacDonald, A. A., Superintendent, Sioux\nFalls Public Schools, Sioux Falls, S. D.\nMacGregor, Effie, Principal, John Burroughs\nSchool, 2003 Aldrich Ave., S., Minneapolis,\nMinn.\nMcClure, Worth, Superintendent, Seattle\nPublic Schools, Seattle, Wash.\nMcFarland, E. W., College of Education,\nWayne University, Detroit, Mich.\nMcIntosh, B. H., Commissioner of Educa¬\ntion, Cheyenne, Wyo.\nMcMurray, Floyd I., State Superintendent\nof Public Instruction, Indianapolis, Ind.\nMallory, Gertrude, President, High School\nTeachers Association, 305 Trinity Audi¬\ntorium Bldg., 847 S. Grand Ave., Los\nAngeles, Calif.\nManning, C. G., Superintendent, School Dis¬\ntrict Number One, Junior High Bldg.,\nLewistown, Mont.\nMarkham, W. T., State Superintendent of\nPublic Instruction, Topeka, Kans.\nMetcalf, J. L., Superintendent of Schools,\nMcCammon, Idaho.\nMilne, John, Superintendent, Albuquerque\nPublic Schools, Albuquerque, N. M.\nNielson, Minnie J., 901 5th Ave., Valley\nCity, N. D.\nNovotny, E. L., Superintendent of Schools,\nBeatrice, Nebr.\nOtt, Eva, 61 Agnes Ave., Oakland, Calif.\nPackard, Bertram E., Commissioner of Edu¬\ncation, Augusta, Maine.\nPatrick, W. Burton, Superintendent of\nSchools, Orange, N. J.\nPeixotto, Mrs. B. C., 55 John St., New\nYork, N. Y.\nPesta, Rose, Principal, Kelvyn Park High\nSchool, Chicago, Ill.\nPeters, Frieda, 109 Adams Ave., Evansville,\nInd.\nPetty, W. C., County Superintendent of\nSchools, Waukegan, Ill.\nPfaff, Caroline S., District Superintendent,\nNew Orleans Public Schools,\nPublic\nSchool Administration Bldg., 703 Carondelet St., New Orleans, La.\n\nPhipps, W. E., State Commissioner of Edu¬\ncation, Little Rock, Ark.\nPinet, F. L., Secretary, Kansas State Teach¬\ners Association, 315 W. 10th St., Topeka,\nKans.\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.\nPringle, James N., Commissioner of Educa¬\ntion, Concord, N. H.\nPrunty, Merle, Director of Personnel and\nthe Extra-Curricular Division, Stephens\nCollege, Columbia, Mo.\nPye, Charles F,, Secretary, Iowa State\nTeachers Association, 415 Shops Bldg.,\nDes Moines, Iowa.\nRanger, Walter E., Commissioner of Edu¬\ncation, Providence, R. I.\nRanson, Mrs. R. E., Principal, Junior High\nSchool, High Point, N. C.\nReiff, C. K., Superintendent of Schools,\nOklahoma City, Okla.\nRickards, James S., Secretary, Florida Edu¬\ncation Association, 33 Centennial Bldg.,\nTallahassee, Fla.\nRiddle, Anna, 2 Summit Place, St. Joseph,\nMo.\nRobertson, Elizabeth Wells, Director of\nArt, Chicago Public Schools, 228 N. La¬\nSalle St., Chicago, Ill.\nRockwell, John G., Commissioner of Edu¬\ncation, Secretary and Executive Officer of\nState Board of Education, St. Paul, Minn.\nRoe, Warren A., Principal, Alexander\nStreet School, Newark, N. J.\nRosier, Joseph, President, Fairmont State\nTeachers College, Fairmont, W. Va.\nRowell, Virginia, Roosevelt High School,\n450 S. Pickett, Los Angeles, Calif.\nRule, James N., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nRussell, Charlotte, 448 W. 62nd St., Chi¬\ncago, Ill.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa\nSaunders, Joseph H., Superintendent, New¬\nport News Public Schools, Newport News,\nVa.\nSaxvik, H. O., Superintendent of Schools,\nBismarck, N. D.\nScully, John F., Superintendent, Brockton\nPublic Schools, Brockton, Mass.\nShowalter, N. D., State Superintendent of\nPublic Instruction, Olympia, Wash.\nSkidmore, Charles H., State Superintendent\nof Public Instruction, Salt Lake City,\nUtah.\nSkinner, B. O., Director of Education,\nColumbus, Ohio.\nSmith, Harry P., Professor of Education,\nTeachers College, Syracuse University,\nSyracuse, N. Y.\nSmith, Payson, Commissioner of Education,\nBoston, Mass.\nSmith, W. B., Superintendent, Twin Falls\nPublic Schools, Twin Falls, Idaho.\nSnodgrass, G. M., President, State Teachers\nCollege, LaCrosse, Wis.\nStahl, H. E., Suoerintendent, Claymont\nPublic Schools, Claymont, Del.\nStaley,\nGeorge\nR.,\nSuperintendent\nof\nSchools, Rome, N. Y.\nStamp, Adele H., Dean of Women, Univer¬\nsity of Maryland, College Park, Md.\nStanton, B. F., Superintendent, Alliance\nPublic Schools, Alliance, Ohio.\nStetson, Paul, Superintendent, Indianapolis\nPublic Schools, Indianapolis, Ind.\nStilwell. H. W., 410 E. Weatherford St.,\nFort Worth, Texas.\nStrayer, George D., Director, Institute of\nEducational Research, Division of Field\nStudies, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nSutton, Willis A., Superintendent, Atlanta\nPublic Schools, Atlanta, Ga.\n\n"}
{"page": 791, "printed_page": null, "text": "Associational\n\nRecords and\n\nTaylor, Annie Kate, 4807 Gaston Ave., Dal¬\nlas, Texas.\nTaylor, Charles W., State Superintendent\nof Public Instruction, Lincoln, Nebr.\nThompson, A. E., State Superintendent of\nPublic Instruction, Bismarck, N. D.\nTownsend, W. B., Forest Ave., Tempe, Ariz.\nTrent, W. W., State Superintendent of Free\nSchools, Charleston, W. Va.\nTroy, Ann A., Principal, Washington School,\nNutley, N. J.\nTurnbull, L. W., Superintendent, North\nBend Public Schools, North Bend, Ore.\nUnderwood, Frank M., Board of Education,\nSt. Louis, Mo.\nUpham, Mrs. Margaret S., 211 Washington\nSt., Cumberland, Md.\nVaughan, John, State Superintendent of\nPublic Instruction, Oklahoma City, Okla.\nVincent, Wilbur D., Commissioner of Edu¬\ncation, Boise, Idaho.\nVoelker, Paul F., State Superintendent of\nPublic Instruction, Lansing, Mich.\nWahlstrand, Harry L., 823 3rd St., E., Willmar, Minn.\nWaldo, D. B., President, Western State\nTeachers College, Kalamazoo, Mich.\n\nInformation\n\n785\n\nWatson, Bruce M., Managing Director, Pub¬\nlic Education and Child Labor Association\nof Pennsylvania, 1505 Race St., Phila¬\ndelphia, Pa.\nWeeks, I. D., State Superintendent of Pub¬\nlic Instruction, Pierre, S. D.\nWhite, L. A., Superintendent, Minot Public\nSchools, Minot, N. D.\nWilliams, Chari 0., Director, Division of\nField Service, National Education Asso¬\nciation, Washington, D. C.\nWilson, S. Cl, Director, Division of TeacherTraining in Vocational Agriculture, Sam\nHouston State Teachers'College, Hunts¬\nville, Texas.\nWoods, L. A., State Superintendent, State\nDepartment of Education, Austin, Texas.\nWright, L. K., Bloomington Federation of\nTeachers #276, Bloomington, Ill.\nYork, Ada, Superintendent, San Diego\nCounty Schools, Room 2, Court House,\nSan Diego, Calif.\nYoung, Leonard, Superintendent of Schools,\nAdministration Bldg., Duluth, Minn.\nZeigler, Donald, Isaac E. Young Junior\nHigh School, New Rochelle, N. Y.\n\nNATIONAL COMMISSION ON THE ENRICHMENT OF\nADULT LIFE\n(Special Committee)\nMoyer, James A., President; State Director\nof University Extension, State House,\nBoston, Mass.\nReeve, Mrs. A. H., First Vicepresident;\nFirst Vicepresident, International Fed¬\neration of Home and School, 1520 Spruce\nSt., Philadelphia, Pa.\nRussell, James E., Second Vicepresident,\nR. F. D. No. 4, Trenton, N. J.\nDorsey, Mrs. Susan M., Third Vicepresident,\n1506 Arapahoe St., Los Angeles, Calif.\nRogers, James E., Secretary, 315 4th Ave.,\nNew York, N. Y.\nCartwright, Morse A., Director, American\nAssociation for Adult Education, 60 E.\n42nd St., New York, N. Y’.\nPyrtle, E. Ruth, Principal, Bancroft School.\nLincoln, Nebr.\nAbbott, Grace, University of Chicago, Chi¬\ncago, Ill.\nAdair, Cornelia, 3208 Hawthorne St., Rich¬\nmond, Va.\nAlderman, L. R., Chief, Service Division,\nU. S. Office of Education, Washington,\nD. C.\nBestor, Arthur E., President, Chautauqua\nInstitution, 521 5th Ave., New York,\nN. Y.\nBittner, W. S., Extension Division, Indiana\nUniversity, Bloomington, Ind.\nBogan, William J., Superintendent, Chicago\nPublic Schools, Chicago, Ill.\nBradford, Mrs. Hugh, President, Child Wel¬\nfare Company, Inc., 1215 39th St., Sacra¬\nmento, Calif.\nBroome, Edwin C., Superintendent, Phila¬\ndelphia Public Schools, Philadelphia, Pa.\nBumpus, H. C., Duxbury, Mass.\nBurnett, Marguerite H., Director of Adult\nEducation, State Department of Public\nInstruction, 11th and Washington Sts.,\nWilmington, Del.\nCapper, Arthur, Senate Office Bldg., Wash¬\nington, D. C.\nCastle, A. W., Director, Extension Educa¬\ntion Division, State Department of Public\nInstruction, Harrisburg, Pa.\nChancellor, John, Assistant in Adult Educa¬\ntion, American Library Association, 520\nN. Michigan Ave., Chicago, Ill.\nClark, E. Everett, 217 State House, Boston,\nMass.\n\nCody, Frank, Superintendent, Detroit Pub¬\nlic Schools, Detroit, Mich.\nColeman, Laurence Vail, Director, American\nAssociation of Museums, Smithsonian In¬\nstitution, Washington, D. C.\nCutten, George Barton, President, Colgate\nUniversity, Hamilton, N. Y.\nDeming, Robert C., State Supervisor of\nAdult Education, State Department of\nEducation, Hartford, Conn.\nFinley, John H., New York Times, New\nYork, N. Y.\nFolsom, Ernest C., President, Teachers\nCasualty Underwriters, 1407 O St., Lin¬\ncoln, Nebr.\nFosdick, Harry E., Riverside Church, River¬\nside Drive at 122nd St., New York, N. Y.\nFrank, Glenn, President, University of Wis¬\nconsin, Madison, Wis.\nFrysinger, Grace E., Senior Home Econo¬\nmist, Central States Extension Service,\nU. S. Department of Agriculture, Wash¬\nington, 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, University of North Caro¬\nlina, Chapel Hill, N. C.\nGrumman, R. M., Director, University Ex¬\ntension Division, University of North\nCarolina, Chapel Hill, N. C.\nGwinn, J. M., 4021^ Park Blvd., San Diego,\nCalif.\nHale, Florence, Editor, The Grade Teacher,\n425 4th Ave., New York, N. Y.\nHunter, Frederick M., Chancellor, Denver\nUniversity, Denver, Colo.\nHurrell, Arthur S., Director, Teacher Train¬\ning Extension, Pennsylvania State Col¬\nlege, State College, Pa.\nJones, R. G., Director of Schools, Depart¬\nment of Instruction, Board of Education,\nCleveland, Ohio.\nKohler, Katherine, Director of Extension\nand Summer Schools, Board of Education,\n305 City Hall, Minneapolis, Minn.\nLandis, Benson Y., 105 E. 22nd St., New\nYork, N. Y.\nLangworthy, Mrs. B. F., 832 Bryant Ave.,\nWinnetka, Ill.\nMallery, Otto T., 1427 Spruce St., Philadel¬\nphia, Pa.\n\n"}
{"page": 792, "printed_page": null, "text": "786\n\nNational Education Association\n\nMarsh, Clarence, University of Bulfalo, Buf¬\nfalo, N. Y.\nMengel, Levi W., Director, Visual Educa¬\ntion and Museum, Reading Museum,\nReading, Pa.\nMiller, N. C., Director, University Exten¬\nsion Division, Rutgers University, New\nBrunswick, N. J.\nMorse, Sidney, Vicepresident and General\nManager, The Grade Teacher, 425 4th\nAve., New York, N. Y.\nOdum, Howard W., Chief of Social Science\nDivision, A Century of Progress Interna¬\ntional Exposition, Administration Bldg.,\nBurnham Park, Chicago, Ill.\nPackard, Bertram E., State Commissioner\nof Education, Augusta, Maine.\nPatterson, Mrs. Edith McClure, Home Eco¬\nnomics Division of the General Federation\nof Women’s Clubs, 1019 N. Main St.,\nDayton, Ohio.\nPoole, Mrs. Grace Morrison, General Fed¬\neration of Women’s Clubs, 1734 N St.,\nN. W., Washington, D. C.\nRobertson, Elizabeth Wells, 1250 Judson\nAve., Ravinia, Ill.\n\nSmith, W. C., Chief, State Adult Education\nBureau, Albany, N. Y'.\nStoddard, A. J., Superintendent, Providence\nPublic Schools, Providence, R. I.\nStearns, William F., Director, Prospect\nUnion Educational Exchange, 678 Massa¬\nchusetts Ave., Cambridge, Mass.\nStudebaker, John W., U. S. Commissioner\nof Education, Office of Education, Wash¬\nington, D. C.\nTaft, Lorado, Midway Studios, 6016 Ingleside Ave., Chicago, Ill.\nWardlaw, J. C., Director of Adult Educa¬\ntion, University System of Georgia, Di¬\nvision of General Extension, Department\nof Adult Education, Atlanta, Ga.\nWeisiger, Kendall, 1740 Hurt Bldg., At¬\nlanta, Ga.\nWoll, Matthew, Third Vicepresident, Amer¬\nican Federation of Labor, 901 Massachu¬\nsetts Ave., N. W., Washington, D. C.\nZook, George F., Director, American Coun¬\ncil on Education, 744 Jackson Place,\nN. W., Washington, D. C.\n\nCOMMITTEE ON NECROLOGY\n(Authorized by Bylaws)\nBrown, R. R., Chairman; 1274 Harrison St.,\nDenver, Colo.\nAbercrombie, John W., Assistant State Su¬\nperintendent of Education, Montgomery,\nAla.\nAdams, Ethel, Principal, Elementary School,\nMoultrie, Ga.\nAdams, Roxie, Assistant Editor and Adver¬\ntising Manager, The Oklahoma Teacher,\n326 Key Bldg., Oklahoma City, Okla.\nBacon, Theodore E., Headmaster, High\nSchool, Hanover, N. H.\nBentz, M. S., Superintendent, Cambria\nCounty Schools, Ebensburg, Pa.\nBertram, Anna L., Superintendent, Lewis\nCounty Schools, Vanceburg, Ky.\nBetagh, Raymond L., Woonsocket High\nSchool, Woonsocket, R. I.\nCaldwell, Mrs. Hazel K., Spencer, S. D.\nCarlton, Mrs. Ada Nash, 411 N. Blvd., Rich¬\nmond, Va.\nCoates, J. P., Secretary, South Carolina\nEducation Association, 1218 Senate St.,\nColumbia, S. C.\nDorsey, A. Archie, McKinley High School,\nHonolulu, Hawaii.\nEdwards, Elizabeth. Supervising Principal,\nMaywood Public Schools, Maywood, N. J.\nEldredge, A. C., Principal, James Ford\nRhodes Senior High School, Cleveland,\nOhio.\nFunderburk. Ray, Superintendent of City\nSchools, Wilmington, N. C.\nFowler, Lotta B., Lloyd Street School, Mil¬\nwaukee, Wis.\nGibson, A. J,, State Supervisor of High\nSchools, State Department of Education,\nCharleston, W. Va.\nGilson, Dan, Principal, Night School, San\nLeandro, Calif.\nGlover, W. B., Principal, Winnsboro High\nSchool, Winnsboro, La.\nGoodwin, E. H., Principal, Laveen School,\nLaveen, Arisi.\nHall, Mrs. Helen, Little Rock Junior Col¬\nlege, Little Rock, Ark.\nHarris, Luther B., Park Junior High School,\nKnoxville, Tenn.\nHartsfleld, F. S., Sunerintendent, Leon\nCounty Schools, Tallahassee, Fla.\nJenkins, Ralph C., Principal, Johnson Nor¬\nmal School, Johnson, Vt.\nKarnes, A. E., Commissioner of Education,\nJuneau, Alaska\n\nKeeney, Albert, Superintendent, Superior\nPublic Schools, Superior, Wyo.\nKeller, Jessie E., 2403 R St., Lincoln, Nebr.\nKennedy, J. E., Superintendent, Jasper\nCounty Schools, Bay Springs, Miss.\nLevenson, Samuel M., Junior High School\n£40, 10920 Union Hall St., Jamaica, N. Y.\nLucas,\nM.\nGrant,\nPrincipal,\nWormley\nSchool, Washington, D. C.\nLynam, Anna, President, Iowa State Teach¬\ners Association, Corning, Iowa\nMcCrea, Mary Helen, 1023 W. 6th Ave.,\nSpokane, Wash.\nMcSkimmon, Mary, 205 Tappan St., Brook¬\nline, Mass.\nNelson, J. B., Principal, High School, Wil¬\nson St. and Batavia Ave., Batavia, Ill.\nNolan, Anna E., Principal, Lincoln School,\nSouthington, Conn.\nPalmer, Lottie M., Superintendent, Lovell\nPublic Schools, Lovell, Maine\nPaschal, R. L., Principal, Central High\nSchool, 1003 W. Cannon Ave., Fort Worth,\nTexas\nRathfon, Clara, 720^ North St., Logansport,\nInd.\nRiefling, B. Jeanette, 3907 Connecticut\nAve., St. Louis, Mo.\nRodgers, H.\nR., Superintendent, Eddy\nCounty Schools, Carlsbad, N. M.\nRodriguez, Hortensia, 30 Vallejo St., Rio\nPiedras, Puerto Rico\nScates, Ivan G., Superintendent, Hammett\nPublic Schools, Hammett, Idaho\nShepherd, Rulon T., Overton, Nev.\nSmith, Elphe K., R. R. £1, Box 22, Tigard,\nOre.\nSorenson, Vio, Principal, Edison School,\nSalt Lake City, Utah\nStahl, H. E. Superintendent, Claymont Pub¬\nlic Schools, Claymont, Del.\nSutton, Mi’es D., Denfield High School,\nDuluth, Minn.\nTobias, Edna M., Hardin, Mont.\nWalker, Mrs. Sadie A., Emerson H. Smith\nSchool, Fargo, N. D.\nWelch, E. J., Principal, W. K. Kellogg\nJunior High School, Battle Creek, Mich.\nWickstrom, Jeanette, 622 S. Lincoln St.,\nChanute, Kans.\nYoung, Dorothy O., Bethesda-Chevy Chase\nJunior High School, Bethesda, Md.\n\n"}
{"page": 793, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n787\n\nCOMMITTEE ON RESOLUTIONS\n(Authorized by Bylaws)\nAvery, George T., Chairman; Colorado State\nCollege, Fort Collins, Colo.\nBarnes, Mrs. Mary D., Continental School,\nElizabeth, N, J.\nBradner, J. W., Superintendent, Middlesboro Public Schools, Middlesboro, Ky.\nBranegan, Gladys, Dean, College of House¬\nhold and Industrial Arts, Montana State\nCollege, Bozeman, Mont.\nBowman, Conrad Henry, Superintendent,\nDouglas Public Schools, Douglas, Alaska\nCarter, A. Raymond, Superintendent, Gar¬\ndiner Public Schools, Gardiner, Maine\nClark, Harry, Superintendent, Knoxville\nPublic Schools, Knoxville, Tenn.\nClarke, M. J., Superintendent, Ely Public\nSchools, Ely, Nev.\nCondie, J. W., State Superintendent of Pub¬\nlic Instruction, Boise, Idaho\nCox, Floyd, Superintendent, Monongalia\nCounty Schools, Morgantown, W. Va.\nDahl, Mrs. Myrtle Hooper, 3527 Pillsbury\nAve., Minneapolis, Minn.\nDuShane, Donald, Superintendent, Colum¬\nbus Public Schools, Columbus, Ind.\nEarly, J. J., Superintendent, Sheridan Pub¬\nlic Schools, Sheridan, Wyo.\nFuller, Robert J., Superintendent, Hanover\nPublic Schools, Hanover, N. H.\nGrove, Frank L., Secretary, Alabama Edu¬\ncation Association, 21 Adams Ave., Mont¬\ngomery, Ala.\nHall, W. F., State Elementary School Su¬\npervisor, State Department of Education,\nLittle Rock, Ark.\nHamilton, Norman, President, Utah Educa¬\ntion Association, Price, Utah\nHarris, Arthur L., Principal, Maui High\nSchool, Hamakuapoko, Maui, Hawaii\nHawley, James L., Principal, Bridgham\nJunior High School, Providence, R. I.\nHeatwole, Cornelius J., Executive Secre¬\ntary, Virginia Education Association, 401\nN. 9th St., Richmond, Va.\nHelbig, Esther, 1033 Melrose Terrace, Du¬\nbuque, Iowa\nHinrichs, Amy H., 7336 Hurst St., New Or¬\nleans, La.\nJimerson, John A., Superintendent, Auburn\nPub'ic Schools, Auburn, Nebr.\nLandreth, Austin, Superintendent, Pendle¬\nton Public Schools, Pendleton, Ore.\nLaw, Frederick Houk, Department of Eng¬\nlish, Stuyvesant High School, New York,\nN. Y.\n\nLemon, Goldie M., 216£ Eastside Blvd..\nMuskogee, Okla.\nLongstreet, R. J., Supervising Principal\nDaytona Beach Public Schools, Daytona\nBeach, Fla.\nLoper, John D., Superintendent, Phoenix\nPublic Schools, Phoenix, Ariz.\nMcCormick, Elizabeth R., Principal, Tim¬\nothy 0. Howe School, Superior, Wis.\nMarkham, W. T., State Superintendent of\nPublic Instruction, Topeka, Kans.\nMeistrik, Emma, Director, Elementary Edu¬\ncation, State Department of Education,\nPierre, S. D.\nMiller, Charles S., Superintendent, Lansdowne Public Schools, Lansdowne, Pa.\nMock, Lula, 1921 Park Ave., Dallas, Texas\nNixon, William D., 51 Main St., Tucapau,\nS. C.\nO’Connor, Martin F., Principal, Roberts\nSchool, Cambridge, Mass.\nO’Connor, Mary E., 203 Mansfield St., New\nHaven, Conn.\nPhillips, G. B., Superintendent of City\nSchools, Greensboro, N. C.\nPope, D. N., Superintendent, Roswell Public\nSchools, Roswell, N. M.\nPreble, Mrs. F. Blanche, 10855 Vernon Ave.,\nChicago, Ill.\nRalls, Mary Calvert, 6529 Jefferson St.,\nKansas City, Mo.\nRandall, May, 804 Summit St., Seattle,\nWash.\nRobertson, Ina C., State Teachers College,\nValley City, N. D.\nRodriguez, Ana J., Rio Piedras, Puerto\nRico\nSchantz, C. W., Superintendent, Smyrna\nPublic Schools, Smyrna, Del.\nSmith, Mrs. Josephine Parker, 1533 Shatto\nSt., Los Angeles, Calif.\nStanton, B. F., Superintendent, Alliance\nPublic Schools, Alliance, Ohio\nStern, Bessie C., State Department of Edu¬\ncation, 2000 Lexington Bldg., Baltimore,\nMd.\nTaylor, W. N., Secretary, Mississippi Edu¬\ncation Association, 219 N. President St.,\nJackson, Miss.\nVoelker, Paul F., State Superintendent of\nPublic Instruction, Lansing, Mich.\nWalker, Louise C., Fair Haven High School,\nFair Haven, Vt.\nWarner, Harold E., Principal, Hine Junior\nHigh School, Washington, D. C.\nWhitfoorth, Mrs. R. B., Principal, Tenth\nStreet School, Atlanta, Ga.\n\nCOMMITTEE ON RETIREMENT ALLOWANCES\n(Authorized by Representative Assembly)\n\nExecutive Committee\nForce, Anna Laura, Chairman; Principal,\nLake Junior High School, Denver, Colo.\nAdair, Cornelia S., 3208 Hawthorne St.,\nRichmond, Va.\nBrown, Daisy, 407 S. 6th St., Stillwater,\nMinn.\nGridley, Earl G., Room One, 2163 Center\nSt., Berkeley, Calif.\nAbbe, Mary M., Secretary, Board of Trus¬\ntees of the Public School Teachers Pension\nand Retirement Fund, 188 W. Randolph\nSt., Chicago, Ill.\nAbercrombie, John W., Assistant State Su¬\nperintendent of Education, Montgomery,\nAla.\n\nAiken, Georgia Whelan, Hotel Alms, Wal¬\nnut Hills, Cincinnati, Ohio\nAllen, T. T., State Teachers College, E.\nStroudsburg, Pa.\nAllison, Laura L., 1807 East Ave., President,\nTexas Classroom Teachers Association,\nAustin, Texas\nBaish, H. H., Secretary, Public School\nEmployees Retirement Board, State De¬\npartment of Public Instruction, Harris¬\nburg, Pa.\nBarkley, Margaret, Secretary, State Teach¬\ners Retirement Society of Maryland, 2004\nLexington Bldg., Baltimore, Md.\nBennett, Mrs. Jennie, 851 N. 1st St., Raton,\nN. M.\nBerg, P. S., Secretary, Teachers Insurance\nand Retirement Fund, Dickinson, N. D.\nBickford, Charles W., Superintendent of\nSchools, Lewiston, Maine\n\n"}
{"page": 794, "printed_page": null, "text": "788\n\nNational Education Association\n\nBrookes, M. Emma, Commodore Hotel,\nCleveland, Ohio\nBrown, Edythe J., Principal, Kaley School\nand Marquette School, South Bend, Ind.\nBrown, Elmer A., Principal, Kuhio School,\nHonolulu, Hawaii\nBird, Annie Laurie, Nampa High School,\nNampa, Idaho\nCarleton, E. F., Secretary-Treasurer, Oregon\nState Teachers Association, 602-603 Studio\nBldg., Portland, Ore.\nClarida, R. 0., Secretary, State of Illinois\nTeachers Pension and Retirement Fund,\nSpringfield, Ill.\nClifford, J. M., Secretary, Michigan Teach¬\ners Retirement Fund, Michigan Education\nBldg., North Washington Ave., Lansing,\nMich.\nCole, Mrs. Elva E., Executive Secretary,\nTeachers Retirement Fund, Box 748,\nOlympia, Wash.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nDavis, Jane, 1013 Horatio St., Tampa, Fla.\nDille, G. E., Superintendent of Schools,\nMaplewood, Mo.\nEarly, William I., Principal, Washington\nHigh School, Sioux Falls, S. D.\nElliff, Miles A., Superintendent of Schools,\nLebanon, Mo.\nGilmore, W. Lee, Supervising Principal,\nOakmont Public Schools, Oakmont, Pa.\nGriffith, P. H., Director, General Extension\nDivision, Louisiana State University and\nAgricultural and Mechanical College,\nBaton Rouge, La.\nHall, Leigh S., President, Board of Educa¬\ntion, Concord, N. H.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nHammond, Mrs. Gertrude Best, Principal,\nHyde Park School, 3140 W. Gage St., Los\nAngeles, Calif.\nHanson, Amy, Executive Secretary, Public\nSchool Teachers Retirement Salary Sys¬\ntem, Department of Education, Carson\nCity, Nev.\nHigbie, Edgar C., 4912 New Hampshire\nAve., Washington, D. C.\nHite, Mary E., Principal, Rockhill Public\nSchool, Rockhill, S. C.\nHougham, Robert B., Secretary, Indiana\nState Teachers Retirement Fund, Indian¬\napolis, Ind.\nHoward, George J., Extension Division,\nUniversity of North Carolina, Chapel Hill,\nN. C.\nJensen, C. N., 1202 4th Ave., Salt Lake City,\nUtah\nJohnson, Lillian M., Principal, Patrick\nHenry School, Norfolk, Ya.\nKershner, W. E., Secretary, Ohio State\nTeachers Retirement System, Ohio State\nSavings Bldg., Gay and 3rd Sts., Colum¬\nbus, Ohio\nKetcham, Marion H., Assistant Secretary,\nPublic Schools Teachers Retirement Sal¬\nary Fund Board, State Department of\nEducation, Box 615, Sacramento, Calif.\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 Bldg., Albany, N. Y'.\nLantman, Edgar G., Executive Secretary,\nNew York State Teachers Retirement\nBoard, Standard Bldg., Albany, N. Y.\n\nLent, Clayton L., Executive Secretary,\nTeachers Retirement Board, 100 Nashua\nSt., Boston, Mass.\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Sunerior, Wis.\nMcCullough, Hazel, State Teachers College,\nMinot, N. D.\nMcFarland, George A., President, State\nTeachers College, Minot, N. D.\nMarsh, Arthur L., Executive Secretary,\nWashington Education Association, 707\nLowman Bldg., Seattle, Wash.\nMarston, R. B., Assistant Superintendent,\nCabell County, Huntington, W. Va.\nMerriman,\nCharlotte\nLowe,\nSecretary,\nTeachers Retirement Board, Montpelier,\nVt.\nMooney, W. B., Secretary, Colorado Educa¬\ntion\nAssociation,\n530\nCommonwealth\nBldg., Denver, Colo.\nNaumann, A. I., Principal, Davenport High\nSchool, Davenport, Iowa\nO’Sullivan, Henry P., Secretary, Employees\nRetirement System of the Territory of\nHawaii, Room 2, National Guard Armory,\nHonolulu, Hawaii\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nRoch, Jennie, Secretary-Treasurer, National\nCouncil of Teachers Retirement Systems.\nNew Orleans, La.\nSanberg, G. H., Superintendent, Rochester\nPublic Schools, Rochester, Minn.\nSchimel, C. F., Accountant, State Retire¬\nment System, State Capitol, Madison,\nWis.\nShanley, Dorothy M., Secretary State Teach¬\ners Retirement Board, Hartford, Conn.\nShaw, Reuben, 1327 Real Estate Trust\nBldg., Philadelphia, Pa.\nShepherd, Grace M., 803 N. Mulberry, Mary¬\nville, Mo.\nShilling, John, Assistant in Charge of Sec¬\nondary Schools, State Department of Edu¬\ncation, Dover, Del.\nSifert, E. R., Principal, Central High\nSchool, Oklahoma City, Okla.\nSpeer, Owen D., Chairman, Teachers Retire¬\nment Committee, Montana Education As¬\nsociation, Deer Lodge, Mont.\nSmith, Mrs. Constance F., Superintendent,\nPima County Schools, Tucson, Ariz.\nThornburg, Mrs. Winnie, Principal, Wood¬\nland School, Wichita, Kans.\nTurk, Genevieve, Scarritt School, Kansas\nCity, Mo.\nVan Middlesworth, Edith, Department of\nPsychology, State Teachers College, Val¬\nley City, N. D.\nWalby, Mary A., Secretary, Board of Insur¬\nance and Annuity, 11 E. Maxwell St.,\nLexington, Ky.\nWheeler, Henry, Secretary, Teachers Re¬\ntirement Fund, Newport, R. I.\nWhite, H. E., Executive Secretary, State\nTeachers Retirement Fund, State Office\nBldg., St. Paul, Minn.\nWomack, Mary B., 5716 Cates Ave., St.\nLouis, Mo.\nWood, John A,, 3d, Teachers Pension and\nAnnuity Fund, 1012 Trenton Trust Bldg.,\nTrenton, N. J.\n\n"}
{"page": 795, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n789\n\nCOMMITTEE ON RURAL EDUCATION\n(Special Committee)\nSutton, Willis A., Chairman;\nSuperin¬\ntendent, Atlanta Public Schools, Atlanta,\nGa.\nArcher, C. P., Head, Department of Educa¬\ntion, State Teachers College, Moorhead,\nMinn.\nAvery, W. J., Assistant Professor of Educa¬\ntion, State Normal College, Natchitoches,\nLa.\nBaer, H. K., State Supervisor of Elementary\nSchools, State Department of Education,\nCharleston, W. Va.\nBaldridge, Chloe, Director of Rural Educa¬\ntion, State Department of Public Instruc¬\ntion, 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.\nBlanding, J. D., Supervising Principal,\nSchool District No. 1, Sumter, S. C.\nBlanton, Annie Webb, Department of Edu¬\ncational Administration, University of\nTexas, Austin, Texas\nBloom, W. C., Superintendent, Dawson\nCounty Schools, Lexington, Nebr.\nBoehringer, C. Louise, Director of Ele¬\nmentary Education, State Department of\nEducation, Phoenix, Ariz.\nBroome, Edwin W., Superintendent, Mont¬\ngomery County Schools, Rockville, Md.\nBruce, Robert, Superintendent, Santa Maria\nSchool District, 516 E. Orange St., Santa\nMaria, Calif.\nBurk, Cassie, Director, Rural School Super¬\nvision, Department of Public Schools,\nJefferson City, Mo.\nBurton, C. E., Rural School Inspector, Pied¬\nmont, Mo.\nBurts, R. C., Superintendent of Schools,\nRock Hill, S. C.\nButterworth, J. E., Cornell University,\nIthaca, N. Y.\nChapman, Paul W., Dean of State College\nAgricultural and Mechanical Arts, Uni¬\nversity of Georgia, Athens, Ga.\nClaxton, P. P., President, Austin Peay Nor¬\nmal School, Clarkesville, Tenn.\nClifton, A. R., County Superintendent of\nSchools, Los Angeles, Calif.\nCobb, C. A., Editor, The Progressive Farmer\nand Southern Ruralist, At’anta, Ga.\nColson, Ephriam, Superintendent of Schools,\nNorth Schituate, R. I.\nDakin, W. S., Senior Supervisor of Rural\nEducation, State Department of Educa¬\ntion, Hartford, Conn.\nDempsey, T. Jack, Jr., State High School\nSupervisor, State Department of Educa¬\ntion, Atlanta, Ga.\nDickey, Charles E., Superintendent, Alle¬\ngheny County Schools, Room 345 County\nOffice Bldg., 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\nDepartment of Public Instruction, George¬\ntown, Del.\nEmmont, Mrs. Susie Bonner, Assistant Su¬\nperintendent, Multnomah County Schools,\n605 Court House, Portland, Ore.\n\nEngum, T. C., Director, Rural Education,\nState Capitol, State Department of Edu¬\ncation, St. Paul, Minn.\nErwin, Clyde A., Superintendent of Public\nInstruction, Raleigh, N. C.\nErwin, Mrs. Della B., Primary Supervisor,\nElementary Schools, Jefferson County\nBoard of Education, Birmingham, Ala.\nFloyd, G. C., Director of School Law and\nFinance, State Department of Education,\nLittle Rock, Ark.\nFoulk, Virginia, Marshall College, Huntington, W. Va.\nFox, Leslie, Rural Supervisor, Warren and\nRappahannock Public School System,\nFront Royal, Va.\nFrisch, Ottilia M., Commissioner, Saginaw\nCounty Schools, Saginaw, Mich.\nFuller, A. C., Associate Director, Extension\nDivision, Iowa State Teachers College,\nCedar Falls, Iowa\nFutrall, Alma, Superintendent, Lee County\nSchools, Marianna, Ark.\nGillis, William, Superintendent of Schools,\nEast Haven, Conn.\nGoodall, Elizabeth, Superintendent, Ka¬\nnawha County Schools, Charleston, W. Va.\nGoodell, M. R., Principal, Columbia County\nNormal School, Columbus, Wis.\nHall, Lucy E.,\nSuperintendent, Jasper\nCounty Schools, Newton, Iowa\nHare, May, Rural School Supervisor, De¬\npartment of Education, Topeka, Kans.\nHarvey, Mrs. Marie Turner, Director Por¬\nter Demonstration School, 1201 S. Halli¬\nburton St., Kirksville, Mo.\nHaver, Jennie M., Helping Teacher, Centre\nSt., C’inton, N. J.\nHeck, Mrs. M. Phyllis, Rural Supervisor,\nNew Castle County Schools, Wilmington,\nDel.\nHeyl, Helen Hay, Supervisor in Rural Edu¬\ncation, State Department of Education,\nAlbany, N. Y.\nHibarger, L. Pearle, Superintendent, Ya¬\nkima County Schools, Yakima, Wash.\nHorsley, A. G., Superintendent of Schools,\nRichland County, Sidney, Mont.\nHughes, W. L., Professor, Agricultural and\nMechanical College of Texas, College Sta¬\ntion, Texas\nHumphreys, L. R., State Instructor of Agri¬\ncultural Education, Department of Public\nInstruction, Salt Lake City, Utah\nJackson, Frank W., Superintendent, Madi¬\nson Supervisory District, Madison, N. H.\nJaggers, Richard E., Director of Teacher\nTraining,\nDepartment\nof\nEducation,\nFrankfort, Ky.\nJohnston, Mrs. Eula A., Supervisor of Ele¬\nmentary Schools, Hamilton County Court\nHouse, Chattanooga, Tenn.\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., State Superintendent of Edu¬\ncation, Montgomery, Ala.\nKeHy, J. J., Jr., Division Superintendent,\nWise County Schools, Wise, Va.\nKind, Dan E., Superintendent, Richland\nCounty Schools, Sidney, Mont.\nKing, Anne, Supervisor of Elementary Edu¬\ncation, Ozark, Ala.\nLacey, Ida B., Assistant Field Supervisor\nRural Education, 203 Church St., Nauga¬\ntuck, Conn.\nLandis, Benson Y., Executive Secretary,\nAmerican Country Life Association, 105\nE. 22nd St., New York, N. Y.\n\n"}
{"page": 796, "printed_page": null, "text": "790\n\nNational Education Association\n\nLee, Charles A., 106 Morningside Drive,\nApt. 77, Seth Low Hall, New York, N. Y.\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, Ohio\nLongfleld, Ra’ph H., Superintendent, St.\nJoseph County Schools, South Bend, Ind.\nMacKean, M. Helen, Superintendent, Grand\nForks County Schools, Grand Forks, N. D.\nMcGuire, A. E., Head, Department of Edu¬\ncation, Concord State Teachers College,\nAthens, W. Va.\nMartin, Charles F., Superintendent, Jackson\nCounty Schools, Maquoketa, Iowa\nMattison, Alice A., Supervisor, State De¬\npartment of Public Instruction, Helena,\nMont.\nMayhoffer, Mrs. Isabella Duggan, Superin¬\ntendent, Boulder County Schools, Boulder,\nColo.\nMeistrik, Emma, Director of Rural Educa¬\ntion, State Department of Education,\nPierre, S. D.\nMercer, W. L., County Superintendent of\nSchools, Rochester, Minn.\nMiller, George R., Jr., Supervisor, Depart¬\nment of Public Instruction, Dover, Del.\nMims, Mary, Extension Sociologist, Louisi¬\nana State University, Baton Rouge, La.\nMorris, George M., 768 Sheridan Ave., Bex¬\nley, Ohio\nMullins, R. J., Superintendent, Tucumcari\nPublic Schools, Tucumcari, N. M.\nNeale, 0. W., Director, Rural State Graded\nDivision, Central State Teachers College,\nStevens Point, Wis.\nNichols, Augusta M., Headmaster, Hamp¬\nstead High School, Hampstead, N. H.\nOfferman, Kate M., Assistant Superin¬\ntendent, Wood County Schools, Bowling\nGreen, Ohio\nPalmer, Mrs. Bertha Rachel, Field Secy.,\nNational Woman’s Christian Temperance\nUnion, 1730 Chicago Ave., Evanston, Ill.\nParker, Jessie N., Hotel Victoria, Des\nMoines, Iowa\nPatterson, Mrs.\nS. C., Superintendent,\nClinch County Schools, Homerville, Ga.\nPeterson, Fred, Superintendent, Klamath\nCounty Schools, Klamath Falls, Ore.\nPeterson, Mrs. Lilian, County Superinten¬\ndent of Schools, Kalispell, Mont.\nPhillips, Homer T., Chairman, Department\nof Education, Northwest Missouri State\nTeachers College, Maryville, Mo.\nPittinger, L. A., President, Ball State\nTeachers College, 620 N. Calvert St.,\nMuncie, Ind.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPreston, Mrs. Josephine Corliss, Vashon\nIsland, King County, Burton, Wash.\nPrior, Charles F., Superintendent of Schools,\nFairhaven, Mass.\nPuckett, E. F., Superintendent, Crystal\nSurings Public Schools, Crystal Springs,\nMiss.\nPugsley, C. W., Principal, State College,\nBrookings, S. D.\nPulliam, N. D., Madison School, Phoenix,\nAriz.\n\nRarick, C. E., Fort Hays State Teachers\nCollege, Hays, Kans.\nRobinson, William McKinley, Director, De¬\npartment of Rural Education, Western\nState Teachers College, Kalamazoo, Mich.\nRother, Mrs. Anna M., Superintendent,\nRamsey County Schools, Devils Lake,\nN. D.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa\nScotten, C. F., County Superintendent of\nSchools, Sedalia, Mo.\nSelke, George A., President, State Teachers\nCollege, St. Cloud, Minn.\nSewell, Mrs. Charles W., Director, Home\nand Community Work, American Farm\nBureau Federation, 58 E. Washington St.,\nChicago, 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 Instruction,\nHinds County, Jackson, Miss.\nSimpson, T. Arthur, Assistant Superinten¬\ndent of Public Instruction, Springfield,\nIll.\nSmith, William M., Superintendent, Mon¬\nmouth County Schools, Freehold, N. J.\nSnyder, Ray P., Director, Rural Education\nDivision, University of the State of New\nYork, Albany, N. Y.\nStrickland, Etta, Superintendent, Nacogdo¬\nches County Schools, Nacogdoches, Texas\nSwain, C. C., President, State Teachers Col¬\nlege, Mayville, N. D.\nSwenson, Anna, Director of Rural Educa¬\ntion, State Department of Education, St.\nPaul, Minn.\nThompson, Paul, Assistant Superintendent\nof Public Instruction, Lansing, Mich.\nThorp, Luella, Rural Supervisor, State De¬\npartment of Public Instruction, Oklahoma\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.\nWalton, Mrs. Zera King, Columbiana, Ala.\nWard, W. H., Superintendent of Schools,\nWalterboro, S. C.\nWerner, John C., Director of Training and\nRural Education, State Normal School,\nAlbion, Idaho\nWhite, Raymond, Superintendent of Schools,\nDouglas, Wyo.\nWilson, (Miss) Edgar Ellen, Second Assis¬\ntant State Superintendent, State Depart¬\nment of Education, Austin, Texas\nWilson, S. C., Chairman, Texas Vocational\nAssociation, Huntsville, Texas\nWooster, Earl, Principal, Humboldt County\nHigh School, Winnemucca, Nev.\nYates, W. S., Principal, Titusville High\nSchool, Titusville, Fla.\n\nCOMMITTEE ON SOCIAL-ECONOMIC GOALS OF AMERICA\n(Special Committee)\nKelly, Fred J., Chairman; Chief, Division of\nColleges and Professional Schools, U. S.\nOffice of Education, Washington, D. C.\nDewey, John, Teachers College, Columbia\nUniversity, New York, N. Y.\nGivens, Willard E., Secretary, National Edu¬\ncation Association, 1201 16th St., N. W.,\nWashington, D. C.\n\nMarshall, Leon C., Institute of Law, Johns\nHopkins University, Baltimore, Md.\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, Carlinville, Ill.\nRoss, A. E., University of Wisconsin, Madi¬\nson, Wis.\n\n"}
{"page": 797, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n791\n\nCOMMITTEE OF SEVEN ON REORGANIZATION OF THE\nNATIONAL EDUCATION ASSOCIATION\n(Authorized by Representative Assembly)\nOberholtzer, E. E., Chairman; Superinten¬\ndent, Houston Public Schools, Houston,\nTexas\nAdair, Cornelia S., 3208 Hawthorne St.,\nRichmond, Va.\nLord, Daisy, 1027 W. Main St., Waterbury,\nConn.\n\nMerrill, Birdine, Shattuck School, Portland,\nOre.\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, Carlinville, Ill.\nShaw, Reuben T., 1327 Real Estate Trust\nBldg;., Philadelphia, Pa.\nTaylor, William S., Dean, School of Educa¬\ntion, University of Kentucky, Lexington,\nKy.\n\nCOMMITTEE ON TENURE FOR TEACHERS\n(Authorized by Representative Assembly)\nDuShane, Donald, Chairman; Superinten¬\ndent, Columbus Public Schools, Columbus,\nInd.\nAdair, Cornelia, S., 3208 Hawthorne St.,\nRichmond, Va.\nApplegate, Mrs. Stella S., 304 Stacy Trent\nHotel, Trenton, N. J.\nArcher, C. H., Asst. Superintendent of Mer¬\ncer County Schools, Bluefield, W. Va.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\nBaldwin, Hariette, Medford, Ore.\nBal’iette, R. E., 683 Water St., Platteville,\nWis.\nBanting, G. 0., Supt. Waukesha Public\nSchools, Waukesha, Wis.\nBechtold, R. H., Longfellow Elementary\nand Junior High School, Flint, Mich.\nBooth, C. L., Superintendent, Pasco Public\nSchools, Pasco, Wash.\nBowden, A. O., University of Southern Cali¬\nfornia, University Park, Los Angeles,\nCalif.\nBowman, C. O., Superintendent, Jackson\nCounty Schools, Medford, Ore.\nBoyum, Mrs. Louise, Principal, Puunene\nSchools, Puunene, Maui, Hawaii\nBrown, Mrs. Ann C., Superintendent, Bill¬\nings County Schools, Madora, N. D.\nBrown, Florence, E., 223 Second Ave., S.,\nMt. Vernon, N. Y.\nBrumby, Anne, Superintendent, Polk County\nSchools, Cedartown, Ga.\nBurkard, William E., Principal, Tilden\nJunior High School, 66th St. and Elm¬\nwood Ave., Philadelphia, Pa.\nCameron, Ernest T., Executive Secretary,\nMichigan Education Association, 935 N.\nWashington Ave., Lansing, Mich.\nCapps, A. G., University of Missouri, Colum¬\nbia, Mo.\nCarmichael, H. F., Principal, Roosevelt\nJunior High School, Decatur, Ill.\nCarr, A. T., Principal, Nathan Hale Junior\nHigh School, Cleveland, Ohio\nCocking, Floyd W., 3315 Belle Isle Drive,\nSan Diego, Calif.\nCody, Frank, Superintendent, Detroit Public\nSchools, Detroit, Mich.\nConyers, Mrs. Katie Belle, 1528 Linden\nAve., Memphis, Tenn.\nCook, Katherine, 912 W. 23rd St., Austin,\nTexas\nCooper, O. N., Superintendent of Schools,\nHazelhurst, Miss.\nCouch, Edward B., Chairman, State Tenure\nCommittee of California, 1133 N. Everett\nSt., Los Angeles, Calif.\nDahl, Mrs. Myrt’e Hooper, 312 S. 8th St.,\nMinneapolis, Minn.\nDann, George J., Superintendent, Oneonta\nPublic Schools, Oneonta. N. Y.\n\nDavison, George Millard, Principal, Abra¬\nham Lincoln Junior High School, 530\nRidgewood Ave., Brooklyn, N. Y.\nDeCamp, John A., Superintendent, Utica\nPublic Schools, Utica, N. Y.\nDick,\nL.\nC.,\nSuperintendent,\nMadison\nCounty Schools, London, Ohio\nDickinson, Florence M., Assistant Principal,\nBonsall School, Haddonfield, N. J.\nDrake, Flora E., 2230 Brookside Ave., In¬\ndianapolis, Ind.\nDunning, Mrs. Inice, Dean of Women, Peru\nState Teachers College, Peru, Nebr.\nEakin, Myrl I., Chairman, Tenure Commit¬\ntee, Pittsburgh Teachers Association, 518\nShady Ave., E. Liberty, Pittsburgh, Pa.\nEarly, John J., Superintendent, Sheridan\nPublic Schools, Sheridan, Wyo.\nErnst, Viola, 1535 Holman St., Covington,\nKy.\nEubank, L. A., Dean, State Teachers Col¬\nlege, Kirksville. Mo.\nEvans, C. Ray, Principal, North Summit\nHigh School, Coalville, Utah\nEvenden, E. S., Teachers College, Columbia\nUniversity, New York, N. Y.\nEverett, Ralph W., Sacramento Junior Col¬\nlege, Sacramento, Calif.\nGates, C. Ray, Superintendent, Grand Is¬\nland Public Schools, Grand Island, Nebr.\nGayman, H. E., 400 N. 3rd St., Harrisburg,\nPa.\nGerber, R. A., Superintendent of Schools,\nSidney, Mont.\nGilligan, James R., Superintendent, Dunmore Public Schools, Dunmore, Pa.\nGrieder, Theodore G., Superintendent of\nSchoo’s, Winslow, Ariz.\nHall, John W., Dean of School of Educa¬\ntion, University of Nevada, Reno, Nev.\nHart, Harry T., Principal, Stevens School,\nStamford, Conn.\nHavens, Kathryn C., 129 Allen Place, Hart¬\nford, Conn.\nHeckman, Elsie M., 36 South St. Cloud St.,\nAllentown, Pa.\nHendricks, Lorene, 1245 Jefferson St., Boise,\nIdaho\nHinman, Harriett L., Supervisor of Re¬\nsearch and Instruction, Board of Educa¬\ntion, Toledo, Ohio\nHolley, EDa J., Rural Supervisor for New\nCastle County Schools, Wilmington, Del.\nHoward, Homer, University of Florida,\nGainesville, Fla.\nHumphreys, Pauline A., State Teachers\nCollege, Warrensburg, Mo.\nIrizarry, Oscar B., Central High School,\nTulsa, Okla.\nJacobs, Clara M., Department of Educa¬\ntional Research, District No. 1, Pueblo,\nColo.\nJelinek, Frances, Room 150, Wisconsin\nHotel, Milwaukee, Wis.\n\n"}
{"page": 798, "printed_page": null, "text": "792\n\nNational Education Association\n\nJordan, Dana S., Superintendent of Schools,\nLittleton, N. H.\nHall, John W., Dean of Education, Univer¬\nsity of Nevada, Reno, Nev.\nKeenan, Robert C., 2465 E. 74th Place, Chi¬\ncago, Ill.\nKingan, Constance, 309 East University,\nRoyal Oak, Mich.\nKittrell, Charles A., Superintendent, West\nWaterloo Public Schools, West Waterloo,\nIowa\nKohn, Charlotte, Orthopaedic School, Wis¬\nconsin General Hospital, Madison, Wis.\nLain, Nell E,, 4518 Montgall St., Kansas\nCity, Mo.\nLord, Mary A., North Junior High School,\nSioux City, Iowa\nLoser, Paul, Superintendent of Schools,\nTrenton, N. J.\nLoughran, Loretto, 1642 Fairfax St., Den¬\nver, Colo.\nLozo, John P., Principal, Senior High\nSchool, Reading, Pa.\nMcConnell, John Preston, President, State\nTeachers College, East Radford, Va.\nMcDonald, R., Salem College, Winston,\nSalem, N. C.\nMuller, Edgar, 3909 Linwood Ave., Oakland,\nCalif.\nNicely, 0. W., Room 54, Young Men’s\nChristian Association, Indianapolis, Ind.\nNissen, S. B., Editor, South Dakota Educa¬\ntion Association Journal, Perry Bldg.,\nSioux Falls, S. D.\nO’Connor, Mary Elizabeth, Supervisor of\nElementary Schools, Natick, Mass.\nO’Rourke, Catherine, 3057 W. Jackson Blvd.,\nChicago, Ill.\n\nPitts, Gertrude, 915 Cumberland St., Little\nRock, Ark.\nSchantz, C. W. W., Superintendent, Smyrna\nSpecial School District, Smyrna, Del.\nSchneider, Mrs. Fern D., School Board\nOffice, Rockville, Md.\nShawkey, M. P., President, Marshall Col¬\nlege, Huntington, W. Va.\nSheehan, Mary A., Assistant Principal,\nWashington Junior-Senior High School,\n725 Clifford Ave., Rochester, N. Y.\nShepherd, Grace M., 803 N. Mulberry St.,\nMaryville, Mo.\nSmall, Irving, Superintendent, Bangor Pub¬\nlic Schools, Bangor, Maine\nSmith, C. O., 312 N. Hersey St., Beloit,\nKans.\nStaley, A. H., Superintendent, Hastings\nPublic Schools, Hastings, Nebr.\nStemen, T. R., Central High School, Okla¬\nhoma City, Okla.\nStevenson, Fred G., Superintendent, LaSallePeru Township High School and Junior\nCollege, LaSalle, Ill.\nStiles, Chester D., Superintendent, Westfield Public Schools, Westfield, Mass.\nStrickland, Rose, Principal, Powell School,\nBirmingham, Ala.\nStudy, H. P., Superintendent of Schools,\nSpringfield, Mo.\nVance, Mrs. Nua, 2223 Routt St., Pueblo,\nColo.\nWhitacre, Martha, Richmond, Ind.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\nWilson, Josephine, 3221 Beverly Drive, Dal¬\nlas, Texas\nWolaver, Florence E., 1734 Orrington Ave.,\nEvanston, Ill.\n\n"}
{"page": 799, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n793\n\nInformation\n\nMINUTES OF THE FIFTEENTH REPRESENTATIVE\nASSEMBLY\nDenver, Colorado, June 30-July 5, 1935\nFirst Business Session, Tuesday Morning, July 2, 1935\nThe first business session of the Representative Assembly convened at 9 a. m. in\nthe Municipal Auditorium. An organ recital was rendered by Clarence Reynolds.\n\nPresident Henry Lester Smith:\n\nThe first business session of the Representative\n\nAssembly of the National Education Association will come to order.\n\nI shall ask\n\nReverend Martin E. Anderson of the Central Presbyterian Church to deliver the\ninvocation. (Reverend And.erson led in prayer and the business session was opened.)\nPresident Smith: I shall call now for the report of the Committee on Credentials.\nThe chairman of that Committee is L. A. Pittengcr, president of Ball State Teachers\nCollege, Muncie, Indiana.\n\nMr. L. A. Pittenger (Indiana) : The Committee on Credentials met in this Audi¬\ntorium at 2 p. m. Monday, July 1, with twenty-eight members present.\n\nThe Sec¬\n\nretary’s Office of the Association reported that there were at that hour more than\n1074 delegates registered. The Committee recommended that all delegates properly\ncertified be seated, provided they satisfy the Secretary’s Office that the organizations\nthey represent have paid or will pay their 1935 dues. The Committee further recom¬\nmended that the registration of delegates close immediately preceding the convening\nof the business session at 8:45 a. m. Wednesday, July 3.\n\nThe Committee further\n\nrecommended that all delegates certified by state or local organizations must be\nmembers of the organizations they are certified to represent.\n\nThe Committee ap¬\n\npointed a subcommittee to attend to any matters that might arise during subsequent\nsessions. The following were appointed: H. C. Davis—Michigan; J. E. Fitzgerald—\nIowa; John Palmer—California; Frances Schar—South Dakota;\n\ntenger—Indiana. Mr. President, I move this report be adopted.\n\nand L. A. Pit¬\n\n(The motion was\n\nseconded and carried unanimously.)\n\nPresident Smith: I shall call now for the report of the Committee on Rules, Joseph\nRosier, president of Fairmont State Teachers College, Fairmont, West Virginia, and\npast president of the Association, is the chairman of that Committee.\n\nMr. Joseph Rosier (West Virginia) : May I take just a few minutes to explain the\npurpose of the work of this Committee, the circumstances leading up to it, and the\nreasons for the report which is made here this morning. The problems confronting\nthe Representative Assembly in the last two or three years have provoked con¬\nsiderable controversy in discussion and have involved parliamentary problems that\nat times have resulted in confusion.\n\nIt was the thought of President Smith in ap¬\n\npointing this Committee and in the plans which are made for the parliamentary pro¬\ncedure in this Representative Assembly this year to provide regulations that will\nresult in orderly procedure in the discussion and consideration and voting upon\nevery problem that comes before the Representative Assembly. May I say, as I have\nsaid before in presiding over this Assembly, that I consider it one of the greatest\ndeliberative bodies that assembles in this country.\n\nBecause it is a great representa¬\n\ntive deliberative body, and because it is composed of educators who are supposed\nto know how to conduct the affairs, it is important not only for our own business\nbut as an example to all other deliberative bodies to conduct our affairs in orderly\nfashion.\nMay I read first the specific rules which have been proposed. I wish the delegates\nwould make a careful note of all of these rules because each one pertains to some\nproblem that has caused confusion in the past.\n1. Each state delegation shall elect a chairman.\n\nIn the absence of a dele¬\n\ngate, only an alternate shall take his place, and when there is more than one\nalternate of a state or local affiliated association the delegates of that associa¬\ntion shall select the alternate to act.\n\n(This pertains to the organization of each\n\n"}
{"page": 800, "printed_page": null, "text": "794\n\nNational Education Association\n\nstate delegation, the first step being that each delegation shall elect a\nchairman.)\n2. There shall be not more than one nominating speech and two seconding\nspeeches for any one candidate. Nominating speeches shall be limited to five\nminutes and seconding speeches to two minutes each. (The question has been\nraised about states and individual delegates seconding nominations. The\nofficers have decided that individual delegates or states may second nomina¬\ntions, but there must be nothing said in those seconding speeches concerning\nthe candidate except to second the nomination.)\n3. No member shall speak in debate more than twice during the same day\nto the same question, or longer than five minutes at one time, unless per¬\nmission is granted by a majority vote.\n4. All resolutions contained in the reports of officers, boards, or com¬\nmittees, shall be in writing and shall be signed by the mover and seconder.\n5. The rules contained in Robert’s Rules of Order Revised shall govern\nthe Assembly in all cases to which they are applicable.\n6. After the close of the general session on the evening of the fourth day\nthere shall be a business session at which no business shall be transacted\nexcept the announcement of the result of the election and the introduction of\nthe new president.\nIn conclusion may I state that to carry out these rules and regulations the Asso¬\nciation has this year procured the services of a professional parliamentarian who\nwill rule on all questions that may be raised concerning parliamentary procedure,\nr think it will be a matter of pride and gratification to the members of the Repre¬\nsentative Assembly to know that the parliamentarian secured for this service is the\nson of the author of Robert’s Rules of Order Revised and that he has grown up in\nan atmosphere of parliamentary procedure and discussion.\nThe Rules Committee realizes that it is not within its province to make rules in\nregard to the following topics, but it suggests the following to the Resolutions\nCommittee:\n1. That the printed copies of the report of the Resolutions Committee be in\nthe hands of the delegates twenty-four hours before they are voted upon.\n2. That all morning sessions of the Assembly be exclusively business meet¬\nings. (Transmitted to the Resolutions Committee by Mrs. Myrtle Hooper Dahl\nand Mary C. Ralls.)\nMr. President, I move the adoption of this report. (The motion was seconded and\nunanimously carried.)\nPresident Smith: The next order of business is the adoption of the order of busi¬\nness for these sessions. It has been customary in the past to adopt the order of\nbusiness as it is printed in the program unless there is some special reason for a\nchange, so if we should adopt the order of business that is now recommended by\nthe officers, it would be this program as printed with the modifications suggested\nby the report of the Rules Committee, arranging for a very brief business session\nat the close of a regular session next Thursday evening. Is there a motion, there¬\nfore, to adopt this order of business? (A motion was made, seconded, and carried\nunanimously.)\nPresident Smith: The next order of business is the reading of the minutes of the\nWashington meeting. Those minutes have been published in the Proceedings. It\nhas been customary for us to approve them with any modifications which you think\nshould be made without having them read. What is your pleasure this morning in\nregard to the minutes of the Washington meeting? (A motion was made, seconded,\nand unanimously carried that these minutes be approved as printed.)\nPresident Smith: The suggestion is made that we have a five minute recess in\norder that the states may organize now that the full delegations have come into\nthe room, so we will be informal for a few minutes. (The Assembly stood in recess\nuntil 9: 55 o’clock, at which time President Smith called the meeting to order.)\n\n"}
{"page": 801, "printed_page": null, "text": "Associational Records and Information\n\n795\n\nPresident Smith: We will be in session for business. We are very anxious that\neveryone hear and we are very anxious to proceed slowly so that there is ample\nopportunity for expression of opinion on all questions that come up. I should like\nto make this request: When you do not hear will you kindly raise your hand. We\nwill understand that signal and if in the midst of business that is overlooked, I\nthink it would be proper for you to call out from the rear. That is a little confusing,\nI recognize, but that is less disturbing than the inability to hear what is going on.\nWe regret, too, that some of the delegations are over here to the left. The micro¬\nphone has been changed so that I think you should be able to hear now. It will\ntake a little time to put up the runway here to my left so that those coming from\nthose delegations to the platform to make comments will be inconvenienced some¬\nwhat, but if they will go to the aisle about half-way back and across they can get\nto the platform, and more convenient arrangements will be made later.\nI will call on Richard R. Brown, president of the Denver Classroom Teachers,\nas chairman of the Committee on Necrology for the report of the Committee. (The\nreport is printed on p. 941 of this volume.)\n(The Assembly arose and stood with bowed heads during the rendition of\n“ Meditation.”)\nMr. Richard R. Brown (Colorado) : I move the adoption of the report of the\nNecrology Committee, that the names of those who have departed be listed in the\nvolume of Proceedings and accumulated information be filed in the archives of the\nNational Education Association. (Motion seconded and carried.)\nPresident Smith: We are to have next reports from two committees. The Repre¬\nsentative Assembly last summer provided for the appointment of two committees\nwhich were designated: Committee on Amending Charter, and Committee on Re¬\norganization of the National Education Association. The first of those reports will be\nfrom the Committee on Amending Charter; following that is the item of business\non the amendments to the bylaws. That is the report of the Committee on Reorgani¬\nzation of the National Education Association. I want to say that these two com¬\nmittees have worked very hard for many months and have made strenuous efforts\nto get the suggestions of all members of the National Education Association. I ask\nyou to give these reports careful consideration. I shall call first for the report of the\nCommittee on Amending Charter. Reuben T. Shaw of the Northeast High School,\nPhiladelphia, Pennsylvania, is chairman of that Committee. (The report is printed\non page 151 of this volume.)\n(Mr. Shaw reviewed some of the facts surrounding the duties of the Committee\nas contained in the two amendments proposed at the Washington meeting. One of\nthe amendments dealt with the question of the removal of Life Directors from the\nBoard of Directors and the other concerned the method of selecting a secretary. He\npointed out that the Executive Committee had the feeling that the Committee on\nAmending Charter should concern itself only with the amendment dealing with the\nquestion of Life Directors. Since it did not seem wise to ask Congress at once for\nan amendment concerning the Life Director question alone, it seemed best both\nfrom the standpoint of the work of the Committee and the welfare of the N. E. A.\nfor the Committee to work jointly with the Committee on Reorganization upon the\ngeneral idea of simplification of the charter. A drafting committee representing\nthe two committees prepared a plan of simplification which was presented to the\nExecutive Committee and which was approved with the exception of certain ob¬\njections to the proposed changes concerning the Permanent Fund. Several later\nconferences were held and the provisions regarding the Permanent Fund were\nmodified, and are presented as a part of the report of the Committee on Reorganiza¬\ntion. Mr. Shaw called attention to the way in which his report was set up and\ncalled on several members of his Committee for explanations on certain points.)\n(Mrs. Myrtle Hooper Dahl, in explaining the difference between a charter and\nbylaw, and a constitution and rules of procedure, stated that it was found that a\n\n"}
{"page": 802, "printed_page": null, "text": "796\n\nNational Education Association\n\ncharter is the fundamental instrument governing an association when that associa¬\ntion is incorporated by Congress or some other legislative body. In a charter this\nlegislative body always reserves the right to amend that charter. The charter\nmay contain provisions as to how the association may proceed to recommend that\nthe legislative body make changes in that body. Associations incorporated under a\ncharter are in general subject to the general laws applicable to all corporations\ncreated by that legislative body and that legislative body may change the charter\nat any time.)\n(She stated further that a constitution is a body of fundamental rules accepted\nby an association for its government and should contain only rules or provisions\nthat are to be exceedingly difficult to change. An association may determine whether\nor not the charter should take the place of a constitution. It may have both a charter\nand a constitution if it wishes. The bylaws should include all rules that are at all\nimportant. Since the N. E. A. is incorporated our charter may take the place of a\nconstitution. In that case the bylaws should contain all the rules of the society\nexcept those that cannot be changed without previous notice. The bylaws should\nalso provide for their own amendment. It was found that the Articles of Incorpora¬\ntion granted by Congress were adopted by our members on July 10, 1907, as a charter.\nThe Act of Incorporation contained a number of provisions that do not belong there\nand which might properly be transferred to the bylaws. In any way of simplification\nof the charter it will be proper to consider seriously the necessity of a separate crea¬\ntion of the constitution. The thing to keep clearly in mind is that the charter should\ncontain only the very necessary things and that our charter now contains many things\nwhich do not really belong either in a charter or a constitution.)\n(Fred D. Cram called attention to a questionnaire sent to all directors to ascertain\nthe sentiment of the people concerning the Committee’s work. A tabulated report\nrevealed almost unanimous consent for supporting the Committee in whatever action\nit decided was necessary. Advice from the Association’s attorney, from consulting\nattorneys, and from Parliamentarian Henry M. Robert, Jr., led the Committee to\nfeel that they might proceed to take steps to amend the charter.)\n(Sara C. Ewing brought out in her statement the fact that in all its steps the\nCommittee had had the continuous advice of Mr. Robert, an expert parliamentarian.\nShe further emphasized the fact that the charter contains many provisions that do\nnot properly belong there and that it is necessary to go to Congress in order to have\nprovisions of the charter changed.)\n(In conclusion Mr. Shaw called attention to the study made of the Congressional\nRecord relative to the danger of losing a charter and charter provisions. It was\nfound that charters granted in more recent years were relatively simple with\nprobably no need for amendments. It was found that from 1926 to 1928 twenty-five\nnew charters were granted, forty were amended. From 1928 to the present time\nfifteen new charters have been granted and twenty-five others amended. In only two\ncases have charters been repealed by Congress and these for very excellent reasons.)\n(Mr. Shaw then read the following Summary of Facts and Conclusions and Recom¬\nmendations:)\nSummary of Facts and Conclusions\n1. Congress alone has the power to amend the charter of the National Edu¬\ncation Association.\n2. No parliamentary action on the part of the Association or the lack of\nparliamentary action has any bearing whatever upon the legal status of what\nCongress may see fit to do in regard to any amendments.\n3. Congressional action in reference to simplification of the charter can\nlegally be taken without any further action on the part of the Association or\nthe Representative Assembly.\n\n"}
{"page": 803, "printed_page": null, "text": "Associational Records and Information\n\n797\n\n4. The original charter was granted by Congress in 1906, subject to\napproval by the Association, and a year elapsed before it was finally accepted.\nTherefore, upon the basis of this precedent, the proposed revision can be\ngranted by Congress subject to acceptance by the Association.\n5. The old charter remained in force in 1906-1907 under a provision in\nsection 9 until the new charter was accepted by the Association on July 10,\n1907. Therefore, upon the basis of this precedent, the present charter can,\nunder a similar provision, remain in force until our proposed simplification\nis accepted and the bylaws are amended to conform to the new charter.\n6. The “ danger of loss of charter ” appears to be very remote indeed.\n7. The charter contains, in the opinion of experts, many provisions which\nmore properly belong in the bylaws.\n8. The Committee is of the opinion that the Association should avoid\nannoying Congress with frequent requests for change of charter.\n9. The Committee is of the opinion that Congress may be unwilling to\ngrant an amendment to the charter which covers only one of the many items\nthat properly belong in the bylaws.\n10. The proposed plan of simplification does not in any way change the\nmodus operandi of the Association.\nRecommendations\n\n1. The Committee recommends that the Assembly approve the proposed\nplan of simplification of the charter.\n2. The Committee recommends that the Representative Assembly make\nprovision for a committee to take immediate steps to have the charter\namended as provided for in the plan of simplification and that an adequate\nappropriation be made for the work of that committee.\n3. The Committee recommends that the Life Director question be taken\ncare of by the amendment to the bylaws as revised in connection with the\nsimplification of the charter and as presented in the report of the Committee\non Reorganizaion.\nPresident Smith: I shall next call upon Mr. Oberholtzer for the report of the\nCommittee on Reorganization. (The report is printed on page 175 of this volume.)\n(Before calling upon Miss Adair to present the compensating bylaws, Mr. Ober¬\nholtzer presented the scope of work of the Committee; its division into subcommittees\nfor the purpose of studying certain phases of the work; and the splendid cooperation\nbeween the Committee on Reorganization and the Committee on Amending Charter.\nMr. Oberholtzer explained that a drafting committee was appointed to take out\nof the charter and put into the bylaws items that seemed to belong there, at the\nsame time preserving all of the legal aspects that are necessary to keep the chain\nof title to our property and to our rights. Mr. Shaw and Miss Adair were the chief\nworkers on this Committee. Therefore, in presenting the report Mr. Shaw will\npresent chapter I, followed by Miss Adair who will first present the compensating\nbylaws and then certain other bylaws on which we hope to receive unanimous con¬\nsent. He pointed out clearly that it was not the intention of the Committee to force\nthe Representative Assembly into a decision, but that it was the feeling that it would\nbe helpful to care for as many of these things as is possible after a deliberate\nconsideration and full discussion. Since the Permanent Fund seems to be a question\nat issue we will take up first the matters of simplification and leave the Permanent\nFund out of the discussion and take that up later. It is felt that before this Asso¬\nciation can go forward that our charter must be simplified by transferring certain\nprovisions into the bylaws and then asking Congress for authority to make these\nchanges.)\n{Mr. Oberholtzer called upon Mr. Shaw to report on the suggested phases\nof the simplification of the charter. Mr. Shaw explained the proposed changes in\nthe charter, as set forth in chapter I in the report of the Committee on Reorgani-\n\n"}
{"page": 804, "printed_page": null, "text": "798\n\nNational Education Association\n\nzation, and called attention to the material in brackets to be cut out of the charter\nand set up in the bylaws and the parts inclosed in parentheses, which are comments\nof the Committee and not a part of the charter or bylaws. Each section was taken\nup in detail. Mr. S/iaiv explained those sections where changes had been made\nand those sections which remained unchanged.)\nMiss Cornelia S. Adair (Virginia) : The proposed amendments and bylaws as\nset forth in chapter II are so drawn only for the purpose of placing in the bylaws\nprovisions which now exist in the charter. The fact that they do not change the\nmodus operandi of the Association should make them acceptable to everyone. It\nis hoped that they may be adopted by unanimous consent. It may be argued that\nthese changes should be made effective only if and when simplification of the\ncharter has been approved by Congress. The Committee points out, however, that\nplacing these provisions in the bylaws now merely duplicates what is already in\nthe charter and, therefore, does not make changes in the charter a prerequisite.\nIn our study of the bylaws as printed in the 1934 Proceedings, it was discovered\nthat article II, section 9, was not in conformity with the amendment as adopted at\nthe Washington convention. We have, therefore, printed it as it should have ap¬\npeared in the Proceedings.\nIt was also found that article IV of the bylaws does not conform with the\namendments as adopted by the Atlantic City meeting. We have, therefore, printed\nthis article in the form in which it was adopted at that time.\nAt the Washington meeting the Representative Assembly approved a certain\nchange in section 6 of the charter. That particular sentence is omitted from the\nmaterial transferred to the bylaws. I refer to the amendment adopted by ballot\nin regard to Life Directors.\nThe following are the bylaws as amended at the annual business meeting of the\nRepresentative Assembly at Washington, D. C., July 5, 1934. We followed the\nsame plan in the bylaws we did in the charter in regard to the new material\nbeing that in italics, and a concluding sentence stating its source in the charter.\nOn the first page under “Membership ” and on the second page “Right to Vote”\nyou will find no changes.\nNow under article II, “ Election of Officers, Representative Assembly, and\nAffiliated Associations,” you will note the omission of the two words, “ Election of.”\nWe are placing some of the details of the method of election elsewhere. Now\ncomes section 1:\n(a) The officers of the said Corporation shall be a President, twelve\nVicepresidents, a Secretary, a Treasurer, a Board of Directors, an Ex¬\necutive Committee, and a Board of Trustees.\n(b) The Board of Directors shall consist of the President, the First Vicepresident, the Secretary, the Treasurer, the Chairman of the Board of\nTrustees, and one additional member from each state, territory, or district,\nto be elected by the active members for the term of one year, or until\ntheir successors are chosen, and of all Life Directors of the National\nEducation Association.\nYou see the Life Directors remain until the charter is changed.\n(c) The Executive Committee shall consist of five members as follows:\nand that is exactly as it is now. Shall I read all this?\nVoices: No. No.\nMiss Adair: There are no differences there. I will tell you if there are any\nwords changed.\nThe next section (d) is in regard to the number and method of election of the\nBoard of Trustees.\nThe next paragraph contains no change.\nThere are no changes in the following paragraphs: “The Election of Officers,”\n“Affiliated State Associations,” “Affiliated Local Associations,” “ Relationship, Na¬\ntional, State, and Local,” “State Delegates,” “Local Delegates,” and “Selection\n\n"}
{"page": 805, "printed_page": null, "text": "Associational Records and Information\n\n799\n\nof Delegates.” The “Ex-Officio Delegates” paragraph was amended at the Wash¬\nington convention to read as follows:\nSec. 9. The President, the twelve Vicepresidents, the Secretary, and\nTreasurer of the National Education Association, and the United States Com¬\nmissioner of Education, shall be ex-officio delegates to the Representative\nAssembly.\nThere are no changes in section 10. In article III, “ Duties of Officers,” there are\nno changes in sections 1, 2, 3. Section 4 should be entitled, “ Duties of the Board\nof Directors.” Paragraphs (a), (b), (c), and (d) are in italics but there are no\nchanges in the meaning. As you know, the italicized material is the material trans¬\nferred from the charter.\nThe first paragraph of section 5, “(a) The Executive Committee shall have\nauthority to represent and to act for the Board of Directors in the intervals between\nthe meetings,” etc., is transferred exactly from the charter to become paragraph (a)\nof the “ Duties of Executive Committee.” In section 6, “ Duties of the Trustees,”\nthere is an omission. In paragraph (a) where the duties of Trustees are prescribed,\nthere is no change but the first sentence of italicized (b) was omitted. It should\nread as follows:\n(b) The Board of Trustees shall have charge of the Permanent Fund and\nshall provide for the safekeeping of such Fund and all further funds which\nthe Corporation may receive by donation, bequest, or devise.\nThis should come just ahead, should be the first sentence in (b) in italics.\nOf course (c) is new material. Paragraph (d) is transferred from the charter\nwithout change as follows:\n(d) The said Corporation may by its bylaws provide for the custody,\ncontrol, management, sale, mortgage, investment, and reinvestment of the\nprincipal of said Permanent Fund.\nArticle IV, “The National Council of Education,” is as adopted at the Atlantic\nCity convention. There are no further additions or changes in the bylaws in\nchapter II.\nChapter I was “The Simplified Charter,” chapter II, “The Compensating\nBylaws,” chapter III has to do with amendments which we hope you will adopt by\nunanimous consent. We will present chapter III after you have disposed of I and II.\nMr. E. E. Oberholtzer (Texas) : I wonder if it is clear now that chapter II, “ The\nCompensating Bylaws,” is merely a transfer of material from the charter to the\nbylaws. These paragraphs should go into the bylaws. No changes are made in the\nwording as in the charter except as mentioned by Miss Adair. I wonder, therefore, if\nyou are ready to adopt the compensating bylaws at this time. If you are, then we can\nproceed to either chapter III or go back to chapter I on the charter. Is it clear that\nwhat we have put in the compensating bylaws is merely a duplication of what is in\nthe charter now, which we believe to make the simplified charter should be removed\ninto the bylaws?\nMr. IV. H. Holmes (New York): May I ask a question there? It says in sec¬\ntion 2 that the officers shall be composed of the President, twelve Vicepresidents—\nMiss Adair: That is my error. Mr. Holmes has called my attention to the fact\nthat the requirement of twelve Vicepresidents is in the charter as it is now. If you\nwill turn to the simplified charter, you will find provisions for one or more Vicepresidents. May I have your permission to make that explanation? When the\nsimplified charter is adopted you may say “ one or more Vicepresidents.”\nMr. Holmes: May I ask my question? My question is, Are the officers of this\nAssociation the Board of Directors, the President, and First Vicepresident, or do\nwe still have a President and twelve Vicepresidents?\nMiss Adair: We still have them now. That is exactly the way it is in the charter.\nMr. Holmes: Shouldn’t that be changed?\nMiss Adair: That will need to be changed if you adopt the simplified charter.\nThat is why I answered the question as I did just a few minutes ago.\n26\n\n"}
{"page": 806, "printed_page": null, "text": "800\n\nNational Education Association\n\nMr. W. A. Walls (Ohio) : On page 9 in the paragraph “ Duties of Trustees,” we\nhave been informed that the parts in brackets have been removed to the bylaws.\nAs I understand the charter would read as follows: “No part of the principal of\nsuch Permanent Fund or its accretions shall be expended, except when approved\nby a three-fourths vote of the Representative Assembly in two successive years,\nand after all other requirements of the bylaws have been fulfilled.” Then it would\nseem, that according to this statement, that material between the brackets should\ncome into the bylaws. I have been unable to find it.\nPresident Smith: Mr. Shaw, will you answer?\nMr. Reuben T. Shaw (Pennsylvania) : The point just raised is that particular\nitem, if you will note, the last part of the proposed portion in italics, “ and after all\nother requirements of the bylaws have been fulfilled.” The fact that it specifies\na three-fourths vote of the Representative Assembly and provides that other require¬\nments, such as these, could be set up in the bylaws, that particular item, if my memory\nis correct, was left for your consideration here; that it was adequately covered;\nthat by voting upon this you change from one to the other and that requirement as\nsuch was not necessary to be set up. I am inclined to think it should be set up in the\nlight of some of the remarks I have heard.\nMr. Walls: I want to know if it is in the bylaws or not.\nMr. Shaw: Those particular provisions are not set up in the bylaws at the present\ntime. They can be very easily added and included in this report.\nMiss Helen T. Collins (Connecticut) : Mr. Chairman—\nPresident Smith (Interrupting) : I want to make this announcement: All those\nwho want to raise questions will please come to the platform and speak before the\nmicrophone so that everybody can hear the question and hear the explanation which\nis given by a member of the Committee. Miss Collins.\nMiss Collins: May I ask a question of the chairman of the Committee? In sec¬\ntion 7, on page 9, under “ Duties of Trustees,” I note that in italics it says: “When\napproved by a three-fourths vote of the Representative Assembly in two successive\nyears, and after all other requirements of the bylaws have been fulfilled.” Now in\ndiscussing this with many people who are interested in the matter it has occurred\nto us that there is something a little bit difficult about setting up the three-fourths\nvote, and I was going to ask the Committee if there is any reason why that cannot\nstand as a two-thirds vote. Heretofore, business of much importance has been\ntransacted in this Assembly by a two-thirds vote and it seems to me it would\nsimplify this whole matter if a two-thirds vote was still recognized as necessary.\nI feel, however, that the Committee’s work has been so carefully done I should\nlike very much to have their reaction to this suggestion.\nMr. Oberholtzer: My thought is that that will come before you to be acted upon\nand then it will be subject to your will if you want a change made. I have no\nauthority as chairman of the Committee to change the Committee’s report; you do\nhave the authority to change it, so that if it is agreeable, we will let that hold over\nuntil that particular provision comes up and you may take that matter into con¬\nsideration. There is nothing sacred about two-thirds vote or three-fourths vote.\nWe thought three-fourths required to amend the constitution, and it might require\nactive support of a large majority, and that might be a safety measure for the\nPermanent Fund. You may have different feelings.\nPresident Smith: Mr. Saunders wishes to ask a question.\nMr. Joseph H. Saunders (Virginia) : Do I understand that the motion just made\nto adopt the compensating bylaws carries with it these changes from the charter\nto the bylaws ?\nPresident Smith: There is no motion before the house. We are just getting reports\nmade here now and giving an opportunity for some questions to clarify what the\nmeaning of the report is.\nMr. Saunders: Then I misunderstood. I understood there was a motion made to\nadopt the compensating bylaws, and I do not seem to be in order until after the\n\n"}
{"page": 807, "printed_page": null, "text": "Associational Records and Information\n\n801\n\nquestion of the amendments of the charter is decided, and I should like the\nprivilege of discussing, when that discussion is in order, as to the whole question\non page 9 regarding the Permanent Fund.\nPresident Smith: There is, as I say, no motion before the Assembly at the\npresent time. What we are attempting to do now is to get the reports of these two\ncommittees before us and we haven’t the full report yet. So if there are no further\nquestions now, we will proceed with the complete report of the Committee, after\nwhich opportunity will be given to raise questions, and then the whole thing will be\npresented to you for your action.\nMr. IV. B. Mooney (Colorado) : Mr. President, just this question. What is the\nplan of decision? Is it to be on ballot or is it to be by vote here?\nPresident Smith: That would be a matter to be taken up as soon as the report\nis put into your hands and the Assembly would decide it. That would be my rulingon that.\nMrs. Johanna Lindlof (New York) : I want to ask a question and make a state¬\nment. As I understand it, the most important and most necessary thing for us to do\ntoday is to act upon the simplified charter in order that the Committee may proceed\nand get appropriate action by Congress, and I also understand that chapters I and II\nhave had practically unanimous consent and approval by the two Committees. I,\ntherefore, would like to ask if it is not possible for us at this time to act upon the\nsimplification of the charter and later on chapter II. I think we would accomplish\nmuch more for the good of the organization if such a procedure could be followed\nand the other chapters, which I know will take up a great deal of time, be left for\nlater consideration.\nPresident Smith: The Committee is making its reports. The one today is covering\nthe points that they want action on today; the one to be given Thursday covers the\npoints that they want to have action on Thursday. Am I correct in that statement?\nMr. Oberholtzer: That is correct.\nPresident Smith: My opinion was asked as to what would be the procedure here\nand I stated I thought it would be best to have the complete report of the Committee\nmade now, that is to include all things that they want action on today. Here is a\nsuggestion that that procedure be departed from. That would be in the hands of the\nAssembly and if that is the wish of the Assembly, a motion to that effect could be\nmade and then we could act upon that motion.\nMrs. Lindlof: Mr. Chairman—\nPresident Smith (Interrupting and continuing) : I should say this before that is\nmade, I had intended to say it after the complete report was made because I thought\nthat was the proper place to make this comment, that these two reports, part of one\nof which has been made and part of another of which has been made, were pre¬\nsented to the Executive Committee; thev reported to the Executive Committee and\nwere presented by the Executive Committee to the Board of Directors, and trans¬\nmitted by the Board of Directors to the Representative Assembly with favorable\nrecommendation. I had intended to make that statement at the completion of the\nreport of the Committee, but if we are to have action and if it is the wish of the\nAssembly to have action on a part of this Committee’s report before receiving in\ntoto what they want to ask for action upon today, I thought it would be well to\nmake this explanation at this point.\nMr. Oberholtzer: The parliamentarian informs me that I have the right of way\nso far as motions are concerned. I do not care to exercise that prerogative to take\nadvantage of anyone, but it strikes me it would simplify our program if we would\nhave action first on the simplified charter, following that with the compensating\nbylaws. Then we would take up Miss Adair’s report on chapters III and IV. If you\nare going into the consideration now and take a final vote upon the simplified\ncharter, that is chapter I, and the compensating bylaws, chapter II, certainly if\nyou adopt the simplified charter you have to adopt the compensating bylaws because\nyou leave out of the charter some things that have to be put into the bylaws, so\nthey really go together, and I would consider, according to my point of view, that\n\n"}
{"page": 808, "printed_page": null, "text": "802\n\nNational Education Association\n\nthe first action ought to be taken on the simplified charter, then on the compensating\nbylaws; then we will ask Miss Adair to present her report on certain amendments\nfor which we will ask unanimous consent and then others that we want to lay over,\nbut it may add to the confusion if you pile that all in at one time. If you agree\nwith me, I will make a motion that we proceed to vote upon the approval or dis¬\napproval of the Committee’s report and chapter I with such amendments as you\nintroduce from the floor.\nIllinois: Second the motion.\nPresident Smith: The question is on the adoption of the recommendation of the\nCommittee as that recommendation is embodied in chapter I. Are you ready for the\nquestion?\nMr. Abraham Lefkoivitz (New York) : Everyone reading this report is fully\naware of the admirable work done by the Committee. I feel I can take exception\nto but one part of this report and that is section 7 dealing with the Permanent Fund.\nWhile the Committee is well intentioned in its change, it nevertheless means that\nthe National Education Association so stratifies its procedure that in times of urgency\nits hands would be so tied that it could not function. Moreover, the changing of the\nprocedure that has been employed for many years, and which has never been found\nwanting, would need something stronger than has thus far been presented. I see\nno reason why the procedure that has functioned should not be retained. I think\nthat when you get a two-thirds vote upon any proposition, that that proposition\nought to be enacted and have the right of way. To make it a three-fourths vote\nis to so tie up this body that the very people who want to do something and who\nare responsible for this change would find themselves unable to function for the\nbest interests of the teachers of the nation. Hence, I move that this article be ap¬\nproved except for section 7, which is to be so amended as to substitute “ two-thirds ”\nfor “ three-fourths ” and “ for one year ” instead of “ two successive years ” be¬\ncause I can conceive of an emergency arising which could not wait two years.\nMrs. Lindlof (New York) : Segond the motion.\nPresident Smith: There is a motion before the House. Was this intended as an\namendment to that motion?\nMr. Lefkoivitz: Correct.\nPresident Smith: I wish you would come again and state the amendment you are\nproposing.\nMr. Lefko^witz: The motion as made by the chairman is that article I be ap¬\nproved. Correct?\nMr. Oberholtzer: With such amendments as might be suggested.\nPresident Smith: You have a motion to approve. That is right.\nMr. Lefko^witz: Isn’t it better to make amendments and then approve the chapter\nas a whole ?\nMr. Oberholtzer: I think so.\nMr. Lefko^vitz: My motion is merely an amendment to section 7, changing the\nthree-fourths to two-thirds and eliminating the words “ two successive years.”\nPresident Smith: You have heard this amendment, and it has been seconded.\nWill you pardon me for being a little irregular right at this point? There was an\nannouncement that I should have made and it is a very important one, and I should\nlike to break into the business here, with your permission, to make that announce¬\nment. (President Smith thereupon made an announcement of the meeting of the\nCommittee on Credentials at the close of the business session of the Representative\nAssembly.)\nPresident Smith: Now back to the original business. We have one major motion\nbefore us, which is to adopt the recommendation of this Committee as embodied\nin chapter I of the report, and an amendment which has been moved and seconded,\nto change one item there from three-fourths vote to two-thirds vote and to strike\nout the provision “ for two successive years.” The question is on this amendment.\nMrs. Lindlof: Mr. Chairman—\nMr. Oberholtzer: Mr. Chairman—\n\n"}
{"page": 809, "printed_page": null, "text": "Associational Records and Information\n\n803\n\nPresident Smith: I recognize Mr. Oberholtzer.\nMr. Oberholtzer: I think if this amendment could be held over until we determine\nfirst—as I understand it, the large issue is whether we are going to change in any\nway, or whether we are going to leave the Association as it is. If we could defer\nthis amendment, my honest opinion is the difference between the two-thirds and the\nthree-fourths is rather insignificant compared to the fundamental changes, and I\nwondered if I could not prevail upon the man who made the motion, and the\nsecond, to withdraw that with the assurance he would have an opportunity to pre¬\nsent it again after we have determined this other issue as to whether or not we are\ngoing to make any change, or the change that might come with the suggestion made.\nMr. Walls (Ohio) : In order to accomplish that, I will make an amendment to the\noriginal motion that we approve the simplified charter with the exception of sec¬\ntion 7 and that we defer action on that.\nMr. Lefkowitz: I would accept that, Mr. Chairman, as simplified procedure.\nPresident Smith: Does the second agree to that?\nMrs. Lindlof: I will also accept it.\nPresident Smith: I think we have permission of the mover of this amendment\nand his second to withdraw that amendment and in its place we have a suggested\namendment to adopt this report as embodied in chapter I with the exception of\nsection 7, to be taken up later. I understand this motion then, or rather this amend¬\nment, has been seconded and the question is on the amendment to the original\nmotion, and the substance of that amendment would be to strike out for the present\nthe reference to section 7. This question is open for discussion. I will give this\nmember of the Committee an opportunity to explain.\nMr. Shaw: Please turn to page 9, top of page. It has been suggested that fol¬\nlowing the words “Councils, Committees as shall be prescribed in the bylaws”\nthere be inserted “and other officers” after the word “committees.” As you are\nnow apparently voting upon a part including that, I feel certain the Committee has\nnot the slightest objection to the addition of those words and it asks the unanimous\nconsent for the insertion, thereof, before you come up to a vote now. Just after\nthe words “ Boards, Councils, and Committees,” in the first paragraph of italics,\nlast line, on page 9 add “ and other officers.”\nPresident Smith: Is there any objection to that substitution, which as you have\nbeen informed would be the recommendation of the Committee?\nMrs. Lindlof: I believe it would be better to say “ and such other officers.”\nPresident Smith: The word “such” and “such other officers” would be ac¬\nceptable to the Committee. Now is there any objection whatever on the part of\nanyone to include those words in the place indicated, “and such other officers”?\nIf not, we will consider that done. My attention has been called to the fact that the\nword “ such ” applies previously to that and it would not be necessary. Inasmuch as\nit makes no difference to the Committee, let us leave it and pass on as rapidly as\nwe can. Let us see if we understand—the original motion then would include this\nfirst chapter with the insertion of these words “ and such other officers.” Now the\namendment has reference to striking out for the present consideration of section 7.\nIt includes the approval of all except section 7.\nMr. Holmes: Do I understand if this motion prevails section 7 will stay as it is?\nPresident Smith: I understand it would stay as it is at the present but the\nAssembly could handle that afterward in any way it desired to do so.\nMr. Lefkowitz: I withdrew my amendment on the assumption that after we\ncarried the motion, that amendment is then the first order of business. That was\nmy understanding.\nPresident S?nith: That is right. Are you ready for the question on the amendment?\nMr. J. T. Worlton (Utah) : I raise the question as to the name of this Associa¬\ntion in order that we may be consistent. I notice on page 10 in the first line of\nsection 9 the name used is “ National Educational Association.”\nPresident Smith: I think I can explain that. Originally that was our name. We\nhave changed the name three times, but we have to have these in here in sequence\n\n"}
{"page": 810, "printed_page": null, "text": "804\n\nNational Education Association\n\nas far as the title of it is concerned. So that is not the name now. That is con¬\nsistent. Am I right?\nMr. Shaw: That is correct.\nPresident Smith: Is there any further discussion on this amendment?\nMrs. Lindlof: I believe it is on the adoption of the motion to approve chapter I\nwith the elimination of section 7.\nPresident Smith: Then we withdraw not only the original amendment but the\noriginal motion. Let us understand that. Do we have the consent of the original\nmover of the original motion to have his withdrawn?\nMr. Oberholtzer: I consented to the withdrawal and the having of this motion\npresented for the original motion.\nPresident Smith: As the chair understands, it had permission for the withdrawal\nof the original motion and the first amendment to that. Now we have before us in\nplace of that original motion, a motion to adopt the recommendation of the Com¬\nmittee as that recommendation is embodied in chapter I, with the exclusion of\nsection 7. Are you ready for the question? Section 7 is to be separately considered\nimmediately after this motion is taken.\n(The question was taken and the motion unanimously carried.)\nPresident Smith: The next item before us is section 7 and the gentleman who\nspoke to that awhile ago now is recognized.\nMr. Lefkowitz': In order that we may simplify both the vote and the discussion\nI shall divide my amendment into two parts. My amendment is as follows:\nThe first part, that in place of a three-fourths vote we substitute a two-thirds vote.\nMy second part is the elimination of the words “ in two successive years.”\nI shall now read the section as amended:\nNo part of the principal of such Permanent Fund or its accretions shall be\nexpended, except by a two-thirds vote of the Representative Assembly and\nafter all other requirements of the bylaws have been fulfilled.\nThat is how the section will read under my amendment.\nPresident Smith: If it is proper according to the judgment of the parliamentarian,\nI would like to call for a vote on these two things separately because there are two\nthings involved here. Would it be proper to call for discussion on the first item—\nthe change to three-fourths vote?\nMr. Henry M. Robert, Jr. (Parliamentarian) : Yes.\nPresident Smith: That is agreeable. Are you ready for the question? I recognize\nMr. Oberholtzer.\nMr. Oberholtzer: I would like to say one word. As I said in the opening, the\nfraction of two-thirds or three-fourths is not sacred. I would certainly oppose that\nthree-fourths to two-thirds if you strike out two years. I think it is very essential to\nkeep it at two years and I would be willing to say, as chairman of the Committee,\nthat if there is no objection we might amend it by writing in two-thirds and leaving\nthat as it is, but if you want to vote on the separate issues, I want that view before\nyou at the time of voting on the three-fourths or two-thirds. I certainly think we\nshould not cut down the majority vote until we have determined whether or not we\nare to have two successive years, and again I do not want to impose on the chairman\nbut I would like to ask if he would put the other amendment first, whether we have\nit two years or one year.\nMr. Lefkowitz: In order to simplify the procedure and enable us to finish this\nbusiness, I will accept the proposal made by the chairman that it be two-thirds and\ntwo years.\nPresident Smith: Mr. Mooney.\nMr. IV. B. Mooney (Colorado) : The problem that is before us is one that involves\nthe principles of democratic government. I think most of us in our states have\nbeen troubled during the last several years with restrictions in our constitutions\nwith reference to taxation. Those constitutions have thrown around the taxation\nproblem so many safeguards that our regularly elected representatives have been\ntied so that they could not make an adjustment. The same, perhaps, applies to the\n\n"}
{"page": 811, "printed_page": null, "text": "Associational Records and Information\n\n805\n\nnational Constitution. Now I am entirely in sympathy with the Committee’s program\nof trying to strike out of the charter, which is after all our constitution, this restrict¬\ning provision which interferes with the action by the Representative Assembly, but\nI am unable to see why they take one restriction out with reference to the Permanent\nFund and put another one in that is quite as restrictive as the one they take out, if\nnot more so, particularly if this amendment should not fail. It seems to me that we\nought to seriously consider the question of eliminating the whole restrictive pro¬\nvisions in section 7 and leave it with a majority of this Representative Assembly to\ndo what they please with reference to anything, even the Permanent Fund. Now\nthat may seem alarming, but I am agreed with the thinkers of our day that the\ncure for democracy is more democracy, and for my part, while I shall vote for this\nrestriction of two-thirds, I should like the matter referred back to the Committee for\nfurther study.\nPresident Smith: Mr. Saunders.\nMr. Joseph H. Saunders (Virginia) .* The discussion which I desire to present to\nyou involves this amendment and, therefore, I think is germane at this time. I feel\nit is my duty, as a representative teacher of a great state, if not a great organiza¬\ntion, to present to you some facts in connection with this Permanent Fund. I feel\nit further my duty, having served for some seven years in the handling of that fund,\nto bring to the attention of many delegates in this convention who do not know\nwhat it is all about, who do not know what that Permanent Fund is, the status of\nthat Permanent Fund. I expect to try, in as brief a time as possible, to give you\nsome facts in connection with this that may make you think at least before you vote\non this particular proposition.\nIn the first place, I desire to call your attention to the very heading of this\ncharter and ask you to consider the names of the men who originated it. For instance,\nthere are Nathan C. Schaeffer, William T. Harris, F. Louis Soldan, James M. Green¬\nwood, James H. Canfield, Nicholas Murray Butler, William H. Maxwell, James Y.\nJoyner, and others. I believe those men were wise in their generation, and I believe\nthe facts which I am going to present to you will show that they were wise in the\nset-up which they made concerning this particular fund, and for that reason I am\ngoing to ask you to leave section 7 in the charter as it is now, without change. The\nreasons I am going to present to you.\nIn the first place, this Permanent Fund was established before we got the present\ncharter, but in 1905 there was only $147,000 in that fund, and it yielded profits to\nus for that year of $6552 for the operation of our Association. For the next twenty\nyears, up until 1925, that fund grew very slowly, only adding $50,000 in twenty\nyears. But then along came J. W. Crabtree and conceived this idea of Life Member¬\nships and made pledges to the teachers of this nation that if they would put\n$100 into this Permanent Fund that that $100 would go on forever serving the teach¬\ners of this nation, building education and democracy in this nation, and an implied\nobligation exists there. Over 5400 teachers have accepted that proposition and over\n$500,000, or more than a half million dollars, has come into the fund in that way. So\nin 1930 we had $605,000 in this fund and we built a building in Washington. Today\nmy reports which I shall submit to you on Thursday will show that we have in\nthat fund $802,664.47, and that fund has paid into our operating expenses this year\n$41,393. This is a million dollar corporation we are talking about, and we want\nto talk business, and how business is operated and handled in million dollar\ncorporations.\nI submit to you that the present management of that fund, which is in the hands\nof the Board of Trustees, consisting of four members, one elected annually for a\nfour-year term by your Board of Directors, to handle that fund, has handled it so\nthat all thru this depression not a dollar of the principal has been lost, and since\n1930 the fund has increased $200,000.\nPresident Scnith (Interrupting) : We have a rule of a limitation of five minutes\nin debate. I think that it is important to get this statement before us from the\n\n"}
{"page": 812, "printed_page": null, "text": "806\n\nNational Education Association\n\nchairman of the Board of Trustees and I should like to ask the consent of the group\nto extend the time for this presentation. Is there any objection?\nMr. Holmes: I so move.\n(The question was taken and the motion carried.)\nMr. Saunders: I thank you for the privilege. I submit that under the present\nmanagement of the small board of five trustees, a continuing board, that these funds\nhave been so well handled there is not another business corporation in the United\nStates can show the same record thru this period of depression.\nNow as to the proposed management, I call your attention to the proposal on\npage 9 under section 7 to the words in italics:\nThe said corporation may by its bylaws provide for the custody, control,\nmanagement, sale, mortgage, investment, and reinvestment of the principal of\nsaid Permanent Fund.\nAnd I submit, with all due respect to the chairman, that he has made a fundamental\nchange. He is taking away the safeguards of the constitution when you can transfer\nall these things to bylaws, for bylaws can be amended at any subsequent meeting of\nthis Association. And I have seen on the floor of this Representative Assembly\na motion made to spend funds that were not in existence except in the Permanent\nFund, and in a short while we could dissipate this entire Permanent Fund and lose\nour home in Washington, break faith with the Life Membership of the organization,\nand not have a million dollars paying $40,000 a year into the operating expenses\nto serve the teachers of this nation.\nI know the chairmen of both of these Committees are going to say, “We have\nsafeguarded that by that three-fourths vote, and by two successive years,” but when\nyou transfer this to the bylaws you have set up a proposition whereby these changes\ncan be made that this fund can be dissipated, and we do not have the safeguards\nof the constitution. The constitution is a safeguard. It is a question of the principle\ninvolved—whether we want centralized versus decentralized control when it co’mes\nto the finances of your organization. I do not know a single business corporation\noperating with a million dollars, and with $500,000 annual expenditures which\nwould for a moment think of turning over the control of those finances even to such\na Board of Directors as we have, sixty people, half or more of whom are elected\nannually, and I certainly do not know of any business corporation in the United\nStates that would turn over the handling of its entire funds annually to its whole\ngroup of stockholders, such as this Representative Assembly, with all due respect to\nthe members of this body.\nI hope before you will vote the proposition submitted to you by the Committee on\nthe amendment offered to that proposition, that you will consider seriously voting\nthe whole thing down, which would leave it as it is in the charter and thereby be\nsafeguarded, and thereby keep faith with the people who have created this fund.\nPresident Smith: We have rules and I believe in standing by those rules. In this\nparticular instance I had felt that the first part was not primarily an argument; it\nwas the laying before you of certain facts, and therefore, I did ask for an extension\nof time. I wanted that to be explained. I think the latter part of this discussion an\nargument, and properly so, on the question. I recognize Mr. Holmes.\nMr. Holmes: If possible, I want to move a substitute motion, and before moving\nthat I want to say that all of us here want to pay tribute to this magnificent Com¬\nmittee which has done such a fine piece of work for this Association. We know\nthe labors they have performed and we know their results are going to be of great\nbenefit to this Association.\nAs many of you know, I am in favor of democracy and more democracy in this\nAssociation. I am also in favor of harmony in this Association. I am also in favor\nof financial safety in this Association. I believe that we should leave the Per¬\nmanent Fund as it is in the excellent hands of those who have so managed it that\nit has proved one of the best managed funds in the whole nation.\nSo I move, if it is possible to make this substitute motion, that this body leave the\nPermanent Fund as it is now in the charter.\n\n"}
{"page": 813, "printed_page": null, "text": "Associational Records and Information\n\n807\n\nPresident Smith: I am asking now for the judgment of the parliamentarian first\non this motion. The motion has been made and seconded.\nMr. Walls: I want to second that motion.\nPresident Smith: There is a question as to whether that is a proper motion and\nwhether it is in order and I am awaiting the advice of the parliamentarian. I want\nto say to you that as chairman I am going to rule in accordance with the advice\nof the parliamentarian.\nMr. Robert: At the present time there is pending an amendment to changing\nthese words to require a two-thirds vote of the Representative Assembly. That\namendment is pending. No other amendment is in order at the present time except\nan amendment to that amendment. Then the other gentleman may make a state¬\nment and he can move that later, after we have voted on this.\nMr. Walls: I rise to a point of order. Air. Holmes has not offered an amendment.\nHe offered a substitute for all that is before us. Is that not in order?\nPresident Smith: Will you please come to the front?\nMr. Walls: In all deliberative bodies to which I have belonged, a substitute\nfor all that is before us is always in order. That is the motion which Mr. Holmes\nmade and which I seconded.\nMr. Robert: I am sorry to say his position is not correct. A substitute motion is\na primary amendment. When a primary amendment is pending, only a secondary\namendment is in order. When a primary amendment is voted on, another primary\namendment is in order.\nMr. Walls: I make a motion then to lay this proposed amendment on the table.\nPresident Smith: I will call on the parliamentarian.\nMr. Robert: The motion to lay the amendment on the table is out of order.\nPresident Smith: Let us see where we are. The original motion here before us\nis to approve section 7. An amendment has been proposed to that to change the\nwording of three-fourths to two-thirds. We are now debating that amendment.\nMrs. Lindlof: I would like to point out that all that is being done in changing\nthe Permanent Fund as specified in this amendment is putting that provision alone\nin the charter. It is perfectly possible, and I think most probable, that the Rep¬\nresentative Assembly is just as anxious to conserve the funds of this Association\nfor the welfare of the education of the children of this nation as any member on\nany executive body of this Association. You have heard this morning that our\ncharter as it is at present is most cumbersome, that the only way it can be amended\nis by appealing to Congress for a bill which will carry out those amendments. If we\nput a provision in the charter which says that the Permanent Fund—the principal\nof the Permanent Fund—shall only be expended by a two-thirds vote of this Rep¬\nresentative Assembly in two successive years, and in addition thereto you have\nin this section a provision that states that the Representative Assembly may by its\nbylaws take what other safeguards it may deem necessary—I believe if you\nactually believe in democracy, you will trust the people who are elected by their\npeople at home to come here and transact the business of this Association, that\nyou will not put any more strings on this Permanent Fund than is absolutely\nnecessary. Adopt this amendment as the amendment to go into the charter, and then\nif you want other restrictions put them in your bylaws which will be subject to your\nwill at all times when you determine.\nVoices: Question! Question! Question!\nPresident Smith: Mr. Kelley of Pennsylvania has the platform and he wants to\nspeak to this question.\nMr. J. Herbert Kelley (Pennsylvania) : I, along with you, desire to safeguard\nthe Permanent Fund and I think I can speak for the state of Pennsylvania in this\nregard, for Pennsylvania has the largest number of life members, the largest\nnumber who have contributed $100 apiece to make up the Permanent Fund. I can\nalso speak for myself, for while I am not as yet a genuine antique, I am the third\noldest life member in the National Education Association. I took out my life mem¬\nbership in 1921 and the only ones who preceded me are Hugh Alagill and W. A.\n\n"}
{"page": 814, "printed_page": null, "text": "808\n\nNational Education Association\n\nCook, the latter of the University of Cincinnati. I paid my $100. I have placed\nthe matter before our magnificent membership of 60,000 in our State Association,\nand they have responded with $100’s in large numbers to build up this Permanent\nFund. We believe it will be best safeguarded when the control is placed in this\nbody. I believe too that the cure for democracy is more democracy. This par¬\nticular issue right now of the Permanent Fund is only incidental. It is not the main\nissue brought out by the reports of these two excellent committees. The main\nissue is democraticizing of the National Education Association, and we certainly\nneed that. We want the authority placed in the hands of our active members.\nI, therefore, favor this motion very strongly and join with others in asking your\nsupport for these reports.\nOriginally this Permanent Fund was in the hands of the Board of Trustees and\nnothing can be done with that money unless they initiate the movement. It says,\n“upon the recommendation of the Board of Trustees.” That group of five had to\ninitiate any movement before it could even come before the Board of Directors\nor come before you. And the gentleman, the chairman of the Board of Trustees,\nsaid he had been our servant for seven years. He did not use the right word.\n“ Servant ” is not the right word. “ Domineerer ” is the word. Unless they initiate\nit, nothing can be done.\nPresident Smith: I should like to call on the chairman of the Committee for a\nstatement now.\nMr. Oherholtzer: I think you could vote on this amendment and then bring the\nissue of whether the Committee’s recommendations are to stand. ... I would like to\ncall your attention to Mr. Mooney’s statement about democracy. He made the\npoint that he thinks we are tying it stricter than it was or is in the original charter.\nI think we should vote on this amendment and decide whether it is two-thirds or\nthree-fourths. Then immediately Mr. Holmes or someone is going to move to strike\nout the amendment and we will have the real issue before us. But as a matter of\ndemocracy, don’t let them becloud the issue. The honest people are not all within\na certain group. They are scattered. Honest people will still remain in this Dele¬\ngate Assembly, and if you really believe in that democracy, you can trust that\ngroup, and when you say “ two successive years,” I think largely that the prop¬\nosition is that we are setting up those safeguards. The real issue is whether you\nwant to change from the present set-up to the recommendations of the Committee.\nYou can do that very simply if you vote this amendment down. The next step will\nbe to strike out the amendments this Committee has recommended, and if you do\nthat you leave it as it is. I think I state it fairly and squarely. Let us vote on this\namendment, then go immediately to this issue whether you have any amendment\nat all.\nPresident Smith: I had thought nobody else was going to speak to this question\nand called upon Mr. Oherholtzer, but Mr. Sutton wants the platform, and I, there¬\nfore, recognize him at this time.\nMr. Willis A. Sutton (Georgia) : I had not intended to say anything, but I was\nstirred in my heart a little bit because of the reference made a moment ago. There\nis no man in this Assembly who believes more in the great principles for which\nyou people have fought than I do. I believe in democratizing our charter. I have no\nobjection to being ruled out as a life member delegate because my folks at home\nwill elect me as a delegate anyhow. I have no objection to the question of chang¬\ning the Board of Directors and other phases that make our fundamental charter\nmore democratic. I am speaking of this one phase of the Permanent Fund, which\nhas never been the issue, as I see it, by any of those who have spoken, or thought,\nor planned on the question of making our organization more democratic. I do not\nthink that has been in the minds of our people, or is it essential. I feel that I\nwould be untrue to myself—I belong to a line of people that have practically\nall their lives been in the minority and nine times out of ten I have found that\nthey have been right—I wish to say this, that in no sense have I the least\nbitterness, misunderstanding, or ill will toward any instrument to make this or-\n\n"}
{"page": 815, "printed_page": null, "text": "Associational Records and Information\n\n809\n\nganization more democratic. I say, tho, that when it comes to the control of the\nPermanent Fund that there are grave dangers in what you are attempting to do.\nI love Oberholtzer, I love Miss Adair, I love all the folks who are making this\nreport. I can still differ with them, tho I may love them. I can see that there are\npossibilities of people thinking that certain phases of education are so important\nthat even two sessions of the Delegate Assembly might be elected on the basis\nof doing a particular thing with our Permanent Fund until it would be dissipated. I\ncan see the possibilities of that going back into politics, if I may use that term,\nof the state associations in such a way that we would finally not have the support\nof this fund which these fine people from Pennsylvania, and whom I honor so\nmuch in making possible the having of this fund. I can see the possibilities of its\nbeing dissipated. It has been conserved under the present plan. There is not a\nshadow of a doubt about that. There is not a single person of the opposition who\ndisputes it. It has been cared for, it has been enlarged, it has been used for the\npromotion of this organization, and in all love and sympathy I want to say I do not\nsuppose any man in this organization has differed with Mr. Saunders more than I\nhave, but I want to say this, no more faithful servant of this Association ever\nexisted in its history. I must out of my heart say, as much as I love Kelley, as much as\nI love Pennsylvania, that not only have Mr. Saunders and Mr. Crabtree never\ntried to dominate this Association, but so far as my contact with this Association\ngoes, never has a member of the Board of Trustees tried to dominate it. I must say, in\npure fairness, that if we had in our organization or anywhere else a Board of\nTrustees that had conserved a fund, had seen it grow from $100,000 to a million\ndollars, then I think we should keep those people in charge of it.\nPresident Smith: The mover of this motion is asking for a word now.\nMr. Lcfko'iuitz: I regret I have had to listen to so much irrelevant discussion which\nhas nothing to do with the amendment. Under this proposed amendment, if the\nCommittee approves, the same intelligent handling of the fund, I hope, will take\nplace, and I hope the same men will handle the fund. The only question at issue is\nwhether two-thirds of this body and a two-thirds vote of a succeeding body\nare intelligent enough and have enough integrity to handle the disposal of all\nfunds upon the report of an intelligent committee. If those who favor the amend¬\nment believe that if a two-thirds vote of this body and a two-thirds vote of a\nsucceeding body cannot vote intelligently, then we may just as well quit and admit\nthat democracy and education are both failures. I have heard a lot about democracy\nand talk about democracy and there are many concepts of democracy, but at the\npresent time if you do not vote in favor of the amendment it simply means that\nthis great body of teachers is powerless to initiate expenditure, however imperative\nand necessary it may be, unless this small body does so. Under this proposed\namendment this body by a two-thirds vote cannot do anything unless its action\nis again supported by a succeeding convention by a two-thirds vote.\nI hope the delegates of this convention have enough faith in their own intelligence,\nin their own integrity, and in the principle of democracy to approve the amendment.\nPresident Smith: The question is on an amendment to the motion to adopt section\n7 of the report of the Committee on Reorganization of the National Education As¬\nsociation. If this amendment is passed it means that on page 9 in the middle of\nthe page, in italics, the word “ three-fourths ” as used there will be changed to\n“two-thirds.” Failure of this amendment to pass would mean that it would be left\nas it is at the present time. Are you ready for the question? As many as favor this\namendment by striking out the word “ three-fourths ” and substituting the word\n“ two-thirds ” say “Aye.” Those opposed, “ No.” The chair is a little confused\naltho he feels fairly confident, but I think I will call for a show of hands first.\nProbably standing would be preferable. As many as are in favor of this amendment\nstand. (Those favoring arose.) Those opposed, please stand. (Those opposed\narose.) The affirmative seems to have it. Unless there is a call for confirmation,\nthe chair will announce the amendment is carried.\n\n"}
{"page": 816, "printed_page": null, "text": "810\n\nNational Education Association\n\nNow that this amendment is disposed of we are on the original motion to adopt\nsection 7 as amended by this amendment.\nMr. Walls: Mr. Chairman, I understood the amendment made by that gentle¬\nman was in two parts. “Three-fourths to two-thirds”—\nPresident Smith: (Interrupting) No. The mover of the motion consented to\nstrike out the words “ or two successive years ” in his original motion. Now\nMr. Holmes has the floor.\nMr. Holmes: Without repeating what I said before—\nMrs. Lindlof:\n(Interrupting) I believe we have not completed the vote.\nThere should be a vote on section 7 as amended. We have only voted on the\namendment.\nPresident Smith: The impression of the chair is this, that we are voting on the\noriginal motion to approve section 7 but opportunity is given to amend that if we\nwant to and this is one amendment. Will you come to the platform and raise your\nquestion ?\nMrs. Lindlof: My point of order is this: after you have come to the vote on a\nquestion on the amendment to a motion, there is no right to go back and make further\namendments. If there were to be further amendments they should have been made\nbefore the vote was taken, because the correct order of business, as I understand\nit, is that amendments may be offered and then the vote is taken on the latest\namendment first, and then on the preceding amendment. Since we have voted on\nthe amendment, the proper procedure now should be to vote on section 7 as\namended.\nMr. Robert: If a primary amendment is adopted the lady is correct in saying\nthat the question as amended is now pending, but it is now open to further primary\namendment. This is now open to amendment and further debate.\nPresident Smith: Therefore, Mr. Holmes will be in order. He has the floor.\nMr. Holmes: I would like to move a substitute motion that will bring back or\nrestore the original section 7. If that is not possible, I will then move an amend¬\nment to strike out all that portion of the Committee’s report in section 7 that is\nprinted in italics, and I want to move that on the ground that experience has\ntaught us all over this country that permanent funds are placed in the hands\nof boards of trustees with large and liberal and responsible powers, that is\nthe way it should be done in this Assembly, and that is the way the original charter\nmakes provision.\nEdith L. Grosvenor (District of Columbia) : Second the motion.\nMr. Lefko'ivitz: A point of order, Mr. Chairman.\nPresident Smith: Will you state your point of order?\nMr. Lefko'ivitz: My point of order is Mr. Holmes’ substitute is out of order\nfor these reasons—\nPresident Smith (Interrupting) : I think he made it as an amendment.\nMr. Lefko'ivitz: It does not make any difference if it is an amendment. It is out of\norder in any form because it involves nullification of the motion just passed by\nthis body by an overwhelming vote. It therefore can only be done logically or\nlegitimately by a reconsideration, which would require a two-thirds vote. He may\nmake an amendment which does not alter or nullify the vote just taken.\nMr. Robert: When this amendment was adopted the only thing that the vote\nindicated was that if the proposal of the Committee was to be adopted they wished it\nto be two-thirds and not three-fourths. We have no indication whatever that they,\nso far as the vote is concerned, wish to adopt it either with two-thirds or with threefourths.\nPresident Smith: The amendment, therefore, is in order. So the question is on\nthe amendment which is to strike out of section 7 all the matter there in italics.\nMr. Holmes: And leave in all matter in brackets.\nPresident Smith: Mr. Walls of Ohio.\nMr. Walls: I want to speak to the main issue. If we leave the matter as it now\nstands in accordance with Mr. Holmes’ motion, we have this fund handled by\n\n"}
{"page": 817, "printed_page": null, "text": "Associational Records and Information\n\n811\n\nthe Board of Trustees, under the Board of Directors, confirmed by a two-thirds\nvote of the active members. I happen to have been a member of the Board of\nTrustees of a permanent pension fund for the last seven years during this de¬\npression. I have the utmost confidence in the body of men that ultimately control\nthat fund, a body of ministers. I have the utmost confidence in this Delegate As¬\nsembly, but I see no reason for raising the question of democracy in handling the\nPermanent Fund. I had $100 paid into that Fund by my teachers and I take it under\nthe conditions in which that $100 was paid that it was to be used in that Permanent\nFund and subject to the Board of Trustees, and I will say that you have a record\nmade by this Board of Trustees. They have had our interest reduced, they have\nnot lost a cent of interest or principal, and why in the world should you want to\nchange a plan that had brought results like that during the financial crisis thru\nwhich we have passed is beyond my understanding. I can simply say from my\npersonal experience that the wisest thing this Delegate Assembly can do is to leave\nthe initiative of the handling of the Permanent Fund to the Board of Trustees and\nthe Board of Directors, with your approval, and in that way you are safeguarding\na fund that has been set up as a Permanent Fund.\nPresident Smith: I am now asking for a reading of the motion. We have an\namendment to strike out all in italics and restore all in brackets. That is the motion\nbefore the House.\nMr. Robert: When you have a motion and a substitute, the best way to deal with\nit is to allow the motion to be open to amendment, also the substitute offered to be\nopen to amendment, and after each is perfected then take a vote on the proposed\nsubstitute for the original motion. I suggest the best way to handle this question is\nto vote on each of these questions separately with the idea that that is the form that\nwe approve in case we adopt the proposal of the Committee. Then we can take a\nvote also in making changes to the substitute which was to restore it to the original\nway. After that it would require your vote on amending your charter. That I\nthink ought to meet the wishes of everyone.\nMr. Lefkovoitz: My point of order is that the amendment is out of order for the\nreason that we have just voted to amend that part in italics by striking out threefourths and substituting two-thirds. The effect of this amendment is to nullify what\nwe have just approved. That requires a reconsideration and a two-thirds vote.\nPresident Smith: I rule this amendment is in order. The mover of the motion\nwishes to appeal from the chair and I will call—\nMr. Lefkovnitz (Interrupting) : First, before I do that, I want a ruling of the\nparliamentarian on the point I raised. I want the parliamentarian to rule whether\nyou can by an amendment nullify a previous amendment that has been approved.\nMr. Robert: The word “three-fourths” was changed to “two-thirds” in this\nsection. We have not expressed our opinion that we are in favor of two-thirds.\nPresident Smith: I will ask the mover of this motion if he still wishes to appeal\nfrom the decision of the chair.\nMr. Lefkowitz: I do not but I still maintain you cannot nullify a vote except by\na reconsideration and that is in Robert’s Rules of Order Revised.\nPresident Smith: Therefore, we are on the question of this amendment and the\ndebate is still in order. I recognize Mr. Lamkin.\nMr. Uel W. Lamkin (Missouri) : I come as a delegate from a state and with a\nright as a delegate to speak. I think we have gone far from the merits of this\nquestion. We are to determine here whether or not we are to change the plan of\npayment of the Permanent Fund. The Association raises money in two ways, just\nas you raise money in two ways in your own state. You raise money by taxation.\nThe Association provides for taxation of $2 per member. It also raises money by\ninterest on the Permanent Fund, as you raise money in your states by interest on\ncertain funds which you have. Under the present situation you can use the Perma¬\nnent Fund more quickly, if necessary, than you can by the change proposed by this\nCommittee. In other words, in one year, on the recommendation of the Board of\nTrustees, the Directors, and by a two-thirds vote of the General Assembly you\n\n"}
{"page": 818, "printed_page": null, "text": "812\n\nNational Education Association\n\ncan use the Permanent Fund. In other words, to change your dues, it would take\ntwo years, while you could raise the Permanent Fund under the present situation in\none year. You have to submit it in two different meetings, but you do not at the\npresent time, and the Permanent Fund, if an emergency arises, which you are\ntalking of sufficient to require us to go into our Permanent Fund, the Board of\nTrustees and the Directors and the Delegate Assembly can do it inside of two or\nthree months. You think of the state of Colorado, for instance—Mr. Mooney talks\nabout taxation—he would not think of turning over to the legislature the right to\ndispose of all public lands of Colorado and spend it in any one year or for any one\npurpose, and we must consider the people who have put $540,000 into this Perma¬\nnent Fund which was to be kept as such and spent as provided by the constitution,\nand the charter and bylaws of this Association at the time it was contributed.\nI have purposely as a past president of this Association kept out of these delibera¬\ntions, but I want to say to those of you who are interested in the passage of these\namendments to the charter that in my judgment, the Congress of the United States\nis going to be very slow to change a charter that enables a Delegate Assembly\nelected as we are, to change the expenditures of a Permanent Fund of approxi¬\nmately $500,000 to $700,000 by a two-thirds vote in two years. If you want this\nsimplified charter adopted you had better leave the Permanent Fund safeguarded\nas it is at present. Now it can be used in case of an emergency within a period before\nthe emergency elapses.\nI support Mr. Holmes’ motion.\nMiss Mary E. McGough (Minnesota) : I had intended coming up asking a ques¬\ntion of the parliamentarian but since the chairman has mentioned the amendment\nin order I shall speak to the amendment.\nThe last speaker mentioned the need of being able to act in emergency without\nhaving to wait two years to allow the procedure to be followed, but the question\nmany will raise is: Who shall determine what the emergency is? Under the con¬\nstitution as it now exists only the Board of Trustees may determine what is an\nemergency. When you place the power of disbursement in the hands of the Delegate\nAssembly, you have a large group to determine your emergency as well as the\nsolution of your emergency, and you have a procedure that is in harmony with\ndemocracy. It seems to me there is the crux of the situation in one word. When we\ntransfer the power to initiate to the Delegate Assembly, it may set up the control\nof the funds still in the Board of Trustees. The Board of Trustees is concerned\nwith the investments. They certainly ought to be able to convince this Delegate\nAssembly. In other words, the Board of Trustees so far as this Assembly is con¬\ncerned can initiate; the Assembly also can initiate. That it seems to me is true\ndemocracy while to have only that initiative power in this Board of Trustees is not\ndemocracy.\nMiss Smith (California): I move the previous question on the pending motion.\nVoice: Second the motion.\nPresident Smith: The previous motion has been made and I will take a vote on\nthat.\nMr. Joseph H. Saunders (Virginia) : I rise to a question of parliamentary privi¬\nlege. I should like the parliamentarian to determine, according to Robert’s Rides\nof Order Revised, page 269, section 68, the vote that would be necessary to carry\nthis proposition, which is in a sense an amendment to the constitution of this Asso¬\nciation since this Association adopted its charter as its constitution.\nPresident Smith: We are voting then on this amendment. Then later the main\nmotion with other amendments, if there are any to come. We are voting now on\nthe amendment and the effect of that amendment if that motion passes, would be to\neliminate all in italics in section 7 and restore all in brackets. This question is not\ndebatable. That is the reason I wanted you to know exactly what the motion is.\nAs many as are in favor of this amendment, the previous question, say “ Aye.”\nThose opposed, “ No.” It would seem that—I will ask for a division vote.\n\n"}
{"page": 819, "printed_page": null, "text": "Associational Records and Information\n\n813\n\nMrs. Johanna Lindlof (New York) : I believe there is a misunderstanding on\nwhat vote is being taken. As I understand it, it is a question of closing debate.\nThat is what it means.\nPresident Smith: Yes. If this question is carried, then will open up the amend¬\nment for voting only. This is to close debate on that amendment. That is the pur¬\npose of it. (Motion put and carried.)\nNow we are voting upon the amendment which if passed would eliminate those\nphrases in italics and restore those in brackets. As many as are in favor of this\namendment—\nMr. Saunders (Interrupting) : Will the parliamentarian rule on my question in\nregard to that?\nPresident Smith: The parliamentarian has ruled that a majority vote would be\nrequired.\nMr. Saunders: To pass this amendment?\nPresident Smith: That is my understanding.\nMr. Saunders: To pass this amendment to the charter? Is that right, sir?\n(Motion put and carried.)\nPresident Smith: Now the original motion is open for discussion and further\namendment or adoption. Are you ready to vote on it?\nMrs. Lindlof: I want to make a motion.\nPresident Smith: We are ready now to vote on the original motion with the\namendment and if this is passed, section 7 would stand as it is in the original charter.\nMrs. Lindlof: Mr. Chairman—\nPresident Smith: There is no debate on this.\nMrs. Lindlof: Mr. Chairman—\nPresident Smith: Is there a question?\nMrs. Lindlof: It is a question. Mr. Chairman, I want to ask the chairman and\nthe parliamentarian whether a question so important as this should be voted upon\nwhen numbers of people have come to this platform and said that they do not\nunderstand and did not understand when voting on that amendment just what\nthey were voting upon. I believe that it is the right of the chairman of this Com¬\nmittee to explain what the effect of your vote will be. We have stayed here so\nlong, surely we can stay a few moments longer in order to make this question fully\nunderstood and properly voted upon on the basis of clear understanding.\nPresident Smith: I wish to ask the parliamentarian to make a statement here.\nMr. Robert: I am sorry but I have been talking to a number of people and I may\nnot always have heard just what you did. I will state what I understand the\nsituation to be and then let us make sure that that was your intention when you\nwere voting. Those who voted to adopt the substitute motion, was it clear that they\nintended to vote in favor of leaving section 7 in the charter as it now is rather than\nas it was proposed by the Committee?\nVoices: Yes. Yes. Yes.\nMr. Robert: Is that clear?\nMr. Holmes: That was my motion.\nMr. Robert: Very well. Then I understand the motion was adopted and called\nfor the previous question on all pending questions.\nVoice: Yes.\nMr. Robert: If so, no further debate or amendment is in order except such ex¬\nplanation to make sure everybody knows what they are voting upon. The question,\nthen, is on adopting chapter 1 of the report of the Committee on Reorganization on\nall sections except section 7 which remains as it is and has been in the charter. Is\nthat clear? The previous question having been ordered, no further debate is in\norder and that is the pending question. (The question was taken and the motion\ncarried.)\nPresident Smith: The next order of business is the question of adopting chapter II\nof the report of the Committee on Reorganization.\n\n"}
{"page": 820, "printed_page": null, "text": "814\n\nNational Education Association\n\nMiss Cornelia S. Adair (Virginia) : I move the compensating bylaws as pre¬\nsented to you be accepted, leaving the portion you have just stricken out in the\ncharter, all other sections remaining as they were.\nMr. Sutton: Second the motion.\nNew York: I move we adjourn until 8:45 tomorrow morning.\nVoice: Second the motion.\nPresident Smith: The motion has been made and seconded we adjourn until\n8:45 tomorrow morning. The question then is on this point of adjournment.\nMr. Lamkin: May I suggest that there be a recess instead of adjournment?\nPresident Smith: There is a debate. It is debatable when you set the time for\nreconvening and we already have some very important things. I may say this, that\nthe constitution and bylaws require that several nominations be made at this particu¬\nlar session. We could take a recess but we could not adjourn.\nVoice: I move we recess until 2:30 o’clock today.\nVoice: We have other meetings.\nPresident Smith: Couldn’t we go ahead now?\nVoices: Yes. Yes.\nNew York: I will accept the suggestion that we recess. Many have gone. That\ntoo is important.\nPresident Smith: Then the motion is to recess until*tomorrow morning at 8:45\nWe will vote on it. Is there any further discussion? We have a complete program\non at that time.\nMrs. Myrtle Hooper Dahl (Minnesota) : The bylaws require we shall have\nnominations of our officers today and how can we recess?\nPresident Smith: Mrs. Dahl is raising the same point I raised a moment ago.\nThe bylaws require we shall have nominations at this session today but we could\nhave a recess and that would take care of that.\nNew York: Just a point of order, please. Isn’t an adjourned session a part of\nthat session?\nVoices: No. No.\nPresident Smith: Mr. Robert.\nMr. Robert: The bylaws provide that something shall be done at this meeting.\nTherefore, when that comes up it is in order to postpone it to some other time in\nspite of the fact the bylaws require it shall be done at this meeting. It has been\nrecommended for postponement because some people are absent.\nPresident Smith: May I make this suggestion: Would you be willing to make\nthat at 2 o’clock this afternoon instead of tomorrow?\nNew York: I am perfectly willing to make it at any time providing we have\na recess. Two-thirds of this body have gone. Therefore, the reason why i stated\n8:45 tomorrow morning was because I know many of these delegates would like to\nattend. But I believe if we stop running thru as many platform speeches as we have\nthis morning we can get thru the business and do all that is necessary.\nPresident Smith: Then the mover of this motion does not consent to change it\nfrom 8:45 tomorrow morning to 2 o’clock this afternoon. So we are debating it.\nVoice: I move to amend the motion by substituting 2:30 o’clock this afternoon\nfor 8:30 o’clock tomorrow morning.\nMiss Daisy Lord (Connecticut) : To bring us back at 2 o’clock this afternoon or\n2:30 is very unfair to your departments which have arranged for important meet¬\nings this afternoon. It seems to me it would be much better for us to stay here and\nmake our nominations, because after all, those people who have nominations to\nmake are here to make them today. I think it would be much better to stay now\nand make our nominations here. There are plenty to make nominations. Those\nwho have them to make have remained. But the other business could be put off to\nthe next session, which will come tomorrow morning, and that is the fair thing\nto do to all your candidates and to all who have nominations, and also to the\ndepartments of this Association.\n\n"}
{"page": 821, "printed_page": null, "text": "Associational Records and Information\n\n815\n\nPresident Smith: We are voting upon the amendment which would substitute the\nhour of 2 o’clock this afternoon in place of the hour of 8:45 tomorrow morning. Are\nyou ready for this question? (The question was taken and the amendment lost.)\nPresident Smith: We are on the original motion then to recess until tomorrow\nmorning at 8:45. Are you ready for the question? (The question was taken and\nthe motion lost.)\nWe will continue our discussion.\nMiss Lord: I move we proceed to nominations at this time and carry the other\nbusiness that comes in between over until tomorrow morning.\nVoice: Second the motion.\nVoice: You are out of order.\nPresident Smith: There is a motion then before the House to dispense with these\nother items of business and go immediately to the nomination of officers.\nMiss Adair: The motion to adopt our Committee report was before the House.\nPresident Smith: This motion to adjourn did intervene and we have not acted\nupon that motion.\nMiss Adair: My motion was that the compensating bylaws be adopted as in toto\nexcept where conflicting with the action of the Assembly on section 7. There was\none point that was brought to our attention that might be brought over into those\nbylaws and which is not in conflict with the action on section 7. May I have your\nconsent to write that in? Now I will read you that statement.\nOn page 9 of the compensating bylaws in section 7 we have tried to omit material\nthere in the paragraph “ Duties of Trustees.” It was not carried over. It does not\nconflict with your action on section 7. May I include that in the report?\nPresident Smith: Is there any objection to that?\nMr. W. A. Walls (Ohio) : I move the consideration of this matter to be made the\nfirst order of business at the Assembly tomorrow morning.\nMiss Lord: I made a previous motion and I would like to ask this Assembly\nto give me leave to second this and that we proceed with this business. It will take\nonly a few minutes.\nPresident Smith: Are you agreeable to that? The motion has been made and\nseconded that we postpone this business we are now on and that it be made the first\norder of business tomorrow morning. Are you ready for the question? (The ques¬\ntion was taken and the motion carried.)\nPresident Smith: This matter of business then is pushed up until tomorrow\nmorning as the first order of business. We are ready for the motion that was made\nawhile ago that we pass to the nominations for officers. Is there a motion to that\neffect ?\nMiss Lord.: Yes, and seconded.\nPresident Smith: Are you ready for the question? (The question was taken and\nthe motion carried.)\nPresident Smith: I will ask the secretary to call the roll by states on the nomina¬\ntion for presidency of the Association. Before that, however, we should have the\nreport of the Committee on Arrangements for the balloting and I will call upon\nHarold W. Cowan who takes the place of the chairman of that Committee.\nMr. Harold W. Cowan (Massachusetts) : Mr. Marsh has asked me to bring you\nthis report of your Committee on Elections. The annual election will take place\nThursday, July 4. The polls will open at 8 o’clock in the morning and remain open\nuntil 6 o’clock in the evening. The election will take place in the registration room\non the ground floor of Headquarters Building, 810 Fourteenth Street. You will,\ntherefore, vote in the same room in which you registered. That tells you when and\nwhere.\nNow for the procedure. When you registered as a delegate you were given a\ncoupon or ticket, an election coupon. At one end your name was typed. At the\nother end is a stub. This stub you will sign in the presence of the election officer who\nwill be asked to retain it and give you a printed ballot. This ballot should be\nmarked and deposited before you leave the room. The ballot is marked in the\n\n"}
{"page": 822, "printed_page": null, "text": "816\n\nNational Education Association\n\nusual way. It will express your wishes by marking an X after the name of your\nchoice. Please mark them carefully so that there will be no doubt in the counting\nof your vote. The ballot is then deposited in the box. Only delegates may vote and\nonly those delegates who present the election coupons. Please vote early. Your\nCommittee will be on duty all day at the polls, 'l'he entire Committee will start to\ncount the votes after 6 p. m. No votes will be counted before that hour.\nMr. Chairman, I move the adoption of that report.\n(Motion seconded, and carried.)\nPresident Smith: Now we will proceed to the nomination of officers. May I\nremind you that we want everybody who is going to make a nomination, whether\nfor president, vicepresident, or treasurer, to come to the platform and be ready to\nmake the nominations. Nomination speeches for president will be limited to five\nminutes and seconding speeches to two minutes. I now call upon the secretary of\nthe Association to call the roll of states for nominations for president. Mr. Givens.\nSecretary Givens: Alabama.\nAlabama: Alabama yields to Iowa.\n(Fred D. Cram of Iowa then took the floor and nominated Agnes Samuelson for\nthe presidency of the Association.)\nSecretary Givens: Alaska.\nAlaska: Alaska yields to Vermont.\n(E. W. Butterfield of Connecticut then took the floor and nominated Caroline S.\nWoodruff for the presidency of the Association.)\nSecretary Givens: Arizona.\nMr. H. E. Hendricks: By request of the delegates from our state we are very\nhappy to second the nomination of Agnes Samuelson for the presidency of this\ngreat organization.\nSecretary Givens: Arkansas.\nArkansas: Arkansas yields to Georgia.\n(After speaking most highly of all three candidates for the presidency, Mr. Sutton\nseconded the nomination of Miss Samuelson.)\nSecretary Givens: California.\nCalifornia: California has no candidate.\nSecretary Givens: Colorado.\nColorado: Colorado has no candidate.\nSecretary Givens: Connecticut.\nConnecticut: Connecticut has no candidate.\nSecretary Givens: Delaware.\nDelaware: Delaware is happy to yield to Massachusetts.\n(William J. Sanders of Massachusetts then nominated Annie Carleton Wood¬\nward as candidate for the presidency of the Association.)\nSecretary Givens: District of Columbia.\nDistrict of Columbia: No nominations.\nSecretary Givens: Florida—Georgia—Hawaii—Idaho.\nIdaho: No nominations.\nSecretary Givens: Illinois—Indiana—Iowa—Kansas—Kentucky—Louisiana.\nLouisiana: Second the nomination of Agnes Samuelson.\nSecretary Givens: Maine.\nMr. W. B. Jack (Maine) : The state of Maine, like Mr. Sutton of Georgia, loves\neverybody, but seconds the nomination of Caroline S. Woodruff of Vermont.\nSecretary\nGivens:\nMaryland—Massachusetts—Michigan—Minnesota—Missis¬\nsippi—Missouri—Montana—Nebraska.\nNebraska: Nebraska seconds the nomination of Agnes Samuelson.\nSecretary Givens: Nevada—New Hampshire.\nNew Hampshire: New Hampshire is proud to second the nomination for the next\npresident of the N. E. A., Caroline S. Woodruff.\nSecretary Givens: New York.\n\n"}
{"page": 823, "printed_page": null, "text": "Associational Records and Information\n\n817\n\nNew York has no candidate but an individual delegate wishes to\nsecond a nomination. I, therefore yield to Mr. Frederick Houk Law of New York.\n(Mr. Law then took the floor to second the nomination of Caroline S. Woodruff.)\nSecretary Givens: North Carolina—New Jersey—Ohio—Oklahoma—Oregon.\nOregon: Oregon seconds the nomination of Miss Woodruff.\nSecretary Givens: Pennsylvania.\nMr. M. S. Bentz: Pennsylvania wishes to second the nomination of Agnes\nNew York:\n\nSamuelson.\nSecretary Givens:\n\nRhode Island—South Carolina—South Dakota—Tennessee—\n\nTexas.\nTexas: Texas as a delegation has no nomination to place, but one of our members,\nW. A. Jam es, from Galveston, does have.\n(Mr. James then took the floor to second the nomination of Amiie C. Woodward.)\n\nUtah—Vermont.\n(Francis L. Bailey of Vermont then took the floor to second the nomination of\n\nSecretary Givens:\n\nCaroline S. Woodruff.)\nSecretary Givens: Virginia—Virgin Islands—Washington.\n(S. E. Fleming of Washington seconded the nomination of Agnes Samuelson.)\n\nWest Virginia—Wisconsin—Wyoming. Mr. President, that\ncompletes the roll call for president.\nPresident Smith: You have heard nominations then for the president. We will\nnow call for nominations for vicepresident. I will ask for a roll call of the states\nfor that purpose.\nSecretary Givens: Alabama.\n(J. F. Pogue nominated Paul Munro for vicepresident.)\nSecretary Givens: Alaska.\nAlaska: Alaska yields to Utah.\n(C. Ray Evans of Utah nominated Norman Hamilton for vicepresident.)\nSecretary Givens: Arizona.\nArizona: Arizona yields to Colorado.\nColorado: Colorado as a delegation has no nomination to make. We as the host\norganization feel we would be taking advantage if we did such a thing.\nSecretary Givens: Arkansas.\nArkansas: Arkansas yields to Nevada.\n(M. J. Clark of Nevada nominated Bertha C. Kncmcyer for vicepresident of the\nAssociation.)\nSecretary Givens: California.\n(J. Russell Croad of California nominated Vierling Kersey for vicepresident.)\n(As the names of the following states were called nominations were made.)\n(Daisy Lord of Connecticut nominated Ernest W. Butterfield for vicepresident.)\n(E. D. Vincent of Idaho nominated Raymond H. Snyder for vicepresident.)\n(Donald DuShane nominated George T. Avery of Colorado for vicepresident.)\n(Mrs. Emory Lively of Louisiana nominated L. P. Terrehonne for vicepresident.)\n(Mr. Sherrard of New York nominated Frederick Llouk Law for vicepresident.)\n(Maisie Quinn of Rhode Island nominated Charles Carroll for vicepresident.)\n(A. C. Flora of South Carolina nominated Mary Eva Hite for vicepresident.)\n(O. H. Plenzke of Wisconsin nominated John Callahan for vicepresident.)\nSecretary Givens: That completes the required number of vicepresidents and\nmore than the required number nominated.\nPresident Smith: I will call for the roll call on nominations for treasurer at this\ntime.\nMr. Saunders: I move the roll call on treasurer be dispensed with and that each\nstate that has nominations to make come forward and save time. (Motion seconded\nand carried unanimously.)\nPresident Smith: All those who have nominations for treasurer please come\nforward.\nSecretary Givens:\n\n"}
{"page": 824, "printed_page": null, "text": "818\n\nNational Education Association\n\n(Ohio then put R. E. Offenhauer in nomination for treasurer of the As¬\nsociation.)\n(Missouri next nominated JV. T. Longshore for treasurer of the Association.)\nPresident Smith: Are there any other nominations?\nNeiv Jersey:\nNew Jersey takes pleasure in seconding the nomination of\nMr. Offenhauer on the basis of his record.\nPresident Smith: Now we will take up the nominations for directors.\nMr. Saunders: I move that the roll call be dispensed with and that the name\nof each director as nominated by the state be placed upon the ballot.\nPresident Smith:\nI may say those nominations are all in here now. (The\nmotion was seconded and unanimously carried.)\nPresident Smith: The motion is unanimously carried and the nominations for\ndirectors will stand as they have been nominated here. If there is no further\nbusiness, we stand adjourned until 8:45 o’clock tomorrow morning.\nWillard E. Givens, Secretary\nHenry Lester Smith, President\n\nSecond Business Session, Wednesday Morning, July 3, 1935\nThe second business session of the Representative Assembly convened at 9: 10 a. m.\nin the Municipal Auditorium following an organ recital by Clarence Reynolds.\nThe invocation was delivered by Reverend Samuel J. Mathieson of the Central\nChristian Church.\nPresident Henry Lester Smith: Because of the pressure of business this morning\nI hope we may move along with as much dispatch as is possible and as is consis¬\ntent with the proper consideration of the questions before us. You will note that the\nmain point which we had originally on this program was the report of the Joint\nCommission on the Emergency in Education. However, there is a special order\nof business this morning left over from yesterday by vote of this Assembly. May\nI read you the motion that is now pending before the Representative Assembly?\nIt was a motion made by Cornelia S. Adair and is to this effect: “ I move that the\ncompensating changes in the bylaws to take care of the simplification of the\ncharter as set forth in chapter II of the Committee on Reorganization of the\nNational Education Association be adopted, except where they may be in conflict\nwith the action of the Assembly in relation to section 7 of the charter.” This refers\nto the material in chapter II of the report of the Committee on Reorganization of\nthe N. E. A. Yesterday we took action in regard to section 7. So this motion that\nis before us refers to the adoption of all other parts in those compensating changes\nexcept that relating to section 7. Are you ready for the question?\n(The question was taken and the motion carried unanimously.)\nPresident Smith: I recognize now the chairman of the Committee on Reorganiza¬\ntion of the National Education Association.\nMr. E. E. Oberholtzer (Texas) : We want to take a little of your time to go thru\nchapters III and IV. We are not going to ask the adoption of anything unless there\nis unanimous consent. There are some things we think you are ready to agree upon\nand if you will look at chapter III you can go down the items and anything there\nis any question about, we serve notice that they will be in the form of amendments\nto be presented next year. If you will turn to chapter III, I shall ask Miss Adair,\nwho has been chairman of the Committee on Amendments, to present that report\nand she will proceed by presenting these proposed amendments and call for your\nsuggestions as to whether or not you want to give unanimous consent to the\nadoption. I think it would be a simple matter for you to say whether or not you want\nRobert's Rules of Order as the official guide in our parliamentary procedure. If\nyou give us unanimous consent, that amendment will be approved, and so on. I call\nupon Miss Adair now.\nMiss Cornelia S. Adair (Virginia): I am going to ask you to read with me the\nfirst paragraph of chapter III which the Committee hopes will be adopted by the\n\n"}
{"page": 825, "printed_page": null, "text": "Associational Records and Information\n\n819\n\nRepresentative Assembly by unanimous consent. In our study of the bylaws we have\nfound a number of things which, in the judgment of the Committee, should be\nmodified and concerning which we believe there is general approval. It is not the\nintention of the Committee to present these items in a way that anyone may construe\nour proposals as “steam roller” tactics. We hope that a delegate who objects to the\nproposal will so indicate his objections briefly to the Assembly, then present them\nin writing to the Committee which will be sitting thruout the convention to hear such\nobjections and the reasons therefor. Each of the proposals, to which there is no\nregistered objection, may immediately become amendments to the bylaws. Otherwise,\nthey must lay over for one year for further consideration and a two-thirds vote. You\ncan read the changes listed. I am not going to take your time by reading that list,\nbut we will proceed immediately to the first item, Robert’s Rules of Order. We\nalways thought in the N. E. A. that Robert’s Rules of Order was our guidepost\nWe have adopted Robert’s Rules of Order Revised for this convention. I move\nthat it be made our official guide so far as it applies to our work. May we have\nunanimous consent for that?\nPresident Smith: Have we the unanimous consent for the adoption of Robert’s\nRules of Order Revised\\?\n(The motion was seconded and unanimously carried.)\nMiss Adair: Our secretary has simply been called the secretary of the Association\nand the Committee recommends he be called the executive secretary of the Associa¬\ntion. Have I unanimous consent for that change?\n(The motion was seconded and unanimously carried.)\nMiss Adair: Now, there is a very queer clause in our constitution which says,\n“ Officers shall be permitted to hold meetings other than for business purposes and\nthe expenses thereof shall be provided.” It seems that that ought to be deleted from\nthe bylaws. May I have unanimous consent to do that?\n(The motion was seconded and unanimously carried.)\nMiss Adair: The next is in two parts. At least, I would like for you to consider\nit in two parts. It has to do with qualifications of delegates.\nOnly active members of the National Education Association shall be eligible\nto be delegates to the Representative Assembly and to vote in the election of\ndelegates in a state or local affiliated association.\nNow, this is the new part:\nNo member shall be eligible to serve as a delegate to the Representative\nAssembly who has not been for two years immediately preceding his election\na member of the state, district, territorial, or local affiliated educational\nassociation and of the National Education Association.\nI would like to divide that and ask your unanimous consent for that part. That is,\nno one can be a delegate unless he has been a member in the local association or\nstate association for two years. That is so that they will know something about\ntheir home affairs.\n(The motion was seconded, but since it was not carried unanimously, this part\nwill be presented next year for action.)\nMiss Adair: The second part of this I imagine you will wish to treat in the same\nway, so I present it to lay on the table for a year and to be voted upon next summer.\nThere is no action then required at this time.\nThe next is qualifications of the directors.\nAt the first business meeting of the Representative Assembly on the second\nday of the annual meeting of the Association, nominations for the following\nofficers should be made—president, vicepresident, and treasurer. Candidates\nfor said offices should be nominated from the floor upon roll call of the states.\nOn the first day of the annual meeting of the Association the delegates of each\nstate, territory, and district of the United States shall nominate one person\nfor member of the Board of Directors and the name of such person shall be\nreported to the Representative Assembly at the first business meeting, upon\nroll call of the states.\n\n"}
{"page": 826, "printed_page": null, "text": "820\n\nNational Education Association\n\nHere is the new part:\nAny person, to qualify to serve as director shall have been an active mem¬\nber with dues paid in the National Education Association and in the state or\ndistrict or local association, if organized, for a five-year period immediately\npreceding the election. Only delegates who are active members of the National\nEducation Association and whose dues have been paid in the state or district\nor territory or local association, if organized, respectively, shall have the right\nto vote for such directors.\nMr. Holmes: I am going to offer a further amendment to this.\nPresident Smith: Wait. They do not understand Miss Adair yet.\nMiss Adair: Can you hear me now? Suppose Mr. Oberholtzer tries to use the\nmicrophone.\nMr. Oberholtzer: Miss Adair has asked me this question, whether you are willing\nto give unanimous consent to the amendments suggested in chapter III-E. The\nwords are italicized which are new and she read that portion which fixes the qualifi¬\ncations of persons to serve as directors. (Mr. Oberholtzer reread the new part.)\nPresident Smith: The question is on the motion to adopt the contents of chapter III,\nsection E, as published in this report concerning the qualifications of directors. Are\nyou ready for that question?\nMr. Albert Shaw (California). I cannot find where it says “respectively,\nshall have the right”—no, the third from the last line—“in each state, district, or\nterritory, or local association.” Now, if we should happen to move from one asso¬\nciation to another in that five-year period, you would be disqualified.\nMiss Adair: That was not the intention.\nPresident Smith: Just a moment. May I let Miss Adair explain what the inten¬\ntion was there, or Mr. Oberholtzer?\nMr. Oberholtzer: Miss Adair assures me that was not the intention of the resolu¬\ntion. I think the thought was anyone a member of any one of those associations would\nbe qualified to vote. He must be of course a member of the National Education\nAssociation.\nMiss Adair: We would accept any amendment that would make that more definite.\nMr. Shaw: If it read, “ a state or district association,” then you might vote from\none to the other?\nMr. Oberholtzer: We will insert the word “a” in place of “the” which will\nclarify it, I believe. May we have unanimous consent to do that?\nPresident Smith: It is the understanding that you substitute the word “ a ” in place\nof the word “ the ” in those instances and the motion before us takes that into\nconsideration. I want now to recognize Mr. Holmes.\nMr. Holmes: I have an addition I would like to offer that relates to the election\nof the Board of Directors, which reads as follows: That article II of the bylaws be\namended by adding to the third sentence the following provision relating to the\nnomination of the Board of Directors, the provision to read: “Provided that after\nthe annual meeting of the Association in 1935,” but it has to lay over for a year,\nthen in 1936 or 1937—“ no paid employee of state or local affiliated association shall\nbe eligible for nomination for membership to the Board of Directors.” I do that\nbecause it is in line with the best administrative procedure known to administrative\nbodies and because it is also in the line of more democracy for this Association. If\nno superintendent shall serve on a board of education, so should no paid employee\nof an affiliated local or state association serve on the Board of Directors of this\nAssociation.\nPresident Smith: I would like to ask Mr. Oberholtzer to make a statement here.\nMr. Oberholtzer: As chairman of the Committee I should like to have unanimous\nconsent to the first portion and ask that Mr. Holmes consent for his amendment to\nlay over until next year for action, which will give you ample time to study the full\nimport of that. I wonder if I have Mr. Holmes’ consent to have that lay over until\nnext year.\nMr. Holmes: Yes, I will be glad to have it lay over if that is to the best interest\nof the organization, and I think it is, in order that it may be given thoro consideration.\n\n"}
{"page": 827, "printed_page": null, "text": "Associational Records and Information\n\n821\n\nPresident Smith: The question is upon the motion to adopt the article that was\nread a moment ago for which we are asking action now and it is understood that\nthe added part by Mr. Holmes will lay over another year.\n(The motion was seconded and unanimously carried.)\nMiss Adair: The next item is the u Qualifications of Trustees.” I suggest that it\nlay over until next year.\nThis next one refers to the election of a Resolutions Committee. We also wish\nto have this lay over for a year.\nThe next provides for a standing committee on bylaws and rules and I hope it\nwill be accepted by unanimous consent. Will you read it yourselves?\nPresident Smith: The motion is now on section H of chapter III in regard to the\nprovision of a committee on bylaws and rules. They are asking for unanimous con¬\nsent. Are you ready for the question?\n(The motion was seconded and unanimously carried.)\nMr. Oberholtzer: We are serving notice that chapter III-I and chapter III-J are\npresented as amendments to come up next year and will lay over. We think you\nshould have time to study them over very carefully. Miss Adair wishes to make an\nexplanation.\nMiss Adair: You notice on page 27 at the top that there is a somewhat complicated\narrangement of how the number of delegates shall be apportioned. We just want to\nserve notice that we are going to suggest new methods of determining the number\nof new delegates, but we wish to be free in that item. So we serve notice that we\nare going to recommend something of this type in the selection of delegates but not\nnecessarily the somewhat complicated method that you have before you.\nWe would like the next item in regard to the change in the scale of fees paid by\naffiliated associations to lay on the table for a year. On chapter III-L and chapter\nIII-J, section 7, we would like to serve notice for next year. On article VI, section\n8—“ The Representative Assembly may provide such additional Committees as it\nmay deem wise,” I ask unanimous consent.\nPresident Smith: You are asking for unanimous consent for that portion under\nL in Chapter III, the provision for additional committees. Are you ready for the\nquestion ?\n(The motion was seconded and unanimously carried.)\nMiss Adair: We are asking for unanimous consent on chapter III-M.\nPresident Smith: This motion refers to section M in chapter III—printed ballots\nfor amendments to bylaws.\n(The motion was seconded, but since it was not unanimously adopted, President\nSmith announced that it would lay over for a year.)\nMiss Adair: The items introduced at Washington may become effective by a twothirds vote because they were presented in substantially this form to the Repre¬\nsentative Assembly of 1934. At the meeting of the Representative Assembly in\nWashington an amendment to the bylaws was presented by Miss Adair of Virginia\nproviding for the election of a Nominating Committee. At the same meeting of the\nRepresentative Assembly an amendment was proposed by Mr. Shaw of Pennsylvania\nproviding for the use of preferential voting at all elections. The Committee on\nReorganization discussed these two proposals and decided to combine the two ideas\nand present them to the Representative Assembly of 1935 as an amendment of\narticle VI by the addition of section 7. The wording is so changed that I would not\nbe willing to ask your action without further consideration. I will, therefore, serve\nnotice that this amendment will lay over for a year. Mr. Shaw will present the\namendment on preferential voting.\nMr. Reuben T. Shaw (Pennsylvania) : I will move for chapter IV-B to stand in\njust the form it was presented at Washington. While there is no change or new\ndevelopments, I found in discussing the matter with delegates from various states\nthat the plan is not well understood. Therefore, I am going to propose that it will\nlay over until next year for actual voting. The Boy Scouts are at this moment\npassing out to you some information concerning preferential voting which I hope\nyou will study and when next year comes you will understand what the matter is.\n\n"}
{"page": 828, "printed_page": null, "text": "822\n\nNational Education Association\n\nMr. Oberholtzer: We have completed our report on the first four chapters and\nwe are hoping that we may consider the remainder of this in the session Thursday\nmorning. We will ask especially that you read chapters V, VI, VII, and VIII and\nwe will promise not to take any more time than necessary. We appreciate very much\nthe consideration of the Assembly this morning in completing chapters II, III, and IV.\nPresident Smith: I should like at this time to recognize Mr. Hurst.\nMr. AI. E. Hurst (Oklahoma) : I want to serve notice at the session of the Repre¬\nsentative Assembly to be held tomorrow morning, Thursday, July 4, that I shall\noffer the following motion:\nThat the report of the Committee on Reorganization as adopted Tuesday\nbe amended so that in accordance with the recommendations <?f the Committee\nthe last paragraphs of section 7 on page 9 be struck out of the charter, and\nthe words “ or the Board of Directors shall otherwise order ” shall be struck\nout of the preceding paragraph and in lieu thereof the words “ or as other¬\nwise provided by the bylaws of the corporation ” be inserted.\nNow, Mr. President, I move that we vote on the paragraph I have suggested on\nthe ballot.\nPresident Smith: All those who are in favor of this motion—\nMr. Joseph H. Saund.ers (Virginia) : I rise to a point of order that before such\na motion can be considered there must be a reconsideration of the motion by which\nwe adopted this section yesterday as a part of the constitution.\nPresident Smith: I shall call upon our parliamentarian for his recommendation\nand decision in this matter.\nMr. Henry M. Robert, Jr. (Parliamentarian) : The motion is not a motion to recon¬\nsider but it is a motion to amend the action which was taken yesterday. The\nmotion is in order.\nPresident Smith: Are you ready for the question?\nMr. Saunders: I very much hate to take issue with the parliamentarian but the\nquestion of this proposition was debated yesterday. The Committee’s report was\namended by a vote which retained in the charter all of the provisions of section 7.\nNow it seems to me that if we are to change section 7 it becomes necessary for us to\nreconsider the motion by which we adopted section 7. However, let that pass\nand accept the ruling of the parliamentarian. I hope that this Representative\nAssembly will stand by its action of yesterday and make no changes in the pro¬\nvisions of section 7 because the provisions of that section which the gentleman pro¬\nposes now to change affect the general funds of the Association as well as the\nPermanent Fund. The charter safeguards both your funds, and these provisions of\nthe charter in section 7 provide that the safeguarding of the current or active funds\nremain in the hands of the Trustees, along with your Permanent Fund. It seems\nto me since this is to come in the form of a ballot, we should have an opportunity to\nexpress an opinion regarding that situation. If the parliamentarian rules and the\nchair rules that I have no right to discuss this matter now, I must take my seat, but I\nthink this Representative Assembly ought to hear one statement that I wish to make\nin connection with that Permanent Fund. Do you wish to hear it?\nVoices: Yes! Yes!\nVoices: No! No!\nPresident Smith: Make the statement.\nMr. Saunders: Our money is received from voluntary dues of $2. Teachers have\nnot received their pay at the end of September and money comes in in October,\nNovember, December, and January, so our money is exhausted often as early as\nApril and always in May, but the activities of the Association must continue thru\nthe months of June, July, and August, and in order to do that we have to borrow\nmoney to carry on this convention. That borrowing of money is done thru the\nBoard of Trustees. The Board of Trustees pledges the securities of $110,000, which\nis set up in that statement which I gave to you yesterday. Therefore, it becomes\nnecessary for the Board of Trustees to borrow money to keep the Association in\noperation, and those provisions which are in the charter, which the gentleman is\n\n"}
{"page": 829, "printed_page": null, "text": "Associational Records and Information\n\n823\n\nproposing to change, have to do with the handling of the general and current funds\nby the Board of Trustees, and you voted yesterday not to permit any change there\nand to keep those restrictions to safeguard your funds. I hope you will stand by your\naction of yesterday and I hope—\nPresident Smith (Interrupting) : I should like to recognize the chairman of the\nCommittee.\nMr. Oherholtzer: Just to keep the record clear, I hope that you will understand\nthat this motion now before the house is not a proposal of the Committee on\nReorganization. We do not desire to reopen the action unless the Delegate Assembly\nwants to do so. I want to make that statement in justice to the Committee because\nthat is our action.\nPresident Smith: I should like to recognize Mr. Hurst.\nMr. Hurst: The suggestions made in my motion are the suggestions made by the\nCommittee on Reorganization. It is not a suggestion to be put on the ballot. I am\nmerely suggesting that it be placed on the ballot that every member of the Delegate\nAssembly have an opportunity to vote on it tomorrow.\nPresident Smith: I do hope that we can settle this comparatively soon, because 1\nam afraid we are going to interfere very seriously with the other program.\nMr. W. H. Holmes (New York) : Since the meeting yesterday those who were in\nfavor of the action were approached by a number of people asking us to give our\nconsent to have these two propositions considered again. I took pains to consult\nmember after member of this Association, including three past presidents, and they\nwere unanimously of the opinion that we ought to let this section 7 stay as it is, and\nI hope you will all vote to sustain your action yesterday and not to allow these two\nsections to appear on the ballot for reconsideration.\nPresident Smith: I want now to call upon Mr. Hurst, the mover of the motion,\nfor a final statement.\nMr. Hurst: I have nothing to say.\nPresident Smith: Are you ready for the question? I will ask the parliamentarian\nto explain it.\nAir. Robert: I want to make it clear that this motion to amend the action\ntaken yesterday is not now pending. You are not voting on that. The motion is\nto put it on the ballot tomorrow. If you vote to put it on the ballot tomorrow that\nwill cover the matter and you will vote tomorrow, and it is not your opinion as to\nwhether or not you are opposed or in favor of the motion itself but merely whether\nor not you are in favor of putting the motion upon the printed ballot.\nPresident Smith: All right. I think we are ready for the question now.\nVoices: Question! Question!\nMrs. Johanna Lindlof (New York) : Mr. Chairman—\nVoices: No! No!\nAirs. Lindlof: It seems to me that since the action taken yesterday on section 7\nhas been spoken of by numerous delegates of the Delegate Assembly as being\nconfusing and as having been misunderstood and since the election was taken yes¬\nterday on that question and a contradiction, one motion having been carried to\namend and a subsequent motion which nullified the action amending, which had\nbeen adopted, it seems to me that the National Education Association would be\nstultifying itself if it were unwilling to allow this question to go on the ballot to¬\nmorrow and allow each delegate to vote, not on what was voted upon yesterday but\nupon these questions which were never discussed at all at yesterday’s meeting. I\nhope that all of you, in the interests of fair play, will be willing to have this go on\nthe ballot.\nPresident Smith: Mr. Lamkin.\nMr. Uel IV. Lamkin (Missouri) : I hope we can approach this matter in a\ndeliberative attitude. Section 7 of the charter affects the Permanent Fund of this\ninstitution. I do not know how many of you1 have given the careful thought and\nattention to this matter before coming to the Assembly that you should have given\nbefore section 7 is changed. I want to assure you that I have no objection what¬\never to such action as may be taken by this Association after careful consideration\n\n"}
{"page": 830, "printed_page": null, "text": "824\n\nNational Education Association\n\nof any proposal that may be made. Mr. Oberholtzer tells you that this motion does\nnot come from the Committee. It seems to me that we are departing from a prin¬\nciple from which we should not depart when we write on the ballot so important\na change as may be made by the striking out of these two last sections, without full\nand free discussion before this Delegate Assembly. Personally, I would be per¬\nfectly willing to see this whole matter of amending the charter and bylaws go over\nfor a year until the whole Delegate Assembly had ample time to study all of the\nproposals. But I do not believe we should tamper with the handling of the Per¬\nmanent Fund and tamper further with section 7 without careful consideration, and\nto put it on the ballot merely means those of us who go and vote tomorrow will vote\nwithout having the benefit, if there is a benefit, of further discussion. Personally\nI hope that these motions will be voted down. They did not come from the Com¬\nmittee and certainly they did not come from those who believe that the Permanent\nFund should be safeguarded as it is at present.\nPresident Smith: Mr. Moore.\nMr. Robert C. Moore (Illinois) : I simply want to say two or three things\nin favor of having this proposal placed upon the ballot if it is to be considered at\nthis time. First, the experience yesterday demonstrated quite clearly that it is almost\nimpossible to get the delegates assembled in this room to understand what is being\nsaid from the platform. A number of people came to me yesterday after the meeting\nsaying that they did not understand what they were voting on. I agree that it is\nextremely difficult for some delegates to understand all that is taking place here. If\nthis proposal is to be voted on, then it ought to go on the ballot so that the dele¬\ngates will have time to look it over and read it and know just exactly upon what\nthey are voting. In the second place, a secret ballot and voting by ballot is the\nmodern way of voting. Therefore, I think in order that we may have a clear and\ndefinite expression of the will and judgment of the delegates of this body, this\nmatter ought to go on the ballot.\nPresident Smith: Is there any doubt as to what this motion is that we are voting\non? (The motion was put and lost.)\nPresid.ent Smith: I want to recognize Mr. Blankenship.\nMr. Blankenship: This motion I have is the same one just made except it covers\nthe first three paragraphs instead of the last two. I hereby serve notice that\nat the session of the Representative Assembly to be held tomorrow I shall offer the\nfollowing motion: That the action taken on Tuesday in regard to the first three\nparagraphs of section 7, chapter I, of the report of the Committee on Reorganization\nbe amended so that the recommendations of the Committee be approved.\nI now move that provision be made upon the ballot for election of officers to¬\nmorrow for a vote upon this motion, paragraph by paragraph.\nMr. W. A. Walls (Ohio) : I move to lay that motion on the table.\nMr. Robert: That is an unfair motion to lay it on the table. You should not\nmove to lay upon the table without it being taken up at a later date.\nMr. Walls: Then I move this be deferred indefinitely.\nVoice: I move the motion be postponed indefinitely.\nMr. Robert: The motion to place it on the ballot should be voted upon; also the\nmotion to postpone indefinitely. If that motion is adopted to postpone it indefinitely,\nthat would have the effect of killing the motion to place it on the ballot, but not of\nkilling the motion.\nPresident iSmith: All right. Then what was your motion?\nMr. Walls: I move that action be postponed indefinitely.\nPresident Smith: The motion is that action on this matter be postponed\nindefinitely. Is the question called for?\nVoices: Question!\nPresident Smith: Is there any doubt as to what you are voting on?\nVoices: Yes!\nPresident Smith: If the motion is carried to postpone indefinitely, it would mean\nthat this would not go on the ballot, but it would mean that these same gentlemen\ncan bring the matter up Thursday, because they have given notice of that. Is\nthere any question now as to what this motion means?\n\n"}
{"page": 831, "printed_page": null, "text": "Associational Records and Information\n\n825\n\n(The question was taken and the motion carried. Following this the California\ndelegation put on its stunt inviting the National Education Association to San\nFrancisco for its 1938 convention.)\n(Following this Utah put on a stunt depicting the growth of education in the\nstate.)\nPresident Smith: The report of the Joint Commission on the Emergency in\nEducation will be given by the chairman, John K. Norton of Teachers College,\nColumbia University.\n(This report is printed on page 166 of this volume.)\n(Following this report Secretary Givens made announcements concerning the\nentertainment tours planned for Friday, the next meeting of the Board of Directors,\nand the next business session.)\nPresident Smith: The business session is adjourned until tomorrow morning at\n9 o’clock and we will now take up the other part of the program which is a forum\ndiscussion under the leadership of Homer IV. Anderson, superintendent of schools,\nOmaha, Nebraska.\n(A motion that the second business session adjourn, was seconded and carried.)\nWillard E. Givens, Executive Secretary\nHenry Lester Smith, President\n\nThird Business Session, Thursday Morning, July 4, 1935\nThe third business session of the Representative Assembly of the National Edu¬\ncation Association was opened at 9:20 a. m. in the Municipal Auditorium, with an\norgan recital by Clarence Reynolds. The invocation was delivered by Martyn R.\nCaldwell, First Reader, First Church of Christ, Scientist.\nPresident Henry Lester Smith: I will call at this time for the report of the\nCommittee on Tenure which will be given by the chairman, Donald DuShane,\nsuperintendent of schools, Columbus, Indiana.\n(Mr. DuShane then presented the report which is printed on page 221 of this\nvolume.)\n(At the conclusion of the report Mr. DuShane recommended that $10,000 be\nappropriated for the use of the Committee as needed.)\nMr. Donald DuShane (Indiana) : I move the acceptance of this report and the\nadoption of its recommendations.\nPresident Smith: The Chair at this time recognizes Miss Collins, a member of\nthe Budget Committee.\nMiss Helen T. Collins (Connecticut) : I would like at this time to speak about the\nprovision which the Budget Committee has made for the carrying on of the\nimportant work of the Tenure Committee during the coming year. Yesterday at\n4 o’clock the Budget Committee, of which I am a member, met to be sure that\nample funds were provided for in the budget which has been approved by the\nBoard of Directors and which is now in your hands. I am commissioned by the\nBudget Committee to appear before this Delegate Assembly this morning and to\nstate that $10,000 or any part thereof which is needed by this Committee for its\nwork, is earmarked in the budget for that purpose. This $10,000 is included in\nsection C of item 21, on page 8 in the budget.\nPresident Smith: The question is on the motion to accept the report of the\nCommittee on Tenure and to adopt the recommendations contained therein. Are\nyou ready for the question?\nMr. Abraham Lefkowitz (New York) : I should like ask the meaning of that\nadditional recommendation. On page 3 of the report of the Committee on Resolu¬\ntions there is a statement which reads as follows:\nThe National Education Association endorses the work and the program\nof the Committee on Tenure and instructs the Board of Directors to ap¬\npropriate the sum of $10,000 when and if needed by the Committee on Tenure.\nThe amendment is likewise placed in the report on page 8. The question I\nshould like to ask is: In view of the fact that while the Committee on Tenure did\nreceive the money it requested it received it only when approved by the Com-\n\n"}
{"page": 832, "printed_page": null, "text": "826\n\nNational Education Association\n\nmittee that disburses and handles the funds. No Committee on Tenure can plan\nan effective, comprehensive, annual campaign unless it has the right beforehand to\ndetermine how that $10,000 is to be spent. In other words, if an effective tenure\ncampaign is to be waged—and such a campaign is more important to the teachers\nof the nation than any other business before this convention, because upon tenure\ndepends our life preparation and our job, and even more important than our job,\nupon tenure depends academic freedom, without which no real teaching is possible—\nI want to know and have definitely placed in the record whether that $10,000\nexpenditure is to be planned or determined by the Committee on Tenure or\nwhether that Committee can only make expenditures when allowed by the Ex¬\necutive Committee. If it means that the Tenure Committee can plan its campaign\nand determine the expenditures, then I heartily endorse that amendment.\nMiss Collins: May I answer that, Mr. Chairman?\nPresident Smith: Miss Collins.\nMiss Collins: The statement which I have just made I believe has answered\nthe question. I would like, however to answer it again. There is in the budget\nthat you hold in your hands $10,000 or any part thereof that is needed by the Tenure\nCommittee earmarked for their use. It is to be preceded by no other need or\npreference and there are no strings tied to it. The Tenure Committee is free\nto use that money and plan its campaign accordingly so far as the Budget Com¬\nmittee has the right to say, and I believe that answers the question just asked.\nPresident Smith: Are you ready for the question? The question is on the ac¬\nceptance of this report and the adoption of the recommendations.\n(The motion was econded and carried.)\nPresident Smith: I call at this time for further report by the chairman of the\nCommittee on Reorganization of the National Education Association. Superintendent\nOherholtzer.\nMr. E. E. Oherholtzer (Texas) : It is my plan to take only a few minutes of\nyour time to complete our report. We merely want to present chapters V, VI, VII,\nand VIII for consideration and we shall not ask any direct action except in one\ncase, the others to lay over for next year. I therefore recommend that no action\nbe taken on chapter V, but that the Committee be permitted to put into concrete\nsuggestions the matters that are referred to in chapter V that have not already\nbeen stricken out by the action of the convention.\nPresident Smith: Are you ready for the question?\n(The motion was seconded and unanimously carried.)\nMr. Oherholtzer: In presenting chapter VI, I should like to call upon Mr. Shaw,\nchairman of the Committee on Amending Charter, who wants to present one\nmatter before you by way of statement of such amendments that might come up,\ngiving notice of them to be presented at next year’s annual meeting.\nMr. Reuben T. Shaw (Pennsylvania) : The amendment that I am presenting\nis an amendment to the bylaws and has nothing whatever to do with the proposed\namendments to the charter. Such an amendment as I am proposing merely lays over\nfor next year’s consideration. It will add to the amendments of article X of the\nbylaws this provision:\nProvided that these bylaws may be amended at the annual meeting of the\nthe Representative Assembly in 1936 by a two-thirds vote if such amend¬\nment has been printed in the May Journal of the National Education\nAssociation.\nPresident Smith: This is simply a notification and no action is necessary at this\ntime.\nMr. Oherholtzer: In presenting chapter VII, I make the same recommendations\nthat I did for chapter V, namely, that this lay over for further study and recom¬\nmendation and be presented to the Representative Assembly of 1936. I should like to\nhave approval of that.\nPresident Smith: Are you ready for the question?\n(The motion was seconded and carried.)\n\n"}
{"page": 833, "printed_page": null, "text": "Associational Records and Information\n\n827\n\nMr. Oberholtzer: I should like to call your attention to chapter VIII and present\nit in the same way with the same recommendations except to say that we do not\nmean that these suggestions will be a determination of the policy that we would\nwant by asking you to approve, but to have this approved for early study and\nrecommendation, to come before you next year with specific suggestions as to\nwhat portion of that may be embodied in the policy of the National Education\nAssociation. I should like to have your approval in that respect.\nPresident Smith: Are you ready for the question?\n(The motion was seconded and carried.)\nMr. Oberholtzer: On the part of the Committee on Reorganization, we very sin¬\ncerely and deeply appreciate your kind attention and thank you for the progress\nthat we think has been made by the action of this Representative Assembly.\nPresident Smith: The Chair now recognizes the chairman of the Committee on\nthe Economic Status of the Teacher. B. R. Buckingham.\n(Mr. Buckingham then presented his report which is printed on page 159 of this\nvolume. Mr. Buckingham recommended that the Committee be continued with the\nspecification that it will secure data on living conditions from less favored groups\nof teachers.)\n(A motion to accept the report and the recommendation was made, seconded,\nand unanimously carried.)\nPresident Smith: The Chair now recognizes the chairman of the Committee on\nSocial-Economic Goals. This report will be made by Fred J. Kelly, chief of the\nDivision of Higher Education in the United States Office of Education.\n(Mr. Kelly then presented his report which is printed on page 218 of this\nvolume.)\n(A motion to receive and file the report of the Committee on Social-Economic\nGoals was seconded and carried.)\nPresident Smith: The state superintendent of public instruction of Virginia,\nSidney B. Hall, is chairman of the Legislative Commission. He is unable to be\nhere and has asked James H. Richmond of Kentucky to make that report for the\nCommittee. Mr. Richmond.\n(Mr. Richmond then presented the report of the Legislative Commission which\nis printed on page 168 of this volume.)\n(A motion to receive and file the report of the Legislative Commission was\nseconded and unanimously carried.)\nPresident Smith: We come next to the report of the Committee on Retirement\nAllowances, Anna Laura Force, principal of Lake Junior High School, Denver,\nColorado, chairman. Miss Force.\n(Miss Force then presented the report of the Committee on Retirement Allow¬\nances which is printed on page 204 of this volume.)\n(A motion that the report be accepted and filed was seconded and unanimously\ncarried.)\nPresident Smith: We now come to the report of the Committee on Resolutions.\nI think you all have copies of that report. I suggest the following procedure,\nif it meets with your approval. You will note that this is built around headings\nthat are centered. For instance, on page 3 at the top is “Teacher Tenure,” next\n“ Curriculum,” next “ Social Legislation,” and so on. Under each of these general\ntopics are certain subdivisions. The idea would be to take one of these general\nheadings up for consideration, modify it in any way which seems desirable, and\nthen pass on that item, and go on to the next item. I will call upon the chairman of\nthe Committee on Resolutions, George T. Avery, professor of psychology and\neducation, Colorado State College, Fort Collins, for this report.\nMr. George T. Avery (Colorado) : Your Committee on Resolutions has labored\nlong and late, to frame the resolutions which we are presenting to you this morning.\nWe will begin our presentation by drawing your attention first to the platform of\nthe National Education Association found on page 5. The platform, of course,\nis a permanent document, but there have been so many resolutions which have been\n\n"}
{"page": 834, "printed_page": null, "text": "828\n\nNational Education Association\n\ndirected to the platform and which have been covered by it that I am reading with¬\nout particular comment those sections which have covered many resolutions which\nwill not be repeated.\nThe 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\ncitizenship by the pathway of the schools, should effectively promote the\nideals of democracy. Looking to the future of our country the Association\ncalls upon laymen and teachers to examine and to support the following\nstatements of educational policy:\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.\nLabor—In order that every child, no matter what his economic status, shall\nfully enjoy the right of a free education from nursery school thru university,\nthe educational profession should actively work for the passage of the Child\nLabor Amendment by the states.\nDemocracy in the profession—Teachers, regardless of position or title, are\nworkers in a common cause. Efforts to capitalize the talents of all teachers\nthru curriculum committees and other shared responsibilities should be en¬\ncouraged and extended. Teachers of equivalent training and experience doing\nthe same kind of work should receive equal pay regardless of sex. Teachers\nshould not be discriminated against because of race, color, belief, residence,\nor economic or marital status.\nAcademic freedom or the American child’s right to unfettered teaching—\nTeachers should have the privilege of presenting all points of view, including\ntheir own, on controversial issues without danger of reprisal by the school\nadministration or by pressure groups in the community. Teachers should also\nbe guaranteed the constitutional rights of freedom of speech, press, and\nassembly, and the right to support actively organized movements which they\nconsider to be in their own and the public interest. The teacher’s conduct\noutside the school should be subject only to such controls as those to which\nother responsible citizens are subjected. The sudden singling out of teachers\nto take an oath of allegiance is a means of intimidation which can be used to\ndestroy the right of academic freedom.\nState school systems—Each state should provide and support from public\nfunds a system of free schools, beginning with the nursery school and extend¬\ning thru the university, with a full school day, a full school year, and class\nenrolments not to exceed thirty, with provision for special attention to groups\nof exceptional children.\nVocational education—Every state should provide a complete program of\nvocational education for youths and adults. Classes should be organized and\nmaintained as integral parts of local school systems. Part-time and evening\nclasses should be provided wherever necessary.\nTenure of service—There should be legislation to protect teachers from\ndischarge for political, religious, personal, or other unjust reasons, but the\nlaws should not prevent the dismissal of teachers for incompetence, im¬\nmorality, or unprofessional conduct.\nNational relations in education—The National Education Association be¬\nlieves that there are functions in the education of children which only the\nnational government can discharge. General recognition should be given to\nthe federal government’s obligation to unite, to guide, to stimulate, and to\nsupport education in the interest of a high type of national citizenship.\nDepartment of Education—The federal government should promote educa¬\ntion in the states by the dissemination of authentic information on problems\nof general educational concern. The Association believes that this service\ncan be rendered best by a Department of Education with a Secretary in the\nPresident’s Cabinet.\n\n"}
{"page": 835, "printed_page": null, "text": "Associational Records and Information\n\n829\n\nInternational relations in education—The National Education Association\nbelieves that improvement in communication, international business relations,\nand social intercourse have established many common international interests.\nIn view of these actualities, education should prepare children and adults for\ncooperative living in a community of nations.\nMr. Avery: May I come now to the sections involving changes in platform found\non page 1. I shall read each section and then ask that we pass upon this section by\nsection.\nPart VI, paragraph 3, on Curriculums. Change to read:\nA modern program of education should include the study of the history, the\ninterests, and the problems of other nations. History should be taught in such\na manner that, while at all times presenting accurate statements of fact, it\nwill emphasize the virtues and the achievements of all nations and increase\ninternational goodwill. This study should include such instruments of world\nunderstanding as the organization for international cooperation, the courts\nfor arbitration, and the treaties of peace.\nWe had presented a resolution which applied only to South American countries.\nWe have brought that to cover all nations. I move the adoption of this change in\nthe platform in title.\n(The motion was seconded and unanimously carried.)\nMr. Avery.: The second section regards part IV, paragraph 4, on Rural Educa¬\ntion. Change to read:\nSchools for children in rural communities should be recognized as integral\nparts of the state public school system, and children in rural communities\nshould be provided with an education as generously supported as that given\nto urban children. State and national school authorities are urged to study\ncurriculum and supervisory needs and administrative reorganizations, par¬\nticularly as these affect rural education.\nI move the adoption of this section to the platform.\n(The motion was seconded and unanimously carried.)\nMr. Avery: “Transfers from 1934 Resolutions to Platform.” It is customary\nunder the new plan of reorganization to transfer certain sections of the preceding\nyear’s resolutions to the platform as our permanent statement of the program of\nour Association.\nAfter section on Health, insert:\nEffects of alcohol and narcotics—The National Education Association urges\ncomplete and scientific instruction in the schools regarding the effects of\nalcohol and narcotics on the human body and the social organization, and\nexpresses its disapproval of any false advertising or propaganda on this\nsubject.\nI move that this be transferred from the 1934 resolutions to the platform.\n(The motion was seconded and unanimously carried.)\nMr. Avery:\nMoving pictures and radio—The moving picture and the radio are im¬\nportant means of education today. The National Education Association insists\non moving pictures and radio programs of high standard for the boys and\ngirls of America.\nI move the adoption of this section to our platform.\n(The motion was seconded and carried.)\nMr. Avery: Insert as third paragraph of part IV (between “State School Sys¬\ntems ” and “Adult Education ”) :\nEqualization of educational opportunity—The National Education Associa¬\ntion reaffirms its belief in such a combination of state and local support of\npublic schools as will provide adequate educational opportunities in all\nsections of a state.\nI move the transfer of this section.\n\n"}
{"page": 836, "printed_page": null, "text": "830\n\nNational Education Association\n\nPresident Smith: The question is on the transfer of this particular section to the\nplatform. Are you ready for the question?\nMr. Saunders: My suggestion is to insert in there the word “03110031’’ which\nwould make it read “ national, state, and local support,” and that would be in con¬\nformity with resolutions elsewhere expressed in this report. I move that word be\ninserted, if the chairman does not object.\nMr. Avery: I have no objection.\nPresident Smith: Since there is no objection on the part of the chairman of the\nCommittee, shall we take it by consent that that word is inserted there?\n(The motion was seconded and carried.)\nMr. Avery: The question has been raised as to the necessity of reading the reso¬\nlutions as you have them in your hands. The remainder of the list is very short and\nI believe that in order that all may have an opportunity to see those that we shall\nproceed with the reading of the resolutions. I shall read these resolutions and pause\nat the end of each subdivision for any change that may seem desirable and then\nwe will ask for adoption at the end of the section.\nWe have overlooked at the top of page 2 the insert in the first paragraph under\npart VI just after “Community of Nations”:\nChildren should be taught the truth about war and its costs in human life\nand ideals and in material wealth.\nI move the transfer of this section.\n(The motion was seconded and carried.)\nMr. Avery: Now, we will come to the resolutions. The first group concerns:\nFederal aid to education—Program—The National Education Association\nreaffirms its stand that adequate federal aid should be made available to the\nstates to the end that every child and unemployed youth should be enabled to\nenjoy his right to formal education, and to the end that adult education may\nbe financed, provided always that the expenditure of such funds and the\nshaping of educational policies shall be matters of state and local control.\nCareful research studies have revealed that a minimum of $500,000,000\nannually is needed adequately to carry out such a program. The National\nEducation Association therefore pledges itself to renewed effort to secure\nlegislation providing for such appropriations.\nThe National Education Association strongly urges that all federal appro¬\npriations for educational purposes, especially those of an emergency nature\nand those for adult education, be administered thru existing national, state,\nand local educational agencies.\nI move its adoption.\n(The motion was seconded and the resolution declared adopted.)\nMr. Avery:\nNational Youth Administration—The National Education Association com¬\nmends President Roosevelt for creating the National Youth Administration,\nand for allocating $50,000,000 to assist needy youths, and records its wish that\nthe money allocated be expended under the direction of the United States\nCommissioner of Education.\n(A motion to adopt this resolution was seconded and carried.)\nMr. Avery:\nCivilian Conservation Corps—The National Education Association com¬\nmends the establishment and continuance of the Civilian Conservation Corps,\nand recognizes as a forward step the recent assignment by the President of the\nUnited States of the educational functions of the Corps to the United States\nCommissioner of Education.\n(A motion to adopt this section was seconded and carried.)\nMr. Avery:\nAcademic freedom—The National Education Association believes that\nteachers and schools should have full opportunity to present differing points\nof view in order to aid students to adjust themselves to their environment and\n\n"}
{"page": 837, "printed_page": null, "text": "Associational Records and Information\n\n831\n\nto changing social conditions. The National Education Association is in favor\nof a Committee on Academic Freedom of five members, three of whom shall\nbe classroom teachers. The duties of this Committee shall be as follows:\n(a) To make known to teachers and other friends of education any pro¬\nposed legislation against freedom in teaching.\n»\n(b) To investigate and to report upon cases of discharge of teachers in\nviolation of the principle of academic freedom.\n(c) To seek public support for the right of teachers to academic freedom.\nPresident Smith: The question is on the adoption of the resolution concerning\n“Academic Freedom.”\nI recognize Miss Bader, president of the Michigan Education Association and\nnew state director for Michigan.\nMiss Edith M. Bader (Michigan) : I wish to speak not only my own personal\nbeliefs and convictions but I wish also to express the attitude of the large majority\nof our Michigan delegation. I am empowered by them to speak for them this\nmorning.\nMichigan has been for three years considering a dynamic, vigorous policy with\nrelation to academic freedom. Two years ago a Professional Problems Committee\nwas empowered to act upon individual cases to the extent of expending Association\nfunds for the protection of the individual teacher. We have recently gone thru\nexperiences which have led us to consider that local and state organizations cannot\neffectively put the principle of academic freedom into action. A vigorous stand by\nthe National Education Association will, therefore, be the means of giving to the\nstates the strength to maintain the principle effectively. Furthermore, we have very\nrecently had demonstrated in our state the effectiveness of cooperative action on a\nnational scale. I believe this resolution should be amended in order to make it a\ndynamic instrument for realistic approach to this problem of academic freedom.\nI, therefore, wish to offer the following amendments to the resolution:\nInsert after the word “ view ” in the third line the words “ on any and all con¬\ntroversial questions.”\nStrike out in line 5, after the word “ is ” the words “ in favor, of ” and insert\n“ instructed to appoint a Committee.”\nIn paragraph (a) insert to include at the close of that paragraph the words “ and\nto take the necessary steps to combat such legislation.”\nI move that this resolution be amended as read.\nPresident Smith: The question is upon the amendment to the resolution. Are you\nready for the question?\nMr. Fred D. Cram (Iowa) : Can’t we vote upon those one at a time?\nPresident Smith: Will you indicate which one?\nMiss Bader: I would like to insert in the third line after the word “ view ” the\nexpression “ on any and all controversial questions.”\nPresident Smith: The question then is on the insertion of those words. Are you\nready for the question?\n(The motion was seconded and carried.)\nMr. JV. A. Walls (Ohio) : I have an amendment to offer.\nPresident Smith: There is a second clause here first. Will you come to the plat¬\nform then?\nMiss Bader: In line 5 after the word “ is ” I should like to strike out the words\n“in favor of” and insert the words “instructed to appoint.”\nPresident Smith: The question is on the striking out of these words and the inser¬\ntion of those that have been read to you. Are you ready for the question?\n(The motion was seconded and carried.)\nMiss Bader: I should like to add to paragraph (a) the following words: “and\ntake the necessary steps to combat such legislation.”\nPresident Smith: The question is on the adoption of these particular words to\nsection (a) under “Academic Freedom.” Are you ready for the question?\n(The motion was seconded and carried.)\n27\n\n"}
{"page": 838, "printed_page": null, "text": "832\n\nNational Education Association\n\nPresident Smith: I recognize now Mr. Lefkowitz, head of the department of civics\nin one of the high schools of New York City.\nMr. Abraham Lefkowitz (New York): I desire to make one additional amend¬\nment. To add a section (d) which is to read as follows:\n(d) To assist in every way efficient teachers deprived of their position in\nviolation of the N. E. A. principle of Academic Freedom as embodied on\npage 6 of this report.\nMay I say in support of this amendment, you all are fully aware of the nation¬\nwide campaign that is being waged to develop a hysteria which will destroy the\nfoundations of the unspeakable Hearst and his campaign of character assassination\nof the foremost figures in the field of education. There are vested interests who are\ndetermined not to have the truth taught. We as teachers are opposed to propaganda\nof any kind in the schoolroom, but we do feel that no education is possible without\ncomparisons, analysis, critical thought, and by way of varying points of view.\nHence, if a teacher, an efficient teacher, a loyal and devoted teacher, in the per¬\nformance of his duty, in harmony with sound principles laid down by this body of\nexperts, is dismissed and our Committee on Academic Freedom, that is to be set up,\nascertains that that teacher has been improperly dismissed for doing what he is in\nduty bound to do as a teacher, then it is the duty of every teacher in this land, and of\nevery teachers organization, to unite to see that that teacher gets justice.\nPresident Smith: The question is on the adoption of the motion to a section (d).\nI recognize Emily Tarbell, chairman of the Academic Freedom Committee of\nthe Department of Classroom Teachers.\nMiss Emily Tarbell (New York) : The Department of Classroom Teachers at its\nbusiness meeting on Tuesday adopted a similar resolution, asking that the National\nEducation Association and the Department take whatever steps are necessary to\nreinstate the teacher in his former position.\n(After reading the section again the motion to adopt it was seconded and carried.)\nMiss Bader: In my first remarks I mentioned the experience Michigan has had\nwhich has led us to believe that only by cooperation on a large national scale can\nthis kind of a resolution or these resolutions which we have adopted this morning\nreally be maintained. It was made quite apparent to us that our own state organiza¬\ntion and our local academic freedom committees were somewhat ineffective in carry¬\ning on a state program. It was only when some national organizations took some\nvery vigorous action in our local campaign that any results were obtained. There¬\nfore, I would like to move the adoption of a section (e) to read as follows: “ (e) To\ncooperate with other national organizations which are actively engaged in main¬\ntaining the principle of academic freedom.”\nPresident Smith: The question is on the adoption of the addition of section (e).\nShall the resolution be read again?\n(Miss Bader reread the proposed additional section.)\nPresident Smith: I recognize Mr. Law of New York.\nMr. Frederick Houk Law (New York) : While in general I approve of the amend¬\nment, I should like to add the words “ reputable and recognized ” before the word\n“ organizations.”\nPresident Smith: Is that acceptable?\nMiss Bader: I should first like to have the term “ reputable ” and also the word\n“ recognized ” defined.\nMr. Law: You are well aware that numerous organizations appear with highsounding names. Our great national organization cannot afford to unite with bodies\nthat are not reputable in the sense that the word is generally understood, and\nrecognized in the sense of having been in existence long enough to gain a national\nreputation. This organization has a dignity of its own and it should never combine\nwith any other organization that is not recognized and reputable.\nI make that as an amendment to the amendment.\nPresident Smith: The question is on the adoption of the amendment to the amend¬\nment.\n\n"}
{"page": 839, "printed_page": null, "text": "Associational Records and Information\n\n833\n\n(The motion was seconded and carried.)\nPresident Smith: Now the question is on the amendment which is an addition of\nthis new section (e). Are you ready for the question?\n(The motion was seconded and carried.)\nMr. Walls: I should like to offer an amendment in the first line inserting one\nword, “administrators.” The sentence would then read “The National Education\nAssociation believes that administrators, teachers, and schools.”\nThere has been a very deliberate attempt made by the newspapers that are sending\nout reports of this convention to bring out the fact that there is a sharp line of\ndemarcation between teachers and administrators. As an administrator I claim for\nmy teachers the right to teach all sides of any controversial question in our schools,\nand they do. And I claim the right as a superintendent of schools to be put in the\ngroup that demands that right. I move the insertion of that one word.\n(The motion was seconded and carried.)\nPresident Smith: Now the question is on the adoption of the whole section on\nAcademic Freedom as amended. Are you ready for the question?\nMr. Joseph Rosier (West Virginia) : I am in favor of all of the motions that have\nbeen passed, but I do want to clarify the atmosphere on two or three questions.\nHaving been connected with this organization in an active way, in some instances\nin a controlling way, for the last four or five years, and having known something\nabout a good many of the influences that have sought to inject themselves into the\ncontrol and management of this Association, I want to say two or three things.\nIt has been charged here this week that a'Committee of which I happen to be\nchairman established a gag rule and that democracy has been suppressed. I want\nto ask you first of all: Where has democracy been suppressed? Has there ever been\na meeting of this Representative Assembly in which there was more orderly, free,\nand open discussion of every question than we have had here this week? I said in\nmaking the report of the Rules Committee on the first day of the business session\nthat it was our vote that we would give to the country here an example and illustra¬\ntion of how intelligent professional people could conduct their business, and I want\nto compliment us all. We have handled highly controversial questions, on which\npeople have sincere and honest and ardently defined convictions, and we are coming\nto the close of a consideration of these questions, after everybody has had a right to\nhis say, and I want to express my appreciation of that. I also want to pay my\nrespects to the people who are continuing the charges. There are just two or three\ncharges I want to answer, and I am speaking for your Association. In the first\nplace, you have a group of people that appear on the fringes of these conventions,\nboth winter and summer, who say that we are cowards. You have heard it. That\nwe are afraid to stand or to state our position on questions. I deny that allegation.\nYou have seen in the papers that this Association is controlled by an inner clique.\nI hope that as long as you have an Association here, with whoever may be in\ncharge of it, it will be controlled by sanity and brains and competency. And it will\nnot last long if it is controlled by the disorganizers who are continually bringing\nthese charges against us.\nConcerning democracy, freedom, and liberty, I hope that when we go back home\nas delegates we will get down our textbooks on history, political science, and\nsociology, and that we will review the development of the government and human\nsociety, and that as professional educators we will get our feet firmly planted on\nthe grounds of sound principles on which human society and modern government\nhave been built and developed. We are in accord with orderly development in gov¬\nernment and society.\nThey say we are cowards because we will not take sides in some of these con¬\ntroversial questions. The trouble is that the gentlemen who say that we are cowrards\nspend all their time in developing speculative theory and none of their time in facing\nthe realities of our situations. It is a very easy matter to speculate and say that\nthis, that, and the other thing ought to be done in the management of public edu¬\ncation in this country. The fellows who can sit in their university classrooms and\n\n"}
{"page": 840, "printed_page": null, "text": "834\n\nNational Education Association\n\nspeculate have the utmost freedom because they have none of the responsibility in\ncarrying out any of their proposals. These school superintendents and administrators\nand you teachers when you go back home to administer your schools and teach have\nto face the parents and citizens to whom you are responsible. The professors do not\nhave to do that. So they can speculate all they want to and call you cowards\nbecause you do not adopt their theories.\nThere has been a lot of talk here about academic freedom, this week. There\nwas a Round Robin. Did you see it? I heard discussion of it last night. The\ngentlemen who circulated the Round Robin did it in the name of academic freedom.\nAnd yet what was the objective? They proposed to intimidate and coerce the three\ncandidates for president of this Association, and they did it in the name of academic\nfreedom.\nMr. R. B. Huxtable (California) : Mr. Chairman, I rise to a point of order. He\nis speaking to a topic that is not before the meeting.\nPresident Smith: I recognize Miss Mallory.\nMiss Gertrud,e Mallory (California) : I have no intention of speaking just now\nfor the sake of time, but I am a classroom teacher. I served on the Rules Committee.\nI want to say that there was no attempt to curb freedom of speech or action. As to\nthe question of taking sides, we do not wish our National Education Association to\ndissipate its wonderful influence by finding itself on the wrong side. As to academic\nfreedom, we want academic freedom but we do not want license.\nPresident Smith: I recognize Mrs. Lindlof.\nMrs. Johanna Lindlof (New York) : I was also a member of the Rules Com¬\nmittee and accepted the assignment because I believed it would be of great assistance\nto have certain rules set down for us to follow in order to expedite business. I be¬\nlieve that there has been a sincere attempt on the part of your president to carry\nout the rules as laid down by the Rules Committee and adopted by this Assembly.\nI would like to say, however, altho I am not in agreement with all of the statements\nthat have appeared in the public press as representing the views taken by certain\nindividuals, I believe in one instance this week there was an action taken which I\nthink was the result of a great deal of misunderstanding on the part of the Repre¬\nsentative Assembly. I think that the motion to adopt section 7 as it appears in the\ncharter at the present time was not as the members intended. I want to say that the\nRules Committee was not attempting to stifle democracy but was attempting to show\nyou wherein you can achieve it in this Assembly.\nPresident Smith: The question is on the adoption of the resolution on “Academic\nFreedom.” Are you ready for the question?\n(The motion was seconded and adopted.)\nMr. Avery: The Committee on Resolutions has had several statements of our\nstand with regard to the national government. A number of these are implied in\nother parts of the report. However, since this has been a subject of discussion in\nthe Committee, it is entirely in order that such a resolution be proposed.\nPresident Smith: Mr. Allen of Pennsylvania.\nMr. J. G. Allen (Pennsylvania) : It has been explained that I am in order in\noffering this resolution at this time. It is entirely a matter of democracy.\nAmerican democracy—The National Education Association believes that\nthe fundamental principles of American democracy are the best ever devised\nby the minds of men to govern a free people, and pledges itself so to teach\nthe youth of this land.\nPresident Smith: The question is on the adoption of this resolution you have just\nheard. Are you ready for the question? Is there any discussion? I think they wish\nto have that resolution reread, Mr. Allen.\n(Mr. Allen reread the resolution offered.)\nPresident Smith: The question is on the adoption of this resolution. Are you\nready for the question?\nMr. Holmes: I would like to suggest the insertion of “ so far” after “ever.”\n\n"}
{"page": 841, "printed_page": null, "text": "Associational Records and Information\n\n835\n\nPresident Smith: The suggestion has been made that we insert the words “ so far.”\nWill the one who made the motion accept that addition?\n(After reading the resolution again with the inclusion of the words “so far” a\nmotion to adopt the resolution was seconded and carried.)\nMr. Avery: The next resolution is on “Teacher Tenure.”\nTeacher tenure—Because teachers over the nation, in these times of financial\ndepression, are subjected to threats against the security of their positions,\nmore insistent and unjust than ever before, the National Education Associa¬\ntion reaffirms with emphasis its stand in full support of tenure of position for\nteachers as a means of insuring to the children of the land the best possible\ninstruction. The Division of Research and the editor of the Journal are in¬\nstructed to continue gathering and publishing information concerning tenure.\nThe National Education Association endorses the work and the program of the\nCommittee on Tenure, and instructs the Board of Directors to appropriate the\nsum of $10,000 when and as needed by the Committee on Tenure.\nI move the adoption of this resolution.\nMr. IV. H. Holmes (New York) : Can’t we speed this thing up by reading all\nthose and then if there is no objection, moving the adoption at the end?\nPresident Smith: I will put this question first. The question then is on the\nadoption of the resolution on “Teacher Tenure.”\n(The motion was seconded and carried.)\nPresident Smith: The question is again raised as to whether we might act on\nthese others with reading them or read all of them at once.\nMr. Avery: I will read the remainder of the report. Then if there is any\nobjection it can be raised after the report is completed. (See page 207 for com¬\nplete report.)\nPresident Smith: The question is now on the adoption of the group of resolutions\nbeginning with Curriculums on page 3 and continuing to the end of the report. I\nnow recognize Mrs. Helen Rueben, secretary of the Chicago Division, Illinois State\nTeachers Association.\nMrs. Helen Rueben (Illinois) : I read thru the resolutions looking for a\nresolution opposed to war. I have heard discussions about increased appropria¬\ntions for education and also discussions about the question of academic freedom,\nand yet the greatest threat to our education and to our academic freedom is this\nproblem of war. What good is it to continue to discuss those things unless we take\na strong stand on the question of war? I am sure that the purpose of this resolu¬\ntion on military training, which says that “the National Education Association is\nopposed to compulsory military training in the public schools,” was for the teachers\nto express an appreciation of the dangers of war and its relation to education.\nOn all sides we find increased appropriations for war. While we are asking\n$500,000,000, and have for the past few years, for increased appropriations for\neducation, we find $498,000,000 just appropriated for increase in naval warfare\npreparation. In our schools we find the R.O.T.C. constantly expanding. In the city\nI come from, Chicago, the R.O.T.C. is now receiving additional appropriations from\nthe education fund, altho many retrenchments in education still continue to exist.\nTherefore, because of these things, because teachers as a group are devoted\nto the continuation of culture and civilization, and because war is the main threat\nto the continuance of that culture and that civilization, I propose a substitute resolu¬\ntion for this on compulsory military training:\nThe National Education Association declares itself opposed to war. It\nlooks upon the Civilian Conservation Corps, the R.O.T.C., the increasing\nappropriations for war purposes under military supervision as direct prepa¬\nrations for war. It believes that teachers as a group, committed to the\nprogram of conservation and preservation of civilization and as bearers\nof culture from one generation to the next, must actively oppose war and the\npreparation for war.\n\n"}
{"page": 842, "printed_page": null, "text": "836\n\nNational Education Association\n\nThe N. E. A. will, therefore, establish an Anti-War Committee to publicize\npreparations for war by the United States; to publicize military preparations\nof youth; to cooperate with all organizations working in active opposition\nto war and to the preparation for war.\nPresident Smith: The motion is on the substitute motion. Is there a second to\nthat motion. If not, then there is no motion before us.\nVoice: Second the motion.\nMr. George T. Avery (Colorado) : The Resolutions Committee has included\nthe question of war in several places in its report. In part VI, “ International Re¬\nlations in Education,” you will recall we have already passed part II about war\nand its costs in human life and ideals and in material wealth. We have already\npassed an approval of the Civilian Conservation Corps, and if we are to mention\nby name individually a good many of these organizations I am afraid of the\nconfusion that may be aroused.\nMr. JV. A. Walls (Ohio) : I want to make a motion and then speak to it. I\nmove that this resolution be referred to the Resolutions Committee for 1936.\nVoice: Second the motion.\nMr. Walls: It has been very inadvisedly worded; it is contradictory to part of the\nresolutions we have already adopted. I move we go on record as being against war\nand refer this to the Resolutions Committee for 1936.\nPresident Smith: The motion that was just made is declared out of order.\nMr. Lefkowitz: May we ask why?\nPresident Smith: The parliamentarian will explain.\nMr. Henry M. Robert, Jr. (Parliamentarian) : There is a resolution proposed\nby the Resolutions Committee. A substitute is offered for that. That is an amend¬\nment. You cannot do any of these things to an amendment unless you wish to do\nthat to the whole question. That would include both the resolution of the Resolu¬\ntions Committee and the substitute. If you wish to do that, that can be done.\nPresident Smith: Are you ready for the question on the substitute resolution\nthat was just read a moment ago for arabic 2 under the general title “ Curriculum\nConsiderations ” ?\nWest Virginia: I do not understand the explanation the parliamentarian gives us.\nI don’t know what effect it will have on this whole report if we pass this motion.\nMr. Robert: There is a resolution in the report of the Resolutions Committee. A\nmotion has been made to substitute for that another resolution. Then a motion was\nmade to postpone—to refer this substitute. That cannot be done. Whatever you do\nwill have to be done to the whole thing which will include the resolution of the Reso¬\nlutions Committee and the substitute. If you wish to do that you can do it, but you\ncannot take just the one separately.\nMr. Walls: All right. I will make another motion.\nMrs. F. Blanche Preble (Illinois) : One more question. I do not wish to refer the\nwhole report of the Resolutions Committee to the Committee next year. How shall\nI vote on this motion?\nMr. Robert: When a motion is made to substitute one resolution for another, the\nonly thing anyone should consider is, if one of these two were adopted, which one\ndo I prefer? You would vote for the substitute if you like it better than the one\nwhich the Committee reports. If the substitution were made, then you would vote\nagain on that to say whether you really wished to adopt it. You are only voting on\nwhether you like the substitute better than the other.\nMr. Walls: I have a motion here now that I think will cover this. I want to make\na motion that the National Education Association go on record as opposed to war\nand compulsory military education and that we refer this section to the Resolutions\nCommittee and the substitute to the Resolutions Committee for 1936.\nMr. Lefkowitz: Second the motion.\nPresident Smith: This motion is not in order yet. Mr. Walls, there will be time\nlater when you can make that. But we are discussing the substitute motion now, if\nI remember correctly.\n\n"}
{"page": 843, "printed_page": null, "text": "Associational Records and Information\n\n837\n\nMr. Robert: You want to be clear just what is before the Assembly. I understood\nthe gentleman to offer a resolution that something be done in connection with this\nsubstitute. If so, he is offering a secondary amendment, a substitute for the sub¬\nstitute. I want to make it clear whether that is what he intends to do.\nMr. Walls: No, I am not offering a substitute. I am offering one covering the\nwhole thing.\nMr. Robert: All that can be done now is to offer a substitute for the substitute.\nPresident Smith: Now the question before us is on the substitute.\nVoices: Question! Question!\nMr. Lefkowitz: I would like to ask the parliamentarian a question which may\nsimplify the entire situation. Since we are dealing with an entire section and there\nis debate on one provision dealing with compulsory military training, and seem¬\ningly no difference of opinion on the rest, could we not adopt this about which there\nis no debate and then make a motion to postpone the rest of it to some future time?\nMr. Robert: That I think is the plan of your presiding officer, only we are taking\nup this first because there may be amendments offered, and then all the rest will be\nadopted at once.\nVoices: Question! Question!\nPresident Smith: I recognize Mr. Saunders.\nMr. Saunders: I claim the right as a delegate to this Assembly to oppose any\nmotion that may be offered on this floor. I was elected for that purpose. I simply\nwant to say that I hope you will not adopt the proposed resolution here. Vote it\ndown and then be in a position to accept the motion of Mr. Walls from Ohio that\nwe refer this to the next Resolutions Committee. The resolution, if I heard it cor¬\nrectly, said we were opposed to all war. I am as much opposed to war as any of\nyou are, but supposing the United States were attacked by outside forces, shall we\nnot defend ourselves? The resolution as presented would mean we would not even\ntake up arms to defend our rights and I do not believe the great National Educa¬\ntion Association wants to go on record on a proposition in that way.\n(The question wras taken and the motion to substitute lost.)\nPresident Smith: Now, I would like to put this question. The question is first\non the adoption of arabic 2 under “ Curriculum Considerations.” Are you ready\nfor that question?\n(The motion was seconded and carried.)\nMr. Walls: I would like to renew my motion so there will be no misunderstand¬\ning of the position of this Association, that we go on record as being opposed to\noffensive war, and that this other resolution be referred to the Committee on\nResolutions for 1936.\nArkansas: What is meant by “other resolution”?\nPresident Smith: The substitute that was presented.\nMr. Walls: All right. If that is out of order I will withdraw it.\nPresident Smith: That motion is withdrawn. Now the question is on the adoption\nof the resolutions beginning with “ Curriculum Considerations,” on page 3 and con¬\ntinuing to the close of page 4.\n(The motion was seconded and carried.)\nPresident Smith: I want to recognize at this time Miss Mallory.\nMiss Gertrude Mallory (California) : The way has been paved for the motion\nI now desire to make:\nI move that a committee of men and women be appointed to make a thoro study\nof discrimination because of sex, race, color, belief, residence, or economic or\nmarital status, with particular reference to the teaching profession.\nPresident Smith: I recognize Mr. Stone.\nMr. Stone: The only thing that is new in this motion is the appointment of the\ncommittee. You have already last year expressed your approval of the principle.\nThis is found on page 6, part II, the second paragraph of the report of Resolutions.\n\n"}
{"page": 844, "printed_page": null, "text": "838\n\nNational Education Association\n\nPresident Smith: The question then is on the motion to appoint a committee for\nthis special purpose. Are you ready for the question?\n(The motion was seconded and carried.)\nI understand Secretary-Emeritus J. fV. Crabtree is in the audience and I want\nto extend an earnest invitation to him to come and join us on the platform at this\ntime.\nI recognize Miss Adair who will report for the Committee on Sources of Income\nfor the N. E. A.\n(Miss Adair recommended that the report be referred to the Committee on\nReorganization.)\nPresident Smith: The question is on the motion to refer this report to the Corpmittee on Reorganization of this Association.\n(The motion was seconded and unanimously carried.)\n(Mr. Crabtree came to the platform at this time and the Assembly greeted him\nwith vigorous applause.)\nPresident Smith: I shall call now for the report of the treasurer, Mr. Offenhauer.\nMr. Offenhauer: Due to the fact that the hour is late, and inasmuch as the trea¬\nsurer’s report is included in the Auditor’s statement, which is in your hands, I shall\nnot read my report but refer you to your printed copy.\nI move the adoption of this report.\n(The motion was seconded and unanimously carried.)\nPresident Smith: I now call for the report of the Auditing Committee. Miss Hilda\nMaehling.\nMiss Hilda Maehling: We have examined the report of Wayne-Kenrick & Com¬\npany, covering the financial transactions of the National Education Association of\nthe United States for the year ending May 31, 1935, and find same correct, to the\nbest of our knowledge and belief.\nI move the adoption of the report.\n(The motion was seconded and carried.)\nPresident Smith: Next the report of the Board of Trustees. Mr. Saunders.\nMr. Saunders: Since the printed report of the Board of Trustees is in your hands\nI will not read it thru, but simply call your attention to one or two items in that\nreport.\nWe have set up in the beginning of the report a distribution of the Permanent Fund\nand you will note that in that fund there is $110,000 in securities. I think I have\nalready told you that that is the backlog that enables us to borrow the money neces¬\nsary to operate the Association. If you will then refer to the second or third page\nto the last two items of Disbursements, you will find that that fund has paid into the\noperating expense of the Association this year, $41,392.95. To disburse that fund\nwould be first of all to take away your ability to borrow, and would be, secondly, to\ndestroy that large net earning which each year goes into the operation of the\nAssociation.\nThen I want to call your attention to the last part of the pamphlet, which is in\nyour hands, that you will find on pages 17, 18, and 19, but before that, may I make\none other statement? On page 8 you will find set up the net profit to the Association\nof $37,912.16 which is not carried in our account because it was reserved for the\npayment of liability to the permanent staff on the life annuity, and now turning to\npages 17, 18, and 19, you find the assets of the Permanent Fund, the securities held\nand the interest earned by those securities, the Elementary Principals Fund, the De¬\npartment of Superintendence Fund, the Teachers Welfare Fund, and on page 20, the\nproperties held under the will of Marilla Z. Parker of Chicago, who left these prop¬\nerties to the Association.\nMay I say in conclusion that every officer of your Association that handles funds\nin any way, including the chairman of the Board of Trustees, is bonded to this\nAssociation, and that is another protection and safeguard which we have attempted\nto throw around these assets.\nI move the adoption of the report.\n\n"}
{"page": 845, "printed_page": null, "text": "Associational Records and Information\n\n839\n\n(The motion was seconded and carried.)\nPresident Smith: Now I shall call upon Mr. Mooney, chairman of the Budget\nCommittee for a report of that Committee.\nMr. IV. B. Mooney (Colorado) : The Budget Committee has held during the last\nyear three meetings—one at Washington in April, at which time we went over the\nbudget as prepared by the executive staff under the leadership and direction of.\nSecretary Givens; one in Denver last Friday; and one yesterday afternoon. We\nwish to say that the budget has had the careful inspection of this Committee and\nhas been adopted by the Board of Directors. We are going to call on Secretary\nGivens to give you the details with reference to that budget.\nSecretary Givens: The budget as presented balances as between estimated income\nand proposed expenditures. The amounts closely parallel those presented by the\nBudget Committee at its previous meeting in April 1935. The income is estimated\nat an amount somewhat larger than the actual income of 1934-35. The principal\nsource of income is from membership dues, for which a 10 percent increase is\nestimated. Increases in advertising and expected income also are estimated. Other\nsources are just the same rates as for the current year. Expenditures are estimated\non the basis of adherence to schedule salary increases, but with a continuation of\nthe present reduction of 5 percent from scheduled rates.\nAdjustments in organization may be cared for by transfers of funds from and\nto the activities affected. There is a reorganization of the headquarters staff in\nprocess and there will be some activities transferred from one division to another,\nbut the budget as set up is set up according to the organization that has been in\neffect, and when an activity is transferred, the budget item will be transferred\nwithout any increase in the total amount.\nIf you will turn to page 1, you will see the setup of the budget, starting with\nthe Board of Trustees, giving you the expenditures for the past five years, by years,\nand on the right-hand side the amount appropriated for this year. The budget\nthruout is set up on the same basis.\nI ask you to turn to the last page of the printed report which you have in your\nhands. You will note at the bottom of page 8 that the estimated expenditures for\nthe year are $510,535 and the estimated income is $511,000. Since this report is\nin your hands, I shall take no more of your time.\nMrs. Johanna Lindlof (New York) : A point of information, Mr. Chairman.\nMr. Mooney: I move the adoption of the report.\nMrs. Lindlof: A point of information. I have this question to ask. On page 1\nunder number 4, Office Expense for President, I was very much interested in looking\nover the figures for the years beginning 1930-31, to note the variations. And then\nI recalled that the persons occupying the position of president during those years\nwhen the amount decreased considerably were women. Now I would like to know\nif I am to infer that when a woman is the president of the National Education Asso¬\nciation she is so much better able to conserve the funds of the Association and the\nexpenses for her office that it is just and proper that the amount be so reduced. I note\nthat for this year the president, who happened to be a man, the office expense of the\npresident was $1200.21, and the amount recommended for 1935-36 is $750.00.\nI wondered at that difference. I understand, and I have had experience in finding,\nthat things are costing more as the days go by. Therefore, it seems to me that the\noffice expense for the president for the new year ought to increase legitimately and\nnot decrease, presumably only because a woman is to be president.\nMr. Mooney: I may say to the delegates and in reply to the lady who just spoke\nthat these points interested the Budget Committee, so we asked the secretary for an\nexplanation, and since he explained it to our satisfaction, we are going to ask him\nto do the same thing for you.\n*\n\nSecretary Givens: You will notice that that item of expense is office expense. It\nincludes no travel expense. It is just the cost of work done in the office, and the\nvariations are answered by, I think, one statement. The amount of money expended\ndepends upon how much of the work of the president is done by the headquarters\n\n"}
{"page": 846, "printed_page": null, "text": "840\n\nNational Education Association\n\nstaff, or how much is done outside the staff. All of the work that is done at the\nheadquarters staff costs nothing so far as this particular item is concerned because\nit comes out of other office expense of the headquarters staff. The ladies generally,\nwhen they are president, have at least a portion of their time free and, therefore,\nspend a considerable amount of time at headquarters office, and while they are\nthere their work is not charged to this account at all because it is done by our regular\noffice force and is taken out of other items of our budget.\nMr. Frederick Houk Law (New York) : If you will turn to page 7 at the bottom\nof the page, section 6, concerning Secondary Education, you will see that during\nthe past three years the Department of Secondary Education has been given approxi¬\nmately $1500; that with the new year a cut of $500 has been made. If you will look\nabove at item 4, you will see that the Department of Classroom Teachers has $10,100.\nNow we believe strongly in the Department of Classroom Teachers. We also believe\nstrongly in the Department of Secondary Education. Both of them should have good\nappropriations. With regard to the Department of Secondary Education, that De¬\npartment was established in 1930-31 with great effort, at which time it was allowed\n$500 to carry on the work of the Department. That $500 is still a debt owed by the\nDepartment—a debt that ought to be paid.\nThe most significant movement in American education in the last decade is the\ndevelopment of the high schools of the United States. The number of high-school\nstudents has increased, so that approximately ten million boys and girls are registered\nin our high schools, and the number of high-school and secondary-school teachers is\napproximately 300,000. There is no great national organization for secondary teach¬\ners. The National Education Association is the one association that should foster\nand develop this great body of 300,000 teachers. I maintain that if we provide the\nDepartment with money sufficient to carry on its work, we can bring into the National\nEducation Association great numbers of those 300,000 teachers, many of whom are\nnot now allied with us.\nI, therefore, move that the sum of $3000 be appropriated for the use of the Depart¬\nment of Secondary Education for the coming year.\nVoice: Second the motion.\nPresident Smith: The motion has been made and seconded to raise this amount\nfrom $1000 to $3000.\nMr. Mooney: This problem of the Department of Secondary Education has been\ndiscussed at length in the Budget Committee. The situation seems to be that the\nDepartment has apparently been unwilling to give full reports to the executive staff\nwith reference to its sources of income and with reference to the expenditures which\nit makes. I am going to ask Secretary Givens to give you a full and frank state¬\nment of his problems in connection with the Department of Secondary Education.\nSecretary Givens: The appropriation to the Classroom Teachers of $10,000 is the\nsame appropriation that has been made for several years. The amounts indicated\nthere are the amounts that have been actually expended each year. The Classroom\nTeachers make up the mother organization. There is no additional fee to belong to\nthe Classroom Teachers. Secondary Education, like most of the other departments,\nhas a fee of its own. I want to call your attention to item 2 on that same page, the\nAmerican Educational Research Association. You will note in 1931-32 and 1932-33\nthey had $1000, in 1933-34 and 1934-35 they had $500, and this year, according to\ntheir own request, they have nothing. There is the key to the answer. We have\nwritten to the departments that have income—and the Secondary Education Depart¬\nment has a journal and takes advertising contrary to the rules and regulations of the\nNational Education Association—to find out the exact amount of that income and\nhave had an answer saying that it was approximately $1000 and that the income from\nmemberships was approximately $6000, but we did not have accurate statements on\neither one of those points. Our feeling was that like the Department of American\nEducational Research, this Department, which has been sponsored to the amount of\n$1500, if it is going to remain a Department, with income from fees and with a\njournal carrying advertising, that it should more and more pay its own way, and\n\n"}
{"page": 847, "printed_page": null, "text": "Assocjational Records and Information\n\n841\n\nas the American Educational Research has done, eventually not ask anything from\nthe mother organization.\nMiss Sara Fahey (New York) : The secretary of the National Education Asso¬\nciation has cleared the point somewhat in speaking of the work of the Department of\nClassroom Teachers. I am here to endorse Mr. Law’s request for a larger appro¬\npriation for the Secondary Department, but I want to clear up the point that so\noften is misunderstood in connection with the Department of Classroom Teachers.\nThis Department does not represent a Department of any group of teachers. It does\nnot refer to elementary teachers as contrasted with secondary education and its\nteachers. The Department of Classroom Teachers represents every person teaching\nin the classroom from the kindergarten to the university, and that Department has\nin mind general problems of teaching, the general protective measures that are\nthrown around teaching. Those problems for the past twenty years have been\nstudied by. that Department and the appropriation has gradually been increased as\nits needs increased. However, the Department of Classroom Teachers at the present\ntime is very restless under what they consider a curtailing of the appropriation\nbecause the needs of that Department are constantly increasing. I am not here to\nsay a word opposing the Secondary Department. I am a teacher in a secondary\nschool and I realize fully that at the present moment there is no problem before this\ncountry which is in greater need of study and where the equipment and the regu¬\nlation of the field of work and the study of its curriculum are more needed than in\nthe Department of Secondary Education. So after clearing up this point on the\nDepartment of Classroom Teachers, I wish to second Mr. Law’s request for a larger\nappropriation for the Secondary Schools. Thank you.\nPresident Smith: I will call upon Mr. Lewis, president of the Department of\nSecondary Education.\nMr. Ernest D. Lewis (New York) : To the best of my knowledge, the executive\nsecretary has given a statement as of June 1 as to the financial standing of the\nDepartment of Secondary Education. There had to be one or two indefinite state¬\nments due to the fact that our membership increased somewhat as the result of a\ncampaign between June 1 and July 1, so that I had to make my statements more or\nless of an estimate. But there was not much divergence between what we expected\nto be true on June 1 and what was true on July 1. As I understand it, there never\nhas been any definite policy in the National Education Association in the matter of\nadvertisements. If that is so, the policy has not been carried out, and there are\nother groups who are securing money from advertising. When I talked over this\nmatter with the past executive secretary, there was an agreement that we should go\nahead with advertisements because we needed financial support. We did not get\nsufficient funds to put a great national organization on its feet. We had to use such\nfinancial means as we could get. Advertisements were available. The policy of the\norganization, if it had one, was not being enforced, and we did the best we could.\nI want to emphasize—when you attempt to build up an organization that never\nexisted it is necessary to spend the money that you need. It cannot be done for\nnothing. It is not the usual, ordinary, routine expense. It is a question of building\nup a strong, workable organization of high-school people. We feel that we need\nthat support and we need it at this critical moment. We will not need it five or\nsix years from now. We do need it now. If you believe that the problems of\nsecondary education are so insistent and that our whole problem of democracy\ndepends in great part upon national organization, as I do, then I think you will\nbe willing to grant this increased appropriation.\nMr. Mooney: I think probably any department that has asked and been given\nan appropriation feels quite keenly that they have not sufficient money to carry on\nall the work they would like to. As I stated to you at the beginning, when we\narrived in Washington in April we found the executive staff had given a great deal\nof thought to the appropriations recommended. As you will observe on the last\npage of your report, we have balanced the budget without going into reserves. That\nis something which we have not done for the last two or three years. Before you\n\n"}
{"page": 848, "printed_page": null, "text": "842\n\nNational Education Association\n\nvote the additional appropriation, I wish you would keep in mind you have a\nresponsible executive staff and that you have had a committee which has thoroly\nconsidered these problems in the instances I have specified, and I am hoping no\nsubstantial increase in the budget items will be voted by this Representative\nAssembly.\nMr. George R. Rankin (Wisconsin) : In the resolutions, we have commented upon\nthe creation of the National Youth Administration. The Department of Secondary\nEducation is largely the group to study the problems of youth and cooperate with\nthe National Youth Administration. The Department of Secondary Education needs\nfor its work a larger appropriation, not a smaller one. Therefore, I move the adop¬\ntion of Mr. Law's amendment.\nPresident Smith: Miss Jenkins of the Kindergarten-Primary Department has a\npoint of information.\nMiss Anna Irene Jenkins (California): On page 8 in item B on Other Depart¬\nments, does the amount recommended for 1935-36 as $1050 refer to the average\nappropriation per department for all other departments not specifically mentioned\nin the preceding items, or is that a total, and the total for departments shows a\ntotal for all departments?\nSecretary Givens: This amount of $1050 is the total amount to be disbursed to\ndepartments at the wish of the Executive Committee. The $13,300 is the total\namount of money set up for departments, including the $1050.\nPresident Smith: The question is on the adoption of a motion to increase the\namount of the appropriation for the Department of Secondary Education from\n$1000, as requested in the budget, to $3000. Are you ready for the question?\n(The question was taken and the motion lost.)\nPresident Smith: I will recognize Mr. Couch of the Polytechnic High School in\nLos Angeles, California.\nMr. Edward. B. Couch (California) : During this morning you have voted twice\nunanimously to allot $10,000 to the Tenure Committee for its work in the next\nyear. In looking over the budget we are at a loss to see just where this is. I, there¬\nfore, move to amend the budget on page 8, after section C, to add section D, Tenure\nCommittee, amount recommended for 1935-36, $10,000. I move the adoption of this\nmotion.\nPresident Smith: Since the motion has not been seconded, there is no question\nbefore the house. I recognize Mr. Hurst.\nMr. M. E. Hurst (Oklahoma) : I want to propose the following amendment to\nthe bylaws to be acted upon by the 1936 convention.\nMr. Carroll: Mr. Chairman, I move the adoption of the budget.\nPresident Smith: As this has nothing to do with the budget, we will take it up\nas the next item. Miss McGough of St. Paul wants to ask a question.\nMiss Mary E. McGough (Minnesota) : I am asking two questions for informa¬\ntion. In the estimated expenditures for next year, I notice a request for rent amount¬\ning to $43,000 is listed. In the Trustee’s report, on page 8, under Income in the\nPermanent Fund I notice that same $43,000 is listed as income to the Permanent\nFund, and then on the last page of the Financial Report, on estimated income for the\nnext year, I notice that approximately $39,000 from that rent fund is turned back\nto the Association. I am not sure I have my figures straight and I am asking the\nquestion of the group as a whole as well as the officers. Does that mean then we of\nthe Assembly vote $43,000 for rent to the Permanent Fund in charge of the Trustees,\nfrom which they make some expenditures for lawyers and other services, and then\nhave the residue of that amount, $39,000, turned back to the organization? Is that\nproper?\nMr. Mooney:\nreports.\n\nI am not sure I understand.\n\nI do not have a copy of the two\n\nSecretary Givens: I can answer that. This question that is being discussed is a\nmatter of bookkeeping. The building in which we live, 1201 Sixteenth Street, has\nbeen bought and paid for out of the Permanent Fund. So we, as an operating\n\n"}
{"page": 849, "printed_page": null, "text": "Associational Records and Information\n\n843\n\norganization, pay rent for the building. The Permanent Fund, as you noticed in\nMr. Saunders’ report, has some $110,000 of stocks and bonds from which there is\nabout this same amount of income. So we pay to the Board of Trustees rent for\nthe building; the income from the Permanent Fund the Board of Trustees turns\nback to us as operating expense—it is just taking money out of your right\npocket and putting it into your left, and there is nothing else involved.\nMiss McGough: Now I have a second question to ask. This group of reports on\nfinances were handed to us just as we entered the assembly room this morning. Is\nthere any reason why we couldn’t have the budget report and the reports given us\nearlier in the session? I belong to other national organizations where reports are\nmailed to our homes for instance, and we can analyze them before we leave. So\nin this instance if we received these reports before we left home, we could analyze\nthis subject of finances at this time.\nMr. Mooney: This question, I think, is a serious one, and one which we as an\norganization should give more attention to. The problem is this: These reports must\nbe made to the Board of Directors, then must be transmitted to this body, and\nsince I have been a member of the Budget Committee, it has always been a “ hurryup ” proposition to get these necessary steps taken. I do not know of anything that\ncould be done about it right now, but I do think the criticism is a serious one and\nsomething which our officers ought to take under advisement.\nSecretary Givens: I would like to add to Mr. Mooney’s remarks just this one\nstatement: That since this budget must be approved by the Board of Directors, and\nsince our Board of Directors meets only once a year, and that meeting is at our\nsummer convention, we cannot get the budget approved by the Board of Directors\nbefore coming to the convention, unless we go to the additional expense of calling a\nmeeting of this Board, which consists of one individual from every state and\nterritory, and paying the expenses of that meeting which would come out of the\nbudget funds, and thereby reduce our funds just that much for just this one thing.\nI personally would like to see the budget get to you earlier if we could do so without\ntoo much additional expense involved.\nPresident Smith: The microphone was not working well when Mr. Couch made\nhis motion awhile ago and there is a possibility that the lack of a second was due\nto that fact. I want to give him an opportunity to present his motion again at this\ntime.\nMr. Couch: You have voted twice before today indicating an allotment of\n$10,000 to the Tenure Committee for the expenses of 1935-36. This, however, does\nnot appear in bold type in the budget. I, therefore, move that on page 8, section D\nbe added, following section C, Tenure Committee, amount recommended for 1935-36,\n\n$10,000.\nVoice: Second the motion.\nPresident Smith: The question before the house is on the motion of putting an item\nof $10,000 into the budget here under a heading, section D, after C, on page 8. I\nrecognize Miss Collins, a member of the Budget Committee.\nMiss Helen T. Collins (Connecticut) : I am entirely in sympathy with the whole\nmovement for the Tenure Committee. I am a proponent of tenure and I live in a\ncity which had local tenure granted to it, by the electorate of our city twenty-five\nyears ago. I would not have it thought for a minute that anything in this budget\nwould cramp the style of the Tenure Committee. I think that earmarking money,\nif I understand financial terms, means that that money is absolutely set aside and\ncannot be used for anything else and belongs to the Tenure Committee so far as it\nneeds that money for its work, and I feel perfectly sure that in adopting this report,\nwith the supplementary report that I gave you today, that $10,000 in that item is\nearmarked for the Tenure Committee, is safeguarded for the work of the Committee,\nand I feel that your adoption of the report will give the Tenure Committee the right\nto go ahead with its work.\nPresident Smith: Are you ready for the question? Mrs. Preble wishes to ask a\nquestion.\n\n"}
{"page": 850, "printed_page": null, "text": "844\n\nNational Education Association\n\nMrs. F. Blanche Prchle (Illinois) : The amount spent for committees in 1934-35\nwas $15,556.04. I am not sure but I think the Committee on Tenure spent a little over\n$2000 last year. What committees are going to be cut in order that the Tenure\nCommittee this year may have the additional $8000?\nMr. Mooney: The demands of the committees will probably exceed $16,000 in\nitem B. Therefore, we have put into the budget, if you will note, on page 8, the\nSecretary’s Contingent Fund. We have used that term instead of “ Emergency Fund.”\nThere is put into that fund $5000 which will take care of those emergency needs\nwhich have heretofore been taken care of in the Emergency Fund.\nSecretary Givens: The Emergency Commission has had its money in this same\nallotment and the Emergency Commission has gone out of existence at this Denver\nconvention, so the cost of that Emergency Commission which has been considerable\nhas now ceased and will not be in that fund any more. So I am sure there are ample\nfunds to take care of the $10,000 for Tenure and to take care of the other committees.\nThe amount which was expended on tenure last year, while it was not near $10,000,\nwas everything the Tenure Committee asked for and that will be the policy for the\ncoming year.\nMr. Robert C. Keenan (Illinois) : I am a member of the Tenure Committee at the\npresent time and of the Executive Committee of that Tenure Committee. This\namendment that has been moved now does not increase the budget appropriation.\nAs has been explained to you this morning and then a short time ago by a member\nof the Budget Committee, they have already agreed that the Tenure Committee is\nto have $10,000 for its needs and it will need it. If that is true, there should be no\nobjection whatever to stating a definite need where it belongs, specifically in the\nbudget report. I am sure these people are serious in intending that the Tenure Com¬\nmittee shall put on an intensive, vigorous campaign, such as this delegate body\nwishes it to do. But I do know from my experience in the past year, when a similar\nmotion was made by resolution last year, without the budget being amended to con¬\nform, that a great deal of confusion arose in the minds of the Tenure Committee\nand members of the executive staff in Washington. We feel that since the Budget\nCommittee has reported to you that they are in favor of this $10,000 appropriation\nand are willing that it be earmarked, there should be no objection whatever to the\npassage of Mr. Couch’s amendment, which makes it so definite that no one can\nquestion it. I hope that the Delegate Assembly will pass the amendment offered by\nMr. Couch.\nMiss Collins: Am I in order for one more remark?\nPresident Smith: Yes.\nMiss Collins: I trust I am not saying too much but we were not only in favor of\nthe Tenure Committee spending $10,000 but we set $10,000 in this budget.\nVoices: Where? Where?\nMiss Collins: In the item which I referred to this morning. That was earmarked.\nMr. Lefkovcitz: There are technicians in our convention, and there are tech¬\nnicalities that may be raised and the technicality may be raised that in view\nof the fact that that statement is not embodied in the budget, no money can be\nexpended without the full approval of the Executive Committee. Therefore, to clarify\nthe situation, to make sure that your efforts on two previous occasions cannot be\ndefeated by any pretext or technicality, this amendment should be approved. I\ncannot understand why if we are all so heartily in favor of assuring the $10,000\nto the Tenure Committee that there is any objection to this amendment.\nVoices: Question! Question!\nPresident Smith: Will you hear from Mr. Avery on the point connected with\nthis ?\nMr. Avery: May I read a section of the resolutions:\nThe National Education Association endorses the work and the program\nof the Committee on Tenure and instructs the Board of Directors to appro¬\npriate the sum of $10,000 when and as needed by the Committee on Tenure.\n\n"}
{"page": 851, "printed_page": null, "text": "Associational Records and Information\n\n845\n\nBy that fact, it seems to me, it would be wise to ask this to become a part of the\nfinancial report.\nVoices: Question! Question!\nMr. Mooney: Just a minute. This gentleman made a motion and he wants to\nmake an amendent to conform with the resolutions.\nMr. Couch: I wish merely to state our amendment here follows the recommenda¬\ntions of the Resolutions Committee and it is to be expended when needed by the\nTenure Committee.\nPresident Smith: Are you ready for the question now?\n(The question was seconded and the motion adopted.)\nMr. Mooney: We have a resolution to offer the Representative Assembly from\nthe Budget Committee. The Board of Directors has adopted it and it comes to you\nfrom the Board of Directors.\nYou recall that some five or six years ago we began to build the Reserve Fund\nfor current expenses. We were able to build up that fund over a period of four or five\nyears to about $82,000. Then came the emergency and we have drawn on that\nfund now until it is pretty well exhausted. We have not been able for the past\ntwo years to balance the budget. This year, thru your cooperation and the co¬\noperation of others, the budget is balanced. I think we are ready to move forward to\nthe other plan of building up a reserve that will meet emergencies and that will\nmeet part of the current expense.\nThe Board of Directors recommends that as soon as possible the Association\nreturn to the policy of accumulating a cash reserve of sufficient size to permit a\nsubstantial part of the budget appropriations to be made from the cash reserve\nrather than from anticipated revenues.\nI move the adoption of this resolution.\n(The resolution was seconded and adopted.)\nMr. J. M. Peterson (Utah) : I understand, according to members of the Budget\nCommittee, that this $10,000 appropriated for Tenure was previously set up in\nitem C. If so, when it is set up as item D, I take it that it should be deducted from\nitem C in order to make the budget correct, and that was not done so far. The motion\nwe have passed should have been made to include that correction; otherwise our\npresent budget provides for $10,000 more than was originally intended by the\nBudget Committee and it would overbalance the budget. I raise that point for\nconsideration in order that the proper corrections may be made.\nPresident Smith: Is there any objection by the Assembly to our making that\nchange, subtracting it from one item, since it is put here in another? If there\nis not, that will be adopted. There is no objection.\nMr. Hurst: I am going to propose an amendment to the bylaws to be acted\nupon by the 1936 convention.\nMr. W. A. Walls (Ohio) : I rise to a point of order. This is new business and\nthere is no quorum of this Assembly present.\nMr. Robert: The gentleman has been waiting several hours to give this notice.\nIt is merely a notice to amend next year. No action whatever can be taken at this\ntime. The point of no quorum has not been raised all morning and I hope the\ngentleman will not raise it at this time.\nMr. Walls: I will withdraw the question of quorum if there is no vote to be\ntaken. I object to any vote being taken at this time.\nMr. Robert: The point of no quorum is withdrawn. This is merely a notice. No\naction whatever will be taken at this time.\nPresident Smith: I am very happy this was done, because Mr. Hurst has been\nmost patient. He made the request about an hour and a half ago. I asked him if\nhe would wait, and he was so accommodating that he did. So I would like him to\nhave this opportunity now.\nMr. Hurst: The proposed amendment to the bylaws is to add to article X,\nsection 1, page 22, the following amendment:\n\n"}
{"page": 852, "printed_page": null, "text": "846\n\nNational Education Association\n\nProvided,\n\nhowever, that these\n\nbylaws may be\n\namended\n\nat the\n\nannual\n\nmeeting of the Representative Assembly in 1936 by a two-thirds vote, with¬\nout previous notice.\nThis notice is signed by myself as president of the Tulsa Education Association\nand by Jean Armour MacKay, president of Southeastern Michigan and Associated\nTeachers Clubs.\n\nMr. Walls:\n\nDoes that resolution take a majority or two-thirds vote to make it\n\neffective ?\n\nPresident Smith:\n\nIt takes a two-thirds vote.\n\nIf there is no other business to be\n\ntaken up at the present time, we will have a recess until after the general session,\nat which time there will be a short business session for two purposes—one for\nreceiving the returns of the election, and the other for the presentation of the new\npresident.\n\nWillard E. Givens, Executive Secretary\nHenry Lester Smith, President\n\nFourth Business Session, Thursday Evening, July 4, 1935\nThe fourth business session of the Representative Assembly convened at 10:45\np. m. in the Municipal Auditorium, Denver, following the general session of that\nevening. President Smith called upon Secretary Givens for several announcements,\nfollowing which he made the following statement:\n\nSecretary Givens:\nvention held\n\nYou will be interested in knowing that outside of the con¬\n\nin Los Angeles in\n\n1931\n\nthis\n\nhas\n\nbeen the\n\nlargest convention the\n\nNational Education Association has ever held.\nI want to thank all of you from all of the states and territories on behalf of the\nofficers and particularly the headquarters staff for the marvelous cooperation you\nhave given during the week, and I want to express my sincere appreciation and the\nappreciation of all from the headquarters staff to Denver and the people of Colorado\nfor the fine spirit of cooperation and the hospitality extended to us thru the week.\n\nPresident Smith: We are going into a very brief session, at which all of you are\nwelcome, and for one purpose, namely, to hear the report of the Committee on\nElections and to have the introduction of the new president. I shall call upon\n\nArthur L. Marsh to give that report.\nMr. Arthur L. Marsh\n\n(Washington) :\n\nYour Committee submits the following\n\nreport of the election of officers of this Association for 1935-36:\n\npresident, Agnes\n\nSamuelson, of Iowa; treasurer, R. E. Offenhauer of Ohio. The following eleven\nvicepresidents were elected: Paul Munro, Alabama; Norman Hamilton, Utah;\nBertha C. Knemeyer, Nevada; Vierling Kersey, California; E. W. Butterfield, Con¬\nnecticut; Raymond H. Snyder, Idaho; George T. Avery, Colorado; L. P. Terrehonne,\nLouisiana; Charles Carroll, Rhode Island; Mary Eva Hite, South Carolina; John\nCallahan, Wisconsin. The state directors as nominated by the state delegation were\nelected without opposition and are as follows: Alabama—J. D. Williams, Alaska—\nC. H. Bowman, Arizona—Emil L. Larson, Arkansas—W. E. Phipps, California—\nFrank A. Henderson, Colorado—W. B. Mooney, Connecticut—Helen T. Collins,\nDelaware—H. V. Holloway, District of Columbia—Edith Louise Grosvenor,\nFlorida—James S. Rickards, Georgia—M. D. Collins, Hawaii—J. W. Garrett,\nIdaho—W. D. Vincent, Illinois—John W. Thalman, Indiana—Charles O. Wil¬\nliams, Iowa—Fred D. Cram, Kansas—F. L. Schlagle, Kentucky—William S. Taylor,\nLouisiana—P. H. Griffith, Maine—William B. Jack, Maryland—William Burdick,\nMassachusetts—Annie C. Woodward, Michigan—Edith M. Bader, Minnesota—\nHarry L. Wahlstrand, Missouri—Thomas J. Walker, Montana—Martin P. Moe,\nNebraska—G. F. Knipprath, Nevada—Hazel B. Denton, New Hampshire—Lyle\nWilson Ewing, New Jersey—Raymond B. Gurley, New Mexico—Vernon O. Tolle,\nNew York—H. Claude Hardy, North Carolina—T. Wingate Andrews, North\nDakota—L. A. White, Ohio—William A. Evans, Oklahoma—M. E. Hurst, Oregon—\nAustin Landreth, Pennsylvania—J. Herbert Kelley, Rhode Island—Charles Carroll,\n\n"}
{"page": 853, "printed_page": null, "text": "Associational Records and Information\n\n847\n\nSouth Carolina—A. C. Flora, South Dakota—S. B. Nissen, Tennessee—S. L.\nRagsdale, Texas—Rush M. Caldwell, Utah—James T. IVorlton, Vermont—Joseph A.\nfViggin, Virginia—Mrs. Edith B. Joynes, Washington—Samuel E. Fleming, West\nVirginia—JV. IV. Tre?it, Wisconsin—Amanda Schuette, Wyoming—Henry H.\nMoyer.\nPresident Smith: If Miss Samuels on is in the room, I would suggest that some of\nthe Iowa delegation escort her to the platform.\n(Miss Samuelson came quickly to the platform, unescorted.)\nMiss Agnes Samuelson (Iowa): President Smith, and Fellow Teachers: If you\nwill look in the dictionary you will find all the beautiful words that I should like\nto use in expressing to you my humble appreciation of the high honor you have seen\nfit to bestow upon me. It is no small honor to be president of the N. E. A.\nThese lines from Kipling flash into my mind:\n“ There is none like to me,\nSays the cub in the\nStrength of his new-found skill.\n“ But the jungle is large, and\nThe cub he is small\nLet him think and be still.”\nAs I get a close-up view of the magnitude of the task ahead and the problems\nfacing education, I feel myself becoming more and more infinitesimal in coping\nwith them. Certainly it is a time for straight thinking as to the direction in which\neducation is to move.\nThis task facing us requires us to place a telescope on one eye to get a clearer\nperspective of the long pull ahead. It also requires us to place a microscope under\nthe other eye to discover the crucial issues upon which to concentrate. It means we\nmust sharpen our purposes and lop off the petty things around the fringe of the\nlens. It means further that we must become more articulate in pointing out the ex¬\ntreme importance of streamlining recovery and reconstruction programs with edu¬\ncation. Our founders searching for a new order of things that would guarantee life,\nliberty, and the pursuit of happiness, streamlined this great, free government which\nthey established with universal education. It is neither accidental nor incidental\nthat the development of our great nation has been coincident with that of the schoolhouse. This democracy of ours is threatened if the schoolhouse is closed to the chil¬\ndren of today who will be the adults o/ tomorrow.\nIf education is a process continuous with life and not something which begins\nautomatically at the age of five and ends abruptly at the age of twenty-one, and if\neducation is to streamline reconstruction, it follows that it must itself be stream¬\nlined for better performance.\nAnd how? The day is past when a dominating personality like a Horace Mann\ngoes forth and puts over a program single-handedly. Today we set up programs\nand then cooperate in carrying them forward. It is a time for participation and\ncooperation in setting up and carrying out the great purpose of the N. E. A. all the\nway along the line, from the college office to the most remote and isolated classroom.\nMay I take this opportunity to congratulate President Smith upon the greatness\nof his leadership this year and to thank him for the time, effort, prayers, personality,\ndevotion, and hard work he has put into it. The tremendous responsibility he is\nunloading upon my shoulders is lightened by the knowledge that he and Secretary\nGivens and all of you will stand by. Nothing can be done without you.\nTogether we must see to it that education, like Ignorance in Pilgrim’s Progress,\ndoes not “ come hobbling after ” everything else. I am counting upon all of you to\njoin hands in making the National Education Association an even greater force in\nbringing the children of America their full and uninterrupted opportunity.\nChairman Smith: In bringing this convention to a close, I wish on behalf of the\nNational Education Association to express our deep appreciation to the citizens of\n\n"}
{"page": 854, "printed_page": null, "text": "848\n\nNational Education Association\n\nDenver and Colorado for the unexcelled treatment that we have had here at their\nhands. Personally I wish to express to you my deep appreciation of the honor you\nhave bestowed upon me in asking me to be your president this year and I want also\nto express my deep appreciation of the fine cooperation.\nNow as we look forward to the excellent leadership that is assured us for next\nyear under Miss Samuelson, let us all rise, with assurance of continued cooperation,\nin order that the profession of education in our land may march forward for the\ncontinued welfare of our children.\nI declare the Seventy-third Annual Convention closed.\nWillard E. Givens, Executive Secretary\nHenry Lester Smith, President\n\nMINUTES OF THE MEETINGS OF THE\nBOARD OF DIRECTORS\nDenver, Colorado\nMonday Afternoon, July 1, 1935\nThe meeting of the Board of Directors of the National Education Association con¬\nvened at 2 p. m., at the Registration Headquarters Building. The meeting was called\nto order by President Henry Lester Smith. The president asked the secretary to call\nthe roll. Secretary Givens thereupon called the roll which showed the following\npresent:\nDirectors Ex Officio: Henry Lester Smith, president; Joseph H. Saunders, chair¬\nman, Board of Trustees; Willard E. Givens, secretary; Cornelia S. Adair; Uel W.\nLamkin, Willis A. Sutton.\nState Directors: Alabama—J. D. Williams, Arizona—J. W. Clarson, Jr., Ar¬\nkansas—W. E. Phipps, California—J. R. Croad, Colorado—W. B. Mooney, Con¬\nnecticut—Helen T. Collins, Delaware—H. V. Holloway, District of Columbia—\nEdith L. Grosvenor, Georgia—M. D. Collins, Idaho—Raymond H. Snyder, Illinois—\nJohn W. Thalman, Iowa—Fred D. Cram, Kansas—F. L. Schlagle, Kentucky—\nWilliam S. Taylor, Louisiana—P. H. Griffith, Maine—William B. Jack, Massa¬\nchusetts—Annie C. Woodward., Minnesota—Harry Wahlstrand, Mississippi—Jack\nSullivan (substituting for H. V. Cooper), Missouri—Thomas J. Walker, Nebraska'—\nGeorge F. Knipprath, Nevada—Maude Frazier, New Hampshire—Lyle W. Ewing,\nNew Jersey—Raymond B. Gurley, New Mexico—Vernon 0. Tolle, New York—\nH. Claude Hardy, North Carolina—T. Wingate Andrews, North Dakota—L. A.\nWhite, Ohio—B. F. Stanton (substituting for William A. Evans), Oklahoma— M. E.\nHurst, Oregon—Birdine Merrill, Pennsylvania—J. Herbert Kelley, Rhode Island—\nCharles Carroll, South Carolina—A. C. Flora, South Dakota—S. B. Nissen, Ten¬\nnessee—S. L. Ragsdale, Texas—Rush M. Caldwell, Utah—James T. Worlton, Ver¬\nmont—Caroline S. Woodruff, Virginia—Mrs. Edith B. Joynes, Virgin Islands—\nGeorge H. Ivins, Washington—S. E. Fleming, West Virginia—W. W. Trent,\nWisconsin—E. J. McKean (substituting for Mrs. Blanche McCarthy White), Wy¬\noming—H. H. Moyer.\nFollowing the usual custom, the resignations of those directors who were unable\nto be present at this session were presented, and upon motion of Fred D. Cram of\nIowa the substitutes were elected in place of the regular directors.\nPresident Smith: I would like to call upon Mr. Allan now to make a brief state¬\nment about the forms to be filled out for expenses.\nMr. H. A. Allan: These are the forms on which the directors are to make return\nof their expenses, on which you will be reimbursed before you leave the meeting.\nYou will note on this blank that the period for which the convention expenses are\npaid is from Sunday, June 30, to Friday, July 5, inclusive.\nAccording to previous action by the Board of Directors, the expenses have been\nlimited to $4 per day for meals and necessary expenses and $5 per day for a hotel\n\n"}
{"page": 855, "printed_page": null, "text": "Associational Records and Information\n\n849\n\nroom. The railroad expenses allowed are the lowest round-trip excursion fare from\nyour home city to Denver and return, plus standard lower berth Pullman fare. In\nthe event of those traveling by auto, a charge may be made at that rate.\nIt has been understood that it is my duty to check the amounts as submitted on the\nbill with the schedules as supplied to me by the railroad so that if you misunder¬\nstand the amount and I find that the figures that are put down are not in con¬\nformity with the railroad schedule, I am sure that you will know there is nothing\npersonal if an amount is adjusted.\nVoice: Mr. Chairman, that means the convention rates, doesn’t it, a fare and a\nthird ?\nMr. Allan: No, it is the lowest excursion rate for sixteen days, except there might\nbe a few cases where you could not make it in that time. The sixteen-day round-trip\nfare is the usual excursion rate except for some people in the far western territory\nwhere there is a ten-day round-trip excursion rate.\nMr. Fred D. Cram (Iowa) : The cheapest rate from our way is the coach rate,\nwhich would not permit us to have a Pullman at all. That is barred isn’t it?\nPresident Smith: Yes, you take the rate you would have to pay in order to get\nPullman accommodations.\nMr. H. Claude Hardy (New York) : Some of us have been assigned to com¬\nmittee work and have had to come earlier, making our work more than six days.\nPresident Smith: That would be charged to the committee expenses. There was\none, possibly two committees, in which some proviso of that kind has been made.\nMr. Allan: That would apply only to committees of the Board of Directors, would\nit not? For instance, the Budget Committee has been the only committee for which\nallowance has been made heretofore.\nPresident Sjnith: The Executive Committee voted an allowance for one other\ncommittee here to meet previous to this meeting so that the chairman of that com¬\nmittee will know about that.\nMr. Allan: Please make out these accounts and if possible bring them to the\nafternoon meeting tomorrow and turn them in at the secretary’s desk at that time.\nYou will note that that requires an estimate of your expenses of returning, but such\nestimate can be arrived at very fairly upon the basis of your expenses in coming.\nIf presented before six o’clock at the registration desk and left with Miss JVinfree,\nthe cashier, you may call at the registration desk on Thursday morning and receive\nthe check in payment.\nPresident Smith: Is there any question anyone wishes to ask Mr. Allan in regard\nto this matter? If not, I should like the privilege of changing the order of business\nhere just slightly. It has been customary for the Board of Directors to authorize\ndelegates to the World Federation of Education Associations to act officially for the\nNational Education Association at the World Federation meeting. We are affiliated\nmembers of that Association. This is the year for the World Federation to meet.\nIt is meeting in Oxford, England, August 10-18. I am wondering if someone would\nmake the customary motion that this group of delegates to the World Federation be\nauthorized by the Board of Directors here to represent the N. E. A.\n(A motion was made, seconded, and carried.)\nPresident Smith: Now we will resume the order of business. The first report will\nbe made by the Committee on Amending Charter. That report will be made by\nMr. Reuben T. Shaw, chairman.\n(The report is printed on page 151 of this volume.)\nMr. H. Claude Hardy (New York) : Mr. Shaw, may I make this suggestion that\nperhaps on the administration desk they have extra copies of this report.\nMr. Reuben T. Shaw (Pennsylvania) : I think it would be very fine if you can\narrange to have each one provided with copies of these reports as we go on.\nMost of you have been sufficiently annoyed with correspondence that has come\nto you that it may not be necessary for me to review any of these reports. How¬\never, I do feel that there are two pages worth reading just as they are.\n\n"}
{"page": 856, "printed_page": null, "text": "850\n\nNational Education Association\n\nThe resolutions \"adopted by the Representative Assembly in 1934 provided that\nthis Committee should do all legally possible to secure certain amendments to the\ncharter. Two specific amendments to the charter had been proposed prior to the\nadoption of this resolution. The Executive Committee interpreted that the Com¬\nmittee on Amending Charter should concern itself only with the amendment dealing\nwith the question of Life Directors. The fact remained, however, that the other\namendment concerning the method of selecting the secretary had been proposed.\nThe same Representative Assembly adopted a resolution providing for the ap¬\npointment of a Committee on Reorganization which was to include among its duties\nthe consideration of the need of changes in the charter.\nAn examination of our charter brought out the fact that it contained many pro¬\nvisions not found in other federal charters and which, apparently, should have been\nplaced in the bylaws.\nTwo courses of procedure were open to the Committee on Amending Charter:\nFirst, to proceed at once to ask Congress for an amendment to the charter con¬\ncerning Life Directors alone; and the second, to join forces with all others interested\nin transferring from charter to bylaws provisions which properly belong there—\nincluding the portion of the charter dealing with Life Directors. In case the second\nprocedure was followed, it would then be an easy matter for the Association to\nhandle the Life Director question by amending the bylaws as revised.\nIf the Committee on Amending Charter adopted the first procedure and pro¬\nceeded at once to ask Congress for that point alone, it would probably become\nnecessary for a Committee representing the Association to ask Congress for further\namendments at some time in the near future.\nThe Committee on Amending Charter believed that such a situation was not for\nthe best interests of the National Education Association and that the second course\nof procedure should be followed. The Committee on Amending Charter believed\nthat they had no authority to proceed to Congress with proposals for any\namendments to the charter other than the one already mentioned, unless the Execu¬\ntive Committee should revise its interpretation. At the meeting in Atlantic City in\nFebruary 1935 the members of the Committee felt that the sentiment in favor of\nsimplification of the charter was so general and unanimous that the Executive Com¬\nmittee would be justified in authorizing immediate steps to be taken for the simpli¬\nfication provided the simplification plan could be so drafted that it would still\nreceive unanimous support.\nIn view of the latter problem in regard to charter changes, the Committee on\nAmending Charter decided to ask for a joint conference with the Committee on\nReorganization. This was held at Atlantic City and both committees agreed unani¬\nmously upon the general item of simplification of the charter. A difference of opinion,\nhowever, immediately developed as to the time when a bill should be introduced\ninto Congress providing for such simplification and also a question was raised as\nto what officer, committee, or body had authority to speak for the Association in\nintroducing such a bill. The two committees asked for the opportunity to present\nthe problem to the Executive Committee. The Executive Committee instructed the\ntwo committees to prepare a plan for the simplification of the charter and to notify\nthe Executive Committee as soon as it was prepared. The drafting committee repre¬\nsenting the two committees prepared a plan of simplification and presented it to the\nExecutive Committee on March 23. The members of the Executive Committee indi¬\ncated approval of the simplification plan in general, but raised objections to the\nproposed changes concerning the Permanent Fund. The matter was then referred\nback to the two committees for further study and consideration in regard to that\nparticular item.\nFurther conferences have been held in regard to the matter of the Permanent\nFund. The Committee on Reorganization, at its Chicago meeting, gave a great\ndeal of consideration to this matter. The Executive Committee authorized but did\nnot direct the Committee on Amending Charter to proceed with the Life Director\nquestion alone. The Committee on Amending Charter believes that by deferring\n\n"}
{"page": 857, "printed_page": null, "text": "851\n\nAssociational Records and Information\n\naction for a short time, it might be able to secure, not only the things asked for in\nthe motion which created the Committee, but that it might assist in bringing about\nsuch a revision and simplification of the charter that it will never again be neces¬\nsary to apply to Congress for charter changes.\nI will read the outline of chapters or sections of the report:\nI. Purpose and duties of Committee on Amending Charter\nII. Charter, constitution, bylaws, rules of procedure\nIII. Opinions of certain state directors\nIV. Objections to the method of procedure of the Committee\nV. Legal opinion\nAs we were instructed by the resolution to go as far as legally possible, it seemed\nwise and necessary to secure legal opinion which was secured from the attorney for\nthe Association, Mr. Quinter.\nVI. Parliamentary opinion\nAs to the question of parliamentary opinion and as to the effect the parliamentary\nsteps taken at Washington bore upon our problem, we secured the advice of\nHenry M. Robert, Jr.\nVII. Examination of federal charters, and charters of other national organi¬\nzations\nWe examined other federal charters and the charters of other national organiza¬\ntions which did not have a federal charter and they are set forth in great detail.\nThere are a great many more not operating under federal charter than there are\noperating under federal charter.\nVIII. Examination of Congressional Record in\ncharters\nIX. Investigation of “ danger of losing charter ”\n\nregard\n\nto\n\nother\n\nfederal\n\nWe investigated rather carefully the danger of losing the charter and I think\nthere I should emphasize some of the facts brought out: that from 1906 to the present,\napproximately 40 new charters have been granted; approximately 60 amendments\nto federal charters have been granted by Congress and in only one case has the\nfederal Congress revoked or taken away the charter, and that was during the war\nperiod, because of charges of unpatriotic conduct. One other charter was cancelled—\nnot exactly revoked, because the membership of the organization fell down—a\ncolored organization—to such a number that all records that we could find were\njust cancelled. We were thoroly convinced, therefore, that there was no danger\nof our losing the charter by our asking for any particular change.\nX. Interviews with members of Congress\nXI. Precedent—adoption of charter in 1906—with\nsection 9\nXII. Precedent—adoption of amendment in 1920\n\nspecial\n\nreference\n\nto\n\nThen we investigated the precedent as to the procedure used by the Association\nin securing the original charter in 1906 and also that in securing the amendment in\n1920.\nXIII. Relationship with Committee on Reorganization\nXIV. Summary of facts and conclusions\nXV. Recommendations.\nAfter summarizing the set of facts growing out of these investigations, we then\nset forth certain recommendations. (See page 153 of this volume.)\nNow it is my understanding that E. E. Obcrholtzer, chairman of the other Com¬\nmittee, will present at this time the recommendation of the Committee on Reorgani¬\nzation leading up to practically the same position on simplification of the charter.\n\n"}
{"page": 858, "printed_page": null, "text": "852\n\nNational Education Association\n\nThen the plan is to have the presentation of the amendments to the charter to¬\nmorrow probably instead of today.\nPresident Smith: That is perfectly satisfactory and I call then at this time for\nSuperintendent Oberholtzer who is chairman of the Committee on Reorganization\nof the National Education Association.\n(The report is printed elsewhere in this volume. See page 175.)\nMr. IV. B. Jack (Maine) : Will you comment on one point of chapter VIII, num¬\nber 3, at the top of page 32, “ Greater emphasis on organization to effect greater\nprofessional responsibility and interest among members, which would oblige all\npresent teachers and new teachers to become members of the Association before\ncertification is granted and active service permitted,” and so on? To what does that\napply?\nMr. E. E. Oberholtzer (Texas): That suggestion, of course, raises one issue:\nWhether you want to go as rapidly in our organization as some organizations do.\nI think that the first step a teacher should take is to become a member of the pro¬\nfessional organizations, local, state, and national.\nMr. Jack: You mean to enforce that all over the country?\nMr. Oberholtzer: We cannot enforce it. We can only suggest: We discussed that\nand decided to leave it as a suggestion for the longer-plan committee to use as they\nsee fit.\nAir. Joseph H. Saunders (Virginia) : How do you reconcile the two statements\nin italics on page 9, in relation to the Permanent Fund?\nMr. Oberholtzer: That is one of the questions that would logically arise. I am\nnot a lawyer and these words were written by lawyers. You notice the first part of\nthat paragraph states, “ No part of the principal of such Permanent Fund or its\naccretions shall be expended.” Now we take out what is in brackets and say “ except\nwhen approved by a three-fourths vote of the Representative Assembly in two suc¬\ncessive years, and after all other requirements of the law have been fulfilled.” Now\nthe next clause is added in order that the Board of Trustees should be enabled to\nkeep the authority, or such other body as may be delegated to take charge of the\nAssociation’s funds, that they shall be enabled to either mortgage, invest or re¬\ninvest, manage, or offer for sale—and it is my understanding from Mr. Quinter that\nthere is no conflict in the two. That one gives authority without question to the\nBoard of Trustees to make loans and carry on as it has, while the other keeps the\nauthority within the Delegate Assembly for the expenditure of the Permanent Fund.\nMr. Saund.ers: I doubt the construction of that sentence because it says specifically\nthat the same corporation may by its bylaws provide for the custody, control, man¬\nagement, and sale. Now sale is an expenditure. But previously you have said that\nthe Representative Assembly can do that only by a three-fourths vote. Now you say\nby bylaws you can provide other arrangements whereby that can be done. It seems\nto me a very decided conflict is there.\nMr. Oberholtzer: Mr. Saunders, I appreciate that and I had some question with\nPresident Smith. Then I listened to the parliamentarian, Mr. Robert, and those\nthat had to do with the law and I understand that it does not refer to expenditure.\nIf you would sell the property at Washington for a million dollars nothing could\nbe done with those funds if a part of the Permanent Fund, until they had been\nresubmitted to the Delegate Assembly and approved by it.\nAir. Saunders: That may be. I am no lawyer myself.\nMr. Oberholtzer: I do not know whether Mr. Robert would be glad to talk to that\nor not. I would be very glad to have him speak at this time if he will do so.\nMr. Henry M. Robert, Jr. (Parliamentarian) : As I understand it, the word\n“ sale ” as used in the statement, “ That said corporation may by its bylaws provide\nfor . . . the sale ... of the principal of said Permanent Fund,” means the sale\nof some part of the principal of the Permanent Fund. But you could not expend that\nin the sense that the Permanent Fund was reduced because that was a special per¬\nmit by the paragraph preceding, which says that can be done only when approved\nby a three-fourths vote of the Representative Assembly in two successive years and\n\n"}
{"page": 859, "printed_page": null, "text": "Associational Records and Information\n\n853\n\nafter all other requirements of the bylaws have been met. The same thing applies\nto the sale.\nMr. Saunders: May I ask this question, If you buy a bond for $100 and you sell\nit for $90 have you not thereby expended a part of the Permanent Fund? Might it .\nnot be possible that in a state of changing market where we hold $110,000 worth\nof bonds that if we had to wait two years in order to dispose of those bonds in a\nmarket that was rapidly falling, we might lose or expend a great portion of that\nPermanent Fund?\nMr. Oberholtzer: I would answer that in terms of your own statement that the\nBoard of Trustees, who has charge of the Fund, can do that now and we are\nmaking no proposal of change in that authority; that we understand we are keeping\nthat authority as it is and we have taken great care to examine the English and to\nascertain from legal talent and others and they tell us that these two provisions\nwhich we have set up here are adequate to take care of that.\nI would not for the world make a mistake and if it seems advisable, we will\nundertake to get other legal advice from someone who is a special counselor on trust\nfunds. But we believe that the advice of Mr. Quinter is as good as we could get at\nthis time. He is a recognized authority in that field of law.\nPresident Smith: Any other question?\nMr. Charles Carroll (Rhode Island) : That could be simplified very easily by\nanother provision, “The proceeds of any sale shall be made part of the trust funds.”\nThat would clear it all up.\nMr. Oberholtzer: If we can submit that again to our attorney and if there is no\nchange, and if that clarifies it, we have reached a very happy solution to settle some\nof the matters in doubt. If this group will authorize me to do so, I shall see that\nthat is submitted to Attorney Quinter and see if we can get a reply in time for the\naddition of those words.\nPresident Smith: I think the Committee has authority to do that.\nMr. Oberholtzer: I think I should want to resubmit it to the Committee.\nMr. Saunders: I should like to make some further comments, if the chairman is\nthru, in regard to the situation.\nMr. Oberholtzer: I am just waiting for questions and if Mr. Saund.ers will give\nme an opportunity td the floor after his comments I may have a chance then to\nclarify some of the meanings we have tried to incorporate here in this report.\nPresident Smith: You have a second question?\nMr. Saunders: I have no questions but I want to make some statements in con¬\nnection with the Permanent Fund if it is contemplated to do this, since it reflects on\nthis particular proposition. Now if this is not the time and place, I will reserve it\nuntil later.\nPresident Smith: I would say this, these reports have been presented by the\nExecutive Committee to the Board of Directors and the Board of Directors has the\nauthority to transmit them to the General Assembly with or without recommenda¬\ntions. We could get at this by a motion to approve or disapprove this part or that\nand I imagine that the best way to get at it is thru this informal discussion where we\ncan have questions asked and explanations made somewhat informally for a little\nwhile. Does that procedure satisfy the group?\nVoices: Yes.\nPresident Smith: All right then, Mr. Saunders.\nMr. Saunders: At the outset I want to say that all Mr. Oberholtzer and I desire\nis the proper protection of the funds of our Association and the best welfare of our\norganization.\nAs chairman of the Board of Trustees—and I am speaking for myself and not\nthe Board of Trustees because this latter matter has not recently been discussed in\nthe Board—and as a member of that Board for the past seven years, I have had an\nopportunity to know the inside workings of our finances in a way no one else knows,\nexcept perhaps the secretary and the business manager.\n\n"}
{"page": 860, "printed_page": null, "text": "854\n\nNational Education Association\n\nThis fund was set up originally largely on the rebates which we received from\nthe railroad which are not permissible today under the Interstate Commerce Com¬\nmission, and in 1905, when I first became conversant with this fund there was\n$147,000 in the fund and the fund earned that year $6552 for the Association. Skip¬\nping twenty years to 1925, the fund was still only $207,166.31, and it earned that\nyear $12,000, which was spent in the operation of our Association. But then we\nbegan to put on this Life Membership drive. The accretions from the Life Member¬\nship fund began to increase so that from 1925 to 1930 the fund increased from\n$207,166.31 to $605,000, and today the fund is $802,664.47. We are paying into the\noperating accounts this year in interest on that fund $41,333, which is 10 percent of\nthe total budget we use in the operation of the Association. That is the status of the\nfund.\nNow as to the point of borrowing money. Teachers receive their first salaries on\nOctober 1 as a rule, but usually having the summer back of them they do not have\nmoney to pay dues, so it is November, December, and January before dues come\ninto the National Education Association. Our funds often become exhausted in\nMay, yet our operations have to go on thru June, July, August, and September just\nthe same. It becomes necessary therefore to go to the bank and say, “ I want\n$40,000.” The banker says, “ Well, this is not my money, it is my depositors’ money.\nWhat security have I if I lend you this money?” And if you say, “You have the\nNational Education Association,” the answer is right away, “That is a voluntary\nassociation and dependent upon voluntary payments and we cannot lend money\nupon that basis.” But when I say, “Here is $100,000 in gilt-edge securities,” he\nsays, “ Certainly, here is your $40,000,” and then our Association goes on and we pay\nthat money back in the fall. Now what I am fearful of is that any change in the\nset-up of this fund will put us in the position that thru some hysteria similar to that\nwhich occurred in Washington last year when, in the closing minutes of the Repre¬\nsentative Assembly an impassioned plea was made and a $10,000 appropriation\nvoted off without any consideration at all that next year some other important item—\nacademic freedom, or something else—may come up before the Assembly and some¬\nbody will say, spend twenty-five, fifty, or one hundred thousand dollars on that.\nWhere are you going to get the money? This year we went $21,000 in expenditures\nover our receipts, the first time since about 1926, because the receipts were not equal\nto what we expected them in the budget. Where is this money coming from? The\neasiest thing to do, when they know in the Representative Assembly that there is\n$110,000, is to take it out of the Permanent Fund, and so it is voted. The Permanent\nFund becomes depleted, then you cannot go to the bank and borrow money—you\nhave no assets upon which to borrow money unless you mortgage the building.\nDo this, and the building is gone.\nUnder present arrangements the money is perfectly safeguarded. It is in the hands\nof a continuing body. Each man is appointed for four years, only one new man\ncomes on each year, so that you have one man who knows the old balance and keeps\nit continuous. Before any of that money can be expended, the Board of Trustees\nitself must recommend to you that it be expended, and you in turn must approve that\nit be expended, and then by a two-thirds vote of the Representative Assembly, it can\nbe expended. That is all under the present charter. What is the reason for chang¬\ning it? I am just raising these questions. I know that this is the back-log that\nmakes it possible for the N. E. A. to serve the teachers and to serve the nation with\neducational literature and the dissemination of educational policies. For that reason,\nI do not want to see any change made in the charter so far as that particular\nset-up is concerned.\nAs to the change from two-thirds to three-fourths, my opinion there is that again\nyou have gone to the other extreme. You have tied it up so tightly you cannot\nact at all when it becomes time to act. I hope that you may consider this thing\nvery carefully, not only in the light of what these gentlemen have told you, but\nin the light of what I have told you, and then exercise your judgment in the light\nof what you may decide upon after deliberation.\n\n"}
{"page": 861, "printed_page": null, "text": "Associational Records and Information\n\n855\n\nMr. Oberholtzer: I want to say so far as the ultimate purpose of this is con¬\ncerned, Mr. Saunders and I are agreed. But we do want to take out of this act\nthat thing which keeps the Association from controlling its affairs. They ought to\nhave a chance to say, “ We do not want a Board of Trustees; we would like to have\none Executive Board have this control,” or change the structure there. That is\npossible, but so far as protecting the Fund is concerned, I maintain that the pro¬\nvisions which this Committee recommends, offer a far greater protection than the\npresent. One of the functions of the Board of Trustees is the selection of the secre¬\ntary. It is pretty generally the sentiment that this be changed and we are recom¬\nmending that that be transferred. Now, so long as you keep it in the charter, you\ncannot change one iota the things referred to in this and it is because we think it\ngives greater elasticity and a greater measure of control to the body that we are\nrecommending the changes and we believe that we are going one step further in\nproviding for a three-fourths vote for two consecutive years. Certainly I do not\nknow of any greater control than that.\nMr. T. J. JValker (Missouri) : I think that we are all agreed that the provisions\nwhich you have suggested here for our bylaws are at least adequate protection for\nany fund, but you must remember that that protection becomes a part of the bylaws\nand it is no stronger than the bylaws themselves.\nMr. Oberholtzer: Mr. Walker, may I correct you there? These are a part of the\ncharter. These words in italics are in the charter and cannot be changed until Con¬\ngress changes them. So it is not a matter of bylaws. They could never change the\nexpenditure of funds except by a three-fourths vote without going to Congress and\nasking them to change the charter.\nMr. Walker: Then how have you liberalized the charter by taking the Board\nof Trustees out of it?\nMr. Oberholtzer: That is a portion of it and it also makes it possible to enlarge\nand re-define the functions. We give to the Representative Assembly the creation\nof such of those committees as they want to set up but we still keep in the charter\nthat three-fourths provision which can be changed only by going back to Congress,\nwhich, in itself, is sufficient safeguard.\nMr. Saunders: May I suggest if you change the Board of Trustees to an annually\nappointed board or committee to handle this trust fund and they have power to\ninvest it, could they not invest it in such way that it could be entirely exhausted in\none year?\nMr. Oberholtzer: Yes, they can do that now.\nMr. Saunders: No.\nMr. Oberholtzer: They can invest it in any way they want to.\nMr. Saunders: But you cannot change that whole board until two years have\npassed. As it is now you cannot change the majority of that board in less than\ntwo years; therefore, you have that safeguard.\nI want to expose another secret. I asked these gentlemen when they appeared\nbefore the Committee in Washington, “ What do you propose to recommend after\nyou get your simplified charter? What do you propose to recommend the year after\nthat as the manner in which the bylaws be changed?” and this was the answer,\n“We propose to make it very easy to change the bylaws and to that effect we are\nproposing that an amendment be put in the last issue of the Journal preceding the\nmeeting of the Representative Assembly and then it can be acted upon at that meet¬\ning instead of laying over for a year.” So they propose to make it very easy to amend\nthese bylaws and I cannot see any reason why we should not protect it as it is.\nMr. Reuben T. Shaw: (Pennsylvania) : I was the one speaking at Washington\nand I think I should have a chance to reply to that. The record shows I made no\nsuch statement. I had no authority to make any. If any such statement appears\nthere it is more a suggestion, advisory, and not coming from the Committee\nwhatsoever.\nMr. Saunders: Mr. Shaw, I asked you that question and you refused to answer\nit but Mr. Robert did answer it.\n\n"}
{"page": 862, "printed_page": null, "text": "856\n\nNational Education Association\n\nMr. Shaw: He answered it for his sake. If I refused to answer it, it was because\nI had reached no conclusion.\nPresident Smith (Interrupting) : Just a minute, we have only a few moments to\ngo into this.\nMr. Saunders: No, I am not going to get into any controversy, Mr. Chairman.\nI just asked that question because I wanted an answer and that is the answer\nMr. Robert made to me at that Committee meeting, and the stenographic report will\nshow it.\nPresident Smith: We want to give an opportunity to everyone to raise any ques¬\ntion here and also to make comments one way or another. That is the purpose of\nour meeting and ,we want to do that on as thoroly a friendly basis as we possibly can.\nMr. J. JV. Clarson, Jr. (Arizona) : I just want to ask one question. It is a cor¬\nrect interpretation, I believe, that if the Representative Assembly votes unanimously,\neven for five successive years, to do something with the Permanent Fund it could\nnot be done under the present arrangement if the Board of Trustees objected. Is\nthat correct?\nPresident Smith: Under the present arrangement I think you are correct in that\nstatement.\nMr. P. H. Griffith (Louisiana) : I do not wish to raise any particular objection,\nbut I do want to say this: I have 100 percent confidence in the present Board of\nTrustees, but I do not believe that they are the only folks who have an interest in the\nAssociation and in whom we can have the utmost confidence. I believe the Permanent\nFund will be protected with new men as thoroly as under the old plan. They have\nprotected it splendidly. I do not think you have thrown it to the four winds at all\nif you put this proposition back in the Representative Assembly, especially in the\nface of the fact that if that part goes into the charter, it takes three-fourths of the\nRepresentative Assembly voting for two consecutive years.\nMr. Oberholtzer: I suppose, President Smith, I ought to say that as long as it is in\nthe charter as it is, the point that was raised by the gentleman from Arizona is true.\nIt has to initiate with the Board of Trustees, and the Board of Trustees, which has a\nmembership of four or five, might block the wishes of the entire membership. It is\ntechnically possible. We are not undertaking to say that this procedure would not be\nfollowed later. By the bylaws it can be provided that the Trustees must recom¬\nmend and the Directors approve and so on. But we are taking it out of the charter\nand leaving it open so that we can work it out, and it is the purpose of this new\nReorganization Committee to make recommendations that further safeguard and\nprotect that fund.\nMr. Saunders: That is a three-fourths vote for two years?\nMr. Oberholtzer: Yes.\nMr. Saunders: Under your present set-up you can change the Board of Trustees\nin two years, so you have got the same length of time involved there. A new\npresident comes in every year. Put on one new Trustee each year and in two years\nyou have three to form a majority of the Board of Trustees. You can change that\nin the same length of time you are proposing there to make the change.\nMr. Oberholtzer: My answer is, Mr. Saunders, principle and policy are far\ngreater than personality. We ought to have principle and policy safeguarded and\nwe can take care of personality by almost any method provided in the bylaws.\nPresident Smith: I think Mr. Shaw should have an opportunity here to make\nany further explanation, if there is no further question from the floor.\nMr.*Shaw: Just two points I would like to make very briefly. One, we make very\ncareful distinction between charter and bylaws. There was a little confusion on\nthat point. Second, we keep a very careful distinction between opinion as to what\nwe, the Association, want, and the way we have worded it, and the way in which\nthe attorney has worded the same thought. This particular wording here was worded\nnot by our Committee in any way, shape, or form, but, at the request of the Com¬\nmittee, the attorney for the Association conferred with the attorney for the Title\nCompany which insured the mortgage that has been granted to the Association,\n\n"}
{"page": 863, "printed_page": null, "text": "Associational Records and Information\n\n857\n\nand the wording was put in here just as they gave it to us. I have no objections,\npersonally, to the suggestion made by Mr. Carroll. I think it is fine. I cannot see\nhow it can harm it at all. After all, I hope we can leave this thing, no matter how\nwe take action tomorrow, so that we can make clear what the Association wants\nand leave perhaps the detailed wording to the attorney with whom we will have\nto work. Any attorney, after all, wants the fixing up of the wording himself.\nSurely we all want to go to Congress with some kind of a bill for amending the\ncharter this next year, and at that time we want to do all that will be necessary to do\nfor many years to come. The issue on this is far reaching as to whether you want\nto keep something in a particular form of wording in the charter so that you cannot\nmove without going to Congress or whether you want to get it in the bylaws so that\nyou can fix it without going to Congress to do it.\nPresident Smith: Any other question anyone would like to ask?\nMr. S. E. Fleming (Washington) : I have read these reports rather carefully but\nour delegates asked me this, “ Is there any fundamental change other than the plan\nof controlling the invested fund? Is there any basic fundamental change in the\nplans under which the N. E. A. is going to operate?” I know there is allocation as\nbetween the charter and the bylaws. But is the organization going to operate much\nas it did prior to these recommendations?\nPresident Smith: I would like to ask the chairman of this Committee on Re¬\norganization as to his judgment and then later, also Mr. Shaw who is a member of\nthe Committee.\nMr. Oberholtzer: We are making some proposals that may be considered as fun¬\ndamental, but will not be acted upon or set into operation; they will be held over\nfor a year. We understood that was a part of the duty of this Committee to recom¬\nmend fundamental changes but the only thing we are asking for action on is the\nsimplification of the charter to get it ready for these other changes which may be\nconsidered by the Representative Assembly as we go on.\nMr. Fleming: Then the thing they are to act upon tomorrow will not change the\nN. E. A.?\nMr. Oberholtzer: No, I should think not. If we have been plain, and I have\ntried to be honest in saying that the only thing in which there might be an issue is\nthe Permanent Fund, we are leaving things just as they are in the charter but trans¬\nferring them into the bylaws so that we can handle them later on.\nPresident Smith: I think I gave Mr. Shaw the floor next, Miss Adair, and then\nI will recognize you.\nMr. Shaw: The bylaws still include the Board of Trustees and the Board of\nDirectors to control the Permanent Fund as now but increase protection as you\nmust have a three-fourths vote of the Representative Assembly for two years in\naddition. It is present until the Association sees fit to make some change in regard\nto the Board of Trustees or the Board of Directors but you can then do it, if you\nwant to. If you do not want to, you can even keep it as it is.\nPresident Smith: Miss Adair.\nMiss Cornelia S. Adair (Virginia) : I want to say just what Mr. Shaw has said,\nthat in the compensating bylaws we simply transferred material from the charter\nand the only vital change is in regard to the protection of the Permanent Fund. How¬\never, you find that in those bylaws we have left out the proviso about the Directors\nbeing ex-officio delegates because that was voted on last year and that is the only\nthing that will be found missing in the compensating bylaws. Then after you have\nfinished with those bylaws you would expect to take up certain amendments in\nchapter III. When you adopt the compensating bylaws the only vital change will\nbe in regard to the Permanent Fund.\nPresident Smith: We do not want to hurry any of these things along but we have\nseveral other topics to be taken up.\nMr. H. V. Holloway (Delaware) : This is rather a vital thing. I think if you will\nturn to page 18, section 6, it says, “The Board of Trustees shall have such powers\nand perform such duties as are prescribed by the Act of Incorporation.” Now, if\n\n"}
{"page": 864, "printed_page": null, "text": "858\n\nNational Education Association\n\nyou will go back to the Act of Incorporation, as modified, you will find that the\nBoard of Trustees has no powers at all. There seems to me that there is incon¬\nsistency in language at least. For instance, if you look at section 7 on page 9, it is\nthere now but this proposes to take it out.\nMr. Oberholtzer: No, it was section 6. It would be in brackets if it was proposed\nto take it out.\nMr. Holloway: There are Duties of Trustees in the present charter but when\nyou take out the part in brackets there are no duties of Trustees.\nMiss Birdine Merrill (Oregon) : I think I can explain that. I think it was\nomitted in the printed copy and it was to be put in. Am I not right, Mr. Shawl\nMr. Shaw: The particular point you are raising is not the point raised here,\nMiss Merrill. The point is that it should stand until it is taken out—that is, if you\nrefer to section 6 of the charter, which I believe you did, did you not, Mr. Holloway ?\nMr. Holloway: No, I said section 6 of the bylaws. It is on page 18. It refers to\nsection 7 of the charter.\nMr. Shaw: I am referring to section 6 of the charter in which the Board of\nTrustees is mentioned.\nMr. Holloway: That is all cut out.\nMr. Shaw: In this part that takes the place of it the Board of Trustees is men¬\ntioned.\nMr. Holloway: But no duties are set forth. It mentions that there shall be in\nexistence a Board of Trustees but no duties are mentioned.\nMr. Shaw: It says in the last paragraph that the bylaws shall prescribe their\nduties.\nMr. Holloway: It says here, “contained in the Act of Incorporation.”\nMr. Shaw: Very true, I understand just the point you have raised. It occurs\nin several places. In one place in particular the Title Company said to show the\nchain of title that must stay in, and in section 9 of the charter as it reads there are\nvery clear statements as to certain duties of the Board of Trustees. I said it ought\nto be taken out and the Title Company said “ No ”—that it showed the title and\nwhat the bylaws ought to do is to show subsequent authority as to the action the\nAssociation might take. Therefore, it should remain that way until specifically\nchanged.\nMr. Oberholtzer: We ran into those legal complications and the attorney held for\ncertain things so that we might keep our chain of title to the property.\nMr. Holloway: It just seemed to me like an inconsistency.\nPresident Smith: We could do one of several things. We could take action here\nto transmit these reports to the Representative Assembly with specific recommenda¬\ntions. Or, we could, as it is generally done, take a vote to transmit these reports to\nthe General Assembly. Certainly I feel the latter should be done. What is your\npleasure ? Shall we have a motion to transmit these reports to the General Assembly ?\nMr. J. Herbert Kelley (Pennsylvania) : I should like to move that we transmit\nthese reports to the General Assembly with a favorable recommendation.\nMr. James T. PForlton (Utah) : Second the motion.\nPresident Smith: The motion as the Chair understands it is that we submit these\nreports to the General Assembly with a favorable recommendation.\nMr. JV. B. Mooney (Colorado) : Does that include the recommendation as to\nsection 7 of the charter?\nPresident Smith: I should interpret that as including the whole recommendation,\nMr. Mooney: That is as a whole and without reference to any part?\nPresident Smith: That is my interpretation, unless Mr. Kelley meant to restrict it.\nMr. Mooney: I should like to propose an amendment that it all be recommended\nexcept that concerning section 7.\nMiss Edith L. Grosvenor (District of Columbia) : Second the motion.\nPresident Smith: It has been moved and seconded that we amend the original\nmotion omitting that part of the original motion referring to the management of the\nPermanent Fund. Am I correct?\n\n"}
{"page": 865, "printed_page": null, "text": "Associational Records and Information\n\n859\n\nMr. Mooney: Yes.\nPresident Smith: The question then is on this amendment. Are you ready for\nthe question?\nThe Directors: Question.\nMr. Charles Carroll (Rhode Island) : I move that the amendment be indefinitely\npostponed.\nMr. H. H. Moyer (Wyoming) : Second the motion.\nMr. Robert: The motion is out of order. You cannot move to postpone indefinitely\nbecause an amendment outranks a motion to postpone.\nMr. Holloway: May I ask a question? Mr. Oberholtzer says that they have pre¬\npared two forms of ballots. I rise to ask a question as to whether or not these\nballots are to be used by the members of the General Assembly in expressing their\njudgment in regard to this question.\nPresid,ent Smith: That would depend upon the action of the Representative As¬\nsembly. My understanding is that the Representative Assembly could itself deter¬\nmine the way it wanted to vote on these questions.\nMr. J. Herbert Kelley (Pennsylvania) : May I speak on the amendment?\nPresident Smith: Yes, the motion to amend is open for discussion.\nMr. Kelley: I am very much interested in the Permanent Fund. I think that no\nstate has a larger investment than Pennsylvania. We have by far the largest number\nof life members at $100 each. I was interested since the movement first started in\n1921 and while I am not a genuine antique as yet, I am number three of the life\nmembers. The first one was Hugh Magill, the second W. A. Cook of the University\nof Cincinnati, and I am the third. I am vitally interested in the Permanent Fund\nand in its being properly safeguarded. Our investment is considerable. That is why\nI would like to have this section referring to the Permanent Fund included in my\nmotion that carried with it a favorable recommendation. I fear that by picking out\nthe management of the Permanent Fund, we are going to befog the main issue. That\nis not the main issue. That is only one of the controversial points. Most of the\nother points are not controversial at all and here we have one that has been brought\ninto the picture as tho it were the big thing to foreshadow all the rest. I am\nskeptical enough to think that there may be some motive back of it.\nThe main issue is not the management of the Permanent Fund. The main issue\nis the democratizing of the N. E. A. and the report of these two committees is as\nimportant a report as the report made at the Utah Convention in Salt Lake City\nin 1920 when we reorganized the N. E. A. and created the Representative Assembly.\nThat was a great step forward, but since then we have found out that we are\nhide-bound, hog-tied by the charter and especially by the Board of Trustees. You\nwill recall a year ago at the close of the meeting in Washington the speech that\nI made in regard to their duties and in regard to how they had ham-strung the\norganization and the president. At that time the reflection was cast about me to the\neffect that I wanted to be the secretary. You all know there was nothing to that.\nA member of the Board of Trustees put out a letter saying that I had never been\nsuggested. That was camouflage too. That was all byplay. This issue is the\ndemocratizing of the N. E. A., and the rank and file of the teachers thruout this\nnation want to have the control of their active association and they ought to\nhave the power thru the Representative Assembly, which they create and which\nrepresents them, to say how this Association shall be run. We have got to democra¬\ntize the N. E. A. if we want to make it the big national association that can speak\nin the halls of Congress so that it can be heard, so that we can outshine the\nantagonistic agencies that are thwarting our purpose. Where did we get in Con¬\ngress on federal aid? Where did we get with the President of the United States?\nA year ago when we convened in Washington the President left the city. He had\nthat much respect for this small national association. I do not think of this as the\ngreat Association at all, except in possibilities. What is a mere membership of\n189,000 or less out of a possible million? Make this organization democratic and we\ncan appeal to the rank and file of the nation and we can become a great national\n\n"}
{"page": 866, "printed_page": null, "text": "860\n\nNational Education Association\n\nassociation and that, I think, is the issue. That is why I think we should accept\nthe reports of these two committees who have worked so splendidly thruout the year,\nunder competent direction, with competent advice and competent legal counsel.\nLet us be big enough to accept their reports, get behind them and do the big thing of\ndemocratizing this national association, of putting the power of control in the hands\nof its members so that their action and the action of this body cannot be nullified\nby a little group sitting during the recess of this body.\nMr. Mooney: I think the problem is along the lines Mr. Kelley has suggested.\nI think, as I have got the thought and the feeling of all the delegates on the matter,\nthat the proposal does not go far enough. They really want to put the Association\nin the hands of the membership, and as I understand the proposal now, it would be\npossible for one-fourth of the Representative Assembly to block the wishes of threefourths. Now I do not understand that to be democracy. Majority rule is democracy.\nI feel this way about it, personally, and I feel I am representing my own delegation\nin the matter, that the proposal should not go half way and it does not do what some\nof us would really like to see done, namely, amendments to the charter which give\ninto the hands of the membership of this big body, expressing itself thru the Repre¬\nsentative Assembly, complete control of affairs. It seems to me an amendment that\ntakes out of the charter one restriction—that so far as our people are concerned is\nnot archaism, and looks safe if you look at it from that angle—and puts a greater\nrestriction into the same charter, does not do the thing that we want to do. If we\nare going to democratize the thing, let us do it and change that whole section and\nput it in the hands of the majority of the Representative Assembly. I am frank\nto say to you that I think our people would support a measure of that type, but I\ndoubt if they will support this one.\nMr. Oberholtzer: I would like to say to Mr. Mooney that there is a little conflict\nin your statement in that putting it in a three-fourths vote does put it in control\nof the Representative Assembly and does take it out of the control of these boards,\nwhich is more democratic. I think I agree with you in saying the majority, but there\nis the feeling that we ought to have that safeguard. When we amend the Con¬\nstitution of the United States we take a three-fourths vote of the states, and we\nthought we had good precedent. That fraction can be changed if the Representative\nAssembly wants to change it, but that would seem to me not to be grounds to kill\nthe amendment.\nMr. Mooney: Why make it two years in succession?\nMr. Oberholtzer: For the very reason Mr. Saunders mentioned. I think it a good\nthing, so to speak, for this to lay on the table for one year for consideration.\nMr. Shaw: There is only one thing that we are asking that about, and that is the\nPermanent Fund.\nMr. Oberholtzer: Yes, that is the only place in all the report that we have put\nthat provision in for two successive years. We just think it is a safeguard and works\nno hardship when it comes to expending the Permanent Fund. Mr. Mooney, I agree\nwith you entirely, but if you had had an opportunity to sound out cross-sections of\nthe country as I had, thru correspondence, you would find that discussion centered\npretty much around this point and we thought we were doing a thing to enable the\ngroup to get together.\nPresident Smith: We lack only fifteen minutes of the time when we are to\nadjourn, but this is important.\nMr. IV. IV. Trent (West Virginia) : If we mean what we say in our expressions\nto the effect that the Representative Assembly should determine these things with¬\nout regard to our action, or if the matter should be explained and discussed without\nprejudice in the Representative Assembly, this matter might go to the Representative\nAssembly without recommendation. I am, therefore, offering a substitute motion at\nthis time that this report be transmitted to the Representative Assembly without\nrecommendation.\nMr. Robert: I think the motion is out of order at the present time.\n\n"}
{"page": 867, "printed_page": null, "text": "Associational Records and Information\n\n861\n\nPresident Smith: May I explain that Mr. Robert is our parliamentarian and when¬\never there is a question and when things are moving in a way that is not in accord\nwith parliamentary procedure, we have an understanding that he is to rise and he\nhas raised a question. The Chair is ruling in accordance with his version.\nMr. Mooney: May I ask the gentleman—\nMr. Robert (Interrupting) : I will explain and then you may be better satisfied.\nThere was a motion and then an amendment. The only motion now in order would\nbe an amendment to that amendment.\nMr. Mooney: May I ask the privilege of withdrawing my amendment, with the\nconsent of my second, and that this will be the motion, that Mr. Trent’s motion will\nbe the one that will be presented.\nPresident Smith: Have we gone too far in the discussion? I have not heard from\nthe second.\nMiss Grosvenor: Yes, that is all right, surely.\nPresident Smith: Now, Mr. Robert, what is the situation?\nMr. Robert: As I understand the situation now this will be in order. The sub¬\nstitute is in order.\nMr. Trent: I wish to offer the substitute motion as an amendment.\nPresident Smith: The amendment is out of the way now and you are free to offer\na substitute motion.\nMr. Robert: A motion to substitute is an amendment.\nPresident Smith: Well, this is another amendment.\nMr. Trent: I wish to substitute the motion that this report be transmitted to the\nRepresentative Assembly without recommendation.\nPresident Smith: You have heard the motion. Is there a second?\nMr. George F. Knipprath (Nebraska): Why without recommendation? Why\nnot just submit it and not qualify it without recommendation?\nPresident Smith: Now we can argue that, unless Mr. Trent just wants to accept\nthat suggestion of modification.\nMr. Trent: I will put that in the original form. As I understand the original\nmotion was to transmit to the Representative Assembly with favorable recom¬\nmendation. My amendment was to amend it by striking out those words.\nMr. Robert: That would be better stated instead of calling it a substitute.\nPresident Smith: Then it would be an amendment to strike out the words “with\nfavorable recommendation.” Am I agreed that is correct?\nMr. Robert: Yes, I think so.\nPresident Smith: And we will agree to that?\nThe Directors: Yes.\nPresident Smith: Then the question is on the amendment to the original motion,\nthe amendment is in substance to the effect that we strike out the words “ with\nfavorable recommendation.” Are we ready for the question?\nMr. T. Wingate Andrews (North Carolina) : If you are all ready to vote for\nit, I have nothing to say except that I am not in favor of this substitute motion.\nFor instance in all legislative bodies a committee is appointed to go into details\nand to study the questions of a bill and it is presented with favorable or unfavorable\nor sometimes without recommendation, but the smaller the body the better the\nposition of that body to deliberate over something. I think we ought to be able to\ncome to some opinion about this matter more easily than the great deliberative body\nthat is more inexperienced and that body ought to have the benefits of some judg¬\nment from this group.\nMr. Rush M. Caldwell (Texas) : Will the Representative Assembly interpret\nthis as an unfavorable report on our part? If the Board of Directors is supposed\nto give its best consideration to a matter of this kind, and that is one of our func¬\ntions, if we pass an important matter up and simply refer it without any recom¬\nmendation at all, what impression will that make upon the Assembly?\nMiss Edith L. Grosvenor (District of Columbia) : I was merely going to say that\nour Representative Assembly would feel that they had academic freedom if this\n\n"}
{"page": 868, "printed_page": null, "text": "862\n\nNational Education Association\n\ncame to them without any strings tied to it. I was not backing down on anything\nor acting on anything.\nMr. J. W. Clarson (Arizona) : I do not want to add very much, but it does seem\nto me that since this body has been organized to carry out such deliberations as we\nhave, and since we have had a great deal of time to study these reports, that the\nRepresentative Assembly would receive with favor our recommendations. If we\nsend this report to them without recommendation it would ordinarily be regarded\nas a negative recommendation or that they would take our action as tho we do not\nhave enough stamina to reach a conclusion as to what we think is best for the body.\nMr. Oberholtzer: May I say a word?\nPresident Smith,: Mr. Oberholtzer.\nMr. Oberholtzer: I think it would help us if you would pass this on with favorable\nrecommendation, if that is your judgment, but it is not our purpose to try and rush\nthis report over regardless. We want that question of the Permanent Fund brought\nout separately in order that it may be discussed thoroly and that they may decide\nthese questions at issue, and it is not the purpose of this Committee to try to\ncrowd that. I do not want any of you to feel that if you passed it on with favorable\nmention that that would preclude any of you who might want to take the floor to\ndiscuss or encourage them to vote down the amendment on the Permanent Fund\nthat the Committee has set up. I think that is a matter that we really want the\nRepresentative Assembly to pass on and I would not interpret the motion as it was\nfirst put as meaning that you were bound as a body as a whole. You can go in and\nraise objection to particular parts.\nMr. T. J. Walker (Missouri) : I think what has been said about the responsibility\nof this body ought to be taken very seriously but the fact remains, as far as I am\nconcerned, and I am speaking for myself alone, I would like this body to do some\nmore deliberating on it. But, if it is to be passed out now, I feel like saying, “ Pass\nit out without recommendation,” because my mind is not clear on all these points\nin the matter. I think it could be cleared up by further discussion but in second¬\ning that motion, I am supporting my own state of mind. The point is this, let us\nnot let them merely assume we have deliberated, that we gave this thing careful\nstudy, unless we really have. My mind is not clear on questions raised here this\nafternoon with reference to the protection of the Permanent Fund and neither is\nmy mind clear about several other questions that have not been raised at all.\nThat is the reason I am taking this rather neutral attitude on the matter at this time.\nMr. Mooney: I have seen two committees—served on one of them—work on this\nvery great problem and I have seen their reports rejected and for just the very\nreason that Tom Walker has told us. I have urged Mr. Shaw to recommend that\nthis report be held over and the Committee held for further study. That may seem\nstrange to you, but I find that there are many people in the same state of mind that\nMr. Walker expresses. We are not sure about a good many things including the\nPermanent Fund. I would like to see the Board of Directors refer the matter back\nto the Committee which has worked so well on it, deliberate further, and make its\nreport a year from now, and I think our membership, as well as each of us indi¬\nvidually, will be better able to give it the kind of reception that it ought to be\ngiven. Mr. Shaw feels, or did feel, that there is need for pushing along, but I do\nnot. Maybe we have had time enough, but I am dead sure we are slow in getting\ninto our minds what action we want to take.\nPresident Smith: The question is on the amendment.\nMrs. Edith B. Joynes (Virginia) : This may be out of order, but it seems to me\nthere is only one controversial question.\nMr. Walker: Is there only one?\nMrs. Joynes: As nearly as I can sense the feeling of this body, and sense the feel¬\ning of many other people with whom I have talked, this is the one question which\nwe are undecided upon and if this is the one question we are undecided upon, I do\nnot see why the question cannot lay over for further study and let these Committees\ngo ahead and work. They have done an excellent piece of work and I think I\n\n"}
{"page": 869, "printed_page": null, "text": "Associational Records and Information\n\n863\n\nmust say the N. E. A. is rather a large organization, and that is a considerable\namount of money, and I doubt if we would have gone thru these years of depression\nas well as we have if we had not been very careful about our funds. I do not\nbelieve we are thru the depression yet. I am a little pessimistic and it seems to me\nthat we could easily lay this aside and let the Committee study it for another year\nso that there will be no question in any of our minds as to what to do with this\nPermanent Fund which means so much to us and our work. I think it is a serious\nquestion.\nPresident Smith: The question is on the amendment which would strike out the\nlast phrase. I think we are all familiar with that. Are you ready for the question?\n(The question was taken and the Chair, being undecided as to the result, and\nupon a suggestion from the secretary, the motion was read.)\nPresident Smith: The question is on the amendment to the original motion and\nthe amendment would in effect change the original motion by striking out the\nwords “ with favorable recommendation.”\n(The question was taken and the motion was lost, the vote standing 16 for, and\n27 opposed.)\nPresident Smith: Now the question is on the original motion which is to the\neffect that this report be transmitted to the Representative Assembly with favorable\nrecommendation. Are you ready for the question?\nMiss Caroline S. Woodruff (Vermont): I want to be sure whether that does or\ndoes not include the recommendation in regard to the Permanent Fund.\nPresident Smith: It does include the recommendation, that would be my interpre¬\ntation, that includes all the recommendations on the report.\n(The question was taken and the original motion was carried, a rising vote\nbeing had, 31 for, 10 opposed.)\nMr. Oberholtzer: I want to express my appreciation as chairman of the Com¬\nmittee. We will try to carry on as best we can.\nPresident Smith: It is now time for adjournment. There are one or two here to\nmake their reports.\nMr. B. R. Buckingham (Massachusetts) : I should be glad to make my report at\nany time you wish, provided it does not interfere with dates I have already fixed.\nPresident Smith: The next meeting will be at two o’clock tomorrow afternoon. We\nare adjourned.\nHenry Lester Smith, President\nz\nWillard E. Givens, Secretary\n\nTuesday Afternoon, July 2, 1935\nThe second meeting of the Board of Directors convened at 2:40 p. m., President\nHenry Lester Smith, presiding. The following responded to the roll call:\nState Directors: Alabama—J. D. Williams, Alaska—C. H. Bowman, Arizona—•\nJ. W. Clarson, Jr., Arkansas—W. E. Phipps, California—J. R. Croad, Colorado—\nW. B. Mooney, Delaware—H. V. Holloway, Hawaii—J. W. Garrett (substituting\nfor Oren E. Long), Idaho—Raymond H. Snyder, Illinois—John W. Thalman, In¬\ndiana—Charles 0. Williams, Iowa—Fred D. Cram, Kansas—F. L. Schlagle, Ken¬\ntucky—William S. Taylor, Louisiana—P. H. Griffith, Maine—William B. Jack,\nMassachusetts—Annie C. Woodward, Minnesota—Harry Wahlstrand, Mississippi—\nJack Sullivan (substituting for H. V. Cooper), Nebraska—George F. Knipprath,\nNevada—Maude Frazier, New Hampshire—Lyle W. Ewing, New Jersey—Raymond\nB. Gurley, New York—IJ. Claude Hardy, North Carolina—T. Wingate Andrews,\nOklahoma—M. E. Hurst, Oregon—Birdine Merrill, Pennsylvania—J. Herbert Kelley,\nSouth Carolina—A. C. Flora, South Dakota—S. B. Nissen, Tennessee—S. L. Rags¬\ndale, Utah—James T. Worlton, Virginia—Mrs. Edith B. Joynes, West Virginia—\nW. W. Trent, Wisconsin—E. J. McKean (substituting for Mrs. Blanche McCarthy\nWhite), Wyoming—H. H. Moyer.\n28\n\n"}
{"page": 870, "printed_page": null, "text": "864\n\nNational Education Association\n\nLife Directors: Colorado—Mrs. Alary C. C. Bradford, Georgia—Willis A. Sutton,\nNew York—Florence Hale, Ohio—R. E. Offc.nhaucr, Virginia—Cornelia S. Adair,\nWest Virginia—Joseph Rosier.\nSecretary Givens: The first report is on the Economic Status of the Teacher, of\nwhich B. R. Buckingham is chairman.\n{Mr. Buckingham presented his report and much interest was expressed. The\nquestion of preparing a similar report for teachers in villages and rural districts\nwas discussed but no action taken. Mr. Buckingham indicated that it would be a\ndifficult task. The report is printed on page 159 of this volume.)\nPresident Smith: Would it be your wish that this report be transmitted to the\nRepresentative Assembly? I think a motion to that effect would be in order.\n(The motion was made, seconded, and carried that the report be transmitted to\nthe Representative Assembly.)\nPresident Smith: Now do you wish to make any special recommendation in regard\nto this ?\nMr. W. B. Mooney (Colorado) : I move that the Representative Assembly be\nrequested to continue the Committee with the instructions to try and get the lower\nform of salaries, securing the cooperation of the state departments of education and\nstate teachers organizations—to try to do it, not order them to do it.\n(The motion was seconded and carried.)\nPresident Smith: At this time we will call upon S. L. Smith, who will make\nthe report of the Committee To Cooperate with the National Association of Teachers\nin Colored Schools.\n(The report was presented and is printed on page 156 of this volume.)\nPresident Smith: This is a progress report and I assume it has already been re¬\nceived by virtue of the fact that we have called for the reading of it and it would\nbecome a part of our records as I understand.\nYou will remember in the session yesterday afternoon that these two gentlemen\nwere present to report and others were not present at that time, and by special action,\nwe went on record to the effect that we would call on them the first thing this\nafternoon before taking up the first item of business scheduled for this afternoon,\nnamely the report of the Budget Committee. So I assume the thing we should do\nnow would be to go to the discussion of the report of the Budget Committee. I shall\ncall on Mr. Mooney, chairman of the Committee to make the report.\nMr. Mooney: The Budget Committee met in Washington, April 27 and 28, and\nwas in session one day and a half. I wish to say that the Committee found thaf a\ngreat deal of work had been done on the budget by Secretary Givens and his staff.\nWe examined the material which they submitted to us, made certain recommenda¬\ntions which were approved, and adopted, but all the details of this budget are the\nwork of Secretary Givens, or, rather, the secretary and his staff. I am going to call\non Secretary Givens to give the report for the Committee, after which I shall offer\na resolution which the Budget Committee wishes to present to this body. We shall\nbe glad, as a Committee, to answer any questions, but Secretary Givens knows the\ndetails and probably will be in better position to answer them than we are.\nSecretary Givens: I want to make just a brief statement before taking up the\nbudget in detail. If you have any questions to ask, as we go along, I shall be glad\nto have you ask them at any time. The budget as presented is based upon estimated\nincome and proposed expenditures and the two practically balance. The amounts\nclosely parallel those presented to the Budget Committee at its previous meeting\nin April. The income is estimated at a larger amount than the actual income for\n1934-35. The principal source of income is from membership dues fpr which a\n10 percent increase is estimated. Increases in advertising and exhibit income were\nalso estimated. The other sources are at approximately the same rates as for the\ncurrent year. Expenditures were estimated on the basis of adherence to the basis\nof salary increases, but with a continuance of the present reduction of 5 percent\nfrom the scheduled rates. Adjustments in organization may be cared for by trans¬\nfer of funds from and to the activities affected.\n\n"}
{"page": 871, "printed_page": null, "text": "Associational Records and Information\n\n865\n\nWe are just now reorganizing the national headquarters office. This budget is\nmade largely on the basis of last year’s organization. Whatever changes take place\nin organization and the transfer of activities from one division to another, that\nportion of the budget will transfer with that activity but the sum total will remain\nthe same.\nWe have here the galley proof. If you will turn to that we will run thru the same\nhastily.\nBudget Recommendations for 1935-36. Taking up the Board of Trustees, on\nthe left you will note a live-year statement of actual expenditures for the Board\nof Trustees:\n1930- 31 . $1,096.60\n1931- 32 .\n941.47\n1932- 33 .\n784.02\n1933- 34 .\n601.16\n1934- 35 .\n1,492.52\nAmount recommended for 1935-36. $750.00\nWe believe that is ample to take care of the expenses for the Board of Trustees\nduring this year. Last year the amount was practically double that, due, largely,\nto the fact that they were making the survey for a secretary and had to have extra\nmeetings called during the year.\nFor the Executive Committee, you will note what has been expended for the last\nfive years; for this year $2800. .\nFor the Board of Directors $9000. That runs very closely to what has been the\nactual expenditures on an average.\nThe office expense for the president varies a great deal. We have estimated\nit this year at $750. Please note that is just office expense—not traveling expenses.\nThe office expense is determined, quite largely, by whether or not the president is\nso situated that he can have much of the office work done at our headquarters where\nit costs his budget nothing, but is carried on the rest of our budget. It also depends\non how the president works. Some want to do much work themselves, and the\nother ones—and wiser ones—leave it to the headquarters office and say, “ When\nyou are thru, tell us about it.” That expense is shown in our Headquarters Staff\nExpense and not in this expense. I think $750 will probably take care of the\nPresident’s Office Expense. No matter who the president is, there is some expense\nin clerical help that he or she must have done in his or her own place of\nbusiness.\nGeneral Secretary’s Office—there, again, you have the five years’ expenses. You\nwill note that last year it was $36,000. This year $40,000. That is due to the\nfact that that carries the salaries of the present secretary and the retirement al¬\nlowance of the secretary emeritus.\nField Division—that is practically identical with last year and what has hap¬\npened for the last three years.\nDivision of Business—that is increased, you will note. This year $22,000. For a\ngood many years we have had a typing section where we handled all overflow\nwork. Sometimes there were thirty girls working in there when we were getting\nout a big piece of work, and that room has been supervised by a well-paid super¬\nvisor and during the different times in the year the material going into the divisions\nhas been rated at so much an hour and charged back to the divisions. When\nthere were thirty girls in there and one supervisor, the amount per hour was much\nless than when there was one highly-paid supervisor and two girls, and the divisions\nwondered why it cost much more to get out an hour’s work in October than it did\nin March. So we took the supervisor out and placed her salary in the Business\nDepartment, where, I think, it belongs, and then we are setting a definite rate of so\nmuch per hour for work, no matter what time of year it comes in, because it will\nbe based entirely on the girls’ work in the office and their salaries are practically\nthe same whether there are two there or thirty.\n\n"}
{"page": 872, "printed_page": null, "text": "866\n\nNational Education Association\n\nIn addition to that we have already made a reorganization wherein everything\nthat is for sale in the National Education Association office will now be sold out of\none office rather than out of all eight divisions and those sales have been trans¬\nferred to the Business Office and Mr. Christian, the man with Mr. Allan in that\ndivision, will handle those sales, and that has made some increase in the\nBusiness Budget.\nDivision of Publications—practically the same $46,150.\nDivision of Research—an increase of $5000, accounted for almost entirely by the\nfact that our Executive Committee at the Atlantic City meeting voted to add an\nindividual who will give his time to rural education next year. Here at this\nmeeting last Saturday we elected a man to handle rural education as assistant\ndirector of research. We elected Howard A. Dawson who will give his time to\nrural education, and the increase here is practically his salary.\nDivision of Classroom Service—the amount is practically the same but the ser¬\nvice this year will be quite different. This division has been a division of classroom\nservice in name largely. Miss Agnes Winn has been there for many years and has\nadded to her duties the creation and program of twenty-one different departments\nand many other duties. Those are all being taken from Miss Winn and brought\nto the Secretary’s Office so that next year Miss Winn will give her entire time to\nclassroom service. So while the amount remains the same, I would say, roughly,\nthree-fourths of it is being added to classroom service which was being given to all\nother departments.\nDivision of Administrative Service—practically, the same.\nDivision of Records and Membership—you notice there two divisions: First,\nDivision of Records, an increase of about $1000, and, second, Promotion and Main¬\ntenance, a decrease of $2000, making the budget slightly less than last year. There\nwill be quite a change in that division next year as we are reorganizing it. The\nRecords will be separated from Membership. Mr. Martin, who has been handling\nmembership will handle the Promotion of Membership, but the bookkeeping side,\nthe Records, will go into the Bookkeeping Department and that will be changed\nand I hope reduced. However, the total amount will transfer with those changes\nso that there will be no change in the set-up of the budget.\nPhysical Plant—$56,000, practically the same as for the last three or four years.\nGeneral Office Expense—less than last year, but about the average.\nAnnual Conventions—the expense this year is less because here in Denver we are\nhaving no exhibit. This is one item, of course, that when we spend more, we make\nmore, so it is good business to have a big item there.\nJournal of the National Education Association—That has been increased $3000\nover last year and we are adding this year the September issue of the Journal which\nhas been discontinued for about thirteen or fourteen years. The June issue was\ndiscontinued three years ago, during the depression, and it was the general con¬\nsensus of the members of the staff that it was much more important to add the Sep¬\ntember issue than the June issue so we are putting the September issue back and\nit will carry a condensed report of the Denver meeting, giving to all our mem¬\nbers a summary of this particular convention. We have added there, not what the\nJournal costs us to print, because that cost is $9000 an issue, but we have hoped to\nmake up the difference in advertising. We will have one additional edition of the\nJournal for advertising so I think the $3000 increase will carry us and we can\nmake the other $6000, I hope, during the year on our advertising.\nComing down to other publications, there is the volume of Proceedings and gen¬\neral publication of reports, $19,000—approximately $2000 less than last year, but\nsufficient, I think.\nFinancing Delegates—$9000. That is the amount that has been appropriated and\nabout the amount that has been expended. It was less last year, but the year before\nit was $9352 as you can see from the figures on the left.\n\n"}
{"page": 873, "printed_page": null, "text": "Associational Records and Information\n\n867\n\nAssociation Membership Fees—the amount has been running, you will notice,\n$1200, $700, $700, $1200, $1100, and this year the same. Wasn’t there a difference\nthere ?\nMr. Allan: The American Council and the World Federation are included in\nthat $1100.\nSecretary Givens: The two for this year are the American Council on Education\nand the World Federation.\nNext, Retirement Annuities and Insurance—we have a fine retirement system.\nThe amount you notice runs the same. Next year it will be $9500 and the employees\nput in $9500. It is a fifty-fifty proposition. That remains practically constant.\nCommittee Appropriations—Health and Physical Education $100; American Edu¬\ncational Research, they got $1000 for three years and $500 for the next two years,\nand they have notified us that they are now solvent and will stand on their own\nfeet and need no appropriation; Adult Education, $400; Classroom Teachers,\n$1100—more than has been spent at any one time during five years, but the same\nappropriation which they have had; Rural Education, $500, an increase of $200.\nI hope by adding a man in that field we will be able to move forward rather rapidly;\nSecondary Education, $1000; National Council on Education, $150; and the other\ndepartments have been thrown together, $1050; making a total of $13,300 for\ndepartments; Committees and Commissions, for expenses of duly authorized com¬\nmittees and commissions in such amounts and under such conditions as may be\ndetermined by the Executive Committee upon the recommend-ation of the secretary,\n$16,000; making a total recommendation for Departments, Committees, and Com¬\nmissions of $29,450.\nOffice Furniture and Fixtures—$2500.\nSecretary’s Contingent Fund—$5000. In the past that has been under another\nappropriation. The Budget Committee and our entire staff thought it was wiser to\nhave it as a Secretary’s Contingent Fund to be called upon for any emergency\nexpenditure.\nEstimated Income—as I said in the beginning, this is estimated on a 10 percent\nincrease.\nMembership Dues . $354,000.00\nJournal Advertising .\n46,000.00\nExhibits .\n40,000.00\nSales of Reports.\n9,300.00\nResearch Bulletins.\n3,000.00\nHonorariums .\n2,000.00\nRentals .\n9,000.00\nAmerican Education Week Sales.\n7,800.00\nPermanent Fund—Net Income.\n39,500.00\nSundry Income.\n400.00\nTotal Income . $511,000.00\nMr. Chairman, I will be glad to answer any questions.\nMr. Mooney: In order to get this before the group, I move the adoption of the\nbudget. .\n(The motion was seconded and adopted and the president declared the budget\nadopted for approval or recommendation of the Representative Assembly.)\nMr. Mooney: There is one item, number 18, which must be appropriated in order\nthat you may draw checks for the payment of delegates’ expenses and I did not see\nthe item for the Board of Directors. Is it in that?\nSecretary Givens: Yes, it is in there.\nMr. Mooney: I move that both of these items be appropriated at this time. (The\nmotion was seconded and adopted.)\nMr. Mooney: There is one other item which we wish to separate from the report\nof the Budget Committee. Some of you will recall that six or seven years ago we\n\n"}
{"page": 874, "printed_page": null, "text": "868\n\nNational Education Association\n\nadopted a policy in this Board of setting aside each year some of our income to be\nknown as Expense Fund in case we did not get money from expected sources. That\npolicy was kept up a period of years and eventually the amount set aside in addi¬\ntion to the expenses totaled approximately $82,000. Then came the depression, and\nwe began to eat into that fund for the purpose of maintaining our salary schedule\nand for the purpose of keeping up services when our income did not justify it unless\nwe did draw upon the Emergency Fund. Last year the Budget Committee appro¬\npriated $32,000 in excess of anticipated income and that amount was taken from\nthe remainder of this $82,000. You recall that the Representative Assembly had to\ntake $10,000, which made a total of $42,000. Had our anticipated income not in¬\ncreased, we would have gone into that fund to the extent of approximately $42,000.\nYou will note that our budget is balanced provided the anticipation which the sec¬\nretary has indicated materializes. We are hoping, however, thru these reorganiza¬\ntions of which Secretary Givens has spoken, that some savings may be made in the\nitems in the budget and that we may return to the time when we can start to build\ntoward the goal that some of us hope may occur when our successors at least take\nhold, towards the goal of appropriating cash instead of anticipated revenues, at\nleast in part.\nThe Budget Committee, independent of this report which you have adopted, recom¬\nmends to the Board of Directors that as soon as possible the Association return\nto the policy of accumulating a cash reserve of such size as to permit a substantial\npart of the budget appropriation to be made from the cash reserve rather than\nfrom anticipated revenue. I move the adoption of that resolution.\n(The motion was seconded and carried.)\nPresident Smith: There is with us a Mr. Chinn who has an announcement to make.\nHe is going to make that very briefly.\nMr. Chinn: I certainly appreciate the opportunity of making this announcement.\nIn 1915 the Panama Canal was finished. The National Education Association met\nin San Francisco and you had a good time. Of course none of the ladies will remem¬\nber that. In 1938 we are going to finish two of the greatest bridges in the world—\none across the Golden Gate, and one across San Francisco Bay to Oakland.\nSan Francisco asks the National Education Association to hold its 1938 convention\nin the city of San Francisco. I have here an invitation signed by our superintendent\nof schools, Edwin A. Lee, by our mayor, Andrew Rosse, by the Chamber of Com¬\nmerce, the Down Town Association, the San Francisco Convention and Tourist\nBureau, the California Mountain Hotel Association, and the San Francisco Junior\nChamber of Commerce.\nI hope you will take this idea home with you, keep it in your mind, and come to\nthe city where it is always cool and the city that “ Knows How.”\nPresident Smith: Thank you very much, Mr. Chinn. We have the invitation on\nthe record.\nI will call now for the report of the Resolutions Committee. The chairman of that\nCommittee is George T. Avery of Colorado. He is not here. We will pass then to\nthe report of the Joint Committee on Health Problems in Education, Thomas D.\nJVood. Is he present? If not, we will pass to the report on International Relations,\nAnnie C. Woodward.\n(Miss Woodward then presented the report of the Committee on International\nRelations which is printed on page 164 of this volume.)\n(A motion was made, seconded, and carried that this report be received as a\nmatter of record.)\nPresident Smith: I should like at this time to call upon Mr. Saunders for a state¬\nment concerning the financial report.\nMr. Joseph H. Saunders (Virginia) : I would not inflict myself upon you at this\nlate hour, except that our bylaws require that this Board make a report to you of its\nhandling of your finances, that is the handling of the Permanent Fund. You will\nfind that this report we have printed in combination with the Auditors’ Report and\n\n"}
{"page": 875, "printed_page": null, "text": "Associational Records and Information\n\n869\n\nthe Treasurer’s Report so that this document may serve as a report of all three\ngroups.\n(Mr. Saunders continued, calling attention to certain items in the report. The\nwhole report of the Board of Trustees is printed on p. 897 of this volume.)\n(A motion to approve the report of the Board of Trustees was made, seconded,\nand unanimously carried.)\nMiss Florence Hale (New York) : May I make a motion at this point? Because\nof the business wisdom and shrewdness of the Board of Trustees in safeguarding\nour funds, because of their consecrated service during these last difficult and trying\nyears, I move that the Board of Directors express to the Board of Trustees, and to\nMr. Saunders, their chairman, our appreciation and our confidence.\n(Motion seconded, and unanimously carried.)\nPresident Smith: I would like at this time to call for the report of the Joint\nEmergency Commission. John K. Norton of New York City is chairman of that\nCommission.\n(The report is printed on page 166 of this volume.)\n(Mr. Norton made a motion that the report be accepted and that the recom¬\nmendation be that the Commission be discharged.)\nPresident Smith: The question is on the acceptance of this report and the adoption\nof the recommendation contained therein.\nMr. R. E. Offenhauer (Ohio) : I think I know the feeling of this Board. I think\nthere is no doubt about our accepting the report. We should do that. It is a little\nhard for us to appreciate the work that this Commission has done. They have held\nour increase in line and possibly they have laid the foundation for an increase which\nwe have not had since or before. So as we accept this report, I recommend that in\ndoing so we extend to this Commission our sincere thanks for the fine work they\nhave done.\nPresident Smith: I should like the motion for that acceptance to be the one that\nis made here and this other portion added to it, if we can take that by consent of the\nwhole group.\n(The motion was seconded and unanimously carried.)\nPresident Smith: I should like to call next for the report of the Legislative Com¬\nmission. The chairman of that Commission is Sidney B. Hall of Richmond, Vir¬\nginia. He is not able to be here, but the report will be made by the former chairman\nand present member of that Commission, James H. Richmond of Kentucky.\n(The report is printed on page 168 of this volume.)\nPresident Smith: This, I judge, should be transmitted to the Representative As¬\nsembly. What is your pleasure?\n(A motion that the report be approved and transmitted to the Representative\nAssembly was made, seconded, and unanimously carried.)\nPresident Smith: The next report is the report of the Committee on Retirement\nAllowances by Anna Laura Force of Denver.\n(The report is printed on page 164 of this volume.)\n(A motion that the report be adopted and transmitted to the Representative As¬\nsembly was made, seconded, and unanimously carried.)\nPresident Smith: I want to call next for a report of the Committee on Tenure.\nDonald DuShane of Columbus, Indiana, is chairman of that Committee.\n(The report is printed on page 221 of this volume.)\n(Mr. DuShane made a motion that the report be accepted and that the recom¬\nmendation for an appropriation of $10,000 be adopted.)\nMr. Willis A. Sutton (Georiga) : I would like to ask one question with reference\nto the money side of the report.\nPresident Smith: I will ask for a report as to the amount that was expended this\nyear and the kind of additional service that you got on the outside. Do you happen\nto know that?\nSecretary Givens: Yes, the amount expended to May 31 was $2046, I think.\nPresident Smith: Is that the information you wanted?\n\n"}
{"page": 876, "printed_page": null, "text": "870\n\nNational Education Association\n\nMr. Sutton: The main thing I want to find out is would our adopting and recom¬\nmending this report carry with it the recommendation for a $10,000 appropriation?\nPresident Smith: That is the recommendation that is made. We can do one of\ntwo things. We can transmit this report without recommendation or we can transmit\nit with recommendation.\nMr. H. V. Holloway (Delaware) : Is there any recommendation in the financial\nreport or the budget report of provision made for such an appropriation?\nPresident Smith: I will call upon the secretary to answer that.\nSecretary Givens: On the last page under Department Committee Appropriations\nat the bottom, “ Committees and Commissions,” under which this comes, there is an\nappropriation of $16,000 to cover all committees and commissions to be appropriated\nby the Executive Committee according to the needs.\nMr. Holloway: There was only about $2000 spent last year.\nSecretary Givens: $2046.\nMr. Sutton: I would like to move that we do transmit the report with recom¬\nmendation but I do not want it to carry that large sum of money in view of what\nwas spent last year. Couldn’t we make some kind of a compromise of another figure\nthat would not seem—\nPresident Smith (Interrupting) : The budget has been set up under the supposition\nthat the authority would be left to the Executive Committee to make appropriations\nout of this $16,000, as they are needed by these various committees. Of course that\nmight be the one.\nMr. Sutton: But our vote would not indicate that we thought they ought to have\n$10,000 of our $16,000?\nPresident Smith: No.\nMr. Sutton: Then I am going to move that we transmit the report by favorable\nacceptance to the Representative Assembly.\nMr. Holloway: Second the motion.\nPresident Smith: Are you ready for the question?\nMr. M. E. Hurst (Oklahoma) : Is there any way to know the Committee would\nbe given any funds unless they were raised in the Representative Assembly?\nPresid.ent Smith: I will say this, the Executive Committee this year was anxious\nto do everything it was possible to do and I think they would respond with an appro¬\npriation for everything they were asked for.\nMr. Donald DuShane (Indiana) : The Committee really did not begin to func¬\ntion officially until about March. However, prior to that time and all thru the year\nthere was never a request from the Committee that was refused in any way. We\nhad splendid cooperation from the secretary and the Executive Committee.\nPresid.ent Smith: I think it is the spirit of the Executive Committee to do every¬\nthing possible, to do everything that is needed, certainly within the limitations of\nour financial ability.\nMr. F. L. Schlagle (Kansas) : What do you anticipate if your membership does\nnot exceed what it was this year? How do you expect to reduce the budget, by\n10 percent off each fund or off the entire budget?\nPresident Smith: It comes off for distribution over the entire budget. That is,\nit has been the practise in this office to do it that way.\nMr. DuShane: There is one point in regard to tenure I would like to mention,\nthat is, in regard to the National Education Association. It is the thought of many\npeople interested in tenure that an effective piece of work done by the Tenure Com¬\nmittee and the National Education Association as a whole in the field of tenure\nwill do more to increase the membership of the Association at this time than any\nother one activity which the Association can carry on. It is the thought that the\nprospect of helping tenure will popularize the N. E. A. and create a feeling that\nsomething very worthwhile is being done for the rank and file of teachers, and\nthose who are interested in it believe that the income will far exceed the expen¬\nditure based on last year’s expenditures, if a good job is done during the next year.\n\n"}
{"page": 877, "printed_page": null, "text": "Associational Records and Information\n\n871\n\n(The question was taken. The motion to accept the report and transmit it to the\nRepresentative Assembly was unanimously carried.)\nPresident Smith: I will call next for the report of the Committee on SocialEconomic Goals. This report is to be given by Fred J. Kelly of Washington, D. C.,\nthe chairman.\nMr. Fred J. Kelly (District of Columbia) : I am going to recommend that this\nreport be dispensed with today and I do that on three counts: First, the report is\nprinted and is with the material in the possession of the members; secondly, that\nit carries no recommendations; and thirdly, that there is call for a report of it to\nthe Representative Assembly on Thursday. Therefore, I recommend there be no\nreport but this printed report be transmitted to the Representative Assembly.\n(Motion was seconded and unanimously carried.)\nPresident Smith: We pass now to the report of the National Commission on the\nEnrichment of Adult Life. James A. Moyer of Boston, Massachusetts, is the\nchairman.\n(Mr. Moyer presented the report which is printed on page 172 of this volume.)\n(A motion to accept the report of Mr. Moyer was seconded, and unanimously\ncarried.)\nPresident Smith: Is Anna Clark Kennedy in the room? I shall call then for the\nreport of the Joint Committee on School Libraries of the N. E. A. and the American\nLibrary Association.\n(This report is printed on page 153 of this volume.)\nPresident Smith: This report becomes a part of the records.\nWe pass then to the report of the Joint Committee of the National Education As¬\nsociation and the National Congress of Parents and Teachers, the report to be\ngiven by Mrs. J. K. Pettengill. Mrs. Pettengill has gone.\nThen the next report will be that of the Special Committee on Organization in\nthe Field of Rural Education. Richard E. daggers of Frankfort, Kentucky.\n(The report is printed on page 216 of this volume.)\nPresident Smith: Mr. daggers has given most freely of his time this year and I\nwant to compliment him along with other members of the Committee for the fine\nwork they have done. What do you care to do with this report?\nMr. Holloway: I move this report be received and referred to the specialist in\nrural education to be appointed. (Motion seconded.)\nMr. Sutton: I might add that instead of going to the Executive Committee, it\nbe referred to the specialist, whoever you employ, and to the secretary and presi¬\ndent of the N. E. A. for definite recommendation.\nMr. Holloway: I accept that amendment.\n(The motion was unanimously carried.)\nPresident Smith: Is there anyone here to report on Increase in Revenue of the\nAssociation ?\nSecretary Givens: Miss Adair was here and left, thinking she would give her\nreport tomorrow afternoon. I would say this for Miss Adair, I think the main part\nof her report consisted in referring this report to the Committee on Reorganization\nand that if she wants to give a further report she might give it at a meeting of\nthe new Board of Directors.\nPresident Smith: All right then, why shouldn’t we have a motion to that effect?\nSecretary Givens: I think it would be perfectly all right to have a motion made\nthat this report be referred to the Committee on Reorganization and Miss Adair\nextended the privilege of giving a further report at the meeting of the new Board\nif she cares to do so.\nMr. Sutton: I make that motion.\n(The motion was seconded and unanimously carried.)\nPresident Smith: Now we come to the final item. The Program of Action\nfor 1935-36. I will call on Secretary Givens at this time.\nSecretary Givens: The Program of Action, as outlined for this Association dur¬\ning the next year, is in the printed report of the secretary and will also be included\n\n"}
{"page": 878, "printed_page": null, "text": "872\n\nNational Education Association\n\nin the first issue of the Journal in September. I had hoped to give a report to the\nRepresentative Assembly but on account of postponement of this morning’s busi¬\nness session, I doubt if that report will be possible. The program for next year,\nabove everything else, calls for cooperation, calls for the setting up of a national\nstate committee which the N. E. A. state director is going to be asked to organize.\nThat committee is to consist of the N. E. A. state director, the state superintendent,\nstate secretary, state president, and the state legislative chairman where there is\none, or the state public relations chairman. The N. E. A. directors will be asked\nlate this summer or early this fall to organize such a committee and to let us\nknow who the chairman is. There will be included in that letter an outline of what\nthe secretary believes N. E. A. directors’ duties are. Many N. E. A. directors have\ncome in new and have had no instruction as to what their duties are or should be,\nand have floundered considerably because they did not know where to start.\nPersonally, I think the position of N. E. A. director is a very important one and\nshould become increasingly more important. As we set up these state committees\nin the field of our whole national program the N. E. A. director will be the one\nthat the secretary is going to count upon. He is the representative of the N. E. A.\nwithin that territory. I also hope to set up a program that will outline some duties\nfor the vicepresidents. Up to the present time they have had none with the excep¬\ntion of one or two years when Mr. Sutton was president—he assigned them some\nwork and one or two others have done likewise—but they have had no regular\nexact duties. It seems to me that they ought to be assigned some responsibility in\nhelping with the work of the Association.\nI shall not take any more of your time. I want to thank you for your cooperation\nand I shall keep in close contact with the N. E. A. state directors myself personally\nnext year thru correspondence.\nWe had published in our outline that the new Board of Directors would meet for\nbreakfast Friday morning. When that was set we had no information from\nDenver as to when their tours for the Friday picnic excursions would start. I\nlearned after I reached here that many of those excursions will start at eight\no’clock. So my suggestion would be, if it meets with the approval of the Board of\nDirectors, that the next meeting, which will be a very short one, be held im¬\nmediately at the close of the last program Thursday night. I think we can do all\nthe business in half an hour. We can finish our work and then we are thru, and\nthose of you who want to go on the picnics on Friday can do so.\nPresident Smith: Is there any objection to that?\nMr. S. L. Ragsdale (Tennessee): May I ask just this one question? It has\nbeen asked a number of times in our state whether a person who has paid a\n$25 membership fee for five years would be entitled to a Life Membership.\nPresident Smith: I think not unless there be some new action. I declare the\nmeeting adjourned.\nWillard E. Givens, Executive Secretary\nHenry Lester Smith, President\n\nThursday Evening, July 4, 1935\nThe newly elected Board of Directors of the National Education Association met\nin the Registration Headquarters Building, at 11 p. m. The meeting was called\nto order by Secretary Willard E. Givens. The retiring president, Henry Lester\nSmith, presented the new president, Agnes Samuelson.\nPresident Samuelson: I know that the happiest thing I could say would be to turn\nimmediately to the order of business and not waste any time in ceremonies or words,\nbut I am indeed happy as a newcomer to come in here and face this group of people\nthat represent the sinews of the National Education Association, the bulwarks, and\nthe people who are the brains and who do the work.\nNow let us proceed with our business and carry it thru with as much dispatch and\nspeed as possible so that if anyone wants to start on a trip to the mountains at\n\n"}
{"page": 879, "printed_page": null, "text": "Associational Records and\n\nInformation\n\n873\n\n12 o’clock tonight, he can get started. The first order of business is the election of a\ntrustee, the term of Ed.gar G. Doudna having expired.\nMr. Thomas J. Walker (Missouri) : In the interests of the Association, the con¬\ntinuity of the splendid policy that we have had, I wish to place in nomination for\nreelection the name of Edgar G. Doudna of Wisconsin.\nMr. Willis A. Sutton (Georgia): Second the nomination.\nPresident Samuelson: Are there other nominations?\nMiss Edith M. Bader (Michigan) : I would like to place in nomination the name\nof Annie C. Woodward.\nPresident Samuelson: Are there other nominations?\n\nDo I have a motion that\n\nnominations cease?\nMr. Martin P. Moe (Montana) : I move the nominations close.\n(The motion was seconded and unanimously carried.)\nPresident Samuelson: Will you express your pleasure as to how you are going\nto vote on this? A standing vote or ballot?\nDirectors: Ballot.\n(While the ballots were being distributed, Secretary Givens called the roll\nshowing the following in attendance:)\nState Directors: Alabama—J. D. Williams, Alaska—C. H. Bowman, Arizona—\nJ. W. Clarson, Jr., Arkansas—W. E. Phipps, California—J. R. Croad, Colorado—\nW. B. Mooney, Connecticut—Helen T. Collins, Delaware—H. V. Holloway, Dis¬\ntrict of Columbia—Edith Louise Grosvenor, Georgia—M. D. Collins, Hawaii—Oren\nE. Long, Illinois—John W. Thalman, Indiana—Charles O. Williams, Iowa—Fred\nD. Cram, Kansas—F. L. Schlagle, Kentucky—William S. Taylor, Louisiana—P. LI.\nGriffith, Maine—William B. Jack, Maryland—William Burdick, Massachusetts—\nAnnie C. Woodward, Michigan—E. T. Cameron, Minnesota—Harry Wahlstrand,\nMissouri—Thomas J. Walker, Montana—Martin P. Moe, Nebraska—George F.\nKnipprath, Nevada—Maude Frazier, New Hampshire—Lyle Wilson Ewing, New\nJersey—Raymond B. Gurley, New Mexico—Vernon O. Tolle, New York—H.\nClaude Hardy, North Carolina—T. Wingate Andrews, North Dakota—L. A.\nWhite, Oklahoma—M. E. Hurst, Oregon—Birdine Merrill, Pennsylvania—J. Her¬\nbert Kelley, Rhode Island—Charles Carroll, South Carolina—A. C. Flora, South\nDakota—S. B. Nissen, Tennessee—S. L. Ragsdale, Texas—Rush M. Caldwell,\nUtah—James T. Worlton, Vermont—Caroline S. Woodruff, Virginia—Mrs. Edith\nB. Joynes, Washington—S. E. Fleming (by proxy), West Virginia—W. W. Trent,\nWisconsin—Mrs. Blanche McCarthy White (by proxy), Wyoming—H. H. Moyer.\nLife Directors and Directors Ex Officio: Georgia—Willis A. Sutton, Illinois—\nRobert C. Moore, Indiana—Henry Lester Smith, Ohio—R. E. Offcnhauer, Vir¬\nginia—Cornelia S. Adair, Joseph H. Saunders, West Virginia—Joseph Rosier.\nPreceding the roll call, President Samuelson appointed Fred D. Cram, Charles\nO. Williams, and William B. Jack as tellers. Following the roll call, the tellers\nwithdrew to count the ballots.\nPresident Samuelson: Next is the selection of a member on the Executive Com¬\nmittee, a member by election.\nMr. LI. V. Holloway (Delaware) : Fortunately, the campaign which has just\nclosed makes unnecessary the making of a speech to call your attention to the\nexcellencies of the person whom I shall nominate. I nominate Annie C. Woodward\nto take your place, Madam Chairman.\nMr. Williams: I wish to nominate Caroline S. Woodruff.\nPresident Samuelson: Is there a motion that nominations cease?\nMr. M. D. Collins (Georgia) : I so move.\n(The motion was seconded and unanimously carried.)\nMr. H. Claude Hardy (New York) : Is it advisable to cast a ballot until after we\nhear the results of the other ballot?\nPresident Samuelson: We are going to have this committee wait to check the\nvotes on the Executive Committee after the report comes in on the member of the\nBoard of Trustees. Will you proceed to vote for a member of the Executive\n\n"}
{"page": 880, "printed_page": null, "text": "874\n\nNational Education Association\n\nCommittee? The names of Annie Carlton IFoodward and Caroline S. IFoodruff\nare before you.\nMr. Holloway: One of these candidates is being voted on for both offices.\nPresident Samuelson: We will wait until the tellers count the ballots. We will\nnow ask for nominations for the Budget Committee.\nMrs. Edith B. Joynes (Virginia) : I would like to place in nomination the name\nof Edith Louise Grosvenor.\nMr. W. IV. Trent (West Virginia) : I should like to place in nomination a person\nAvho has served the National Education Association well and who has served his\nstate so well that they have made him a life officer. He became secretary of his state\neducation association about eighteen years ago, the membership then numbering less\nthan three hundred. This membership has been increased to 15,520. When he began\nas secretary, the state association was carrying a debt of $4800. It is now out of\ndebt and carrying securities at $25,000. He is well known to most of you and has\nmanaged the financial affairs of his association well, and believing he will render\nefficient service for the N. E. A., I am presenting to you Charles O. Williams of\nIndiana as nominee for a member of the Budget Committee.\nPresident Samuelson: Are there any further nominations?\nMr. P. H. Griffith (Louisiana) : I move nominations be closed.\n(The motion was seconded and unanimously carried.)\nMr. Charles Carroll (Rhode Island) : If there are only two candidates for two\npositions, I move the secretary cast one blank ballot for both positions.\nSecretary Givens: I can cast the unanimous ballot for there are only two nomina¬\ntions for two vacancies.\n(The motion was seconded and unanimously carried.)\nPresident Samuelson: While we are waiting for the report of the election on the\nfirst committee, a motion will be in order for the appropriation of the budget which\nhas been approved.\nMr. W. B. Mooney (Colorado) : I move the Board of Directors appropriate the\nsums that were presented at the last Board meeting and approved by the Representa¬\ntive Assembly this afternoon.\n(The motion was seconded and unanimously carried.)\nPresident Samuelson: Now, we are ready for the tellers’ report. Mr. Cram, will\nyou give the report of the election for the member of the Board of Trustees?\nMr. Cram: There were fifty-six votes cast of which Miss Woodruff received one,\nMiss Woodward received twenty, and Mr. Doudna received thirty-five.\nPresident Samuelson: I declare Mr. Doudna elected. Next is the report of the\nelection of the member of the Executive Committee. If the tellers will retire and\ncount those ballots, we will proceed to the next order of business. I will recognize\nMr. Sutton who will give a report.\nMr. Sutton: Thomas D. Wood, chairman of the Joint Committee on Health\nProblems in Education, had to leave the meeting on account of the illness of his wife.\nI think it is unnecessary to read his report. However, Dr. Wood asked me particu¬\nlarly to make a request for the same appropriation that was allowed for the Com¬\nmittee last year. I will give this to Mr. Givens so that it may go thru the proper\nchannels. It really should have gone to the Representative Assembly.\nPresident Samuelson: The report will be placed on file and given to the Execu¬\ntive Committee. We will turn now to the invitations for the convention next year\nand I shall ask our secretary to explain about the voting.\nSecretary Givens: There will be the presentation from those interested in the\nvarious cities before the Board of Directors which has a preferential vote. The final\naction will be left to the Executive Committee, after a survey has been made and\nthere has been determined what the facilities of these cities are to take care of the\nconvention. The vote cast by the Board of Directors, as in the past, will be a prefer¬\nential vote. The chances are that your preferential vote will be followed provided\nthe city has the facilities to take care of the convention, altho the final action is left\n\n"}
{"page": 881, "printed_page": null, "text": "Associational Records and\n\nInformation\n\n875\n\nto the Executive Committee. So with that understanding, Madam President, we will\ncall upon those who care to present their cities’ invitations.\nMr. Carroll: I move the representatives of the cities be limited to five minutes\neach.\n(The motion was seconded and unanimously carried.)\nPresident Samuels on: I call upon Minnesota.\nMr. Harry IVahlstrand (Minnesota) : St. Paul is bidding for the convention in 1936\nand I would like to present E. C. Hartwell of the St. Paul public schools who will\nextend the invitation for St. Paul, Minnesota.\nMr. E. C. Hartwell: I bring the invitation from the state of Minnesota’s educa¬\ntional forces, from the city of St. Paul, from the schools of the Twin Cities, from\nthe State Department of Education signed by Governor Olson, by the state com¬\nmissioner of education, John Gunderson Rockwell, by the city commissioner of edu¬\ncation, by the mayor of the city, by the superintendents of St. Paul and Minneapolis,\nand I also have the form of specifications for the contract facilities and service from\nthe Convention Bureau and floor plans of the auditorium.\nMinnesota is the vacation state of the Northwest. It is the gateway of the North¬\nwest for transportation. It is in educational lines of high standing and the University\nof Minnesota, thru Lotus D. Coffman, whose invitation is also here, promises for\nthe university and other educational institutions of the state full cooperation so that\nthose who want to go fishing in the waters of Knowledge over at Minneapolis\ninstead of going fishing in our ten thousand lakes will have abundant and unqualified\nopportunity.\nThe accommodations are as good as you can find. When open to full capacity,\nour auditorium will accommodate 1300 or it can be reduced to a seating capacity of\n5000 and still have good acoustical properties. There is a smaller auditorium which\nhas now become a theater division with a 3200 accommodation, and a dozen or more\nother halls varying from a seating capacity of 1000 down to smaller numbers all\nunder one roof. There is approximately 52,000 square feet of exhibit space, similarly\nsituated to that in the Minneapolis Auditorium, which some of you may have seen\nsome years ago. It is all in the same building and within a radius of five blocks to\nthe center of town and the leading hotels. Other than reaching hotels from the\nstation, there is no occasion for a taxi.\nSt. Paul has had national conventions of this general scope and has given them ser¬\nvice which they have enjoyed and for which they have expressed their appreciation.\nMy personal invitation as the head of the St. Paul schools in educational lines is\njust as urgent as those from the other people whom I have mentioned. We know\nyou will find there facilities for the same type of convention, the same type of enjoy¬\nment of what might be termed “ extracurriculum ” activities that you have found\nhere, and Minnesota will join St. Paul in doing everything to accomplish that for\nyou.\nPresident Samuelson: Thank you very much. I am sure we are looking forward\nwith a great deal of interest if we go to St. Paul. Superintendent Frank Cody of\nDetroit.\nMr. Frank Cody (Michigan) : I wish to say that I am not going to use many\nwords to describe the beauties of Detroit. You have its main beauty before you.\nAnyhow Detroit is all that Detroit’s great prophet has made it, and I am sure that\nafter waiting thirty-four years preparing for this meeting in 1936, Detroit will have\nample supplies of all kinds to make your visit a pleasant one.\nSo in behalf of this contracting speech, the governor, the mayor, Henry Ford,\nand all of the rest of the men who have made Detroit either famous or infamous,\nI extend to you a cordial invitation to come to the City of Straits where you will\nbe received with open arms and wonderful hospitality.\nMiss Birdine Merrill (Oregon) : As director from Oregon, I desire to present\nCharles A. Rice of Portland, who will present Portland’s invitation.\nMr. Charles A. Rice (Oregon) : Portland is extending an invitation to the N. E. A.\nconvention for 1936.\n\n"}
{"page": 882, "printed_page": null, "text": "876\n\nNational Education Association\n\nIn 1917 we entertained the convention and I think those of you who were there\nhad a good time and we want you to come again. The convention went to Seattle\nsix or seven years ago, to Los Angeles four years ago, and now we feel that it is\nagain time to come to the Pacific Coast, and Portland is extending the invitation.\nWe are sure we have the accommodations. We have the hotels, auditoriums, as¬\nsembly halls, and exhibit space. On the lower floor of the Municipal Auditorium, in\nwhich the convention will be held, there are 33,000 square feet of exhibit space.\nWe have the climate, the scenery, and one-third of a million people in the city\nextending the invitation and one million people in the state of Oregon who will\nwelcome you.\nI too have telegrams and official invitations but I am not going to take the time\nto read them, with one exception. I shall read the telegram from the governor, and\nit is worth traveling across the country just to shake hands with our governor,\nBen Martin. I am sure you will want to meet him.\nWe request you invite the National Education Association to hold the next\nconvention in Oregon. As governor I will guarantee the delegates western\nhospitality in the City of Roses.\nNow we also have telegrams from the mayor, parent-teacher organizations, the\nPortland Chamber of Commerce, and all the rest. Portland is known as the City of\nRoses the world over and around the world has gone our slogan, “ For you a rose\nin Portland grows.” We have given each of you a rose tonight. Those are not\nhothouse roses. They were raised in our city parks and they came to this city from\nthe city of Portland. We want you to come to Portland, however, and get one for\nyourself.\nWith these large cities in the East and Middlewest, the N. E. A. is just another\nconvention. With Portland we make a special effort. We do not get conventions of\nthis kind very often and when we do it means something to us. We shall try to repeat\nthe hospitality we have had this year in Denver and, if possible, add just a little\nto it. We do not feel that the Association owes us anything, but we desire to serve\nthe Association and if for any reason you should decide to go elsewhere, one million\npeople in the state of Oregon are going to be very much disappointed. I might say\nalso that we have in the city of Portland an ordinance that provides for a safe and\nsane Fourth of July celebration. You will not be disturbed by the shooting of fire¬\ncrackers. The ordinance permits only small firecrackers. You could not hear them\nif one should go off outside the window. We appreciate the celebration but it has\nbeen somewhat disturbing to some of the meetings and probably has interfered with\nthe sleep of some of you who have been staying in downtown hotels.\nPortland wants you to come. We believe that when the vote is counted, it will\nbe found that Portland has a majority vote, or at least a plurality.\nPresident Samuelson: Are there any other invitations?\nMiss Edith Louise Grosvenor (District of Columbia) : Are you going to allow\nthe seconding of invitations?\nPresident Samuelson: If you care to second them, we shall be glad to hear\nfrom you.\nDirectors: No! No! No!\nPresident Samuelson: Will you raise your hands? Those in favor of seconding.\n(Response.) How many object? (Response.)\nMiss Grosvenor: I lose.\nPresident Samuelson: We will now have the report on the election of members\nof the Executive Committee. Mr. Cram, are you ready to report?\nMr. Cram: There were fifty-six votes cast of which Miss Woodward received\ntwenty-six, Miss Woodruff, thirty.\nPresident Samuelson: Miss Woodruff is elected. Are you ready to ballot on the\ncities? The tellers will please proceed to distribute the ballots.\nSecretary Givens: Please remember-you are balloting upon St. Paul, Detroit, and\nPortland. Just one of these three. A question has been raised here. I understand\nJhat the procedure for voting has not always been the same. Sometimes one city has\n\n"}
{"page": 883, "printed_page": null, "text": "Associational Records and Information\n\n877\n\nbeen voted for. Sometimes the three have been placed on the ballot in the order of\npreference, number one having first choice; number two, second choice; number\nthree, third choice.\nDirectors: No, just one.\nSecretary Givens: All right. Vote for the city you want.\nMr. Moe: Is it in order to move at this time that the city with the fewest number\nof votes be eliminated and that we vote for the two highest if neither one has a ma¬\njority? If it is, I so move.\n(The motion was seconded and unanimously carried.)\nPresident Samuelson: While we are waiting for the report to come back, is there\nany other new business to come before this group ?\nMr. Walker: I would like to offer this resolution:\nBe it Resolved by this Board of Directors of the National Education Asso¬\nciation, That we express to retiring President Henry Lester Smith our sincere\nappreciation of the energy, the devotion, the labor, and judgment by which\nhe has contributed for making this year and this convention among the most\nsuccessful in our history.\n(The motion was seconded and unanimously carried.)\nMiss Cornelia S. Adair (Virginia) : I would suggest when the secretary notifies\nMr. Doudna of his election as trustee, that he express to him our regret at his in¬\nability to be here.\nPresident Samuelson: A fine suggestion.\nMr. Hardy: I raise a question about the dates of the convention. I do not know\nwho decides that. I do not know how many realize what a difficult situation New\nYork state is in in this connection. It is necessary for New York state to have 190\ndays of school and our public money is based upon average daily attendance. It is\nbecoming the custom to begin school the second week in September. Therefore, it\npractically runs thru the last week of June. There are a great many delegates who\ncould not come this year because they could not be excused unless they were willing\nto forfeit salaries. This situation obtains both up-state and New York City. I think\nif the conventions could begin two or three days later, it would please us in New\nYork state very much.\nPresident Samuelson: This question is decided by the Executive Committee and\nwe will be glad to have it discussed there.\nMr. Joseph H. Saunders (Virginia) : I will just call attention to the fact that to\ncure one evil, we create another, one which may be just as bad or worse. So many\nteachers who plan to go to summer school, could not enter if we push the date back\nfurther than it is now, so it is a difficult problem to solve.\nMr. Mooney: I have been enlisted by the various organizations and groups to\nsay to the Board of Directors that we have been delighted to have you with us. It\nhas been rather an easy group to entertain because you have been patient even with\nour firecrackers. We very much appreciate the opportunities we have had to be\nwith you and we are sorry to say goodbye. I sincerely hope that you will all take\nadvantage of the trips that are being offered tomorrow. Just take a day off and\ncome back as soon as you can.\nPresident Samuelson: We will now listen to the report of the Committee.\nMr. Sutton: I feel that this Board of Directors wants also to pass a resolution\nexpressing our very great appreciation not only to Dr. Smith and all his staff of the\nN. E. A., but certainly to Colorado and Denver for this marvelous entertainment, and\nI make that a motion.\n(The motion was seconded and unanimously carried.)\nMr. Michael O’Connor (Massachusetts) : Rather than have Miss Woodward’s\nsplendid influence lost to this fine organization, I would like to resign as director\nfrom Massachusetts in favor of Annie C. Woodward.\nMr. R. E. Offenhauer (Ohio) : In view of this very fine gesture, I make a motion\nthat we accept this resignation and I know we will be very much pleased to accept\nMiss Woodward into this organization.\n\n"}
{"page": 884, "printed_page": null, "text": "878\n\nNational Education Association\n\n(The motion was seconded and unanimously carried.)\nPresident Samuelson: I now call again for the report of the tellers.\nMr. Cram: There were fifty-five votes cast of which St. Paul received thirteen;\nDetroit, nineteen; Portland, twenty-three.\nPresident Samuelson: According to the decision made we will begin to ballot\nagain on Portland and Detroit. Pass out the slips and proceed to vote, please.\nWhile the Committee is canvassing the votes, I will ask Mr. Whittenberg of\nIllinois to address the Board of Directors.\nMr. A. L. Whittenberg (Illinois) : This has been indeed a most successful con¬\nvention. I am sure that all the delegates from the states so regard it. I know some¬\nthing of the responsibility resting upon the resident state director in planning for\nand entertaining a great convention. I learned that fact by experience in Chicago in\n1933. Many appropriate expressions of gratitude have been made with regard to\nnumerous persons who have served the National Education Association in connec¬\ntion with this great convention. I should like to propose an expression of gratitude to\nBill Mooney, the state director of Colorado. It is with great pleasure that I express\nto you the thought of every member of this group by saying that no member of the\nBoard of Directors has made a larger contribution to the good of the National Edu¬\ncation Association within the last ten years than Bill Mooney. Mr. Mooney, we thank\nyou for having assisted in planning the Denver convention of the N. E. A. You did a\nmagnificent job.\nMr. Mooney: Thank you.\nPresident Samuelson: Does anyone else feel inspired to talk? Dr. Smith, don’t\nyou think you ought to say some fond words to these people?\nDr. Smith: I should like to say just a word. I feel that this group of people\nduring a period of years has had a growing feeling of its responsibility. There\nhas been an increasing energy, judgment, and willingness put into the work of our\nconventions. I have felt it especially this year so I want to pay that tribute to the\nBoard of Directors. The tellers are coming in now and I will skip over to the last\nthing. I have a distinct feeling that we must have in this body a unified organiza¬\ntion of our profession that takes in all the elements everywhere. I cannot see any\nprospect of that happening in any other organization aside from the N. E. A. I think\nthat it is very possible in this organization and with the continued support of the\nmen and women in this group and their like elsewhere, we are sure that thing will\ncome to pass in the very near future.\nPresident Samuelson: I recognize Mr. Cram who will give the results of the\nvoting.\nMr. Cram: There were fifty-three votes cast of which St. Paul received one;\nDetroit, nineteen; Portland, thirty-three.\nMr. Rice: On behalf of the city of Portland and the state of Oregon, I want\nto thank you for this action. I am sure you will never have cause to regret that you\nare coming to Portland next year.\nMr. Cody: I move that the selection of Portland be made unanimous.\n(The motion was seconded and unanimously carried.)\nPresident Samuelson: I would like to add that this information will be trans¬\nferred to the Executive Committee and as soon as we have had a chance to make a\nsurvey of Portland to see what the facilities are in the way of hotels, meeting places,\nand exhibit space, the Executive Committee will take final action on it. Is there any¬\nthing else to come before us? I recognize Mr. Andrews.\nMr. T. Wingate Andrews (North Carolina): I do not wish to make an annual\naffair of the resolution that I am now going to present, but in view of the particular\nsituation I move we express to our new secretary of this Association our sincere\nappreciation of the vigorous and efficient manner in which he has taken hold of\nand carried on the work of his great office.\n(The motion was seconded and unanimously carried.)\n(A motion to adjourn was seconded and unanimously carried.)\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\n"}
{"page": 885, "printed_page": null, "text": "Associational Records and Information\n\n879\n\nMINUTES OF THE MEETINGS OF THE EXECUTIVE\nCOMMITTEE\nAtlantic City, New Jersey\nSaturday Afternoon, February 23, 1935\n(In Brief)\nThe Executive Committee met at 3:10 p. m., at the Ambassador Hotel, with all\nmembers present: Henry Lester Smith, president, Jessie Gray, Agnes Samuelson,\nJoseph H. Saunders, and R. E. Offenhauer. JVillard E. Givens, secretary, and\nHarriett M. Chase, assistant to the secretary, were also present.\nReuben T. Shavj, chairman of the Committee on Amending Charter, entered at\nthis moment to request a later meeting. A motion was made to hold the meeting for\nhearing the reports of the Committees on Amending Charter and Reorganization of\nthe N. E. A. on Wednesday afternoon, February 27, at 2:30 o’clock. Seconded.\nCarried.\nMiss Chase then read the minutes of meeting of the Executive Committee held\nDecember 1, 1934. The suggestion was made that the initials be included in naming\nthe members of the Rural Committee. Another correction was made by omitting\n“ to bridge the gap between the higher and lower school people.” A motion was made\nby Mr. Offenhauer and seconded by Miss Samuelson to make the corrections sug¬\ngested. Carried.\n.\nA motion was then made by Mr. Saunders to adopt the minutes as corrected.\nSeconded by Miss Samuelson. Carried.\nSome time was taken in discussing the passing of Augustus O. Thomas, on January\n30, and the fine record he had made as president, and later as secretary-general of\nthe World Federation of Education Associations. The indebtedness of the World\nFederation to the N. E. A. of $1043 was wiped out in December 1934.\nA motion was made by Mr. Offenhauer that a statement concerning the passing\nof Dr. Thomas be prepared on behalf of the Executive Committee and also that suit¬\nable recognition be taken at the Denver meeting. Seconded. Carried.\nAfter calling attention to the importance of being ably represented at the Oxford\nmeeting of the World Federation of Education Associations, and feeling the need\nof further information, Mr. Saunders made a motion that Mr. Lamkin, a director\nof the World Federation, be requested to attend the next meeting to make suggestions\nas to the conditions which face the World Federation. Seconded. Carried.\nIt was declared to be the sense of the Committee that the secretary cooperate\nfully with the World Federation.\nIV. M. Robinson and L. A. Pittenger, entering at this time, were called upon to\nreport on some of the problems in rural education. Each called attention to the\ncritical situation of rural schools in the states and to the need of immediate atten¬\ntion on the part of the National Education Association. An agenda on rural needs\nwas presented. Miss Samuelson, Mr. Saunders, and others participated in the\ndiscussion.\nIt was then moved by Mr. Saunders that the secretary, Mr. Givens, be requested\nto consider the request of the committee of the Department of Rural Education for\nan interpreter at headquarters and to make such report thereon to the Executive\nCommittee as early as possible, and that pending his recommendation the Budget\nCommittee be requested to set up in the next budget $10,000 for that purpose. The\nmotion was seconded and after further discussion was carried.\nSecretary Givens presented the question of employing a parliamentarian for the\nDenver meeting and recommended that Henry M. Robert, Jr., son of the author of\nRobert’s Rules of Order Revised, be employed. A motion was made by Mr. Offen¬\nhauer that Mr. Robert be employed. Seconded by Mr. Saunders. Carried. In the\ndiscussion, it was mentioned that the cost of his services for the Denver meeting\n\n"}
{"page": 886, "printed_page": null, "text": "880\n\nNational Education Association\n\nwould be $200 plus enough to cover expenses at Denver. The chairman stated that\nthe action taken should cover the compensation mentioned.\nReference was made to earlier action on the part of the Executive Committee\npostponing making a definite allotment of the budget allowances for N. E. A. com¬\nmittees until the Executive Committee could be more certain of adequate income and\nuntil the secretary could estimate the actual committee needs. The chair stated that\nno action seemed necessary at this time—and that the Association would go on meet¬\ning the actual needs of committees until the secretary is ready to make a definite\nrecommendation on final allotments.\nA motion to adjourn to meet again at 3 p. m. on Wednesday, February 27, 1935.\nSeconded. Carried.\nWillard E. Givens, Secretary\nHenry Lester Smith, President\n\nMonday Evening, February 25, 1935\nPresident Smith called the meeting of the Executive Committee at 10:55 p. m. on\nthe above date in his suite in the Ambassador Hotel.\nAll members of the Committee were present: Henry Lester Smith, president, Jessie\nGray, Joseph H. Saunders, R. E. Offenhauer, and Agnes Samuelson. Willard E.\nGivens, secretary, and Harriett M. Chase, assistant to the secretary, were also\npresent as were the following representatives of the World Federation of Educa¬\ntion Associations: Paul Monroe, Uel W. Lamkin, Annie C. Woodvoard, Theodora\nGeorge, and J. W. Crabtree, .secretary emeritus of the N. E. A.\nMr. Monroe, as a member of the Board of Directors of the W. F. E. A., explained\nthat this is a very critical period for the World Federation and pointed out the\ngreat need of America’s maintaining its position in international affairs. While it\nhad been agreed at the meeting of the World Federation in Denver that the\nsecretary-general should be an American, that the headquarters should be in Amer¬\nica, and that the office of president should rotate and different countries be repre¬\nsented in this office from time -to time, Mr. Monroe feels that if the N. E. A. is not\nproperly represented at the Oxford conference by delegates who can speak with\nauthority for our organization, that these things which have been agreed upon\nmay be lost. He, therefore, urged three things:\n1. That the N. E. A. send representative delegates to the Oxford meeting,\nAugust 10-17, 1935, who can speak with authority for the N. E. A.\n2. That the N. E. A. have some representative Americans on the sectional\nprograms.\n3. That the N. E. A. do all within its power thru its delegates to see that\nthe headquarters of the W. F. E. A. is kept in the United States and that an\nAmerican be elected as secretary-general.\nMr. Crabtree explained that he was glad to contribute his services up to the time\nof the Oxford meeting but not beyond that date. Mr. Monroe and Mr. Lamkin both\nexpressed their appreciation and feel that the Federation is greatly indebted to\nMr. Crabtree.\nAs an illustration of how important some of the other countries feel the W. F. E. A.\nis, the government of Japan offered approximately $125,000 for the meeting to be\nbrought there this year and is renewing its invitation for the next biennial meet¬\ning. The Philippine government made an offer of approximately $10,000 for a\nregional conference. After further discussion, the Committee went into executive\nsession.\nMr. Saunders moved that the president of the N. E. A. be authorized to select and\nappoint suitable delegates to the Oxford meeting. Seconded by Miss Samuelson.\nCarried.\nMr. Saunders moved that no part of the expenses of these appointed delegates be\npaid by the N. E. A., but that the Executive Committee recommend that the expenses\nof the incoming president be paid to Oxford. Seconded and carried.\n\n"}
{"page": 887, "printed_page": null, "text": "Associational Records and Information\n\n881\n\nMiss Samuelson made a motion that an effort be made to keep the W. F. E. A.\nheadquarters at the N. E. A. headquarters in Washington and that as long as space\nis available, that it be provided the W. F. E. A. without charge. Seconded by Mr.\nSaunders. Carried.\nMr. Offenhauer made a motion that President Smith cooperate with Mr. Monroe\nin securing N. E. A. representatives on the program at Oxford. Seconded by Miss\nSamuelson. Carried.\nA motion to adjourn was unanimously carried.\nWillard E. Givens, Secretary\nHenry Lester Smith, President\n\nWednesday Afternoon, February 27, 1935\nThe Executive Committee met at 3:00 p. m. with all members present: Henry\nLester Smith, president, Jessie Gray, Joseph H. Saunders, R. E. Offenhauer, and\nAgnes Samuelson. Willard E. Givens, secretary, and Harriett M. Chase, assistant to\nthe secretary, Reuben T. Shaw, chairman of the Committee on Amending Charter,\nDaisy Lord, president, Department of Classroom Teachers, Fred D. Cram, and\nH. Claude Hardy were also present.\nThe meeting being called for the purpose of hearing the report of Reuben T.\nShaw of the Committee on Amending Charter, President Smith called upon him\nimmediately.\nMr. Shaw presented his report calling attention to specific items as he read it.\nDiscussion followed until 4:00 o’clock when President Smith had to leave to attend\nanother meeting. It was, therefore, arranged that action on Mr. Shaw’s report be\ndeferred until Thursday morning.\nE. E. Oberholtzer who had entered the room during the discussion asked that the\nCommittee take action on the question of continuance of the Joint Emergency Com¬\nmission. Mr. Offenhauer made a motion to continue the work of the Commission\nuntil the next meeting of the Department of Superintendence or such earlier time as\narrangements can be made for its discontinuance. Seconded by Miss Samuelson.\nCarried. Mr. Oberholtzer stated that the Executive Board of the Department of\nSuperintendence would endorse that action and join the Executive Committee in it.\nThe meeting adjourned at 5 p. m. to meet at 10 a. m. on Thursday, February 28.\nWillard E. Givens, Secretary\nHenry Lester Smith, President\n\nThursday Morning, February 28, 1935\nThe Executive Committee met at 10:20 a. m. in President Smith’s suite with all\nmembers of the Committee present: Henry Lester Smith, president, Jessie Gray,\nJoseph H. Saunders, R. E. Offenhauer, and Agnes Samuelson. There were also\npresent: Willard E. Givens, secretary, Harriett M. Chase, assistant to the secretary,\nReuben T. Shaw, chairman of the Committee on Amending Charter, Mrs. Myrtle\nHooper Dahl, and H. Claude Hardy.\nPresident Smith reviewed the proceedings of the meeting on February 27, calling\nattention to the two possible lines of procedure for the Committee on Amending\nCharter, namely, the authorization of the Committee to proceed with steps to amend\nthe Charter removing life directors from the Board of Directors, and the possibility\nof the Executive Committee authorizing the Committee on Amending Charter to go to\nCongress with a bill for simplification of the charter.\nPresident Smith read a statement signed by Daisy Lord, president, and Mrs. Mary\nD. Barnes, secretary, Department of Classroom Teachers, which stated that the\nBoard of Directors of the Department urge the Executive Committee of the N. E. A.\nto authorize the Committee on Amending Charter to proceed at once.\nAttention was called to the fact that there are at least four cases of life director¬\nship being purchased in accordance with an old provision and, therefore, an agree-\n\n"}
{"page": 888, "printed_page": null, "text": "882\n\nNational Education Association\n\nment would have to be reached with the parties concerned before taking from them\ntheir vested rights.\nAt the request of the Committee, Mr. Shaw read the following bill proposed for\nintroduction to Congress: “An Act to amend an Act entitled ‘An Act to Incorporate\nthe National Education Association of the United States’ by changing the second\nparagraph of section six thereof.” This is identically the same charter with the\nremoval of one phrase and a sentence so that it now reads as follows: “Be it\nenacted by the Senate and House of Representatives of the United States of America\nin Congress assembled that the second paragraph of section six of an Act entitled:\n‘An Act to Incorporate the National Education Association of the United States,’\napproved, June 30„ 1906, as amended May 13, 1920, be amended so that said second\nparagraph of said section six shall read as follows: The Board of Directors which\nconsists of the President, the first Vicepresident, Secretary, Treasurer, the Chairman\nof the Board of Trustees, and one additional member from each state, territory, or\ndistrict, to be elected by the active members for the term of one year or until their\nsuccessors are chosen. The Board of Directors shall have power to fill all vacancies\nin their own body; shall have in charge the general interest of the corporation,\nexcepting these herein entrusted to the Board of Trustees; and shall possess such\nother powers as shall be conferred upon them by the bylaws of the corporation.”\nMr. Saunders moved that in the draft submitted by the Committee after the word\n“chosen” there be added these words: “and of all Life Directors of the National\nEducation Association.” Seconded by Miss Samuelson. Carried.\nMiss Gray then made a motion that the two committees be authorized to prepare\na simplified charter with suggestions as to the reorganization of the N. E. A. and\nthat they present that to the Executive Committee at a meeting to be called between\nthe meeting of the Department of Superintendence in Atlantic City and the Denver\nmeeting. Seconded by Mr. Offenhauer. Carried.\nThe meeting adjourned at 12 o’clock.\nWillard E. Givens, Secretary\nHenry Lester Smith, President\n*\n\nThursday Afternoon, February 28, 1935\nThe meeting convened at 1:45 p. m. The following members were present:\nHenry Lester Smith, president, Jessie Gray, R. E. Offenhauer, Agnes Samuelson;\nJoseph H. Saunders came in later. There were also present: Willard E. Givens,\nsecretary, Harriett M. Chase, assistant to the secretary, Reuben T. Shaw, chairman\nof the Committee on Amending Charter.\nPresident Smith asked Mr. Shaw to present the items he wished to have clarified.\nMr. Shaw stated that the question of an additional appropriation to continue the\nCommittee work and a specific authorization for the payment of the services of\nHenry M. Robert, Jr., were the items he had in mind. Mr. Shaw recommended that\nMr. Robert be allowed at the rate of $25 a day for the four days he was in attendance\nat Atlantic City in addition to expenses.\nMiss Samuelson made a motion that Mr. Shaw’s recommendation be adopted.\nSeconded by Mr. Offenhauer and carried.\nMr. Shaw further recommended that $1000 be allowed, at this time, for the work\nof the Committee on Amending Charter.\nMr. Offenhauer made a motion that the recommendation be adopted. Seconded\nby Miss Samuelson. Carried.\nAfter some discussion as to when Mr. Shaw could be ready to present the pro¬\nposed simplified charter to the Executive Committee, March 23 was tentatively\nagreed upon as the date for the next meeting of the Executive Committee.\nDonald DuShane entered at this point. At the request of President Smith, he pre¬\nsented the following proposals or lines of activity for the Committee on Tenure:\n1. The preparation of the annual report.\n2. The publishing of articles in the Journal.\n\n"}
{"page": 889, "printed_page": null, "text": "Associational Records and Information\n\n883\n\n3. The issuing of several Research Bulletins between now and the June\nmeeting, one of which is under preparation by Mr. Carr.\n4. The preparation of folders to aid certain states having tenure campaigns.\n5. Services to state associations upon request, in the way of speakers and\nmaterials.\nMr. DuShane also called attention to the fact that since the Committee on Tenure\nwas very large, a steering committee or executive committee of five has been elected,\nand that the smaller committee wishes to have a meeting between now and the\nfirst of June to complete the report.\nMiss Samuelson made a motion that the suggestions as outlined by Mr. DuShane\nbe approved. Seconded by Mr. Offenhauer. Carried.\nFollowing this, there was some discussion concerning the policy of paying ex¬\npenses of committee members. It was agreed that no flat policy be adopted but that\neach case be considered separately.\nMr. Saunders moved that the reasonable expenses of the Committee on Reorgani¬\nzation be allowed to an amount not to exceed $2500, and that the reasonable expenses\nof the Committee on Amending Charter be allowed to an amount not to exceed\n$1000, and each appropriation to be spent at the discretion of the secretary and\napportioned on the regulations governing our travel expenditure. Seconded by\nMiss Samuelson. Carried.\nMr. Saunders made a motion that the traveling expenses of the subcommittee on\ntenure be allowed for a meeting at the call of the chairman to an amount not to\nexceed $500 to be spent at the discretion of the secretary and apportioned on the\nregulations governing our travel expenditure. Seconded by Miss Samuelson. Carried.\nSecretary Givens read correspondence with the American Book Company con¬\ncerning a contract which the company has had with the N. E. A. for a number of\nyears for publishing the report of the Committee of Ten and the report of the Com¬\nmittee of Fifteen. The book company asked for permission to either destroy the\nplates or send them to the headquarters office since the requests for copies of these\nold reports are very few.\nMr. Saunders made a motion that the secretary be empowered to use his discre¬\ntion to settle the matter with the American Book Company. Seconded by Mr. Offen¬\nhauer. Carried.\nSecretary Givens brought up several problems in connection with the headquarters\noffice which were discussed informally and no recommendations made.\nThe question of the secretary attending the meeting of the World Federation of\nEducation Associations in Oxford was again discussed. It was the consensus that\nthe secretary should arrange to attend this meeting if he could so organize his work\nas to be away.\nThe meeting adjourned at 4 o’clock.\nWillard E. Givens, Secretary\nHenry\n\nLester\n\nSmith,\n\nPresident\n\n*\n\nWashington, D. C..\nSaturday Morning, March 23, 1935\nThe Executive Committee meeting of the National Education Association was\nheld in the Board of Directors Room at N. E. A. headquarters, at 9:45 a. m. The\nfollowing members were present: Henry Lester Smith, president, Agnes Samuelson,\nJoseph H. Saunders, R. E. Offenhauer; Jessie Gray was unavoidably absent. Willard\nE. Givens, secretary, and Harriett M. Chase, assistant to the secretary, were also\npresent.\nThe secretary stated that the minutes of the Atlantic City meeting were available\nfor reference. It was agreed that the minutes, when ready for adoption, should\ncontain only the official action.\n\n"}
{"page": 890, "printed_page": null, "text": "884\n\nNational Education Association\n\nIn discussing preparations for the Denver meeting, it was pointed out that the\nfacilities for exhibits were apparently inadequate. Arrangements were made for\nSecretary Givens and H. A. Allan, business manager, to visit Denver soon. A\nmotion was made by Miss Samuelson that the problem of exhibits be left to the\nsecretary and Mr. Allan with such advice and help as they need. Seconded.\nCarried.\nThe secretary explained the financial situation calling on Mr. Allan who had\njoined the Committee to discuss budget items. The question of adding a September\nnumber of the Journal as soon as finances would permit, methods of reducing costs\nof membership drives, and other economies were discussed. No recommendations\nwere made at this time.\nSecretary Givens recommended a program of testing in connection with the\nrecruitment of the stenographic staff. Under this plan, all stenographers would be\nrequired to take a test after which they would be placed in group A, B, or C\naccording to rating. The secretary also recommended a new salary schedule for\nthose in the typing section: Class A—$20, Class B—$18, and Class C—$16.\nA motion was then made by Mr. Saunders that Secretary Givens’ recommenda¬\ntion be approved. Seconded, and after further discussion, carried.\nAfter considering the membership of the Association in other organizations, a\nmotion was made by Mr. Saunders that the Association discontinue its membership\nin the United States Chamber of Commerce when the present term expires. Sec¬\nonded. Carried.\nAt this point Reuben T. Shaw, chairman of the Committee on Amending\nCharter, appeared before the Executive Committee to explain the progress made\nby the two committees having to do with the charter and bylaws. Mr. Shaw was\naccompanied by the Association’s attorney, Ralph D. Quinter, and the parlia¬\nmentarian, Henry M. Robert, Jr. These proposals were presented and discussed\nat length.\nMr. Shaw proposed that the Executive Committee authorize his committee to\nintroduce in Congress the bill prepared by the joint committees on simplifying the\ncharter, President Smith explained that the Executive Committee did not, in his\njudgment, have the power to authorize the introduction of this bill. His judgment\nwas confirmed by that of the attorney, Mr. Quinter. After further discussion, a\nmotion was made, seconded, and carried, to print the proposed simplification of the\ncharter in the May number of the Journal.\nMr. Shaw asked for directions from the Executive Committee as to whether\nhe should have introduced into Congress at once the proposed bill eliminating Life\nDirectors from the Board of Directors. President Smith declared that the Executive\nCommittee had authorized the Committee to introduce the bill but that it had not\ndirected it to do so.\nThe Committee adjourned at 12:30 for lunch and convened again at 2:15 p. m.\nAn invitation from a city board of education for a salary survey to be made by\nthe Association was discussed. It was brought out that the results would be of\nvalue thruout the country. Mr. Offcnhauer made a motion to leave the matter\nto the judgment of Secretary Givens. Seconded. Carried.\nThe possibility of Joy Elmer Morgan serving as secretary for the Horace Mann\nCelebration Committee was brought up. After discussion Mr. Saunders moved that\nthe secretary be authorized to act as he thinks best. Seconded. Carried.\nThe meeting adjourned at 9:45 p. m.\nWillard E. Givens, Secretary\nHenry\n\nLester\n\nSmith,\n\nPresident\n\n"}
{"page": 891, "printed_page": null, "text": "Associational Records and Information\n\n885\n\nDenver, Colorado\nSaturday Morning, June 29, 1935\nThe Executive Committee met in the president’s suite, the Brown Palace Hotel,\nwith all members present: Henry Lester Smith, president, Jessie Gray, R. E. Offenhauer, Agnes Samuelson, Joseph H. Saunders, and Willard E. Givens, secretary.\nThe condensed minutes of the meetings of the Executive Committee held February\n23, 25, 27, and 28, 1935, in Atlantic City, and of the meeting held March 23, 1935,\nin Washington, were read. A motion was made by Miss Samuelson and seconded by\nMr. Offenhauer that the minutes in condensed form be approved. Carried.\nSecretary Givens then presented to the Committee the tentative budget as pre¬\npared by the Budget Committee. It was pointed out that the budget provided for an\nadditional issue of the Journal this year, and that it was considered more advisable\nto publish a Journal in September than in June, thus giving an opportunity for sum¬\nmarizing the proceedings of the convention.\nMr. Saunders pointed out the inadequacy of the Secretary’s Contingent Fund, but\nit was explained that while it was hardly sufficient, the Budget Committee had\nfound no way of reducing other allowances in order that the Contingent Fund might\nbe increased. Following further discussion of the budget, a motion was made by\nMiss Samuelson and seconded by Miss Gray that the budget as presented be ap¬\nproved. Carried.\nSecretary Givens then presented a statement from Mrs. Frances Van Lievo who\njoined the National Education Association staff on May 20 on “Reorganization at\nStaff Headquarters,” and also a statement showing percentage of distribution of\nthis year’s budget. There was also presented a form of personnel card to be\nused in connection with the personnel at headquarters, the data for which Mrs.\nVan Lievo would secure during Secretary Givens' absence at the convention.\nSecretary Givens spoke most highly of the work Mrs. Van Liew was doing in the\nreorganization at headquarters.\nSecretary Givens reported contemplated changes and adjustments of members of\nthe personnel staff at headquarters and outlined in detail various changes to be\nmade thruout the building to afford better working facilities. He further stated\nthat there were certain members of the staff who, he felt, were not in positions to\nwhich they were best suited and that possibly some adjustments and transfers would\nbe made with the understanding that if these persons did not make good in their\nnew work at the conclusion of a year, they would be asked to seek another position.\nHarrison Lyseth, president of the Department of Secondary School Principals,\ncame before the Committee at this point in response to a request from President\nSmith. Mr. Lyseth presented a statement from H. V. Church, executive secretary of\nthe Department of Secondary School Principals in which he pointed out the ques¬\ntion which has arisen since the establishment of the Department of Secondary\nEducation because of the similarity in the names of the two departments. Mr. Lyseth\npointed out that theirs was a very old organization and that it was the feeling of\nthe Department that if there was to be a separate Department of Secondary Edu¬\ncation that it should certainly have a distinct and descriptive name.\nAfter members of the Committee had questioned Mr. Lyseth, it was agreed that the\nExecutive Committee would work with the Department of Secondary Education to\nsee if they might decide upon a name which would be less confusing with the De¬\npartment of Secondary School Principals. Mr. Lyseth then withdrew.\nPresident Smith next read a letter from Ernest D. Lewis, president of the Depart¬\nment of Secondary Education, pointing out that the Department of Secondary Edu¬\ncation is a revival of an old Department—the Department of Secondary Instruc¬\ntion—which existed before the Department of Secondary School Principals separated\nfrom it. Some discussion followed the reading of the letter, and it was decided that\nSecretary Givens would study the problem and see what could be accomplished and\nlater make a report of progress to the Committee.\n\n"}
{"page": 892, "printed_page": null, "text": "886\n\nNational Education Association\n\nSecretary Givens then continued with his statement on the reorganization at head¬\n\nquarters. He stated that one of the major changes was in the system of mailing\nmaterial to principals; that instead of addressing the principals individually, plates\nwould be cut addressed as follows: Principal, Brown School, Attica, New York.\nThis would not only facilitate the time required for getting out the work, but it\nwould also lessen the opportunities for error and reduce costs in this particular\nphase of the work. The Association has rented from the government a meter postal\nmachine which will afford a saving in postage and which permits the request of a\nreturn in the event material does not reach its destination. In this connection, the\ngovernment grants the privilege of printing a slogan or similar statement on the\nface of the envelope.\nReuben T. Shaw, chairman of the Committee on Amending Charter, came before\nthe Committee at this point. Mr. Shaw pointed out the desirability of taking up the\nmatter of reorganization on Tuesday and having it voted upon before the adoption\nof the bylaws on Thursday. He also presented the ballot as prepared by the\nCommittee.\nAt the request of the Committee, Willis A. Sutton, chairman of the Committee on\nRural Education, was asked to make a statement on “ Unification of Work in the\nField of Rural Education.” Mr. Sutton recommended the discontinuance of the\nCommittee on Rural Education since there was to be added to the staff a man\nwho was to give his entire time to work in this field. He also stated that he was\nanxious for a large conference on “ Rural Life ” which would be sponsored by the\nNational Education Association. He was in hearty accord with the plan of bringing\ntogether these various agencies in the field of rural education.\nFollowing the conclusion of Mr. Sutton’s remarks, Miss Samuelson expressed ap¬\npreciation for the interest Mr. Sutton has maintained in rural education thruout\nthese years and for the work he has done in this field.\nThe Committee next considered “ Unification of Work in the Field of Adult\nEducation.” Marguerite Burnett, president of the Department of Adult Education,\nand James A. Moyer, president of the National Commission on the Enrichment of\nAdult Life, appeared to present their ideas to the Committee.\nMiss Burnett pointed out the change in the scope of work since the Department\nwas first organized, stating that it now includes almost everything affecting people\non the adult level. She pointed out that their membership was rather small, due\nlargely to the dissatisfaction among members in not having a publication of their\nown. During the last few years, thru the cooperation of the American Association\nof Adult Education, the Department has had a section in their Journal. Miss Burnett\nrecommended that the Department and the National Commission be permitted to\npublish a bulletin of sixty-four pages three times a year. If this were to take place,\nit was Miss Burnett’s opinion that membership in the Department would be greatly\nincreased and that with the membership dues and the allowance of $500 from the\nNational Education Association they would have a total budget of $5500 which\nwould be adequate to carry on the proposed work.\nPresident Smith then called upon Mr. Moyer who pointed out the objectives of the\nCommission and what it is trying to do. He also pointed out the need of a much\nlarger membership in the Department of Adult Education, looking forward to a\nfull-time secretary at National Education Association headquarters. It was his\nopinion also, that a bulletin such as outlined by Miss Burnett was imperative if\ninterest in the Department was to be broadened.\nPresident Smith thanked Mr. Moyer and Miss Burnett for their presentation.\nA motion to adjourn to meet again in the afternoon at 3:15 was seconded and\ncarried.\nWillard E. Givens, Secretary\nHenry Lester Smith, Presid,ent\n\n"}
{"page": 893, "printed_page": null, "text": "Associational Records and Information\n\n887\n\nSaturday Afternoon, June 29, 1935\nPresident Smith called the meeting of the Executive Committee at 3:30 p. m. in\n\nhis suite at the Brown Palace Hotel. All members of the Committee were present:\nPresident Henry Lester Smith, Jessie Gray, R. E. Offenhauer, Agnes Samuelson,\nJoseph H. Saunders, and Willard E. Givens, secretary.\nPresident Smith called upon E. E. Oberholtzer, chairman of the Committee on\n\nReorganization, to present his report. Mr. Oberholtzer spoke of the work which the\nCommittee has done during the year and of the cooperation of the Committee on\nAmending Charter. He outlined the parts of the report which he said the Committee\nhoped to bring before the Representative Assembly on Tuesday morning, including\nthe two amendments which were presented last year. He called attention to the\nballot which had been prepared in case the Representative Assembly chooses to vote\nby ballot on these amendments. He stated that the one item on which there might\nbe a difference of opinion was the Permanent Fund.\nFollowing this report, a motion was made by Miss Samuelson, seconded by Mr.\nOff enhauer, authorizing Mr. Oberholtzer and Mr. Shaw to present the reports of\ntheir committees to the Board of Directors and later to the Representative Assembly.\nCarried.\nPresident Smith then called upon Mr. Shaw for his report. Mr. Shaw pointed out\nparticularly two points in his report concerning the methods of procedure open to\nthe Committee: First, to proceed at once to ask Congress for an amendment to the\ncharter containing the Life Director question alone, and the second, to join forces\nwith all others interested in transferring from the charter to the bylaws provisions\nwhich properly belong there—including the portions of the charter dealing with Life\nDirectors. It was the opinion of the Committee that the second course should be\nfollowed.\nMr. Shaw continued his report with the following recommendations:\n1. The Committee recommends the proposed plan of simplification of the\ncharter\n2. The Committee recommends that the Representative Assembly make\nprovision for a committee to take immediate steps to have the charter amended\nas provided for in the plan of simplification and that an adequate appro¬\npriation be made for the work of that committee\n3. The Committee recommends that the Life Director question be taken\ncare of by the amendment to the bylaws as revised in connection with the\nsimplification of the charter and as presented in the report of the Committee\non Reorganization.\nMr. Shaw stated that he had written to the three organizations which hold life\n\ndirectorships and had received a reply from two of them indicating full coopera¬\ntion in yielding their life directorship. No letter had been sent to individuals holding\na life directorship. Considerable discussion followed.\nPresident Smith then called upon Mr. Saunders as chairman of the Board of\nTrustees for a report.\nA motion was made by Miss Samuelson, seconded by Mr. Off enhauer, that the\nchairman of the Board of Trustees transmit his report to the Board of Directors.\nCarried.\nPresident Smith then called upon Secretary Givens who stated that in connection\nwith the question on adult education that the Research Division had made an analysis\nof the situation. It was pointed out that both the Department of Adult Education and\nthe National Commission on the Enrichment of Adult Life are making valuable\ncontributions to the adult movement, but it was felt that better results would be\nobtained by the merging of the two groups. The report also pointed out that it\nwould be a mistake to discontinue the Journal of the American Association for Adult\nEducation since it is the only journal in that field that is at all complete or adequate.\n\n"}
{"page": 894, "printed_page": null, "text": "888\n\nNational Education Association\n\nSecretary Givens pointed out that it would be impossible to print a sixty-four page\n\njournal three times a year at the cost of $600 as had been outlined by Miss Burnett.\nA motion was made by Mr. Offenhauer, seconded by Miss Gray, that the secretary\nbe instructed to study the matter presented by Miss Burnett and Mr. Moyer and to\nmake a further report to the Committee. Carried.\nSecretary Givens brought to the attention of the Committee a pamphlet on educa¬\ntion which is being distributed at the San Diego Exposition. Joseph M. Gwinn is in\ncharge of the booth which the National Education Association has at the Exposition.\nThe secretary then presented the following recommendations for special salary\nincreases:\n1. That Virginia Stephenson who has been a temporary employee for nearly\ntwo years in the office of the Department of Superintendence (Administrative\nService) be put on the Permanent Roll to fill a vacancy created by a resigna¬\ntion with the classification 3B, and salary set at $1250 less the 5 percent de¬\nduction now in effect.\n2. That Albert Braunstein who has been in a temporary position as stock\nclerk in the Business Division for the past seven years be put on the Perma¬\nnent Roll, classification 3B, and salary set at $1250 less the 5 percent deduction\nnow in effect.\n3. That Margaret Lane a former regular employee of our Research Divi¬\nsion but who resigned in 1934 and returned shortly afterwards be placed\non the Permanent Roll, classification 3B, at a salary of $1400 less the 5 percent\ndeduction now in effect.\n4. That Sylvia Schwartz who has been in the Research Division as a tem¬\nporary employee during the past year be placed on the Permanent Roll, classi¬\nfication 3B, salary at $1200 less the 5 percent deduction now in effect.\n5. That Mabel Smith who has been on the Temporary Roll for the past\nfive years be put on the Permanent Roll, classification 3B, salary $1200 less the\n5 percent deduction now in effect.\n6. That Thelma Camp now working in the Division of Publications as a\ntemporary employee but with several years’ experience in the same field with\nthe National Congress of Parents and Teachers be put on the Permanent\nRoll with classification of 3B, salary $1500 less the 5 percent deduction now\nin effect.\n7. That W. L. Christian who has been in the service of the N. E. A. for the\npast eleven years in the Business Division be transferred from classification\n2A to classification IB, and due to the fact that he had practically no increase\nin salary for this past year, that he be given a double increment for this year\nmaking his salary $3400 less the 5 percent deduction now in effect.\n8. That llse M. Smith who has been in the Research Division for the past\nnine years and who has been at the maximum salary for the past three years,\nclassification 3AA, be put in classification 2B making her salary $2100 less\nthe 5 percent deduction now in effect.\n9. That Elizabeth Beach who has been in the Research Division for ap¬\nproximately five years and who is carrying heavy responsibilities in con¬\nnection with the editing of the Review of Educational Research be given a\ndouble increment, salary to be $1300 less the 5 percent deduction now in effect.\n10. That Louise Clark who has been an employee of the Research Division\nfor approximately five years and who is carrying heavy responsibilities in\nconnection with the Yearbook of the Department of Elementary School Prin¬\ncipals and as secretary to Mr. Foster be given a double increment, salary to\nbe $1300 less the 5 percent deduction now in effect.\n11. That Marie Scoggins who has been an employee of the Division of\nPublications for the past ten years be given a double increment on account\nof her responsibilities and her exceptional growth and efficiency making her\nsalary $1400 less the 5 percent deduction now in effect.\n\n"}
{"page": 895, "printed_page": null, "text": "Associational Records and Information\n\n889\n\n12. That Lyle IV. Ashby who has been in the Division of Publications for the\npast seven years and who has been on a leave of absence for the past year\ncompleting his work for a Ph. D. degree have his salary raised to $4100 less\nthe 5 percent deduction now in effect with the understanding that as Assis¬\ntant Director of Publications he will be, in addition to his other duties, re¬\nsponsible for the administration of the Division.\n13. That Richard R. Foster, assistant director of Research, who last year\nreached the maximum in the classification IB and was officially given a $200\nincrease above the schedule be given an additional increase this year making\nhis salary $4900 less the 5 percent deduction now in effect.\n14. That Belmont Farley, assistant director of Publications who last year\nreached the maximum in the classification IB and was officially given a $200\nincrease above the schedule be given an additional $200 increase this year\nmaking his salary $4900 less the 5 percent deduction now in effect.\n15. That Mildred Sandison who has been an employee of the Division of\nPublications for the past four years and who is carrying heavy responsibilities\nin connection with the Journal and doing a fine piece of work be given a\ndouble increment making her salary $1450 less the 5 percent deduction now\nin effect.\nHe further recommended that Howard A. Dawson be appointed as assistant director\nin the Research Division in charge of rural education at a salary of $4900 less the\n5 percent deduction now in effect. Upon inquiry by Miss Samuelson, Secretary Givens\nassured her that Mr. Dawson’s entire time was to be given to work in the field of\nrural education. The secretary stated that there was some possibility of Mr. Dawson’s\nbeing asked to make a special survey either in Alaska or in the state of Illinois\nduring the summer. In this event the National Education Association would be reim¬\nbursed for his salary during this period.\nSecretary Givens also brought to the attention of the Committee the need for a\nman to work in the field of legislation. He stated that he had no definite recom¬\nmendations to make as to the person to head this work but that he did have in\nmind James IV. Cammack, Jr. who had acted as secretary of the National Com¬\nmittee on Federal Aid for Education during the last two years, but who is now in\nKentucky where he has been appointed compliance director for the NRA.\nA motion was made by Mr. Offenhauer, seconded by Miss Gray, that Secretary\nGivens’ recommendations be approved. Carried.\nMiss Samuelson made a motion, seconded by Miss Gray, that Secretary Givens\nbe authorized to handle the situation with reference to Mr. Dawson and relieve\nhim of his duties for special surveys in such a manner as he deems satisfactory.\nCarried.\nA motion was made by Mr. Saunders, seconded by Miss Gray, that Mr. Dawson\nbe elected. Carried.\nSecretary Givens then presented a proposal for the establishment of an Educa¬\ntional Policies Commission as follows:\n1. To stimulate thinking and long-term planning within the teaching\nprofession on the highest possible level looking toward continued adapta¬\ntion of education to social needs.\n2. To appraise existing conditions in education critically and to stimulate\neducational thinking on all levels so that desirable changes may be brought\nabout in the purposes, procedures, and organization of education.\n3. To consider and act upon recommendations from all sources for the\nimprovement of education.\n4. To make the best practises and procedures in education known thruout\nthe country and to encourage their use everywhere.\n5. To develop a more effective understanding and cooperation between\nvarious organized groups interested in promoting educational improvement.\n\n"}
{"page": 896, "printed_page": null, "text": "890\n\nNational Education Association\n\nSecretary Givens further stated that if such a Commission is appointed, there will\nprobably be held a summer meeting of two or three weeks’ duration in some\nsection of the country where it would be undisturbed, where problems could be\nthrashed out and plans laid for the year’s work, and that there would be probably\ntwo other meetings during the year. The conferences would be on practically the\nsame basis as the Emergency Commission, with consultants appointed thruout the\ncountry and probably ten or twelve meetings held during the year so that all con¬\nsultants would meet in these conferences. In connection with the Commission, there\nwould be a staff consisting of a director, two assistants, and possibly three or four\nhelpers.\nMr. Saunders asked if the $50,000 would be an outright gift with no strings\nattached. Secretary Givens answered in the affirmative.\nSecretary Givens stated that he had been invited to serve as a member of the\nYouth Commission of the American Council on Education and requested the direc¬\ntion of the Committee regarding his acceptance.\nA motion was made by Mr. Saunders, seconded by Miss Samuelson, that the\nrequest of Secretary Givens to be allowed to serve on this National Commission\nbe granted. Carried.\nA motion was made by Mr. Offenhauer, seconded by Mr. Saund.ers, that the As¬\nsociation make the request for the specific planning board or Educational Policies\nCommission. Carried.\nSecretary Givens next presented the matter of the time to be allotted for National\nEducation Association broadcasts this year. He stated that the National Broad¬\ncasting Company had given us from 7: 30 to 7:45 p. m. EST, Wednesday evenings.\nThe Committee indicated that they thought this would be an acceptable hour. A com¬\nmittee from the National Education Association staff has been appointed to super¬\nvise radio broadcasts.\nSecretary Givens then presented recommended changes in the working hours of the\nheadquarters staff and also the vacation period indicating that the number of hours\nper week would be reduced from forty to thirty-nine, thus conforming to the\nschedule of working hours in most of the departments of the government. The new\nschedule is as follows:\nMonday, Tuesday, Thursday, and Friday: 8:30 to 12:00—12:45 to 4:30\nWednesday: 8:30 to 12:00—12:45 to 3:30\nSaturday: 8:30 to 12:15\nDuring the vacation months of July and August this schedule will be effective\nexcept that the offices will not be open Saturday. It is understood that all days of\nthe week except Sunday and legal holidays are counted as “ working days ” in\nconnection with vacation or sick leave.\nThe secretary recommended that all vacations be taken during the months of\nJuly and August. The question of allowing thirty days’ sick leave with full pay\nwas raised by some members of the Committee. Secretary Givens stated that very\nfew members of the staff took advantage of this privilege, most of the members not\nusing all of the sick leave.\nAfter much discussion, Mr. Offenhauer made a motion that the secretary’s recom¬\nmendations be adopted. Mr. Saunders seconded the motion and, in addition, sug¬\ngested that the secretary make a study of both vacation and sick leave and at some\nsubsequent meeting of the Committee make his recommendation with reference\nthereto. The motion was carried.\nA motion to adjourn to meet again at 10 p. m. Wednesday, July 3, was seconded\nand carried.\nWillard E. Givens, Secretary\nHenry Lester Smith, President\n\n"}
{"page": 897, "printed_page": null, "text": "Associational Records and Information\n\n891\n\nFriday Morning, July 5, 1935\nThe meeting of the new Executive Committee convened at 12:40 a. m. on the\nabove date at the Registration Headquarters Building. The new president, Agnes\nSamuelson, presided with the following members of the Committee present: Agnes\nSamuelson, R. E. Ojfenhauer, Joseph H. Saunders, and Henry Lester Smith. There\nwere also present Secretary Willard E. Givens, Joseph Rosier, H. A. Allan, J. M.\nGvuinn, and A. L. Whittenberg.\nSecretary Givens presented the question of employing a man to secure advertising\nfor the National Education Association Journal and called upon Mr. Allan who\nstated that the advertising policy of the National Education Association had been\nnon-aggressive principally because of the feeling existing at one time among certain\nsecretaries of state associations who felt that such procedure might curtail the\nrevenue which they received from advertising thru the state magazines. Mr. Allan\nstated that Fred Moulton, operating under the name of the Moulton Advertising\nCompany, but advertising principally the National Rifleman, had proposed to\nsolicit advertising for the National Education Association whenever he was in\nChicago or New York City at his own expense, and to receive nothing from the\nNational Education Association until $46,000 worth of business had been produced\non a monthly quota basis and that all advertising would be subject to the ac¬\nceptance or rejection of the National Education Association.\nA motion was made by Mr. Saunders, seconded by Mr. Smith, that the proposition\nbe tried out. Carried.\nMr. Allan presented the following resolution for the consideration of the\nCommittee:\nResolved: That it is the policy of the Association at its conventions to\nlimit the distribution of printed or other material at entrances or exits to\nhalls and places in which the meetings or other Association activities are\nheld to that material which has direct relationship to the programs or other\nofficial Association affairs held therein, except as approved by the Executive\nCommittee.\nA motion was made by Mr. Saunders, seconded by Mr. Smith, that the resolution\nbe adopted. Carried.\nA motion was made by Mr. Saunders, seconded by Mr. Offenhauer, that the\n1936 convention be held during the week beginning Sunday, June 28, 1936. Carried.\nCharles A. Rice, superintendent of schools, Portland, Oregon, presented to the\nCommittee at this time the possibilities for adequate exhibit space if the 1936\nconvention is held in Portland.\nA motion was made by Mr. Saunders that the secretary and business manager\nbe instructed to investigate the convention facilities at Portland, Oregon, and\nDetroit, Michigan, and report to the next meeting of the Executive Committee. The\nmotion was seconded and unanimously carried.\nSecretary Givens presented the question of academic freedom with the resolution\nas presented to the Representative Assembly, including the amendments thereto,\nand containing directions that a committee of five be appointed.\nSecretary Givens asked permission to retain Mrs. Frances Van Liev: as special\nassistant to the secretary for an indefinite period, her services to continue as long\nas he was thoroly convinced that what she was being paid was more than being\nsaved by the work she was doing.\nA motion was made by Mr. Saunders, seconded by Mr. Smith, that Secretary\nGivens be given the requested authority. Carried.\nSecretary Givens called attention to the coming convention in Seattle of the\nNational Federation of Business and Professional Women’s Clubs at which time\nChari Williams might be a candidate for the presidency of that organization, in\nwhich event, if elected, she would serve for a two-year period.\n\n"}
{"page": 898, "printed_page": null, "text": "892\n\nNational Education Association\n\nSecretary Givens suggested that since Miss Williams has been doing most of her\n\nwork with lay groups, and there were many women’s organizations which he felt\nshe should contact, that in the future her field work and her contacts should be\nmore carefully planned so far as the schools and membership are concerned. He\nfurther stated that he felt that the National Education Association should take a\nfriendly attitude toward Miss Williams becoming national president of the\nNational Federation of Business and Professional Women’s Clubs.\nA motion was made by Mr. Saunders, seconded by Mr. Offenhauer, that the Na¬\ntional Education Association send Mr. Smith, its retiring president, to Oxford,\nEngland, as its representative to the World Federation of Education Associations,\nand to provide his .expenses to an amount not to exceed $750. Carried.\nMr. Saunders extended his congratulations to Miss Samuelson upon her election\nto the presidency of the National Education Association, voicing the sentiments\nof every one of the members of the Board of Trustees as well as the Executive\nCommittee, stating they would all stand back of her in her year’s work. Miss\nSamuelson made a gracious response.\nA motion was made and seconded that the meeting adjourn. Carried.\nWillard E. Givens, Executive Secretary\nAgnes\n\nSamuelson,\n\nPresident\n\nMINUTES OF THE MEETINGS OF THE\nBOARD OF TRUSTEES\nChicago, Illinois\nSaturday Morning, September 15, 1934\nThe Board of Trustees of the National Education Association met in the Palmer\nHouse, at 10:30 a. m., pursuant to a call of the chairman of the Board. Members\npresent: Joseph H. Saunders, J. M. Gvjinn, Edgar G. Doudna, A. L. Whittenherg,\nand Henry Lester Smith.\nThe meeting was called to order by the chairman of the Board who stated the\nobject of the meeting was action on several items of business and the consideration\nof qualified persons for the position of secretary of the N. E. A.\nChairman Saunders reported upon a rearrangement of rooms in the Association\nbuilding to give Belmont Farley a private office. President Smith moved approval\nof the action and Trustee Gvoinn seconded. The motion was carried with all\ntrustees voting “Aye.”\nThe chairman reported that the fire insurance policies on the headquarters\nbuilding could be safely reduced and a premium saving of $121.50 be effected.\nOn motion of Trustee Gvjinn and seconded by Trustee Whittenherg it was voted to\nreduce the insurance on the new building from $250,000 to $200,000 and on the\nold building from $50,000 to $40,000 and to place such insurance for a term\nof three years. All trustees voted “Aye.”\nA report from H. A. Allan, business manager, recommended a contract with Kirk\nand Company in the amount of $257.50 for painting sash and door frames in\nold building and on the M Street side of the new building. Trustee Doudna moved\nthat contract be authorized and motion was seconded by Trustee Gnvinn. All\ntrustees voted “Aye.”\nThe Board then went into executive session for the consideration of a suitable\nperson for the position of secretary of the N.E.A. A preliminary list of twentyone names had been submitted at the Washington meeting. To this was added\ntwenty additional names as suggested by interested persons from many parts of\nthe country and by the trustees. After much study and discussion the list was\nreduced to three and it was decided to meet again on September 29 in Chicago,\nfor further consideration of these persons. The meeting then adjourned.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\n"}
{"page": 899, "printed_page": null, "text": "Associational Records and Information\n\n893\n\nSaturday Morning, September 29, 1934\nThe Board of Trustees met in the Palmer House at 10 a. m. pursuant to call of\nchairman of the Board as directed at meeting of September 15. All members of\nthe Board were present. The meeting was devoted to interviews with two men whom\nthe Board had invited for conference. After an all-day meeting the Board\nadjourned to meet in Indianapolis on Wednesday, October 17, for conference with\nSuperintendent Willard E. Givens of Oakland, California.\nThe Board then\nadjourned to that time and place.\n\nJosEpH H\nEdgar\n\nG.\n\nSaunders> Chairman\nDoudna,\n\nSecretary\n\nIndianapolis, Indiana\nOctober 17, 1934\nThe Board of Trustees met at the Columbia Club for an interview with Super¬\nintendent Willard, E. Givens. All members were present except Chairman Saunders\nwho because of illness was unable to attend. A long conference was held with\nMr. Givens, and the Board then had an executive meeting at which no action was\ntaken. Because President Smith and Mr. Gvuinn would be near St. Louis on No¬\nvember 10 the Board adjourned to meet there at that time.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nSt. Louis, Missouri\nWednesday Morning, November 10, 1934\nThe Board of Trustees met in the Statler Hotel at 10 a. m. All members were\npresent.\nThe resignation of Secretary J. W. Crabtree was accepted effective as of Jan¬\nuary 1, 1935. The following resolution was unanimously adopted.\nResolved, That the Board of Trustees of the National Education As¬\nsociation with great regret accept the resignation of Secretary J. W. Crab¬\ntree effective January 1, 1935, and that they individually and collectively\nexpress their appreciation of his splendid services and courageous leadership\nwhich have resulted in carrying the cause of education in the United States\nto undreamed-of heights. That the National Education Association is now\nthe largest professional organization in the world is due in large part to\nthe leadership of Secretary Crabtree.\nBe it further Resolved, That the Board of Trustees of the National Edu¬\ncation Association extends to Secretary Crabtree its best wishes for the\nfuture and the hope that his invaluable advice and counsel will be available\nto the Association for many years to come.\n\nThe Board then proceeded to a discussion of a successor to Secretary Crabtree.\nAn informal ballot was taken which showed no choice. On second ballot Superin¬\ntendent Givens received a majority of all votes. It was then moved, seconded, and\ncarried that the election be made unanimous.\nTrustee Gvoinn then offered the following resolution which was seconded by\nTrustee Whittenberg and passed with all trustees voting “Aye.”\nResolved, That Willard E. Givens having been unanimously elected to\nthe position of secretary of the National Education Association, that the\nterm of office be made four years beginning January 1, 1935, and that the\nsalary be fixed at $15,000 less whatever percent waiver the Executive\nCommittee imposed upon all members of the headquarters staff.\n\nThe Board then adjourned.\n\nJosEpH H\nEdgar\n\nG.\n\nSaunderSi Chairman\nDoudna,\n\nSecretary\n\n"}
{"page": 900, "printed_page": null, "text": "894\n\nNational Education Association\n\nAtlantic City, New Jersey\nSunday Afternoon, February 24, 1935\nThe Board of Trustees of the National Education Association convened in the\nAmbassador Hotel at 5 o’clock. All members of the Board were present: Joseph\nH. Saunders, chairman; Edgar G. Doudna, A. L. Whittenherg, J. M. Gwinn, and\nPresident Henry Lester Smith. Secretary Willard E. Givens and Harriett M. Chase\nwere also present.\nThe meeting was called to order by the chairman.\nThe chairman, in commenting on the Board’s recent action in the selection of a\nsecretary, mentioned his receipt of many communications commending the Board\nfor its action and its wise choice of selection.\nA report of the condition of the Permanent Fund at the close of business January\n31, 1935, was presented and discussed. The chairman explained items in detail.\nPrincipal points of his comments covered the gradual conversion of properties\nobtained thru the settlement of the Parker Estate into Government Bonds; the\nmatter of handling uninvested cash thru time deposits drawing interest; expense\nout of Income from the Permanent Fund for partitions, radiators, painting, and re¬\nplacement of water piping in the administration building.\nOn motion of President Smith, seconded by Mr. Gnvinn, the expenditures for\nthe building upkeep were approved.\nOn motion of Mr. Whittenherg, seconded by Mr. Givinn, action in selling five\nshares of American Can Stock and investing the proceeds in Home Owners Loan\nCorporation Bonds was approved. The chairman reported his action for exchange\nof Mortgage Bonds on property of Vito Marchetti in the amount of $1500 for\nHome Owners Loan Corporation Bonds in the amount of $1550 and the action\nwas approved by the following resolution offered by Mr. Gvjinn and seconded\nby President Smith:\nResolved, That the action of Joseph H. Saunders, chairman of the Board\nof Trustees in appointing C. W. McCarthy and/or the Drexel State Bank\nto receive in Chicago from the Home Owners Loan Corporation Bonds as\nfollows:\n1 $50\nCoupon Bond. $50.00\n1 $500\n“\n“ .\n500.00\n\n1 $1000\n\n“\n\n“\n\n.\n\n1000.00\n$1550.00\n\nis hereby ratified and approved and it is further resolved that Joseph H.\nSaunders, chairman, be and is hereby authorized to sign any and all papers\nnecessary for the completion of the exchange of the Marchetti Real Estate\nNotes for Home Owners Loan Corporation Bonds.\nThe chairman reported his action in declining to submit a bid for discounting\nMortgage Note of $1000 on the Hisgen-Guettrich property, Chicago. He explained\nregarding the values of the property, indicating that the original loan, of which our\nnote is a part, was $30,000 and has since been reduced to $14,500.\nOn motion of Mr. Gveinn, seconded by Mr. Doudna, it was the expressed opinion of\nthe Board that no amount less than the par value of the Bond should be accepted.\nChairman Saunders gave information regarding the farms acquired thru the\nParker Estate—one in Montana and two in North Dakota—in which the Parker\nheirs and the National Education Association have joint ownership. He explained\nregarding delinquency of taxes and receipts from the government thru Wheat\nAllotment Contracts. Approval was given to his action in authorizing receipts from\nWheat Allotment Contracts to be applied to payment of taxes. It was suggested\nthat further efforts be made to obtain more definite information about the properties.\n\n"}
{"page": 901, "printed_page": null, "text": "Associational Records and Information\n\n895\n\nStatement covering the history of reduction of the mortgage on the administration\nbuilding was made. This indicated that the original loan of $200,000 from the\nPenn Mutual Insurance Company had been reduced to $115,000; that $5000 of the\nprincipal is payable on March 5; that when the principal is reduced to $100,000 the\ninterest rate is reduced from 6 percent to 5^ percent.\nOn motion of Mr. Doudna, seconded by Mr. Whittenherg, it was voted that the\namount of $15,000 be paid on March 5, borrowing such amount from the Income of\nthe Permanent Fund Account as might be necessary to add to the uninvested cash\nof the principal of the Permanent Fund to permit a payment in that amount.\nIn summarizing the financial situation, the chairman pointed out that while the\ncondition of the Association seems to be very satisfactory, there is need to go\nslowly about increased or additional expenses until there is greater certainty regard¬\ning income for the full year.\nMr. Doudna suggested that the monthly financial report should be simplified and\nthat a condensed recapitulation should be arranged. Secretary Givens agreed that\neffort would be made for simplification.\nOn motion of President Smith, seconded by Mr. Doudna, the following resolution\nwas passed:\nResolved, That Joseph II. Saunders, chairman, and Willard E. Givens,\nsecretary, be, and they are hereby authorized to borrow from the National\nMetropolitan Bank of Washington, D. C., or from any other bank or banker,\nthe sum of $40,000 or as much thereof as may be needed for current obliga¬\ntions of the institution, when and as such needs occur.\nSecretary Givens presented a communication from the American Book Company,\ndated January 21, 1935, with reference to the reports of the Committee of Ten and\nthe Committee of Fifteen. The matter of demand for these reports, copyright condi¬\ntions, and other details were discussed, and action on the matter was referred to the\nsecretary for such reference as he might care to make to the Executive Committee.\nOn motion, the meeting was adjourned at 5: 50 o’clock.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nDenver, Colorado\nTuesday Afternoon, July 2, 1935\nThe Board of Trustees of the National Education Association convened in the\npresident’s suite, Brown Palace Hotel. Members present were: Joseph H. Saunders,\nchairman; J. M. Givinn, A. L. Whittenherg, and President Henry Lester Smith.\nSecretary Givens was also present.\nIn the absence of the secretary, Mr. Doudna, Mr. Whittenherg was elected secre¬\ntary pro tern. The minutes of the previous meetings were read and approved.\nChairman Saunders presented to the Board a report for the year. This report\nwas discussed by the members and was approved by the Board. The Board directed\nChairma?i Saunders to present the same to the Representative Assembly as the\nofficial annual report of the Board of Trustees.\nThe Board approved the report of the chairman in the matter of the foreclosure\nof the Rosenheim property and authorized the chairman to conclude his arrange¬\nments with Foster A. Parker, attorney for the Parker heirs, in that suit.\nThe Board authorized Chairman Saunders and Secretary Givens to negotiate a\nloan for $40,000 or as much thereof as may be necessary with any bank with whom\nthey find it most convenient, said loan to be used for the discharge of current ex¬\npenses until there shall be an accumulation of current receipts. The following reso¬\nlution was adopted:\n29\n\n"}
{"page": 902, "printed_page": null, "text": "896\n\nNational Education Association\n\nResolved, That Joseph H. Saunders, chairman, and Willard E. Givens,\nsecretary, be, and they are hereby authorized to borrow from the National\nMetropolitan Bank of Washington, D. C., or from any other bank or banker,\nthe sum of $40,000 or as much thereof as may be needed for current obliga¬\ntions of the institution, when and as such needs occur.\nSecretary Givens presented a suggestion to the Board of Trustees that certain\nminor changes be made in the interior of the administration building in order that\nsome improvement be made in the division of space. The Board authorized the\nsecretary to use $1200 or so much thereof as may be necessary to complete such\nchanges.\nThe Board determined by unanimous vote to direct Chairman Saunders to have\na surety bond issued covering the chairman of the Board of Trustees in the sum\nof ten thousand dollars ($10,000) and to pay the premium on such bond from the\nAssociation funds.\nNo further business appearing, the Board adjourned to meet Thursday evening,\nJuly 4, at 810 14th Street, following the adjournment of the general session of the\nAssociation.\nJoseph H. Saunders, Chairman\nA. L. Whittenberg, Secretary Pro Tern\n\nFriday Morning, July 5, 1935\nThe meeting of the newly elected Board of Trustees convened at 12: 15 a. m., at\nthe headquarters building. The meeting was called to order by Joseph H. Saunders,\nchairman of the previous Board. Members present were: Joseph LI. Saunders, chair¬\nman; J. M. Gvoinn, President Agnes Samuelson, and A. L. Whittenberg. First Vicepresident Henry Lester Smith and Secretary Givens also were present.\nIn the absence of Secretary Doudna, Mr. Whittenberg was elected secretary\npro tern.\nThe minutes of the previous meeting were read and approved.\nOn motion of Mr. Gvoinn, seconded by Mr. Whittenberg, it was voted that Mr.\nSaunders be continued as chairman of the Board of Trustees.\nOn motion of Mr. Whittenberg, seconded by Mr. Gvoinn, it was voted that Mr.\nDoudna be elected secretary of the Board of Trustees.\nThere being no further business, motion was made that the meeting be adjourned.\nJoseph H. Saunders, Chairman\nA. L. Whittenberg, Secretary Pro Tern\n\nFINANCIAL REPORT 1934-35\nSubmitted herewith is a complete financial statement for the fiscal year ended\nMay 31, 1935. It is prepared for the information of the Representative Assembly,\nthe Board of Directors, and the Officers of the Association.\nIncluded in the Financial Report is the Report of the Board of Trustees (financial),\nthe Report of Auditors, in the form submitted by Wayne Kendrick and Company,\nPublic Accountants, and covering completely the financial records of the Secretary’s\nOffice and the Permanent Funds in the custody of the Board of Trustees, and the\nReport of the Treasurer.\nWillard E. Givens,\nSecretary.\n\n"}
{"page": 903, "printed_page": null, "text": "Associational Records and Information\n\n897\n\nReport of Board of Trustees—Financial\nIt pleases the Board of Trustees to again report to the Association that our\nfinancial situation at the close of the current fiscal year, May 31, 1935, is satisfactory.\nOur permanent assets total $802,664.47 distributed as follows:\nCash on hand.\n$3,430.63\nSecurities .\n110,074.66\nLife Membership Notes.\n185,079.27\nReal Estate and Equipment, Less Mortgage. 475,457.01\nElementary School Principals Fund.\n6,718.86\nSuperintendence—Research Fund .\n18,264.99\nTeachers Welfare Fund.\n3,639.05\n$802,664.47\nThe corresponding total May 31, 1934, was $783,439.92, a gain during the year of\n$19,224.55.\nOur headquarters building, grounds, and equipment, less $8000 reserved for de¬\npreciation, cost us $575,457.01. In order to build the headquarters building, we bor¬\nrowed $200,000 at 6 percent with the proviso that the rate of interest would be\ndecreased to\npercent when one-half the debt was paid. During the current year\nwre paid $25,000 on this mortgage which with the $75,000 previously paid reduced\nour debt to $100,000, thereby saving $500 per annum in interest.\nInterest on all our securities has been paid in full except on the bonds of the\nSt. Louis and San Francisco Railway. This railroad is in the hands of a receiver.\nThe Parker Estate is still in process of settlement. Five shares of American Can\nPreferred Stock and first mortgage notes amounting to $1500 have been converted\ninto $2300 worth of Home Owners Loan Corporation Bonds and deposited in the\nTeachers Welfare Fund. Every effort is being made to secure all possible value\nout of the remaining properties—(See schedule, page 916).\nIn our operating account our receipts were $472,302.82 and our expenditures were\n$495,033.14, a loss of $22,730.32. Adjustment of purchase and depreciation of equip¬\nment leave a net loss of $21,957.48. The Trustees feel that an emergency created\nby a depression of several years' standing may justify a temporary expenditure in\nexcess of receipts, but that as a permanent policy the Association should balance\nits expenditures against its income, and re-create the reserve out of which the current\nloss has been paid.\nThe Permanent Fund has paid net income to the Association for the past four\nyears as follows:\n\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$32,077\n34,410\n36,165\n41,393\n\nIncrease over\nprevious year\n.\n$2333\n1755\n5128\n\nAny depletion of the Permanent Fund decreases the service the Association can\nrender to the teachers of the nation.\nAn itemized statement of the permanent funds follows:\n\n"}
{"page": 904, "printed_page": null, "text": "898\n\nNational Education Association\n\nPermanent Fund—Principal Account—May 31, 1935\nCash Report\nGeneral Funds\nCash on hand, May 31, 1934.\nReceipts from Life Membership.\nDisbursements:\nReduction on Mortgage, 1201 16th St., N. W.,\nWashington, D. C., held by Penn Mutual Life\nInsurance Co., Phila., Pa.\nTax on Checks.\nAdjustment of Returned Checks.\nPurchase on $2,391.48 State of Arkansas “ B ”\nBonds from Income Account.\n\n$9,304.00\n21,543.23\n-\n\n$30,847.23\n\n25,000.00\n.12\n25.00\n2,391.48\n-*-27,416.60\n$3,430.63\n\nCash on hand, May 31, 1935...\nElementary School Principals Fund\nOverdrafts, May 31, 1934.\nReceipts:\nCity of Portsmouth Coupons.\nLife Membership.\n\n$28.75\n25.00\n669.12\n\nCash on hand, May 31, 1935 .\n\n$665.37\n\nDepartment of Superintendence—Educational Research Fund\nOverdraft, May 31, 1934.\nReceipts:\nCity of Portsmouth Coupons.\nMembership .\n\n$177.04\n75.00\n1,424.55\n\nCash on hand, May 31, 1935 .\n\n$1,322.51\n\nTeachers JVelf are Fund\n\nPrincipal\nCash on hand, May 31, 1934.\nReceipts:\nProceeds of Sale of 5 shares American Can Pfd.\n\n$376.00\n759.66\n-$1,135.66\n\nDisbursements:\nPurchase of $750 Home Owners Loan Corp., 3% Bonds. ..\nCash on hand, May 31, 1935\n\n758.34\n$377.32\n\n"}
{"page": 905, "printed_page": null, "text": "899\n\nAssociational Records and Information\n\nTeachers Welfare Fund\nIncome\n\nCash on hand, May 31, 1934.\nReceipts:\nInterest\n\n.\n\n$673.94\n286.95\n$960.89\n\nDisbursements:\nCost of Exchanging Marchetti Notes for HOLC\nBonds—2S% .\n\n7.50\n\nCash on hand, May 31, 1935.\n\n$953.39\n\nTotal Cash, May 31, 1935.\nDEPOSITED in American Security & Trust Co.—Checking\nAccount .\n$5,164.01\nDEPOSITED in American Security & Trust Co.—Thrift\nAccount .\n1,585.21\n\n$6,749.22\n\n$6,749.22\n\nPermanent Fund—Income Account—May 31, 1935\nBalance in Liberty National Bank, Washington, D. C., May 31, 1934_\nReceipts:\nInterest on Bonds.\nInterest on Bank Deposit.\nRent for Headquarters Building for year ending May 31,\n1935 .\nProceeds of State of Arkansas Bonds rec’d as interest sold\nto the Permanent Fund, Principal Account.\n\n$4,229.68\n514.88\n43,000.00\n2,391.48\n-\n\nDisbursements:\n1 Year’s interest on Mortgage of Headquarters Building\nto Penn Mutual Life Insurance Co., Phila., Pa.\nE. Quincy Smith, Premium on Insurance Headquarters\nBuilding to Sept. 1937.\nAlterations and Repairs on Building.\nRalph D. Quinter—Retainer Fee.\nCost of Shipping Coupons.\nTo Treasurer of National Education Association for In¬\ncome 1933-34 .\nTo Treasurer of National Education Association for In¬\ncome 1934-35 .\n\n$36,165.49\n\n50,136.04\n$86,301.53\n=====\n\n$7,200.00\n486.00\n806.93\n250.00\n.16\n36,165.49\n41,392.95\n$86,301.53\n\nA full statement of the assets of the Permanent Fund is found in Exhibit “ D,”\npage 913. The list of the Permanent Fund securities is found in Exhibit “ E,” pages\n914 and 915. The list of properties in the Teachers Welfare Fund is in Exhibit “ F,”\npage 916.\n\n['Joseph H. Saunders, Chairman\nBoard\nof\nTrustees\n\nJune 21, 1935.\n\nE. G. Doudna, Secretary\nJ. M. Gwinn\nA. L. Whittenberg\nHenry Lester Smith,\n\nPresident\n\n"}
{"page": 906, "printed_page": null, "text": "National Education Association\n\nReport of Auditors\nWAYNE KENDRICK & COMPANY\nCERTIFIED PUBLIC ACCOUNTANTS\nRUST BUILDING, WASHINGTON, D. C.\n\nJune 20, 1935\nDr. Henry Lester Smith, President\nNational Education Association of the United States\n1201 Sixteenth Street, N. W.\nWashington, D. C.\n\nDear Sir:\nWe have examined the books and records of account of the National Education\nAssociation of the United States for the fiscal year ended May 31, 1935, and submit\nherewith our report consisting of the following exhibits and comments:\nExhibit “A ”—Statement of Assets and Liabilities As at May 31, 1935.\nExhibit “ B ”—Condensed Comparative Statement of Income and Expenses For\nthe Fiscal Years ended May 31, 1934 and 1935.\nExhibit “C”—Income and Expenses For the Fiscal Year ended May 31, 1935.\nExhibit “ D ”—Assets of Permanent Funds As at May 31, 1935.\nExhibit “ E ”—Securities of Permanent Funds As at May 31, 1935.\nExhibit “F ”—Properties Held for the Credit of the Teachers Welfare Fund As\nat May 31, 1935.\n\nComments\nOur examination consisted principally of the verification of assets and liabilities\nof the Association as at May 31, 1935, but we made sufficient tests of income and\nexpense accounts to substantially determine the accuracy thereof.\nCash—$63,569.15. Cash in banks was verified by a comparison of all checks\npaid by the banks with the amounts entered in the books of account. We also\ninspected the checks as to payees and endorsements. All bank accounts were\nverified by direct correspondence with the depositories, and where statements were\nfurnished by the banks, the balances shown thereon were reconciled to the amounts\nshown by the books. Cash on hand was verified by actual count. Permanent Fund\nIncome Checks were verified by inspection of the checks showing payments to the\nRegular Account.\nAccounts Receivable amounting to $5,357.56 were verified by inspection of the\nindividual accounts in the ledger. The greater part of these accounts are for current\nadvertising, and were verified thru inquiries in the Business Manager’s Office.\nProtested Checks, $865.80, were examined by us insofar as possible. The majority\nof checks returned unpaid prior to February 1932, however, had been sent to the\nmakers, and the only evidence available for our inspection was the letter of trans¬\nmittal to the makers of such checks.\nPostdated and Foreign Checks Receivable (Time Checks), $1,286.60, were veri¬\nfied by inspection of the time checks and by inspection of bank pass books for\nforeign checks entered for collection. Such checks as were returned by the banks\nunpaid at maturity date are included in “ Protested Checks.” After a careful check\nof these accounts, we believe the Reserve for Doubtful Accounts amounting to\n$1,958.66 is sufficient to take care of any loss from this source.\nCommercial National Bank Receiver’s Certificates were verified by inspection of\nthe certificates. At the present time, it is estimated that this bank will pay 70 percent\n\n"}
{"page": 907, "printed_page": null, "text": "901\n\nAssociational Records and Information\n\nof the funds on deposit at the time it closed in March 1933.\n\nOn this basis you\n\nshould realize $14,823.30 of the unpaid amount shown in the Balance Sheet.\nState, County,\nwarrants.\n\nand\n\nMunicipal\n\nWarrants\n\nwere\n\nverified\n\nby\n\ninspection\n\nof\n\nsuch\n\nStamped Envelopes and Cards, $392.30, and Office Supplies, $403.99, were in¬\nventoried by your staff, and an inspection was subsequently made by us to determine\nthe reasonableness thereof. We also checked the calculations and extensions.\nOffice Furniture and Fixtures, $22,900.00, is the net value shown by the records\nafter deducting the Reserve for Depreciation amounting to $26,092.35. We verified\nthe additions made during the year to this account by inspection of purchase invoices.\nA physical inventory was made by your employees, which we examined and com¬\npared with a similar inventory at May 31, 1934.\n\nDepreciation in the amount of\n\n$705.75 has been charged off for the year.\nWhile depreciation on the building is recognized, if such a deduction were made,\nit would be necessary to set aside cash from income accounts to increase the “ De¬\npreciation Fund.”\n\nDepreciation has not been deducted for the past three years due\n\nto the fact that the income has been insufficient.\n\nWhile it may not be convenient\n\nto make an appropriation from income for this purpose for the ensuing year, the\ndepreciation factor should be borne in mind.\n\nShould the depreciation deduction\n\napproximating $8000 annually be resumed, the income from the Permanent Fund\nwould be reduced by this amount before the transfer thereof to the Regular or\nOperating Account.\nNotes Receivable—Life Members, $185,079.27, as shown in Exhibit “ D,” were\nexamined and found to be in agreement with the books.\n\nWe found payments had\n\nnot been made since December 1932, on $90,561.50 of these notes.\n\nThese are non-\n\nnegotiable instalment notes given in payment of Life Memberships.\n\nAn unascer-\n\ntainable amount of the above payments have been extended at the request of the\nmakers.\nInvestments in Securities were verified by actual inspection. It will be noted from\nExhibit “E” that no interest was received on the St. Louis and San Francisco\nRailroad Bonds during the year.\n\nThe St. Louis and San Francisco Railroad is in\n\ndefault on interest due January 1, 1933, and subsequent thereto.\n\nAccording to the\n\nagreement of the Manhattan Railway Company, interest due April 1, 1935, which\nwas not paid at May 31, 1935, became delinquent on the latter date, but has since\nbeen paid.\n\n"}
{"page": 908, "printed_page": null, "text": "902\n\nNational Education Association\n\nIt will be noted from Exhibit “A” that the total net equity value of the Perma¬\nnent Fund Assets was $802,664.47 at May 31, 1935, as compared to $783,439.92 at\nMay 31, 1934. The increase is accounted for as follows:\nGross Value at May 31, 1934, as shown by prior audit report. $908,439.92\nLess: First Trust Payable—'May 31, 1934.\n\n125,000.00\n\nNet Equity shown above at May 31, 1934. $783,439.92\n\nTo Which Add:\nIncrease\n\nMemberships.\n\n14,537.88\n\nIncrease in Elementary School Principals Account—Net.\n\nin\n\nLife\n\n670.09\n\nDepartment of Superintendence—Transferred from National Education\nAssociation\n\n.\n\n1,427.47\n\nTeachers Welfare Fund.\n\n2,589.11\n\nNET EQUITY MAY 31, 1935—As shown by Exhibit “A”.\n\n$802,664.47\n\nVouchers Payable $31,889.94, were verified by inspection of invoices and state¬\nments from creditors and examination of the accounts in the voucher register.\n\nWe\n\nalso ascertained from the cash book that none of these liabilities had previously\nbeen paid.\n\nInquiry was made of the purchasing department to determine that no\n\npurchases had been made that were not recorded on the books.\nWe\n\nchecked\n\nthe\n\namounts\n\ndue\n\nthe\n\nElementary\n\nSchool\n\nPrincipals,\n\nAmerican\n\nEducational Research, and Department of Superintendence with records kept by\nthese Departments.\n\nAmounts due other Associated Departments were accepted as\n\nshown by the books.\n\nThe total shown on Exhibit “A” consists of amounts due\n\nDepartments as follows:\n\nSuperintendence\n\n. $20,131.70\n\nRural\n\n.\n\n1,421.48\n\nLip Reading .\n\n91.99\n\nEducation\n\nElementary\n\nPrincipals.\n\n1,899.63\n\n.\n\n208.55\n\nAmerican Educational Research.\n\n8,423.60\n\nAdult\n\nSchool\n\nEducation\n\nSecondary\n\nSchool\n\nPrincipals.\n\n24.00\n\nSupervisors and Teachers of Home Economics.\n\n414.03\n\nSupervisors and Directors of Instruction.\n\n107.73\n$32,722.71\n\nThe first trust note payable, $100,000, against the real estate and building at\n16th and M Streets, was verified by direct correspondence with the holder of the\nnote.\n\nThis note was curtailed $25,000 during the year reducing it from $125,000\n\nto $100,000 as shown above.\n\n"}
{"page": 909, "printed_page": null, "text": "903\n\nAssociational Records and Information\n\nYour Association owns certain personal\n\nand\n\nreal property received from the\n\nEstate of Manila Z. Parker, as shown in Exhibit “F” of this report. These assets\nhave not yet been entered on the books, due to the uncertain value of some of the\nsecurities.\n\nAs values\n\nare established by exchange or otherwise they\n\nare being\n\nrecorded on the books as an increase to the Teachers Welfare Fund.\nThe total expenditures authorized in the budget for the fiscal year ended May 31,\n1935, were $488,285.00 as compared to the actual expenditures of $495,033.14.\n\nThe\n\nexcess of expenditures over allowance is amply accounted for by the increased\npayments to the Department of Superintendence and the larger expenses of the\nconvention exhibit in February both of which exceeded budget estimates and both\nof which were automatically increased by the greater size and earnings of the\nexhibit beyond those estimated at the time the budget was prepared.\nIt should be further noted that the budget adopted for the year ended May 31,\n1935, authorized an excess of expenditures over estimated income to the amount of\n$42,085.00.\n\nOn account of increase in actual income over estimated income the\n\nactual excess of expenditures over income is $22,730.32 or eliminating the expendi¬\nture for Furniture and Fixtures is $21,251.73.\nA\n\ncomparative\n\nsummary\n\nof\n\nbudgeted\n\nand\n\nactual\n\nexpenditures\n\nshowing\n\nthe\n\namounts under or over the budgeted figures, is shown below:\nOver or\nActual\n\nBudget\n\nUnder\n\nExpenditure\n\nAllowance\n\nBudget\n\nBoard of Trustees.\n\n$1,492.52\n\n$2,000.00\n\n$507.48\n\nExecutive Committee\n\n4,312.15\n\n\\2,500.00\n\n1,312.15\n\n.\n\nPresident’s Contingent Fund.\n\nJ\n\n500.00\n\nBoard of Directors.\n\n9,704.23\n\n8,000.00\n\n1,704.23\n\nGeneral Secretary’s Office.\n\n36,235.29\n\n32,065.00\n\n4,170.29\n\nField Division—Legislative\n\n...\n\n12,888.41\n\n13,600.00\n\nDivision of Business.\n\n17,889.64\n\n18,365.00\n\n711.59\n475.36\n\nDivision of Publications.\n\n45,120.27\n\n44,370.00\n\n750.27\n\nDivision of Research.\n\n62,795.00\n\n320.71\n\nDivision of Classroom Service.\n\n63,115.71\n7,308.14\n\n7,725.00\n\nDivision of Administrative Service.\n\n9,162.69\n\n9,185.00\n\n416.86\n22.31\n\nDivision of Records and Membership.\n\n55,032.03\n\n54,835.00\n\n197.03\n\nPhysical Plant .\n\n56,032.38\n\n54,665.00\n\n1,367.38\n\nGeneral Office—Operating Expense.\n\n7,665.58\n\n6,730.00\n\n935.58\n\nFurniture and Fixtures Purchases.\n\n1,478.59\n\n1,500.00\n\n21.41\n\nAnnual Conventions .\n\n29,260.80\n\n20,500.00\n\n8,760.80\n\nNational Education Association Journal....\n\n72,270.93\n\n75,000.00\n\n2,729.07\n\nOther Publications.\n\n21,276.41\n\n15,100.00\n\n6,176.41\n\nFinancing Delegates .\n\n6,488.75\n\n9,000.00\n\nDepartment and Committee Appropriations. .\n\n27,730.33\n\n37,300.00\n\nAssociation Membership Fees.\n\n1,100.00\n\n1,200.00\n\n2,511.25\n9,569.67\n100.00\n\nRetirement Annuities and Insurance.\n\n9,468.29\n\n9,350.00\n\n118.29\n\n2,000.00\n\n2,000.00\n\n$488,285.00\n\n$6,748.14\n\nEmergency Fund .\n$495,033.14\n\nFrom the Emergency Fund shown above amounts totaling $800 were transferred\nby authority of the Executive Committee to the credit of several budgeted items\nunder the\n\nhead\n\nof “ Special\n\nenumerated in Schedule “ B-6.”\n\nAppropriations,”\n\nwhich\n\nare\n\nincluded\n\ntherein\n\nand\n\n"}
{"page": 910, "printed_page": null, "text": "904\n\nNational Education Association\n\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.\nThe cash surrender value of all policies issued under this insurance plan at May 31,\n1935, aggregates $102,603.30, of which under the operation of the plan approxi¬\nmately $64,691.14 belongs to employees and $37,912.16 belongs to your Association.\nPrepaid subscriptions and memberships have been treated as income at the time\nreceived.\n\nLikewise such items as costs of unprinted journals, prepaid insurance,\n\nprepaid commission on renewal of first trust note payable, etc., have been treated\nas expenses at the time the invoices were received.\nThe following is a summary of the Permanent Fund Income Account for the\ncurrent year:\nIncome\nInterest on Deposits.\n\n$514.88\n\nInterest on Bonds.\n\n4,229.68\n\nRent at Headquarters Building.\n\n43,000.00\n\nProceeds of State of Arkansas Bonds Received as Interest.\n\n2,391.48\n$50,136.04\n\nDeduct:\nExpenses\nAttorney’s Fee .\n\n$250.00\n\nInterest on First Trust Note Payable. 7,200.00\nInsurance\n\n.\n\n486.00\n\nPostage on Coupons.\n\n.16\n\nBuilding Repairs .\n\n806.93\n-\n\n8,743.09\n\nBalance Transferred to Treasurer of National Education Asso¬\nciation\n\n.\n\n$41,392.95\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 true\nfinancial position of the National Education Association as at May 31, 1935.\nRespectfully submitted,\nWayne Kendrick & Company,\n\nBy T. Delos Paxman,\n\nCertified Public Accountant.\n\n"}
{"page": 911, "printed_page": null, "text": "905\n\nAssociational Records and Information\n\nStatement of Assets And Liabilities as at May 31, 1935\nAssets\nGENERAL ACCOUNTS\nCash\nOn Deposit and On Hand\nSpecial Account.\nRegular Account\nOn Deposit . $7,761.69\nPermanent Fund Income Checks On\nHand . 39,001.47\nPetty Cash.\nAccounts Receivable\nAdvertisers, Publications, etc.\nPostdated and Foreign Checks.\nProtested Checks .\n\nEXHIBIT ,(A ”\n\n$16,329.33\n\n46,763.16\n476.66\n-\n\n$63,569.15\n\n$3,205.16\n1,286.60\n865.80\n\n$5,357.56\n1,958.66\nCommercial National Bank Receiver’s Certificates. $37,055.70\nLess: Reserve for Unpresented Checks.\n185.00\nState, County, and Municipal Warrants.\nInventories\nStamped Envelopes and Cards.\n$392.30\nOffice Supplies .\n403.99\nVolumes of Proceedings and Publications.\n500.00\nTravel Advances .\nOffice Furniture and Fixtures. $48,992.35\nLess: Reserve for Depreciation.\n26,092.35\n-\n\n22,900.00\n\nTOTAL GENERAL ACCOUNTS ASSETS.\nPERMANENT FUNDS ASSETS—Per Exhibit “D ”.\n\n$138,530.01\n802,664.47\n\nTOTAL ASSETS .\n\n$941,194.48\n\nLess': Reserve for Doubtful Accounts.\n\n3,398.90'\n\n36,870.70\n10,268.66\n\n1,296.29\n226.31\n\nLiabilities and Net Worth\nLIABILITIES\nVouchers Payable . $31,889.94\nDue to Associated Departments.\n32,722.71\nReal Estate Trust Notes Payable\n($100,000.00 Contra—Deducted from Assets in Exhibit\n“D”)\nNET WORTH—REPRESENTED BY\nPermanent Funds\nGeneral Fund . $774,041.57\nElementary School Principals Fund.\n6,718.86\nDepartment of Superintendence—Educational Research\nFund .\n18,264.99\nTeachers Welfare Fund.\n3,639.05\n-\n\nSurplus\nBalance June 1, 1934.\nDeduct:\nNet Loss for the Fiscal Year ended May 31, 1935—\nFrom Exhibit \" B ”.\n\n$64,612.65\n\n802,664.47\n\n$95,874.84\n\n21,957.48\n-\n\n73,917.36\n\nTOTAL LIABILITIES AND NET WORTH.\n\n$941,194.48\n\n"}
{"page": 912, "printed_page": null, "text": "906\n\nNational Education Association\n\nCondensed Comparative Statement of Income and Expenses\nfor the Fiscal Years Ended May 31, 1934 and 1935\nEXHIBIT “B ’’\n1935\nIncrease or\nFiscal Year Ended May 31 Decrease\n1934\nOver 1934\n1935\nINCOME\nMemberships from Secretary’s Office. $163,555.54\nN. E. A. Journal—Subscriptions and Ad¬\nvertising .\n182,862.61\nCommercial Exhibits .\n30,372.45\nResearch Bulletins.\n4,504.85\nHonorariums .\n2,489.38\n8,980.44\nRentals .\nSales of Reports, Pamphlets, etc.\n7,937.46\nAmerican Education Week—Material Sales\n6,617.87\n36,165.49\nPermanent Fund—Net Income.\n306.71\nSundry Income .\nContributions—Legislative Commission for\n5,894.86\nFederal Emergency Aid.\nTOTAL INCOME\n\n$449,687.66\n\n$166,443.33\n\n$2,887.79\n\n189,901.71\n36,515.70\n6,313.07\n2,242.94\n9,176.87\n9,333.82\n7,581.20\n41,392.95\n354.42\n\n7,039.10\n6,143.25\n1,808.22\n\n3,046.81\n\n2,848.05\n\n$472,302.82\n\n$22,615.16\n\n246.44\n196.43\n1,396.36\n963.33\n5,227.46\n47.71\n\n"}
{"page": 913, "printed_page": null, "text": "Associational Records and Information\n\n907\n\nEXHIBIT “B”\n1935\nIncrease or\nFiscal Year Ended May 31 Decrease\nSchedule\n1934\n1935\nOver 1934\nEXPENSES\nBoard of Trustees. .. “B-1”\n$601.16\nBoard of Directors. . . \" B-1 ”\n7,248.93\nExecutive Committee . . . “ B-2 ”\n2,701.17\nGeneral Headquarters . . . “B-2”\n6,591.58\nPhysical Plant . .. “B-4”\n54,498.32\nInstitutional Expense. .. “B-5”\n100,911.55\nSpecial Appropriations . .. “B-6”\n27,517.24\nAssociations’ Membership Fees. .. “B-6”\n1,200.00\nFinancing of Delegates. .. “B-6”\n9,352.25\nLife Annuities and Insurance. . .. “B-6”\n8,913.87\nGeneral Secretary’s Office and\nDivision of Accounts. .. “B-7”\n29,984.92\nDivision of Legislation. .. “B-8”\n12,020.26\nDivision of Business. .. “B-9”\n16,308.25\nDivision of Publications. .. “ B-10 ”\n42,324.67\nDivision of Research. .. “B-ll”\n54,900.10\nDivision of Classroom Service. .. “B-12”\n7,313.85\nDivision of Administrative\nService . .. “B-12”\n8,544.68\nDivision of Records and\nMembership . .. “B-14”\n51,679.65\n\n$1,492.52\n9,704.23\n4,312.15\n7,665.58\n56,032.38\n122,808.14\n27,730.33\n1,100.00\n6,488.75\n9,468.29\n\n$891.36\n2,455.30\n1,610.98\n1,074.00\n1,534.06\n21,896.59\n213.09\n\n36,235.29\n12,888.41\n17,889.64\n45,120.27\n63,115.71\n7,308.14\n\n6,250.37\n868.15\n1,581.39\n2,795.60\n8,215.61\n\n9,162.69\n\n618.01\n\n55,032.03\n\n3,352.38\n\nTOTAL OPERATING EXPENSES. $442,612.45\n\n$493,554.55\n\n$50,942.10\n\nNET INCOME OR LOSS BEFORE PROVISION FOR BAD DEBTS, PROTESTED CHECKS, AND DEPRECIATION..\n\n$21,251.73\n\n$7,075.21\n\nDeduct:\nProvision fnr Bad Debts.\n\n$911.47\n\nDepreciation of Office Furniture and\nEquipment .\n\nINCOME OR LOSS FROM OPERATIONS.\nDeduct:\nNON-OPERATING DEDUCTIONS.\nNET INCOME OR LOSS FOR THE FISCAL YEARS ENDED MAY 31, 1934\nAND 1935—Transferred to Exhibit “A”..\n\n$705.75\n$911.47\n\n$705.75\n\n$6,163.74\n\n$21,957.48\n\n3,477.73\n\n$2,686.01\n\n$21,957.48\n\n100.00\n2,863.50\n554.42\n\n5.71\n\n"}
{"page": 914, "printed_page": null, "text": "908\n\nNational Education Association\n\nIncome and Expenses for the Fiscal Year Ended May 31, 1935\nEXHIBIT “C ”\nINCOME\nMemberships fr<?m Secretary’s Office. $166,443.33\nN. E. A. Journal\nSubscriptions (Part of Membership Dues). $151,730.46\nAdvertising .\n38,171.25\n- 189,901.71\nCommercial Exhibits .\n36,515.70\nResearch Bulletins\nSubscriptions .\n$3,898.21\nSales .\n2,414.86\n—6,313.07\nHonorariums .\n2,242.94\nRentals .\n9,176.87\nSales of Reports, Pamphlets, etc.\n9,333.82\nAmerican Education Week Material Sales.\n7,581.20\nPermanent Fund Net Income.\n41,392.95\nSundry Income.\n354.42\nContributions-Legislative Commission for Federal Emergency Aid. .. .\n3,046.81\nTOTAL INCOME . $472,302.82\nEXPENSES\nSchedule “ B-l”\nBoard of Trustees.\n$1,492.52\nBoard of Directors.\n9,704.23\n- $11,196.75\nSchedule “B-2”\nExecutive Committee Expense\nPresident 1934-1935 .\n$1,276.25\nPresident’s Contingent Fund 1934-1935.\n824.81\nPresident 1933-1934 .\n285.62\nPresident’s Contingent Fund 1933-1934.\n375.40\nFirst Vicepresident 1934-1935.,.\n84.42\nFirst Vicepresident 1933-1934.\n49.00\nTreasurer .\n344.37\nChairman Board of Trustees.\n602.50\nMember by Election.\n469.78\n4,312.15\n\n"}
{"page": 915, "printed_page": null, "text": "Associational Records and Information\n\n909\n\nSchedule “ B-3 ”\nGeneral Headquarters Expense\nAuditing Association Accounts.\n\n$700.00\n\nExpress and Freight.\n\n547.19\n\nGeneral Expense .\n\n537.57\n\nGovernment Tax on Checks.\n\n108.74\n\nInsurance\n\n.\n\n652.12\n\nInterest and Discount Allowed.\n\n851.47\n\nPostage—Miscellaneous Reports .\n\n42.52\n\nRefunds from Overpayments.\n\n77.41\n\nRepairs—Office Furniture and Fixtures.\n\n240.09\n\nSurety Bonds .\n\n241.71\n\nTelephone Service.\n\n3,666.76\n7,665.58\n\nSchedule “B-4 \"\nPhysical Plant\n.\n\n$43,000.00\n\nLight and Power.\n\n1,675.72\n\nRents\n\n.\n\n1,506.83\n\nJanitor Service.\n\n7,467.96\n\nMaintenance..\n\n2,381.87\n\nHeat\n\n56,032.38\n\nSchedule t(B-5 ”\nInstitutional Expense\nAnnual Convention\nDepartmental\n\n.\n\n$100.43\n\nRegistration Bureau .\n\n428.97\n\nStenographers\n\nand Typists.\n\n603.33\n\n.\n\n502.52\n\nPrinting .\n\n2,134.90\n\nPublicity\nExpress\n\nExpense\n\nand Freight.\n\n76.62\n\nTelephone and Telegraph.\n\n22.90\n\nGeneral Program .\n\n1,308.23\n\nBadges .\nRepresentative Assembly Expense.\n\n52.50\n493.86\n7?A 7 f,\n\nOperation of Exhibits\nCost of Operation.\n\n$10,025.51\n\nPortion of Net Income Paid to Department\nof Superintendence .\n\n13,511.03\n-*-\n\n23,536.54\n\nPrinting and Distribution\nN. E. A. Journal.\n\n$72,270.93\n\nVolume of Proceedings.\n\n9,355.48\n\nPublications and Reports.\n\n6,315.26\n\nResearch Bulletin.\n\n5,605.67\n-\n\n93,547.34\n122,808.14\n\n"}
{"page": 916, "printed_page": null, "text": "910\n\nNational Education Association\n\nSchedule “ B-6 ”\nSpecial Appropriations\nCommission on Enrichment of Adult Life.\n\n$203.84\n\nCommittee on Economic Status of the Teacher.\n\n462.17\n\nCommittee of 100 on Retirement.\n\n109.53\n\nCommittee on Social-Economic Goals of America.\n\n342.08\n\nCommittee on Tenure.\nHealth Education\n\n2,046.00\n\nDepartment of School Health and Physical\nEducation\n\n.\n\n$5.89\n\nJoint Commission on Health Problems in\nEducation\n\n.\n\n161.02\n\n—-166.91\nLegislative Commission .\n492.51\nDepartment of Kindergarten-Primary Education.\n\n156.06\n\nLegislative Commission-Federal Emergency Aid.\n\n926.77\n\nDepartment of American Educational Research.\n\n500.00\n\nDepartment of Adult Education.\n\n500.00\n\nDepartment of Classroom Teachers.\n\n8,368.46\n\nDepartment of Rural Education.. ..\n\n300.00\n\nDepartment of Secondary Education.\n\n1,529.84\n\nNational Council on Education.\n\n120.94\n\nDepartment of Science Instruction.\n\n150.45\n\nJoint Emergency Commission.\n\n3,232.33\n\nCommittee on Resolutions.\n\n223.26\n\nDepartment of Business Education.\n\n100.62\n\nDepartment of Art Education.\n\n242.03\n\nCommittee on Amending Charter of N. E. A.\n\n1,043.21\n\nNational Committee on Federal Aid to Education.\n\n5,076.83\n\nDepartment\nEconomics\n\nof\n\nSupervisors\n\nand\n\nTeachers\n\nof\n\nHome\n\n.\n\n200.00\n\nCommittee of Seven on Reorganizing N. E. A.\n\n1,236.49\n\nAssociations’ Membership Fees\nUnited States Chamber of Commerce....\n\n$100.00\n\nWorld Federation of Education Associa¬\ntions\n\n.\n\n.\n\n1,000.00\n\n-\n\n1 100.00\n\n,\n\nFinancing of Delegates.\n\n6,488.75\n\nRetirement Annuities and Insurance.\n\n9,468.29\n$44,787.37\n\nSchedule “B-7 ”\nGeneral Secretary’s Office and Division of Accounts\nGeneral Secretary’s Office\nSalaries and Clerical Services.\n\n$24,483.47\n\nTraveling Expense .\n\n970.54\n\nStationery and Office Supplies.\n\n374.90\n\nPostage and Stamped Envelopes.\n\n1,141.81\n\nTelegrams\n\n.\n\n219.82\n\nDivision of Accounts\nSalaries and Clerical Services.\n\n$8,379.25\n\nTraveling Expense .\n\n61.25\n\nStationery and Supplies.\n\n282.18\n\nPostage and Stamped Envelopes.\n\n316.02\n\nTelegrams .\n\n6.05\n-\n\n9,044.75\n36,235.29\n\n"}
{"page": 917, "printed_page": null, "text": "Associational Records and Information\n\n911\n\nSchedule “ B-8 ”\nDivision of Legislation (Field Division)\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\n\n$10,955.25\n1,608.33\n95.73\n181.26\n47.84\n12,888.41\n\nSchedule “B-9”\nDivision of Business\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\nAdvertising Expense .\nTyping Section.\nMailing Section—Postage and Clerical Service.\nMultigraph Section.\n\n$14,909.46\n811.37\n289.48\n327.35\n42.24\n235.89\n10.40\n1,254.99\n8.46\n17,889.64\n\nSchedule “B-10 33\nDivision of Publications\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\nCuts, Leaflets, and Packets.\nAmerican Education Week.\nReprints .\nPhotos and Prints.\n\n$37,579.21\n964.71\n1,110.89\n1,735.09\n190.42\n540.08\n2,106.05\n452.82\n441.00\n\nt\n\n45,120.27\n\nSchedule “ B-ll33\nDivision of Research\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes. ..\nTelegrams.\nSpecial Charts, Tables, etc.\nBooks and pamphlets—Library.\nState Legislative Service.\n\n$56,657.97\n936.20\n1,128.68\n1,230.28\n70.88\n835.20\n461.13\n1,795.27\n$63,115.71\n\n"}
{"page": 918, "printed_page": null, "text": "912\n\nNational Education Association\n\nSchedule “B-12 ”\nDivision of Classroom Service\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\n\n$6,957.62\n62.30\n101.70\n185.26\n1.26\n7,308.14\n\nSchedule “B-13 ”\nDivision of Administrative Service\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes.\n\n$9,026.95\n38.40\n96.59\n.75\n9,162.69\n\nSchedule “ B-14 ”\nDivision of Records and Membership\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes.\nTelegrams.\nAddressograph.\n\n$27,664.09\n488.04\n199.75\n248.99\n6.41\n360.20\n\nPromotion and Maintenance of Membership.\n\n$28,967.48\n26,064.55\n55,032.03\n\nTOTAL EXPENSES . $493,554.55\nNET LOSS BEFORE PROVISION FOR BAD DEBTS, PROTESTED\nCHECKS, AND DEPRECIATION.\n\n$21,251.73\n\n"}
{"page": 919, "printed_page": null, "text": "913\n\nAssociational Records and Information\n\nAssets of Permanent Funds as at May 31, 1935\nEXHIBIT “D ”\nGENERAL FUND\nCash .\nNotes Receivable—Life Members.\nInvestments in Securities (Book Value)—Exhibit “ E\n.\nOffice Equipment.\nReal Estate Building and Improvement. $570,313.00\nLess: Reserve for Depreciation.\n8,000.00\n$562,313.00\nLess: First Trust Payable.\n100,000.00\n-\n\n$3,430.63\n185,079.27\n110,074.66\n13,144.01\n\n462,313.00\n- $774,041.57\n\nELEMENTARY SCHOOL PRINCIPALS FUND\nCash .\nInvestment in Securities (Book Value)—'Exhibit “E”....\n\n$665.37\n6,053:49\n6,718.86\nDEPARTMENT OF SUPERINTENDENCE—EDUCATIONAL\nRESEARCH FUND\nCash .\n$1,322.51\nInvestments in Securities (Book Value)—Exhibit “E”...\n16,942.48\n——18,264.99\nTEACHERS WELFARE FUND\nCash .\n$1,330.71\nInvestments in Securities (Book Value)—Exhibit “E”...\n2,308.34\n3,639.05\n\nTOTAL PERMANENT FUND ASSETS—To Exhibit “A”. $802,664.47\nNOTE: Teachers Welfare Fund includes $953.39 income received since establish¬\nment of this Fund.\n\n"}
{"page": 920, "printed_page": null, "text": "914\n\nNational Education Association\n\nSecurities of Permanent Funds as at May 31, 1935\nEXHIBIT “E ”\n\nPar Value\n\nBook Value\n\nInterest\nCollected\nfor Fiscal\nYear\n1934-1935\n\n$5,000.00\n\n$5,206.39\n\n$225.00\n\n5,000.00\n\n5,166.511\n\n23,000.00\n\n23,558.90 -\n\n2,391.48\n\n2,391.48.\n\n5,000.00\n\n5,470.75\n\n249.90\n\n5,000.00\n\n5,064.38\n\n225.00\n\n1,000.00\n\n892.50\n\n44.74\n\n5,250.00\n\n4,331.25\n\n10,000.00\n\n9,600.00\n\n400.00\n\n4,000.00\n\n3,900.00\n\n159.76\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n9,500.00\n\n399.90\n\n15,000.00\n\n15,050.00\n\n599.90\n\nTOTAL—To Exhibit “D”. $110,641.48\n\n$110,074.66\n\n$6,621.16\n\nGENERAL FUND\nState and Municipal Bonds\nCity of Monessen, Pa., 4^2% Due\n8-1-51 .\nState of Arkansas Toll Bridge 5%\nDue 9-1-60 .\nState of Arkansas Toll Bridge 5%\nDue 9-1-44 .\nState of Arkansas 3\nSeries “ B ”\nDue 10-1-53.\nCounty of Columbus, N. C., 5%\nDue 1-1-54 .\nCounty of Aiken, S. C., 4\nDue 2-1-39 .\nCity of Newport News, Va., 4^4%\nDue 6-1-48 .\nRailroad Bonds\nSt. Louis and San Francisco R. R. Co.\nPrior Lien 4% Due 7-1-50—Certifi¬\ncate of Deposit.\nAtlantic Coast Line R. R. Co. 1st Cons.\nMtge. 4% Due 7-1-52.\nManhattan Railway Co. Cons. Mtge. 4%\nDue 4-1-90.\nBaltimore and Ohio R. R. Co. (Pitts¬\nburgh, Lake Erie and W. Va. System)\nRef. Mtge. 4% Due 11-1-41.\nChicago, Indiana and Southern Ry. Co.\n4% Due 1-1-56.\nTerminal Railroad Association of St.\nLouis Gen. Mtge. 4% Due 1-1-53.\n\n3,516.96*\n\n* Interest received on these bonds at 3^2% rate. Balance to be paid in Series “ B ”\nBonds. Such bonds received for back interest included herein.\n\n"}
{"page": 921, "printed_page": null, "text": "Associational Records and Information\n\nPar Value\n\n915\n\nEXHIBIT “E”\nInterest\nCollected\nfor Fiscal\nYear\nBook Value 1934-1935\n\nELEMENTARY SCHOOL PRINCIPALS FUND\nNewport News City Street Improvement\nand Sewerage Cons. 5^4% Due 12-1-60. .\n$5,000.00\nCity of Portsmouth, Va., Waterworks 5%\nDue 12-1-48 .\n1,000.00\n\n$5,000.00\n\n$275.00\n\n1,053.49\n\n50.00\n\nTOTAL—To Exhibit “ D ”.\n\n$6,053.49\n\n$325.00\n\n$6,000.00\n\nDEPARTMENT OF SUPERINTENDENCEEDUCATIONAL RESEARCH FUND\nU. S. Government 4^4%.\n$50.00\"!\nU. S. Treasury 2%% Due 3-15-55.\n150.00J\nU. S. Treasury 3^4% Due 1944-46.\n200.00\nSouth Carolina Highway Certificate of\nIndebtedness 4^4% Due 12-1-46.\n2,000.00\nNewport News City Street Improvement\nand Sewerage Cons. 5^4% Due 12-1-50\n11,000.00\nPortsmouth, Va., Waterworks 5% Due\n12-1-48 .\n3,000.00\n\n219.691\n200.00 J\n\n$13.25\n\n2,077.28\n\n95.00\n\n11,285.00\n\n605.00\n\n3,160.51\n\n150.00\n\nTOTAL—To Exhibit “ D ”.\n\n$16,400.00\n\n$16,942.48\n\n$863.25\n\nTEACHERS WELFARE FUND\nHome Owners Loan Corp. Series “ B ”\n2^4% Due 8-1-49.\nHome Owners Loan Corp. Series “A” 3%\nDue 5-1-44 .\n\n$1,550.00\n\n$1,550.00\n\n$42.08\n\n750.00\n\n758.34\n\nTOTAL—To Exhibit “ D ”\n\n$2,300.00\n\n$2,308.34\n\n$42.08\n\n"}
{"page": 922, "printed_page": null, "text": "916\n\nNational Education Association\n\nProperties Held for the Credit of the Teachers Welfare Fund\nas at May 31, 1935\nEXHIBIT “F”\n(The properties listed below were secured thru settlement of the estate of\nManila Z. Parker. On account of unascertainable or doubtful values of some\nof these properties, they are not carried on the books of the Association as assets\nof permanent funds.)\nBONDS\n$1,000.00(a)\n\n1,000.00\n1,000.00(a)\n\n1,000.00\n1,000.00\n\n1,000.00\n250.00\n\n1,000.00\n1,000.00\n1,000.00(a)\n\nCharles B. Burkhardt, 6%, First Mortgage Note, No. 39, due 1-9-32\nGuettrich-Hisgen, 5%, First Mortgage Note, No. 31, due 10-15-35\nRichard and Gisela Rosenheim, 6%, First Mortgage Note, No. 28,\ndue 10-20-32\nJohn J. Duffin, 3%, First Mortgage Note, No. 30, due 2-28-37\n208 South LaSalle Street Building, 5First Mortgage Bond,\nM-1834, due 11-1-58\nPacific Gas & Electric Company, 4 J/2%, First Mortgage Bond,\nM-27816, due 6-1-60\nCity of Park Ridge Improvement Bond, 6%, M-180, Balance, due\n12-15-31\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\nAlbert Hokanson, Note Holder’s Agreement on 6% Mortgage Note\ndue 6-16-32\nSTOCKS\n\n20 Shares\n5 Shares\n\nInternational Textbook Company Capital Stock (no par value)\nInternational Educational Publishing Company Common Stock @ $50.00\n(slight market value)\n10 Shares International Educational Publishing Company Preferred Stock 7%, @\n$50.00 (slight market value)\nLAND (b)\nOne-half\nOne-half\n\nOwnership of 192-8/10 acres of land, Burleigh County, North Dakota,\nOccupied by Elmer Perry, Tenant\nOwnership of Contract of Purchase for 320 acres land, Blaine County,\nMontana\n\n(a) Deposited at Drexel State Bank of Chicago for collection.\n(b) Land in Williams County, North Dakota of less value than taxes due was sold\nby County for delinquent taxes prior to settlement of estate.\n\n"}
{"page": 923, "printed_page": null, "text": "917\n\nAssociational Records and Information\n\nReport of Treasurer\nWAYNE KENDRICK & COMPANY\nCERTIFIED PUBLIC ACCOUNTANTS\nRUST BUILDING, WASHINGTON, D. C.\n\nJune 20, 1935\nDr. Henry Lester Smith, President\nNational Education Association of the United States\nWashington, D. C.\nDear Sir:\n\nWe have examined the records of the Secretary of your Association for the\nfiscal year ended May 31, 1935, and have checked the cash transactions shown\ntherein to the records of the Treasurer, and have found them in agreement. We\nhereby certify that the attached Treasurer’s Report correctly reflects the cash trans¬\nactions for the fiscal year ended, and the cash balance at the close of business\nMay 31, 1935. The attached statement does not include a claim in the form of\nreceiver’s certificates against the Commercial National Bank, Washington, D. C.\nin the amount of $37,055.70, representing 50 percent of the balance of the Regular\nand Special Accounts on deposit at the time the bank was closed in March 1933.\nRespectfully submitted,\nWayne Kendrick & Company,\nBy T. Delos Paxman,\n\nCertified Public Accountant.\n\n"}
{"page": 924, "printed_page": null, "text": "918\n\nNational Education Association\n\nReport of Treasurer for the Fiscal Year Ended May 31, 1935\nCASH ON HAND JUNE 1, 1934RECEIPTS\nThru Secretary’s Office\nMemberships . $322,072.00\nAdvertising.\n38,171.25\nCommercial Exhibits .\n36,515.70\nMiscellaneous\nAmerican Education Week.\nHonorariums .\nRental .\nSale of Reports and Publications.\nSale of Research Bulletin.\nSundry Income.\nProceeds of Note Payable Discounted at Na¬\ntional Metropolitan Bank.\nReceived from Trustees for 1933-1934 In¬\ncome .\nReceived from Trustees for 1934-1935 In¬\ncome .\nContributions for Legislative Commission—\nFederal Emergency Aid.\nBalance\nMay 31,\n1934\nAccounts Receivable (Gross) ....\n$7,254.92\nTravel Advances .\n380.00\n419.90\nStamped Envelopes and Cards. . .\nStationery and Office Supplies....\n778.59\n2,223.32\nProtested Checks .\n84.91\nPostage .\nLess: Bad Debts.\n\nFor Associated Departments\nSuperintendence .\nRural Education .\nLip Reading .\nElementary School Principals..\nAdult Education .\nAmerican Educational Research\nAssociation .\nSecondary School Principals...\nSupervisors and Teachers of\nHome Economics .\nSupervisors and Directors of\nInstruction .\n\n$39,604.77\n\n$396,758.95\n$7,581.20\n2,242.94\n9,176.87\n9,333.82\n2,414.86\n354.42\n\n$31,104.11\n$15,000.00\n\n$36,165.49\n41,392.95\n\n77,558.44\n3,046.81\n\nBalance\nMay 31,\n1935\n$3,205.16\n226.31\n392.30\n403.99\n865.80\n\n$11,141.64\n2,243.61\n\n$5,093.56\n\n$8,898.03\n\n$5,093.56\n\n$14,359.55\n853.82\n32.28\n3,696.21\n159.33\n\n$20,131.70\n1,421.48\n91.99\n1,899.63\n208.55\n\n6,648.14\n49.98\n\n8,423.60\n24.00\n\n36.99\n\n414.03\n\n3,804.47\n\n107.73\n$25,836.30\n\n$32,722.71\n6,886.41\n\nIncrease in Vouchers Payable. . ..\n\n$29,415.88\n\nReceived for Checks Previously\nCharged Off .\nTOTAL ACCOUNTABILITY (Forwarded)\n\n$31,889.94\n2,474.06\n2.27\n536,635.52\n$576,240.29\n\n"}
{"page": 925, "printed_page": null, "text": "919\n\nAssociational Records and Information\n\nTOTAL ACCOUNTABILITY (Brought Forward). $576,240.29\nFROM WHICH DEDUCT:\nDISBURSEMENTS\nBoard of Trustees, Directors and Executive\nCommittee . $15,508.90\nDivisions . 246,752.18\nHeadquarters’ Expense .\n63,697.96\nAnnual Conventions.\n5,724.26\nOperation of Exhibits.\n10,025.51\nPayment to Department of Superintendence..\n13,511.03\nNational Education Association Journal.\n72,270.93\nVolume of Proceedings.\n9,355.48\nPublications and Reports for Sale.\n6,315.26\nResearch Bulletin .\n5,605.67\nSpecial Appropriations .\n27,730.33\nAssociations’ Membership Fees.\n1,100.00\nFinancing Delegates .\n6,488.75\nRetirement Annuities and Insurance.\n9,468.29\nPurchase of Furniture and Fixtures.\n1,478.59\nPayment of Notes to National Metropolitan\nBank .\n15,000.00\n-$510,033.14\nIncrease in Miscellaneous Accounts\nMay 31,\nMay 31,\n1934\n1935\nBalance\nBalance\nTime Checks.\n$8,918.26 $11,555.26\nCommercial National Bank Re¬\nceiver’s Certificates .\n36,869.70\n36,870.70\n$45,787.96\n\n$48,425.96\n\n2,638.00\n\nTOTAL DEDUCTIONS .\n\n512,671.14\n\nCASH BALANCE MAY 31, 1935.\n\n$63,569.15\n\nR. E. Offenhauer,\nTreasurer.\n\n"}
{"page": 926, "printed_page": null, "text": "920\n\nNational Education Association\n\nBUDGET REPORT\nBudget Recommendations for 1935-1936 Approved by the Board\nof Directors, July 2, 1935; Amended and Adopted\nby the Representative Assembly, July 4, 1935\n1.\n\nBoard of Trustees:\nActual expenses for last five years:\n\n1930- 31 .\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\nAmount recommended for 1935-36.\n2.\n\n$1,096.60\n941.47\n784.02\n601.16\n1,492.52\n$750.00\n\nExecutive Committee:\nActual expenses for last five years:\n\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\nAmount recommended for 1935-36.\n3.\n\n$4,242.10\n3,261.09\n3,246.12\n2,382.15\n3,111.94\n$2,800.00\n\nBoard of Directors:\nActual expenses for last five years:\n\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\nAmount recommended for 1935-36.\n4.\n\n$8,750.58\n14,234.68\n9,822.19\n7,248.93\n9,704.23\n$9,000.00\n\nOffice Expense for President:\nActual expenses for last five years:\n\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\nAmount recommended for 1935-36..\n\n$1,575.12\n654.94\n1,636.12*\n319.02\n1,200.21\n\n* Includes also expenses for Joint Emergency Commission.\n\n$750.00\n\n"}
{"page": 927, "printed_page": null, "text": "Associational Records and Information\n\n921\n\n5. General Secretary’s Office:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$35,853.43\n36,320.30\n30,438.73\n29,984.92\n36,235.29\n\nAmount recommended for 1935-36:\n\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\n\n$36,915.00\n1,200.00\n600.00\n1,300.00\n200.00\n$40,215.00\n\nTotal\n6. Field Division (Legislative) :\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$15,950.42\n16,686.17\n12,632.92\n12,020.26\n12,888.41\n\nAmount recommended for 1935-36:\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\n\n$11,450.00\n1,000.00\n100.00\n200.00\n50.00\n\nTotal\n7. Division of Business:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$12,800.00\n\n$18,637.91\n19,086.43\n16,157.68\n16,308.25\n17,889.64\n\nAmount recommended for 1935-36:\nSalaries and Clerical Services.\nTraveling Expense.\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\nAdvertising Service .\nTyping, Mailing, and Multigraph Sections.\nTotal\n\n$19,530.00\n700.00\n250.00\n300.00\n35.00\n275.00\n1,500.00\n$22,590.00\n\n"}
{"page": 928, "printed_page": null, "text": "922\n8.\n\nNational Education Association\n\nDivision of Publications:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$43,306.66\n44,613.65\n39,659.15\n42,324.67\n45,120.27\n\nAmount recommended for 1935-36:\nSalaries and Clerical Services.\nTraveling Expense.\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams.\nPhotographs, Cuts, Reprints, Leaflets, Packets, and\nAmerican Education Week Publicity.\n\n$39,075.00\n1,200.00\n1,000.00\n1,400.00\n175.00\n3,300.00\n$46,150.00\n\nTotal\n9.\n\nDivision of Research:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$59,117.58\n60,251.27\n55,406.58\n54,900.10\n63,115.71\n\nAmount recommended for 1935-36:\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$61,730.00\n1,000.00\n1,000.00\n1,000.00\n80.00\n850.00\n480.00\n2,000.00\n$68,140.00\n\nTotal\n10.\n\nDivision of Classroom Service:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$8,137.76\n8,236.80\n7,306.38\n7,313.85\n7,308.14\n\nAmount recommended for 1935-36:\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\nTotal\n\n$6,990.00\n200.00\n80.00\n150.00\n5.00\n$7,425.00\n\n"}
{"page": 929, "printed_page": null, "text": "Associational Records and Information\n\n11.\n\nDivision of Administrative Service:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$9,001.03\n9,252.90\n8,631.42\n8,544.68\n9,162.69\n\nAmount recommended for 1935-36:\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\n\n$9,450.00\n100.00\n75.00\n5.00\n$9,630.00\n\nTotal\n12.\n\n923\n\nDivision of Records and Membership:\nA. Records:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$34,962.42\n34,867.70\n27,093.51\n25,976.96\n28,967.48\n\nAmount recommended for 1935-36:\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\nStock, Supplies, and Machine Upkeep (Addressograph Section) .\nTotal\n\n.\n\n$27,760.00\n550.00\n150.00\n225.00\n10.00\n400.00\n$29,095.00\n\nB. Promotion and Maintenance of Membership:\nActual expenses for last five years:\n1930- 31 . $38,015.93\n1931- 32.\n37,527.80\n1932- 33.\n27,499.74\n1933- 34.\n25,702.69\n1934- 35.\n26,064.55\nAmount recommended for 1935-36. $24,000.00\nTOTAL for Division\n\n$53,095.00\n\n"}
{"page": 930, "printed_page": null, "text": "924\n\nNational Education Association\n\n13. Physical Plant:\nActual expenses for last five years:\n1930- 31..\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$23,718.82\n58,662.63\n54,529.44\n54,498.32\n56,032.38\n\nAmount recommended for 1935-36:\nRent .\nLight and Power.\nHeat .\nJanitor Service .\nMaintenance.\n\n$43,000.00\n1,450.00\n1,400.00\n7,790.00\n2,400.00\n$56,040.00\n\nTotal\n14. General Office Expenses:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$7,922.32\n8,357.87\n7,170.20\n6.591.58\n\n.\n\n7 665.58\n\nAmount recommended for 1935-36:\nAuditing Association Accounts. .\nExpress and Freight.\nGeneral Expense .\nBanking Charges.\nInsurance .\nInterest and Discount Allowed..\nRefunds for Overpayments.\nRepairs—Office Furniture and Equipment\nSurety Bonds.\nTelephone Service.\n\n$500.00\n500.00\n400.00\n100.00\n\n530.00\n500.00\n100.00\n\n250.00\n245.00\n3,690.00\n$6,815.00\n\nTotal\n15. Annual Conventions:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\n\n$6,518.04\n32,339.88\n21,363.17\n19,721.77\n29,260.80\n\nAmount recommended for 1935-36:\nGeneral Convention Expenses....\nOperation of Exhibits.\nExhibit Payment to Department of Superinten¬\ndence .\nTotal\n* Prior to 1931-32 provided for directly from exhibit receipts.\n\n$5,735.00\n6,000.00*\n11,500.00*\n$23,235.00\n\n"}
{"page": 931, "printed_page": null, "text": "Associational Records and Information\n\n16.\n\n925\n\nJournal of the National Education Association:\nActual expenses for last five years:\n1930- 31. $106,082.33\n1931- 32. 101,805.67\n1932- 33.\n74,844.82\n1933- 34.\n69,182.64\n1934- 35.\n72,270.93\nAmount recommended for 1935-36\n\n17.\n\n$75,000.00\n\nOther Publications:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n\n$26,291.40\n25,604.33\n13,670.80\n12,007.14\n21,276.41\n\nAmount recommended for 1935-36:\nVolume of Proceedings.\nPublications and Reports for General Sale\nResearch Bulletin .\nTotal\n18.\n\n$19,550.00\n\nFinancing Delegates:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\nAmount recommended for 1935-36.\n\n19.\n\n$8,000.00\n6,000.00*\n5,550.00\n\n$8,484.50\n9,122.50\n7.101.75\n9,352.25\n6.488.75\n$9,000.00\n\nAssociation Membership Fees:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.'..\n1933- 34.\n1934- 35.\n\n$1,200.00\n700.00\n700.00\n1,200.00\n1,100.00\n\nAmount recommended for 1935-36\n20.\n\n$1,100.00\n\nRetirement Annuities and Insurance:\nActual expenses for last five years:\n1930- 31.\n1931- 32.\n1932- 33.\n1933- 34...\n1934- 35.\nAmount recommended for 1935-36...,\n\n$11,253.19\n8,725.16\n9,220.23\n8,913.87\n9,468.29\n$9,500.00\n\n*To cover sales distribution expense of printed material exclusive of the Journal,\nVolume of Proceedings, and Research Bulletin.\n\n"}
{"page": 932, "printed_page": null, "text": "926\n\n21.\n\nNational Education Association\n\nDepartment and Committee Appropriations:\nA. Departments:\n1. Health and Physical Education:\nActual expenses for last five years:\n1930- 31.\n.\n1931- 32.\n.\n1932- 33.\n$157.34\n1933- 34.\n68.42\n1934- 35.\n5.89\nAmount recommended for 1935-36.\n\n$100.00\n\n2. American Educational Research:\nActual expenses for last five years:\n1930- 31.\n$1,000.00\n1931- 32.\n1,000.00\n1932- 33.\n1,000.00\n1933- 34.\n500.00\n1934- 35.\n500.00\nAmount recommended for 1935-36.\n\n.\n\n3. Adult Education:\nActual expenses for last five years:\n1930- 31.\n$1,000.00\n1931- 32.\n500.00\n1932- 33.\n500.00\n1933- 34.\n600.00\n1934- 35.\n500.00\nAmount recommended for 1935-36.\n\n$400.00\n\n4. Classroom Teachers:\nActual expenses for last five years:\n1930- 31.\n$9,004.40\n1931- 32.\n7,819.20\n1932- 33.\n7,821.01\n1933- 44.\n8,091.46\n1934- 35.\n8,368.46\nAmount recommended for 1935-36. $10,100.00\n5. Rural Education:\nActual expenses for last five years:\n1930- 31..\n.\n1931- 32.\n.\n1932- 33.\n.\n1933- 34..\n$300.00\n1934- 35.\n300.00\nAmount recommended for 1935-36.\n\n$500.00\n\n"}
{"page": 933, "printed_page": null, "text": "Associational Records and Information\n\n927\n\n6. Secondary Education:\nActual expenses for last five years:\n1930- 31 .\n.\n1931- 32. .\n$495.63\n1932- 33.\n1,500.00\n1933- 34_:.\n1,501.19\n1934- 35.\n1,529.84\nAmount recommended for 1935-36.\n\n$1,000.00\n\n7. National Council of Education:\nActual expenses for last five years:\n1930- 31.\n$1,025.75\n1931- 32.\n1,359.84\n1932- 33 .\n309.30\n1933- 34.\n247.58\n1934- 35.\n120.94\nAmount recommended for 1935-36.\n\n$150.00\n\nB. Other Departments:\nActual expenses for last five years:\n1930- 31 .\n.\n1931- 32.\n.\n1932- 33 .\n.\n1933- 34.\n.\n1934- 35.\n$748.54\nAmount recommended for 1935-36.\n$1,050.00\nTotal for Departments. $13,300.00\nC. Committees and Commissions: For expenses of duly authorized\ncommittees and commissions in such amounts and under\nsuch conditions as may be determined by the Executive\nCommittee upon the recommendation of the Secretary.\nActual expenses for last five years:\n\n22.\n\n1930- 31 .\n$3,397.08\n1931- 32.\n3,216.39\n1932- 33.\n2,584.24\n1933- 34.\n16,208.00\n1934- 35.\n15,556.04\nAmount recommended for 1935-36.\n\n$6,150.00\n\nD. Tenure Committee .\n\n$10,000.00\n\nTotal amount for Departments and Committees and Com¬\nmissions .\n\n$29,450.00\n\nOffice Furniture and Fixtures:\nActual expenses for last five years:\n1930- 31.\n$4,480.83\n1931- 32.\n5,466.07\n1932- 33.\n558.95\n1933- 34.\n561.72\n1934- 35.\n1,478.59\nAmount recommended for 1935-36.\n30\n\n$2,500.00\n\n"}
{"page": 934, "printed_page": null, "text": "928\n23.\n\nNational Education Association\nSecretary’s Contingent Fund:\nAmount recommended for 1935-36.\n\n$5,000.00\n\nGRAND TOTAL. $510,535.00\n\nEstimated Income for 1935-36\n\n*>»\n\nMembership Dues. $354,000.00\nJournal, Advertising .\n46,000.00\nExhibits .,.\n40,000.00\nSales of Reports.\n9,300.00\nResearch Bulletins .\n3,000.00\nHonorariums .\n2,000.00\nRentals .\n9,000.00\nAmerican Education Week Sales.\n7,800.00\nPermanent Fund—Net Income.\n39,500.00\nSundry Income .\n400.00\nTotal Estimated Income. $511,000.00\nTHE BUDGET COMMITTEE\nW. B. Mooney, Denver, Colorado\nCharles Carroll, Providence, Rhode Island\nHelen T. Collins, New Haven, Connecticut\nA. C. Flora, Columbia, South Carolina\nThomas J. Walker, Columbia, Missouri\n\n"}
{"page": 935, "printed_page": null, "text": "Associational Records and Information\n\n929\n\nT\n\nTHE ANNUAL REPORT OF THE SECRETARY\n\nhe report of the Secretary of the National Education Association for\n\n1935 covers the work of two secretaries. On January 1, 1935, J. W.\nCrabtree, who had served this Association in an outstanding manner for\nmore than seventeen years, became Secretary Emeritus. I succeeded him at\nthat time as Secretary of the National Education Association of the United\nStates and am striving diligently to carry forward the professional banner\nwhich he passed on to me. Dr. Crabtree, as Secretary during the past\nseventeen years, has played a major part in building the National Education\nAssociation of the United States into a great professional organization,\nwith a record of true service guided by high ideals. The size and spirit of\nour organization is a tribute to his idealism, his vision, and his fine human\nqualities.\nThe Secretary’s Report, this year, covers the culmination of the seventeen\nyears’ program of Dr. Crabtree much more than it does the beginning of\nthe program of the new Secretary. The report, which follows, gives a brief\nsummary of the work of the various divisions and departments housed in\nthe national headquarters.\nFollowing these reports, you will find the program of action for 1935-36,\nas outlined by the new Secretary.\nBusiness\n\nThe business of the National Education Association has been ably handled\nduring the 5^ear by the Business Manager, Harold A. Allan, and his\nassistants.\nThe business activities of our Association are administrative and revenueproducing. They are related both to outside agencies and to the Associa¬\ntion’s own activities. The more important business functions are:\nGeneral administration—Direct assistance to the Secretary in the many\nbusiness phases of the Association’s affairs, including supervision of expendi¬\ntures, interpretation of financial accounts, budget preparation, and other\nrelated matters.\nAdvertising—Solicitation, contracts, records, collections, copy handling,\nand directing the general advertising policy for the Journal of the National\n.\n\n'\n\ni\n\nEducation Association.\nPurchasing—All materials and supplies used by the Association and its\n\ndivisions, departments, and committees.\nAuditing—Approval of bills for payment.\nPublications—Estimates, contracts, specifications, schedules, and price\ndetermination on all institutional printing.\nPersonnel—Pay rolls, attendance records, employment, and administra¬\ntion of retirement insurance plan.\nCoordination service—Unifying institutional effort thru procurement\nand distribution of materials.\nBuilding supervision—Direction of building service and responsibility for\noperation of building and equipment.\n\n"}
{"page": 936, "printed_page": null, "text": "930\n\nNational Education Association\n\nConventions—Arrangement and administration for summer convention\n\nand cooperation in administration of convention for Department of Superin¬\ntendence, also arrangement and assignment of space and operation of ex¬\nhibits at both summer and winter conventions.\nThe wise planning of the Association’s business affairs is essential to the\nsuccess of its general program. Evaluation must be made of the relative\nimportance of various projects; economies must be effected which help rather\nthan handicap. Income must be increased by plans which consider the future\nas well as the present.\nClassroom Service\n\nThe Division of Classroom Service was established at national head¬\nquarters in 1922 for the purpose of developing a closer relationship between\nthe teachers of the country and the National Education Association, and to\ngive greater service, thru our Association, to the classroom teachers of\nAmerica.\nDuring the year just closed, Agnes Winn and her assistants have ren¬\ndered secretarial help to the Department of Classroom Teachers thru exten¬\nsive correspondence; thru preparation of minutes and financial statements;\nplanning field trips of officers and carrying on follow-up correspondence;\nediting, publishing, and distributing information and publicity folders, the\nannual report, and the five issues of the News Bulletin; working with the\nResearch Division on plans for the yearbook; and assisting the President\nwith plans for the summer and winter conventions. Much time has been\ngiven to local affiliated organizations of classroom teachers which have been\nsupplied with timely material on legislative questions and other important\nproblems.\nThere is need for an extended service to the classroom teachers of the\nnation; a service developed to a place where eventually it would reach all of\nour classroom teachers, helping to improve their status thru better salaries,\nmore security, reasonable tenure, and more ideal conditions for work.\nField Service\n\nThe Field Service is carried on by Chari Ormond Williams arid her\noffice assistants.\nDuring the past year, Miss Williams spent 225 days in the field. She\ntraveled 32,000 miles, visited 69 cities in 39 states, and attended 77 local,\nstate, and national meetings, 11 of which were state meetings of lay people.\nAt these meetings formal and informal addresses were made, individual and\ngroup conferences were held, and round table discussions conducted.\nPreparation for these field trips and follow-up work have occupied a con¬\nsiderable portion of office time. Each trip was carefully planned in advance\nand an itinerary worked out which afforded the broadest contacts in the\nshortest space of time.\nThe chairmanship of the Committee on School Education of the National\nCongress of Parents and Teachers, and the first vicepresidency of the Na-\n\n"}
{"page": 937, "printed_page": null, "text": "Associational Records and Information\n\n931\n\ntional Federation of Business and Professional Women’s Clubs allowed the\nfield secretary to cooperate closely with these lay groups and to aid in ad¬\nvancing their educational programs.\nMembership on the Women’s Joint Congressional Committee, composed\nof representatives of eighteen national organizations, is another avenue for\nthe development of lay relationships.\nConsiderable correspondence was carried on with lay people, and bulletins\nand other publications of the Association were supplied when they could\nserve a specific purpose. Articles were prepared for lay magazines, such as\nthe Independent Woman, the Democratic Digest, and the National ParentTeacher Magazine. Messages and brief statements on various subjects of an\neducational nature were prepared for state bulletins of lay organizations.\nPromoting the study and use of Our Public Schools, published last May\nby the National Congress of Parents and Teachers, has provided an oppor¬\ntunity for cooperating with lay groups. Over 11,000 copies of this book are\nnow being used by leaders in parent-teacher groups.\nThe big problem which our Association faces in field service is that of\ndeveloping nationwide interest in public education, and support for it.\nSome plan should be devised and followed to organize a broader lay study\nof our public schools—their support, control, administration, and organiza¬\ntion; their past history and their place in the life of our nation. A lay study\nof the curriculum of our schools should be encouraged, so that our lay\npeople may understand the trend of education today and what the schools\nare trying to do in the civic life of our nation. Laymen need to consider\nteacher welfare measures—adequate salary laws, tenure, and retirement\nplans—and what these mean in the education of their children.\nSuch interest on the part of the general public can be greatly accelerated\nby the participation of teachers in the civic life of their communities.\nPublications\n\nThe work of the Division of Publications is in charge of Joy Elmer\nMorgan and his staff. The Journal of the National Education Association\nhas the largest circulation of any professional magazine in the world. The\nJournal has had a marked influence on professional activities and on the\ngrowth of membership. To look ahead to a circulation of 500,000, with a\ncorresponding gain in quality and influence, would be to expect no more\nduring the future than has occurred in the past.\nFrom its beginning in 1921, the Journal has emphasized pioneer under¬\ntakings in education and in the life of the Association, and has sought to\nrelate them to social and economic advance. It has sponsored and taken the\nlead in developing the following projects, each of which made substantial\ngains during the past year:\nAmerican Education Week\nThe interpretation of education\nHome and school leaflets\nVitalized commencements\n\n"}
{"page": 938, "printed_page": null, "text": "932\n\nNational Education Association\n\nFaculty meetings and group study\nVitalized school journalism\nNationwide high-school printing, cartoon, and editorial projects\nN. E. A. student membership in teachers colleges\nVarious types of special packet service to schools.\n\nEvery issue of the Journal contains some analysis or discussion of social\nand economic problems to help readers to a better understanding of the\npresent crisis in American life and education. The Journal is widely quoted ;\noften entire articles are reprinted in magazines, books, or as leaflets for\ndistribution.\nThe National Education Association is now a large publisher of material\non the profession. If one were to buy a single copy of each of the publica¬\ntions issued by our Association, and its departments, during the past year,\nthe cost would be $35. Our regular members receive most of this material\nwithout charge. The total number of pages printed in our major publica¬\ntions for the past year amounts to more than 109,000,000.\nThe program of interpretation of the National Education Association\nhas been sixfold: To encourage superior service in the classroom; to en¬\ncourage contacts between home and school; to lead in the development of\nAmerican Education Week; to develop teacher materials so that the story\nof education can be taught in the schools from first grade thru college; to\nmake the present service at conventions as effective as possible; and to de¬\nvelop contacts with the public thru the lay press, the radio, and various\norganizations interested in developing programs of published materials about\nthe schools.\nAmerican Education Week has become the greatest single observance for\nthe interpretation of education. Materials developed by our Association for\nthis observance cover practically the entire range of the school system. We\ngave special help to more than 4000 communities last year in the planning\nand observance of American Education Week.\nAn effort has been made, during the past year, to increase the services of\nour Association in the teachers colleges. A plan was devised whereby 2454\nsenior students in teachers colleges in twenty-five different institutions have\nbeen enrolled as student members and have become profitably acquainted\nwith our Association thru the Journal.\nThru its various publications, our Association must have an increasingly\ngreater influence on our profession and must help to build adequate support\nfor public education.\nMembership and Records\n\nThe work of our Association in the promotion of membership and the\nkeeping of membership records is done by T. D. Martin and his co-workers.\nThe work falls under four main headings: Promotion of membership;\nkeeping of membership records; answering inquiries regarding membership ;\nand addressing, from the records on file, the Journal and other publications\nto members.\n\n"}
{"page": 939, "printed_page": null, "text": "Associational Records and Information\n\n933\n\nThe handling of the records of approximately 200,000 individual mem¬\nbers during the year is a tremendous task. This work is complicated by the\n. fact that teachers move frequently without notifying us of their new ad¬\ndresses, some marry without telling us of their changed names, and often\ndues are sent in by the chairmen of local enrolment committees who spell\nthe names differently or who make no notations regarding previous addresses.\nCopies of the Journal are mailed to every member of the Association each\nmonth during the school year. During the past year more than 2,000,000\ncopies of the various publications of the Association and its departments\nhave been addressed to members. This mammoth task is facilitated by the\nuse of modern mechanical devices.\nMembership maintenance and promotion include the following activities:\nNotices direct to members regarding the payment of dues\nLetters to superintendents, principals, and officers of local and state associations\nsoliciting their cooperation in the enrolment campaign\nArticles in the Journal, in state and local association journals, in lay magazines,\nand newspapers regarding the work of the Association and the importance of edu¬\ncation and the imperative need of unified action\nLeaflets reporting the program and the activities of the Association\nField trips involving conferences with leaders at conventions, institutes, and local\nteachers meetings\nThe maintenance of registration facilities at conventions.\n\nGrowth in membership depends fundamentally on the service to the\nteachers and the children of the nation, and our ability to encourage local\nand state leaders to develop effective enrolment plans.\nMembership records reflect professional spirit and effective local leader¬\nship. The average teacher, when she learns about the splendid work which\nthe Association is doing, intends to join, but she often neglects to do so\nunless a systematic enrolment plan, sponsored by a recognized local leader,\nbrings the matter to her attention at the right time.\nThe prospects for next year are difficult to predict. Improved economic\nconditions will be reflected in restored salaries, full school terms, and ex¬\npanded service. A growing recognition of the importance of education in\nthe new social order is evident. Leaders in fields outside of education frankly\nadmit that the schools have borne more than their share of the burden of\nthe depression. Organized and vigorous action must give back to children\nand teachers their just rights. If our Association is to meet successfully the\nchallenge of the time, we must have an increased membership. Some of the\nsignificant facts about membership in the National Education Association\nof the United States, during the past year, are:\nThe total membership for the year was 187,645.\nThis was 22 times that of 1917 and nearly 38 times that of 1907, less than 1 percent\nbelow the 1933 total—189,173—and less than 15 percent below the maximum figure\nof 220,149 reached in 1931.\nThe total paid membership ($2, $5, and Life) was 8278 greater in 1934 than\nin 1933.\nPennsylvania again won first place for largest total (25,237).\n\n"}
{"page": 940, "printed_page": null, "text": "934\n\nNational Education Association\n\nCalifornia stood second (19,467), Ohio third (17,360), New York fourth (12,689),\nIllinois fifth (11,321).\nTwenty-two states, the District of Columbia, Hawaii, and other possessions,\nexcepting Puerto Rico, made increases ranging from 7 to 1106.\nCalifornia made the largest increase (1106).\nLouisiana and the District of Columbia made the largest percent of increase\nover 1933.\nStates having 50 percent or more of their teachers enrolled were: Hawaii (89\npercent),.District of Columbia (76 percent), Nevada (62 percent), Delaware (56\npercent), Arizona (55 percent), Utah (50 percent).\nCities having more than 2000 members were: Los Angeles (4619), Philadelphia\n(4172), Chicago (3087), St. Louis (2699), Pittsburgh (2555), Milwaukee (2518),\nDetroit (2267), Washington, D. C. (2178), Cleveland (2053), New York (2044).\nStates having 100 percent counties were: Utah (4), Tennessee (3), Pennsylvania\n(2), Ohio (2), California (1), Delaware (1), Florida (1), Maryland (1),\nNevada (1).\n\nThe ultimate goal of our Association is the enrolment of all our profes¬\nsional workers in behalf of the best interests of children and teachers.\nResearch\n\nThe research work of the National Education Association is directed by\nWilliam G. Carr, who is ably assisted by efficient helpers.\nTen years ago the Research Division, then three years old, had settled\ndown to persistent endeavors along certain important lines. Two nation¬\nwide surveys of teachers’ salaries had been conducted; a study had been\nmade of the unequal abilities of states to support education; materials in the\nfield of curriculum reconstruction had been widely distributed. Thus had\nbeen laid the foundations for the present efforts to throw light upon such\nfields as state legislation, taxation, school finance, tenure, retirement, salary\nscheduling, administration, supervision, and character education. During\nthe past year the Division has continued its biennial salary survey, which\ninvolved reports from 2000 cities and 400,000 school employees.\nA considerable amount of time has been given to the gathering of infor¬\nmation in support of the Association’s program of federal aid for education.\nA comprehensive survey of school indebtedness and inquiry into school\nbuilding needs, with reference to public works funds, and two telegraphic\nsurveys of the closed school situation have been conducted. This material\nhas been used in research bulletins, newspaper releases, and hearings before\nCongressional committees.\nMuch work has been done thru the state school legislative reference\nservice in order to provide the factual basis for policies concerning state\nschool legislation. Material has been distributed to a mailing list of about\n1000 selected leaders in education, child welfare, taxation, and government.\nFive issues of the Research Bulletin have been distributed during the\nyear to Life and Five-Dollar members; members of the Departments of\nSuperintendence, Rural Education, and Educational Research; subscribers\nto the Educational Research Service; and to approximately 1000 libraries\nand other special subscribers. Approximately 19,000 copies of each Research\nBulletin have been printed.\n\n"}
{"page": 941, "printed_page": null, "text": "Associational Records and Information\n\n935\n\nThe September Bulletin, National Deliberative Committees in Educa¬\ntion, provided the first comprehensive guide available to the field of educa¬\ntion with reference to the scope and conclusions of important national\ninvestigating surveys.\nThe November Bulletin, Alodern Social and Educational Trends, depicts\nin a series of brief, graphic statements the major trends in social and eco¬\nnomic life and shows the educational implications of these new forces.\nThe January Bulletin, The Nation's School Building Needs, touches\nupon a field which has suffered greatly from neglect during the depression.\nThis bulletin brought together information concerning the number of\nschools which have been condemned because of age and the number of\nchildren attending school part time or in rented or portable buildings, as\nwell as other evidences of school construction needs.\nThe March Bulletin, Salaries of School Employees, 1934-35, reports the\nhigh-lights from our biennial survey of salaries.\nThe May Bulletin, Creating Social Intelligence, is a finding-list covering\napproximately 170 schools and school systems which are doing outstanding\nwork in the field of social and civic education.\nThe Research Bulletins for the coming year are tentatively planned to\ndeal with the following topics: (1) Progressive methods in the teaching\nof reading in the first six grades; (2) costs and standards of living in the\nteaching profession; (3) the construction of teacher salary schedules; (4)\ntax coordination and federal aid for education; and (5) current practises\nin the improvement of rural schools.\nDuring the year the Research Division has continued its policy of assist¬\ning many committees and departments in the preparation of reports and\nyearbooks, and in other phases of their work.\nThe Research Division collaborates with the Department of Superin¬\ntendence in the management of the Educational Research Service. Circulars\nissued by this Service during the past year include: (1) Teacher Sick Leave ;\n(2) School and City Current Expenses Compared, 1932; (3) Education\nDiscussed in Lay Magazines (5 issues) ; (4) Salary Schedules for Teachers,\n1934-35; (5) Teachers’ Salaries in Suburban School Systems, 1934-35;\n(6) State School Legislation, 1934; and (7) Recent Trends in Public\nEducational Expenditures and Other Governmental Expenditures.\nDuring the year the Research Division answered approximately 4300\nletters, 100 telegrams, and 1200 telephone calls, relating to such matters\nas school finance, teachers’ salaries, curriculum revision, and other topics\nof educational interest.\nIn looking to the future it is evident that many, if not most, of the areas\nof past endeavor will continue to require attention. Many states have\nhighly unsatisfactory school finance systems; less than half the teachers of\nthe nation have reasonable old-age security; the schools still fall short of\ntheir full contribution to American life. Work must continue upon all such\nproblems. Two new areas offer immediately promising possibilities for\nservice. These are rural education and higher education. In the past, limita¬\ntions of funds have often made it necessary for the Research Division to\n\n"}
{"page": 942, "printed_page": null, "text": "936\n\nNational Education Association\n\nuse and adapt as well as possible data originally collected by others for a\ndifferent purpose. This “ service research ” will always be important, but\nif the Association is to take its place as the outstanding source of professional\nleadership and information, it must make many of its own investigations.\nThe Research Division desires to continue to render service to the entire\nfield of education efficiently and promptly.\nSecretary’s Office\n\nDuring the past year Harriett M. Chase, Chief Assistant to the Secre¬\ntary, and her co-workers have given much time to general correspondence,\nwhich is a heavy responsibility. In addition, correspondence has been carried\non for the officers of the Association, the Executive Committee, the Board of\nTrustees, and the Board of Directors. Miss Chase has served as headquarters\nsecretary for the Department of Rural Education, has directed special life\nmembership drives, prepared One Hundred Percent and Life Membership\nCertificates, directed the recording of cash receipts of the Association, con¬\ntacted local and state affiliated associations, directed the filling of all orders\nfor publications, and helped in the preparation of the program for the\nannual convention. She arranges for the life membership dinner and handles\nthe registration of delegates at the convention. The members of the Secre¬\ntary’s Office have acted as hostesses for the Association during the year in\nconducting hundreds of visitors thru the headquarters building. Many other\nduties are performed by this office to relieve the Secretary, who has to spend\nmuch of his time in the field and in conferences with staff members, officers,\noutside agencies, and in carrying out the plans and policies of the Executive\nCommittee, the Board of Directors, and the Representative Assembly.\nThe work of keeping the financial accounts of the Association is done by\nMary J. Winfree and her co-workers. Miss Winfree has the responsibility\nof assisting the Treasurer of our Association in accounting for all regular\nfunds and of working with the Board of Trustees in accounting for the\nPermanent Fund of the Association. All notes representing the life member¬\nship payments are handled by her. It is from the income of the life member¬\nship payments that our national headquarters building has been built and is\nbeing maintained.\nThe National Education Association of the United States has twentyfour departments. The secretarial personnel of three of these departments\nis housed in the national headquarters.\nDeans of Women\n\nGwladys Jones carries on the work for the Deans of Women. Some of\nher major activities have included help in the preparation and distribution\nof the quarterly bulletin to the members of the Department; preparation\nand presentation of a national radio program concerning the work of the\ndean of girls; publicity for the work of the dean thruout the country;\nstimulation of organization of state groups of deans; planning and prepara¬\ntion for Atlantic City convention; focusing of the interest of deans of\n\n"}
{"page": 943, "printed_page": null, "text": "Associational Records and Information\n\n937\n\nwomen on economic and community problems; helping to publish and dis¬\ntribute the yearbook of the Deans of Women.\nThe Department is striving, thru adequate service, to secure a larger\nmembership, to interpret the work of the dean to the community, to encour¬\nage continuous professional growth among the members, to encourage the\nselection of adequately prepared persons for the position of dean, and to\nprepare the girls and the women with whom the deans work to meet changed\nconditions of living.\nElementary School Principals\n\nThe work, at the national headquarters, for the Department of Elemen¬\ntary School Principals, is carried on by Eva G. Pinkston and her assistants.\nDuring the year some of the major activities of this Department have been\npublishing the Thirteenth Yearbook, Aids to Teaching in the Elementary\nSchool; publishing the regular bulletin of the Department, The National\nElementary Principal, (5 issues) ; helping to plan and administer two con¬\nvention programs—Washington and Atlantic City, and developing plans\nfor the Denver program; rendering service to individuals and groups, deal¬\ning with such subjects as state association programs, local group programs,\ncurriculum changes, and the answering of all sorts of questions; preparing\narticles for state journals and other educational magazines; participating\nin two national radio programs.\nThe Department of Elementary School Principals desires to render serv¬\nice to every elementary principal in the United States. It hopes, thru this\nservice, to help build better elementary schools for children and better con¬\nditions for teachers.\nSuperintendence\n\nThe Department of Superintendence is guided by S. D. Shankland and\nhis fellow-workers.\nThe three outstanding phases of work being done thru cooperation with\nthis Department are: The work of the Division of Administrative Service;\nthe Joint Commission on the Emergency in Education; and the Educational\nResearch Service.\nThe Division of Administrative Service was officially made a part of the\nNational Education Association headquarters organization in 1923. Thru\nthis Division contacts are made with departments and organizations which\nare concerned with school administration and supervision. It provides part\nof the machinery by which superintendents, principals, supervisors, teachers,\nand other school people may better work together in solving educational\nproblems of national interest. This Division answers promptly and effi¬\nciently all types of questions which daily pour in to the national headquarters.\nThe Joint Commission on the Emergency in Education was created in\n1933. The primary function of this Commission was to serve as a center\naround which professional educational organizations, interested in protect¬\ning the public schools in America, might rally. The entire headquarters staff\ncooperated loyally in promoting the work of the Commission. The Division\n\n"}
{"page": 944, "printed_page": null, "text": "938\n\nNational Education Association\n\nof Administrative Service coordinated all activities sponsored by the Com¬\nmission. The emergency commission has done yeoman service for education\nduring the past three years.\nThe Educational Research Service was organized in 1924. It furnishes\nannually four or five articles, published in the Journal, and cooperates with\nthe Research Division in answering letters of inquiry on all sorts of ques¬\ntions. It keeps a comprehensive bibliography and reference file on educa¬\ntional questions.\nThe Department of Superintendence is carrying forward a remarkable\nprogram in the field of administration. Each winter it conducts a conven¬\ntion that has far-reaching effects on American education.\nProgram of Action for 1935-36\n\nYou may keep in touch with the program of our Association each week\nduring the school year by listening to the national radio broadcasts, “ Our\nAmerican Schools.” Two fifteen-minute programs will be nationally broad¬\ncast by our Association each week thru the courtesy of the National Broad¬\ncasting Company—one at 11 : 00 o’clock, Eastern Standard Time, each\nSaturday morning, dealing with classroom problems; the other, at 7: 30\no’clock, Eastern Standard Time, each Wednesday evening, dealing with\nthe problems of American education.\nIt becomes increasingly clear that the crisis in human life thruout the\nworld today goes to the very roots of our system of values and that it par¬\nticularly involves those personal rights, political liberties, and representative\ninstitutions which we associate with the ideal of democracy.\nThe survival of democracy in America and the development of a cultural\nlife in keeping with an American ideal must depend upon the schools and\ntheir power to really awaken the aspirations and finer impulses of the people\nas a whole.\nUnder these circumstances the National Education Association of the\nUnited States has a peculiar significance because, in its own spirit and\norganization and in the schools which it represents, it is democratic in char¬\nacter and purpose. Our Association has a special mission in that it is the\ncooperative enterprise of the largest group of publicly employed persons in\nthe nation. What our Association does during the next few years may\neasily become the central influence in national destiny. Its achievement will\nbe measured not only by its success in safeguarding child welfare, teacher\nstatus, and school support, but also in ideas grasped and purposes formed,\nin spirits disciplined and loyalties attached to greater ideals.\nOur Association can perform an important service by helping to conserve\nand pass on the tradition of the great teachers of all time who have put\nhumanity first in their lives and work. There is no limit to the service which\ncan be rendered by a unified, cooperative association of teachers in our\ndemocratic country. What is our Association going to mean to you this year?\nWill it be a mere name which you will pass by? Will it be an organization\nto which you contribute a membership fee but nothing more? Will it be a\n\n"}
{"page": 945, "printed_page": null, "text": "Associational Records and Information\n\n939\n\ncenter of action whose various projects you will follow with the interest\nof a bystander? Or will it be you, yourself, in action in cooperation with\nyour fellow-teachers, giving not only your money but your time, your en¬\nthusiasm, and your heart to the building of a better profession, to the im¬\nprovement of the schools, to the safeguarding of American institutions, to\nthe building up in this country of a culture so fine and universal as to com¬\nmand enthusiasm and satisfaction everywhere?\nI am setting forth, in the following five paragraphs, the lines of action\nwhich I believe our Association should aggressively pursue.\nWe should focus the Association’s work upon the development of a vital\nrelationship between education and the life of today. This can be done thru\nencouraging the teaching in high school and college of the Social-Economic\nGoals of America, (a masterly report just finished by a committee of our\nAssociation) ; thru helping schools to give attention to the problems of un¬\nemployed youth; by leading in a movement to provide civilian conservation\nopportunities for girls, at least equal to those now available for boys; thru\nfostering the development of adult education and public recreation; thru\nrelating the service of the school more closely to home and community life,\nwith special emphasis on cooperating with the National Congress of Parents\nand Teachers, with Dads’ Clubs, and other interested lay groups.\nWe must strengthen the Association so that it can render increased serv¬\nice to children and teachers. Our proposed plan is to encourage democracy\nand teacher participation within the Association; to foster teacher growth\nand encourage the study of the work of our Association in school faculties\nso that members may be informed of its plans and activities; to extend\nstudent membership among seniors in teachers colleges and schools of edu¬\ncation ; to integrate and further develop the departments of the Association;\nto plan more carefully the Association’s conventions, departmental activities,\nand committee work; to develop closer cooperation between local, state, and\nnational education associations; and to bring about closer cooperation be¬\ntween our Association and institutions of higher education.\nWe shall attempt to improve the services of the Association to teachers\nand schools. The proposed plan is to restore the September issue of the\nJournal and to continue the improvement of the Journal to meet the grow¬\ning demands of the profession; to gather, analyze, and present facts so that\nthe Association’s entire program may be based on the best available knowl¬\nedge; to improve the status of teachers—their salaries, security, tenure,\nconditions of work; to encourage teacher participation within the schools\nand within the Association; to develop further the Association’s service to\nhigh schools and colleges; and to develop public appreciation of the work\nof the teacher.\nWe shall attempt to develop higher standards of teaching, administration,\nand finance. To achieve this end we propose to continue the campaign for\npermanent federal aid to education, with the minimum of federal control;\nto seek larger administrative units and higher standards for rural education;\nto improve the quality and quantity of preparation for teaching and to raise\nthe standards for certification.\n\n"}
{"page": 946, "printed_page": null, "text": "940\n\nNational Education Association\n\nWe shall continue the development of an intelligent public opinion re¬\ngarding the work of the schools. As a means of keeping the facts about\neducation before the public, we plan to obtain a wider observance of Ameri¬\ncan Education Week; to foster more general participation of teachers in a\nyear-round program of interpreting the schools to the public; to encourage\nthe teaching of the story of the schools and their social setting, from the\nfirst grade thru college; to develop further plans for celebrating important\neducational anniversaries—such as the Horace Mann Centennial in 1937.\nThese, then, are the tasks and opportunities which the Association faces\nduring the coming school year. Their successful accomplishment depends\npartly on the leadership of the Association’s officers, divisions, departments,\nand committees and upon the untiring effort of the national headquarters\nstaff; but their effectiveness rests even more upon the enlightened and vigor¬\nous support of every member of the profession—upon YOU. Will you\npledge yourself to a renewed dedication to the teaching profession, to the\nlocal association, to the state association, and to the national association ?\n“ Life is indeed darkness, save when there is urge;\nAnd all urge is blind, save when there is knowledge;\nAnd all knowledge is vain, save when there is work;\nAnd all work is empty, save when there is love;\nAnd when you work with love, you bind yourself to yourself,\nand to one another, and to God. . . .\nWork is love made visible.”\n\n!\n\n"}
{"page": 947, "printed_page": null, "text": "Associational Records and Information\n\n941\n\nREPORT OF COMMITTEE ON NECROLOGY\nRICHARD R.\n\nBROWN,\n\nPRESIDENT, DENVER CLASSROOM TEACHERS\n\nASSOCIATION, DENVER, COLO.\n\nIt is only fitting that we pause and in a few moments of silent meditation\nrecall with loving memory those educators who have gone to their heavenly\nreward. There is something extremely comforting in the thought that these\nloved ones are now no longer subject to the ever-increasing demands upon\ntheir time and their energy; that at last they have achieved that peace and\nquiet which so many of us so eagerly anticipate as we labor together in these\ndays of ever-increasing change.\nOur records will show in the necrology report for this year approximately\nfifteen hundred educators have passed away. It is with loving tribute that\nwe file their names in the archives of our Association.\nALABAMA\nAlford, Margaret\nBader, Barbara\nBethune, Miss Jim\nCamp, Wylie\nCampbell, Willnita\nCapps, T. A.\nDean, Mrs. Martha\nDrake, Mrs. Ethel\nHayes, Mrs. Nettie\nHerrin, W. B.\nHodges, P. W.\nHodnett, E. J.\nHodson, E. M.\nKilpatrick, Mrs. Nova\nKlutts, Ethel\nKnight, Marguerite\nMcCampbell, Mrs. Edna\nMcClendon, Mrs. Robert\nManasco, Lucille\nMathers, Evaelyne\nMilburn, Nell\nMillsap, George Stanley\nMoody, Mrs. Etta\nMoore, Mamie\nMoore, Mrs. Minnie Lee\nNation, Mrs. Elizabeth\nNewby, Miss Row\nPorter, W. S.\nPosey, Velma\nPrice, Ben N.\nPrice, Mrs. Susan Jones\nRyan, Lattie\nTaylor, S. E.\nTidwell, Mildred Parker\nTodd, Lillie\nWard, James Stillman\nWright, Edgar M.\nALASKA\nKeturi, Gertrude\nARIZONA\nCase, Charles Orlando\nCollins, Nellie\nDavidson, A. H.\nHansen, Ora\nJaycox, Gretchen\nJones, Bertine\nLaChance, Marie\nMerrill, Margretha\nPost, Mary Elizabeth\nRichart, Mrs. Lillah\n\nARKANSAS\nAtkinson, Mrs. Eleanor C.\nAustin, Mrs. J. H.\nBryson, Mrs. Ed\nEaton, J. C.\nElson, William Harris\nHarrelson, R. T.\nHaygood, James R.\nHaynes, Thomas L.\nHolmes, Edward\nKline, Mrs. D. E.\nMcllroy, James Hode\nMathis, Fannie\nMock, Rufus A.\nPerrill, J. P.\nPresson, Mrs. J. A.\nReed, Vollie\nSheppard, Luella\nWoods, George M.\nCALIFORNIA\nAdams, Sir John\nBain, Dorothea M.\nBennett, Eva\nBrown, Buford Otis\nBrown, Louis A.\nBurdick, Burton A., Jr.\nCamper, Charles H.,\nCostigan, George P.\nDitmars, Freda\nDoty, Frank C.\nDreiske, Helen\nFertner, Frank W.\nGardner, Ernestine\nGibbon, Ben H.\nHall, Mrs. M. A.\nHarris, Harvey E.\nHayward, Edna\nHolbrook, Richard T.\nJameson, J. A.\nJenkins, Oliver P.\nKenfield, Coralie\nLommen, Minnie\nMantz, Anna\nMartin, Ernest G.\nMorken, Virginia J.\nMunson, Oscar F.\nNichols, P. F.\nNutting, Herbert C.\nOrr, Anna\nPeckham, Mildred\nRhodes, Thaddeus H.\nRosenberg, S. L. M.\nRyan, Joseph H.\n\nSeibilio, Doris Gaily\nSheldon, Hiram F.\nShort, Howard\nSmith, Robert Dhu\nSnell, Harry M.\nStillman, Stanley\nTavernetti, Thomas\nThompson, Nellie\nTurnbull, William F.\nVandegrift, Albert F.\nWalker, Cornelia\nWilhelmy, George\nCOLORADO\nAnderson, Dorothy M.\nBlaine, W. D.\nBoyd, Florence A.\nDay, Merrill J.\nDoble, Flora I.\nFleming, Emma\nHill, Norma\nPeck, Ruby\nPierce, Margaret E.\nRemley, Elizabeth F.\nSearles, Addie H.\nSloan, Frank M.\nSmiley, William Henry\nSmith, Rose Lee\nZirkle, H. W.\nCONNECTICUT\nCarr, S. F.\nClose, Mary\nCurran, Agnes\nHiggins, Lothrop\nLynch, Agnes\nMalin, Mary\nRobbins, F. 0.\nRussell, Claude\nDELAWARE\nBallance, Mary J.\nButler, J. Katherine\nGray, Nellie\nHenvis, Susanna Crozier\nNichols, Walter F.\nO’Connor, Genevieve\nRoss, Alice H.\nDISTRICT OF COLUMBIA\nThomas, Augustus 0.\n\n"}
{"page": 948, "printed_page": null, "text": "942\n\nNational Education Association\n\nGEORGIA\nAshmore, Otis\nGaines, T. N.\nGaisert, Thelma\nHarman, W. L.\nHouser, H. P.\nMoore, Eric Dean\nPound, Jerry M.\nSmith, John Wesley\nSoule, Andrew M.\nThomas, Walter P.\nHAWAII\nBradshaw, Sarah J.\nCrone, Mrs. Rosina C.\nKaimuloa, Mrs. Margaret\nKalaau, David\nLumsden, Mrs. Elizabeth\nModorikawa, Miss Shizue\nPayne, Mrs. Agnes\nILLINOIS\nAbel, Novell Curtis\nAckert, Abram\nAnderson, Andrew L.\nAshley, J. F.\nBabcock, L. P.\nBach, Blase\nBartow, Bertha\nBlack, Florence\nBoosinger, Eila\nBorden, Emma W.\nBosomworth, Dorothy\nBrown, Frank R.\nBrown, V. I.\nBurghardt, Teresa\nBurton, J. D.\nDecker, B. E.\nDierkes, Mrs. Rosalia\nDugger, Mrs. Mary A.\nFairchild, Malcomb\nFurr, W. A.\nGardner, Phoebe\nHaight, R. A.\nHaller, Henry\nHallquist, Grace\nHarris, Abram W.\nHellyer, P. H.\nHerndon, Mary Grace\nHill, A. Lulu\nJohnson, A. P.\nKessinger, M. M.\nKiefer, Joseph F.\nKirby, E. Mae\nLewis, J. M.\nMcCartney, M. N.\nMcKinnies, R. E.\nManley, Maude\nMartin, Mollie\nMilgate, Fred J.\nMorrison, Edgar C.\nNewlin, Susan Barnett\nPark, Rufus L.\nParks, John\nPollock, Anna\nPotter, Mrs. Mae\nPratt, Caroline\nRandall, Ella\nRandolph, Robert\nSaltzgiver, Frank\nScott, B. W.\nScully, Florence\nShryock, Henry W.\nSims, Mildred\nSlosson, Norma Irene\nSmith, Ralph P.\nSteers, Mrs. Maude Ulen\nStipp, Daniel W.\nSullivan, Mrs. Margaret M\nSwartzbaugh, Mrs. Fannie\nTerrell, Ethel\nThompson, Jacob C.\nThorpe, S. L.\nTreesh, Irvon\nWakeley, John E.\nWilson, Mrs. C. J.\n\nINDIANA\nAckerman, Louis A.\nAlley, Mary jane\nAndrews, Gertrude F.\nBeer, Margaret C.\n' Bender, Robert\nBerry, Florence\nBlack, James C.\nBodemer, Lena\nBoss, Walter\nBroecker, Lucille C.\nBush, Wallace\nCaine, Daniel William\nCalveet, Belle\nCarey, Angeiine P.\nCarle, Lucy\nCastner, WTliam\nChapman, Enoch F.\nCouglan, William H.\nCreahan, Matheriue\nDowney, Nettie\nEvans, Virgilee\nFarnesly, Ethel\nFerguson, Joseph 0.\nFinn, Ruth Alford\nForthman, Martin F.\nGatterer, Frederick\nGerkin, Eunice\nGillaspie, James W.\nGregg, Eva Belle\nGriffity, A. May\nHall, Mary D.\nHall, Tillie\nHatfield, Anna\nHayward, Ruby\nHockett, Oliver\nHoffner, Percy\nHutchinson, Nathaniel\nImel, H. G.\nJack, Lettie Florence\nJacoby, Gertrude\nJarrett, Lillian\nKemp, Jessie\nKennerly, Mary B.\nKerins, Katherine\nKessler, Ebeneier\nKessler, Mathilde E.\nLackey, Lena L.\nLamb, Rufus P.\nLeruasters, James B.\nLucan, Lydia\nMcKay, Jennie\nMcKeag, Ellen\nMcNabb, William\nMcNaPy, Margaret\nMahan, Edythe\nMallory, Percy\nMarshall, Isabelle B.\nMartin, John F.\nMerrill, Rosalinda\nModlin, Eliza\nMorgan, Kate W.\nNaylor, George A.\nOlsen, Elsa H.\nParkins, Russel W.\nPayne, Kirby B.\nPerkins, Lola I.\nPeters, Alice E.\nPhillips, Carmel\nPhillips, Eathel\nPick, Martha M.\nPitcher, David H.\nPittman, Grace\nRaschbacher, Margaret\nReed, Charles L.\nRice, Elmer\nRobling, Thelma C.\nRoush, Charles G.\nRutledge, Roy B.\nSage, Mabel F.\nSchulz, Magdalena\nShealy, Josephine\nSnider, Lester\nSpradler, Iva\nStarr, Martha\nStewart, Delean\nStreet, Hazel V.\nSturm, Helene\n\nSuter, Edgar M.\nTaylor, Mary\nTaylor, Nellie Jane R.\nTerry, Ina\nThomas, Alsa Jane\nThomas, Anita\nThomas, Malache B.\nTowlin, James H.\nTownsend, Lizzie Lee\nTrent, J. C.\nWaUace, Ruth\nWerner, Mabel M.\nWilson, Weltha A.\nIOWA\nAlbee, Elbert A.\nAnderson, Charlotte\nAthearton, Walter Scott\nBelt, Laura JL.\nBerg, Jennie I.\nBetts, George H.\nBishop, Helen\nBovee, Mrs. Earl E.\nBronson, E. 0.\nBrown, Fannie\nBrown, Heien\nChapman, Harriet Josephine\nChristie, Geneva\nChristie, Mrs. Mary S.\nClark, Rachel\nCobb, Charles S.\nCraig, Mattie L.\nDay, Mrs. Olive\nDePoar, Mrs V. V.\nDiggs, Sue Rich\nEnfield, Helen\nFalkner, Laura\nFrame, W. T.\nFrazier, Jessie\nFunnemark, Helen\nGo’try, Mrs. Everett\nGranger, Lottie\nHainer, Julius C.\nHankins-Ludwig, Carrie\nHathaway, Annette\nHamilton, Bessie\nHever, Dora\nHills, Mary\nHoadley, C. W.\nHolmes, Edmund M,\nHruska, Victoria\nHungerford, Mary Shipton\nHutchinson, Mrs. 0. L.\nIler, Ernest\nJacobson, P. W.\nJohnson, Mrs. Forrest\nKauffman, Louise Marie\nKeith, Margaret\nKimble, Murray\nKnapp, Herman\nMcDaniels, Abraham\nMcElroy, Mrs. W. 0.\nMclntire, M. M.\nMarine, Charles B.\nMiller, Alonzo Alexander\nMiller, Mrs. Ella Ford\nNelson, Nellie\nNicklin, Myrtle A.\nOsborn, Hazel\nPeck, Ella Mabel\nRemensnyder, Emma\nRitner, Nellie\nRose, J. L.\nRoss, Victor\nSaylor, J. W.\nSchell, Ida\nSeerley, Mrs. Homer H.\nSteece, Nellie\nStudebaker, C. H.\nTodd, Marian S.\nTownsend, Eugene Collins\nVagenitz, 0. 0.\nVeach, Mrs. Laura\nWagner, W. J.\nWechware, Mrs. Mary\nWilliams, Sylvester Niles\nWilson, Flora\n\n"}
{"page": 949, "printed_page": null, "text": "Associational Records and Information\n\nKENTUCKY\nBell, William C.\nLOUISIANA\nAllen, Cammie\nBax ey, Lelia\nByrd, 0. Carver\nDunckelman, W. R.\nHolla'way, Mrs. Agnes\nJackson, Miss Sammie\nLeBianc, Luvil’e\nLeopold, Mrs. Addie P.\nMcGehee, Lucius D.\nMartin, H. D.\nRichardson, Maggie\nRoark, L. E.\nSellers, Mrs. George\nSmith, Jewell\nStrickland, Nena\nTugwell, Lois\nWooldridge, H. J.\nMAINE\nBurton, Mrs. Lucy Agnes\nButler, Kathleen\nDavis, Ida\nDouglas, Ella\nGordon, Etta\nHammond, Oswald K.\nHart, Ethel Mae\nLibby, AUce J.\nLunt, Mildred F.\nMerrill, John C.\nPalmer, Mary\nParker, John F.\nPreble, Mrs. Kitty\nRedlon, Clara A.\nSawyer, Susan\nSmall, ETa\nSmith, Genevieve\nSmith, Leola P.\nTolman, Mrs. Villa\nVinal, George H.\nMARYLAND\nArnold, Grace S.\nBell, Hattie V.\nEiggs, Irma V.\nBlair, Mamie W.\nBonnotte, Ferdinand\nBruff, Thomas C.\nBurrier, Serena\nCarroll, Margaret A.\nCavanagh, M, Bina\nConklin, Verna\nCotton, Hattie L.\nCoulehan, Charlotte\nDavis, Horace M.\nDean, Gordon M.\nDorman, Stella\nFales, Laura G. E.\nKabliston, Charles C.\nHall, M. Susie\nHarman, Frances\nHubbard, Elizabeth J.\nJackowick, Joseph A.\nJacobs, Sadie C.\nKelley, Jennie M.\nKravitz, Anna G.\nLamb, Arthur\nLease, Mary J.\nMcCleary, Standish\nMcCuTough, Alice\nMcDaniels, H°len R.\nMedwedeff, Minnie V.\nMerrick, Samuel K,\nMills, Marie L.\nNeal, L. E.\nNeugoal, Mary E.\nNicoUs, Roberta C.\nNusinow, Mary\nPhillips, Frank W.\nPietsch, Andrew J.\nPollitt, Alice\n\nPorter Harry W.\nRoot, Francis\nM.\nRosenthal, Melvin\nRurah, John\nShanks, Lewis P.\nShipley, Paul G.\nSibley, I'ora\nSmyth, Elizabeth A.\nStephens, Alma\nStinson, H. W.\nTolson, Mary K.\nUnger, M. S. H.\nWare, John D.\nWatkins, Frank\nWatts, E. Virginia\nWightman, Virginia\nWilhelm, Mabel\nWilliams, Viola M.\nWright, Eleanore\nZipp, Elizabeth\nMICHIGAN\nAllord, Helen Bullis\nAnderson, Arthur\nArnold, Mrs. Mattie\nAuguston, Isabel\nBattle, Eleanor\nBaker, J. Fred\nBarnes, Jane M.\nBarr, Beatrice Farr\nBender, Mrs. Idalene Webb\nBennett-Nott, Marcella\nBlakley, Lila\nBoardman, Martha\nBowen, Dwight C.\nBradford, Mrs. Marietta\nBrandau, Emelia W.\nBranyan, Mrs. Ethel\nBraule, Dorothy\nBreppe, Harold\nBroderick, Ann McPharlin\nBromley, Lillian\nBrown, Mrs. Nettie\nBuss, E. C.\nCampbell, Mrs. Hattie C.\nCampbeT, Mrs. Mary Louise\nCard, Lila M.\nCarney, Frank\nCesal, Louise\nChamberlin, Beatrice\nChristopher, Katherine\nClemens, Thomas J.\nConnell, Henry M.\nCowen, Sylvia Levy\nCraddock, Sue\nCranda 1, Mrs. Harry C.\nCrane, Mrs. Lena\nCrawford, Malcolm J.\nCurry, Mrs. Ida\nDavis, Lucia Adell\nDeal, Anna M.\nDerby, Marjorie\nDoolittle, Vera Lord\nDoolittle, WiTiam Clark\nDoxie, Georgina\nEby, Mrs. Leslie\nEckstrom, Leonore M.\nEhlers, Mrs. Mary Hughes\nElliott, Felestia\nElliott, Mary L,\nLlson, William H.\nEmmons, Helen R.\nFerguson, Mrs. Clara\nFindley, John\nFitzsimmons, Gladys Louise\nFrancis, Myrtle D.\nFrederick, Oliver G.\nFrostic, Mrs. Sarah\nFu’ler, Florence\nGarbutt, George H.\nGetty, Irene Louise\nGillesby, L. 0.\nGooding, Mrs. Martha M.\nGraham, James R.\nGraham, Mrs. Sarah\nGrigg, Dorothy Lacey\nGunn, Mrs. Josie\n\n943\n\nHamill, B. M.\nHawley, Helen\nHeinonen, Saimi\nHirchy, Walter\nHoben, Allen\nHough, Grace\nHuber, G. Carl\nHurst, John T.\nHutchins, Ella J.\nJohnson, Mrs. Myrtle\nJosin, Julia E.\nKaufman, Frederick\nKelleher, Elizabeth M.\nKergan, Margaret\nKing, F. E.\nKoopman, Mrs. Philip U.\nKratz, Everett\nLarson, Emma E.\nLemon, Mrs. Kate\nLinn, Caroline\nLittle, E. L.\nMcClure, Carrie E.\nMcCormick, Charles J.\nMcCulloch, George L.\nMcGoldrick, Mary\nMcGregor, Florence A.\nMcIntyre, Jessie\nMacKenzie, Bertha C.\nMcKnight, Mrs. Freda\nMcNair, Martha\nMacomber, Harriet\nMans, Louise\nMarchelle, Grace B.\nMarshall, Alice Irene\nMertz, Emma\nMiller, Edwin L.\nMiller, Mrs. Josephine\nMiller, Raymond\nMi’ler, Rutherford B.\nMoore, Mrs. Grace\nNacy, Alice L,\nNancarrow, Mrs. Helen R.\nNeilson, James A.\nNelson, Winifred James\nNestle, Mrs. Ethel Kenyon\nNisewander, Mrs. S. B.\nO'Brien, Annie\nOtto, Maude\nPollock, James B.\nPost, Mrs. John C.\nReck, Mrs. George D.\nReppe, Harold B.\nRichards, Galia\nRobinson, Mrs. Lilly\nRodda, Mrs. Anna B.\nRogers, Frances Beattie\nRose, Mrs. Frank G.\nRowe, Mabel\nRuehle, Mrs. Sarah J.\nSchick, Grace\nSchulze, Margaret L.\nSmith, Mrs. Dorothy\nSowers, Charles\nSpaulding, Mrs. Floville\nStetson, H. L.\nStuart, Louise\nSutton, Ransome\nSwift, Claude D.\nTabor, Sam\nThomas, Lois\nThomas, Mrs. Norman J.\nTodd, Nancy Elizabeth\nTrottles, Olive\nTurrel, James\nUpton, Mrs. Josephine\nVisser, Lena Mae\nVon Schrader, Augusta\nDoris\nWelch, Mrs. Myra True\nWhite, Ona Belle\nWilkinson, Arthur 0.\nWi kinson, George Melvin\nWilliams, Edith A.\nWillis, Alice E.\nWillson, Phillip J.\nWolf, Florence D.\nWoodworth, Mrs. Della\nZindler, Fred L.\n\n"}
{"page": 950, "printed_page": null, "text": "National Education Association\n\n944\nMINNESOTA\nAgnes, Mother Mary\nBergquist, J. Victor\nCooper, Charles H.\nHudec, Marie A.\n\nMISSOURI\nAdams, Ruth L.\nAnderson, Mrs. Blanche\nBarrington, Carrie\nBeard, Ruth\nBing, Nettie G.\nBolen, Bettie\nBoxx, Mrs. Cleo\nBrachvogel, Madeline\nBristol, Mrs. Edith C.\nBrown, Mrs. E. B.\nBrowne, Katherine R.\nBruffey, Mattie\nCalhoun, Elizabeth\nCarroll, Agnes I.\nCarroll, Susie G.\nCarter, Amy\nCarter, Isabel C.\nCockrell, E. R.\nCrosby, Clifford\nCulver, Mary D.\nCurtis, Lina N.\nDake, Charles L.\nDavis, Mrs. Irene\nDeneke, S. F.\nDenning, R. L.\nDoellner, Bertha E.\nDover, Mary V.\nDowning, Mabel E.\nDuffy, Margaret\nEddy, Gertrude\nEngland, N. R.\nFarr, Harry\nFarrell, Allease\nFickas, Evelyn\nGibson, Isabella\nGladback, Mary C.\nGodwin, J. F.\nGriswold, Lizzie\nHacke, Virgil G.\nHamilton, Orville\nHammond, Edith\nHamring, Augusta\nHarrison, Mrs. W. E.\nHarwood, Mayme B.\nHerdman, Pearl\nHiggins, Catherine M.\nHinchey, Allan\nHolmes, R. V.\nHowe, Jennie C.\nHussey, F. N.\nHutcheson, Nancy\nJackson, Creola\nJaudon, Virgil H.\nJefferson, Harriet L.\nJenkins, Florence\nJohnson, Mrs. Bess\nJohnson, Daisy\nJohnston, T. A.\nJones, Virginia\nJudd, Jesse A.\nKelly, Kate E.\nKelsey, Sidney\nKent, J. M.\nKinyon, Mrs. Mary I.\nKnox, Eloise\nLewis, Eva\nLong, Avery\nLooney, Inez\nMcGlathery, Sallie\nMachen, Zora\nMalone, R. N.\nManning, Mrs. Emily\nMatson, Penn\nMeadows, Harris\nMorerod, Harold\nMorris, Elizabeth\nMyers, Hilda\nNathan, Albert\nNorth, Mary\n\nOehler, Kate\nO’Rear, M. A.\nParks, James Lewis\nPeabody, Elsa Frances\nPickles, Ella A.\nPollock, Elmer\nPonder, Addie\nRabe, Anna E.\nRand, Zelma Spaulding\nRau, W. A.\nRay, Jessie F.\nRichardson, Mrs. Alice\nRichardson, Izel Swope\nRobinson, Oletha\nRobnett, Frances D.\nSchaefer, Angie\nScott, Gertrude\nSexton, S. Nora\nShinnick, Eveleen M.\nSmith, William B.\nSpeece, Aura Belle\nStacey, T. H. B.\nStanton, Elizabeth\nStewart, Anna B.\nStuhlman, Ted\nSuhrie, Eloise\nSwindell, Herbert\nTate, Dr.\nTempleton, Marie\nThomas, Ruth E.\nThompson, Susie E.\nTripp, Dessa Crouch\nVogel, Antoinette S.\nWebb, Walter F.\nWells, R. A.\nWhitney, Maud M.\nWilliams, Ida\nWoods, Mrs. Emma\nWork, Elizabeth\nWilcox, Walter E.\n\nMONTANA\nAmbercrombie, Lillian\nBlakeslee, Mrs. George\nBrannon, Mrs. M. A.\nDana, Paul R.\nDaum, Mrs. Mary C.\nDennett, Florence A.\nEaton, Lewis T.\nEhrlich, Freda\nFitzgerald, Mrs. Dorothy\nFoot, Mrs. Cora Bateman\nGray, Virginia\nHanelt, Adeline\nHastings, Beatrice Collins\nHogue, Drusilla E.\nInbody, Ray\nJansen, Mrs. Manda\nLaird, Cassie\nLeMere, Anna\nLewis, James M.\nMarion, Mrs. Bessie R.\nNewlin, Mrs. Carl\nNystrand, Alice G.\nProvo, Mary M.\nRiedell, C. H.\nSmith, Kathrine Wilson\nSmith, Mrs. Myrtle 0.\nSoper, William L.\nStreibich, Anne G.\nWeise, Marie\nWilkinson, Elfie\n\nNEBRASKA\nAdkins, R. F.\nAla, Mrs. A. J.\nBeebe, Mrs. William\nBehm, Caroline\nBlackman, Julian R.\nBritell, I. H.\nBurdick, Burton\nButler, Mildred\nCarney, Mrs. Grace L.\nCline, Effie\nCorbett, Virginia\nCostigan, George P., Jr.\nCox, Vernon\n\nFagan, Nellie M.\nFrancis, John\nFrench, Calvin\nFrye, Bessie\nFrye, P. H.\nFling, Fred Morrow\nGoodell, Walter E.\nGregg, Mrs. Iva Noddings\nGriffiths, Mrs. Nora\nHalverson,\nMrs.\nBlanche\nPerks\nHenricksen, Erna\nHeyne, Glenville\nHinman, Mrs. Alice H.\nHitchcock, George G.\nIrwin, Charles W.\nLucas, John R.\nM’Brien, Jasper L.\nMcClun, Blanch\nMackey, Mrs. Irvie Van\nOstrand\nNelson, Geraldine H.\nNordin, Lillian\nNottingham, John F.\nPaxton, Ella\nPowell, Martha\nPriel, Mrs. Nettie\nSandeen, Mrs. Charlotte\nSaylor, J. W.\nSchmidt, Yvonne E.\nSnyder, William P.\nStormer, Myron E.\nStrong, Frank\nSwails, Pearle\nSwezey, G. D.\nTaylor, Annabe\nWestgate, Vernor V.\nWilliams, Henry\n\nNEW HAMPSHIRE\nBarnes, Ernest E.\nFrench, Harold W.\nGile, Abigail\nHopkins, George I.\nRoss, Howard A.\nRundlett, Louis J.\nWillard, Alta Cera\n\nNEW JERSEY\nBailey, Alice Evelyn\nBauer, Mrs. Flora\nBeebe, Grace\nBimbler, Joseph F.\nBlau, Elsie\nBodme, Mrs. Florence C.\nBrelle, Olga\nBrumbaugh, Charles\nBurke, Mrs. Minnie V.\nCarlin, Theresa L.\nConcannon, Anna B.\nCooley, Mrs. F. F.\nCorson, David B.\nCusick, John\nDavis, Margaret B.\nDay, Stephen S.\nDemarest, Mrs. Mary\nDenton, Mabel\nDressel, Herman\nDuncan, Bertha\nEgan, Eileen\nEngel, Mrs.\nFrich, Francis Joseph\nGalluba, Mildred A.\nGibson, Gladys E.\nGoodwin, Mrs. Amy\nGunnison, Florence R.\nHamburg, Mrs. A. V.\nHamlin, Edna C.\nHart, Ray H.\nHatfield, H. DeW.\nHeath, George B.\nHeery, Mary\nHinton, Marceline Lewis\nHoag, Winfred A.\nHuston, Jennie M.\nJohnson, Ruth Grant\n\n"}
{"page": 951, "printed_page": null, "text": "Associational Records and Information\nKeating, Dorothy\nKempf, Emilie\nKline, Ambrose B.\nLeino, Martha A.\nLewis, A. Mabel\nLloyd, Robert\nMabie, Martha E.\nMcFaddin, Clara\nMcLaughlin, Mrs. Nora F.\nMiller, Ruby A.\nMintz, Dorothy\nMoller, E. Fred\nMontgomery, Genevieve\nMorse, Hebert N.\nMorse, Minnie E.\nMurphy, Virginia\nOaks, Alexander M.\nO’Callahan, Marguerite\nO’Stephens, Mrs. Ray\nOvergne, Louise C.\nPotts, Fenelle\nQuinlan, May L.\nReed, E. Paulene\nRohn, William L.\nSt. George, Hilda\nScudder, Myron Tracy\nSinclair, J. Edwin\nSullivan, Arthur E.\nThomas, Maud S.\nWarren, Viola W.\nWhiton, Mrs. Adeline N.\n\nNEW YORK\nAlford, Eunice\nAllen, Helen J.\nAnderson, Floyd F.\nAvery, Emma M.\nAvery, Fannie\nBarrett, Ellen B.\nBates, Mildred\nBeal, George H.\nBeckins, Ida M.\nBedwin, Theodore M.\nBelden, Arthur E.\nBell, George H.\nBible, Rose M.\nBiederbick, Marguerite A.\nBlackford, Margaret E.\nBlau, Estelle\nBleknap, Genevieve R.\nBook, Arthur E.\nBorener, George\nBrady, Catherine R.\nBrett, Anna\nBriggs, Jean\nBroerick, Mary\nBurritt, Alice J.\nCahill, John\nChapin, Phillip P.\nChristophere, Catherine M.\nCollis, Mary M.\nCondon, Margaret A.\nCoonan, Catherine E.\nCopeland, Grace S.\nCosgrove, RoseLa\nCripps, Gladys M.\nCurry, Rose B.\nDabbus, Bertha L.\nde Fromen, Juanita M.\nDennis, Eserline M.\nDrury, Thomas J.\nDuncan, Mary E.\nDyer, Sara F.\nEarle, Cora B.\nEhrle, Caroline B.\nElliot, Lillian M.\nEllsworth, Ida L.\nFalk, Louis J.\nFarman, Mary E.\nFinegan, Julia A.\nFischer, Mary B.\nFisher, Louise D.\nFitzgerald, Mary W.\nFitzsimmons, Mary V.\nFrawley, Helen M.\nGallagher, Helen J.\n\nGernon, Mary\nGibney, Eugene C.\nGillard, Benjamin G.\nGinter, Marie H.\nGordon, Anna\nGraham, Eva B.\nGreen, Jean Hurowitz\nGreen, John C.\nGreene, Elizabeth A.\nGriffin, Joseph T.\nGuinnip, George H.\nHall, Audrey F.\nHancock, Mary\nHandy, Seymour\nHanigan, Lillian R.\nHarter, Eugene W.\nHarvey, Helen W.\nHerdling, Emma\nHough, Jean W.\nHuggins, Isabelle S.\nHunt, Esther G.\nHurley Helen Q.\nJameson, Charles B.\nJones, Alfred A.\nJones, Anna V.\nJones, Gary\nJoyce, Sarah I.\nKane, James J.\nKelley, Frank B.\nKelley, Mary R.\nKeresey, John S.\nKeune, Anna F.\nKnox, Margaret\nKramlich, Emma F.\nKroeger, John W.\nLaFrance, Erwin J.\nLambert Sophia W.\nLampert, Besse R.\nLfinning, Helen F.\nLarsh, Charles H.\nLefkowitz, Joseph\nLeinswand, Lillian E.\nLennon, He’en\nLennon, Lauretta E.\nLevitas, Arnold\nLynch, James T.\nLyons, Frances A.\nMcLaughlin, Mary E.\nMcTernan, Josephine\nMahoney, Rose A. R.\nManahan, Margaret E.\nManning, Ella M.\nManning, John T.\nMarkham, Luther 0.\nMarsh, Marian\nM'arum, Norma\nMaxfield, Marshall J.\nMaxwell, Julia A.\nMeltzer, Bella E.\nMemhert, Blanche B.\nMendesohn, Henry\nMeyer, Anna\nMillar, Effie G. C.\nMoran, Loretta M.\nMosbacher, Irving\nMoses, Edward I.\nMowen, Littie K.\nMulligan, Anna M.\nMunson, Elizabeth R.\nMurphy, Mary G.\nMustor, E’sie S.\nNidel, Lewis\nNovak, Henry A.\nO’Brien, Elizabeth A.\nO’Connor, May R.\nO’Hara, Cecilia E.\nOlney, Anne\nO’Meara, Lily E.\nPage, Elizabeth A.\nPatrie, Everett G.\nPatterson, Louise E.\nPayson, Elsie S.\nPearse, Mabel E.\nPhillips, Elizabeth V.\nPiatt, Herman S.\nPines, Sophia R.\nPope, Mary D. P.\nPurgold, Estella L.\n\n945\n\nQuigley, Harriet A.\nRafferty, Clara\nRedding, Arthur F.\nRedmond, Daniel W.\nRendell, Harriet E.\nSackman, Esther B.\nSandowsky, Fannie S.\nSauer, Elizabeth M.\nSaul, Gertrude E.\nSeaman, Mary E.\nSchwab, Sophie\nSchwartz, Estelle H.\nSimmons, William M.\nSmith, Anna\nSmith, Jane\nStevens, Plowdon, Jr.\nStieneck, Adelheit M.\nStonehouse, George F.\nSwartz, Sidney A.\nThompson, Edith C.\nTownsend, Charlotte\nTownsend, Harold B.\nTrunkey, Gertrude N.\nTucci, Mary A.\nTurner, Eva G.\nVanName, Warren M.\nVanSiclen, Lillian L.\nVanThoff, Josephine\nWalsemanns, Amelia\nWalsh, Agnes\nWells, Helen L.\nWidemeyer, Constance M.\nWillard, Florence\nWimberg, Ruth\nWoodhurn, Caroline\nWoods, Elsie S.\nNORTH CAROLINA\nArnold, Moxley\nBell, Clara\nBell, J. M.\nBlair, Elizabeth H.\nButler, Lelia Floy\nCarroll, Elizabeth D. D.\nCatlett, Washington\nCobh, Collier\nFortune, Mabel\nFoster, John Milton\nGraham, Alexander\nGray, Inez\nLanier, Mary\nMcLeod, Mrs. F. A.\nMartin, Emma\nNewell, Margaret B.\nPerry, W. Y.\nPreston, Lois W.\nPurser, P. 0.\nRabb, Mary\nSanford, Ruth Mae\nSentelle, R. E.\nTroth, Dennis C.\nVenable, Francis P.\nWashington, Ettie\nWhitaker, Eleano?\nWhitener, John S.\nWorthington, Alma Mae\nWright, Robert W.\nYorke, Mattie M.\nNORTH DAKOTA\nAuforth, Allan\nBublitz, Mrs. William\nCunningham, Elsie\nDenny, Anna Cook\nDickerson, W. H.\nDreis, Gladys\nFish, H. C.\nHartl, Emily\nLee, Arthur\nMcIntyre, Annie W.\nMcKensie, Duncan\nMarean, Ora\nPaulson, Adolph\nScheiss, Angeline\nSullivan, Helen\n\n"}
{"page": 952, "printed_page": null, "text": "946\n\nNational Education Association\n\nOHIO\nBryan, E. B.\nCowen, Marie L.\nDaley, Edward L.\nDavis, George E.\nDetrick, Rebecca\nFoster, George M,\nGilmore, Katherine\nFlowers, Charles M.\nHammond, Rose Lytle\nKern, John W.\nLucas, Lund W.\nMcLean, Grace\nMechling, G. V.\nPalmer, Harry D.\nPryor, Howard R. '<\nRichey, R. R.\nTarr, Ruth A.\nTaylor, Arthur\nWashburn, Carl D,\nWood, Annie E.\nWyman, Cecilia M.\nOKLAHOMA\nAthearn, Walter Scott\nBarnett, C. A.\nBaxter, L. L.\nChilcote, Minnie\nClark, Bessie\nCombest, Mrs. Pearl H.\nDavis, Mrs. LiPie R.\nDawson, Miss Floy\nDunlap, Frances\nFarrell, Bess\nGriffiths, Minnie\nHacker, Albert J.\nHammond, M. P.\nHankey, R. V.\nHarrell, Mrs. Henry\nHarris, Mary K.\nHoover, Sarah\nHopkins, S. N.\nHowell, Rhea\nKyme, George\nLee, Mrs. Lila M.\nLively, Isah Horah\nMcBrien, J. L.\nMurray, John\nPearson, Mary Ellen\nPearson, Paul\nVickory, Bruce\nWise, Althea\nWolfinger, Roy\nPENNSYLVANIA\nAiken, Mary\nAldinger, Mildred\nArmor, WiTiam R.\nArmstrong, Elizabeth E.\nBacon, Grace P.\nBailey, Fannie\nBard, Edna M.\nBaumgardner, Algie\nBrown, Elmer Ellsworth\nBrown, Ruth\nBrownlee, Mary\nBrunner, WiPiam A.\nBudde, Wesley E.\nBumbaugh, Frank D.\nCarter, Charles E.\nCa.vill, Alice\nClever, S. Blanche\nColey, Mathilda\nCoulomb, Char’es A.\nDarlington, Ella C.\nDeHaven, John J.\nDetwiUr, Richard J.\nDick, William\nDiener, Mary E.\nDil’inger, Carrie\nDugan, Cora E.\nEastwood, Albert 0.\nElson, William Harris\nFarr, Chester Nye, Jr.\nFoltz, Frederick F.\n\nFrancis, Maude Teter\nFritz, Kathryn B.\nFrowen, James A.\nGaTagher, James J.\nGilliam, Bessie B.\nGolden, H. W.\nGorman, Marguerite\nGrafius, Emma I.\nGraper, Marie C.\nGroth, Herman\nHackett, Clara B.\nHazlett, J. Marcus\nHittle, Alonzo C.\nHollibaugh, U. G.\nHolmes, Sarah C.\nHoskin, Florence A.\nHowe, John F.\nHuber, Mary S.\nHumphrey, James H.\nJameson, Joseph M.\nKelly, William, A.\nKennedy, William F.\nKillius, James\nKirk, Anna Virginia\nKuhns, Luther J.\nLesher, Dorothy A.\nLessig, Hi’ary M.\nLewis, S. Katherine\nLewis, Sutton P.\nLinn, Karl H.\nMcConnell, Ella\nMcCoy, Grace\nMcCrea, Lona B.\nMcDonald Margaret H.\nMcGuigan, Elwood J.\nMartin, Dorothy\nMiller, Jennie\nMiller, Maude G.\nMinor Margaret\nMitchell, Mary W.\nNealon, Kathryn N.\nNew’in, Catherine\nOliver, David Brown\nO’Malley, Anna M.\nPatterson, Thomas K.\nPickett, Julia\nPurceG, Helen\nReag’e, Sarah E.\nReisfar, Charles\nRife, William M.\nRoeder, Elmer H.\nRoland, Marie E.\nRutter, Harry J.\nSands, L. Florence\nSheppard, Margaret\nShure, Velma Orndorf\nSmall, C. S,\nSmith. Rebecca R.\nSpangler. John A.\nStatler, Lonnie L.\nStewart, W. M.\nStraesser, Mare-aret Z.\nStreet, James L.\nThomas, Martin H.\nTindal, Emma V. T,\nWatts, E. L.\nWebb, Carrie C.\nWelsh, J. P.\nWMte, Mary\nWiUon, Fannie\nWright, J. Anson\nSOUTH CAROLINA\nEating, Ro~alyn\nHollis. G. T.\nParker. Henry Clay\nStanley, M. M.\nSOUTH DAKOTA\n.Andrews, Freeman H.\nPa’dridge, Irvine E.\nBedford. Gertrude\nBeede, Aaron\nBennett, Inez L.\nDavis, Addie M.\nFleming Mrs. Wager\n\nFrench, Calvin H.\nGibbon, Ben H.\nHorst, Arthur\nIreland, A. T.\nKalisch, Jerry\nLong, Frank\nMcClellan, Frank C.\nMcGill, Lillian\nMcQuistian, Christina\nRemley, Clara\nRishoi, Ada Messner\nWelch, Fremont\nTENNESSEE\nJohnson, J. D.\nKennedy, Annis\nO’Connor, Mrs. G. E.\nSmith, Leona\nTinnell, Robert E.\nTEXAS\nAdamson, W. H.\nAxson, Stockton\nBroussard, Mrs. Cecil H.\nCowart, Lora E.\nDavenport, Geraldine\nEstill, Mrs. Loulie S.\nFunk, Bertha\nLove, Mrs. Clay\nFoe, Susie Lee\nRed, lone\nUTAH\nAllred, W. Lyle\nAugason, Ruth C.\nBeason, J. E.\nBlackham, Gwendolyn\nBlackham, Olive S.\nBradford, Hail L.\nBrady, Edward L.\nCameron, Cliffie\nChild, Julia A.\nClark, E. J.\nCorey, Matilda\nDailey, Maughn H.\nDavis, Caroline Mills\nDavis, Rosamond\nDragon, Martha B.\nEkins, Ste.la McMullin\nErickson, Hugh M.\nFitzsimmons, Ida\nGardner, Fred C.\nGlenn, Walter J.\nGreenwood, Joshua\nHallock, E. S.\nHayes, Henry H.\nHiggs, Mary A.\nHutchinson, Ella V.\nJameson, Olivia\nJennings, Martha B.\nKeele, Charles H.\nKing, Annie J. P.\nLarson, Joseph A.\nLee, Eli F.\nLewis, David T.\nMadsen, Floyd Allred\nMarehant, Mary E.\nMerrill, Thomas H.\nMiller, May 0.\nMorrill, A.ice\nMortenson, Lillian\nNeilson, Bespie G.\nNielson, Beth\nOllerton, Mary A.\nOUon, C. P.\nOlson, Sally Ann\nPack, Ivy M.\nQuinn, George M.\nRich, Mae F.\nSchwenke, Charles\nScofield, Jane\nScorun, Emma T.\nUnderwood, W. L.\nWakefield, Roma S.\nWalton, Joseph S.\nWestrope, Minnie T,\n\n"}
{"page": 953, "printed_page": null, "text": "Associational Records and Information\n\nVERMONT\nBliss, Clara\nOsgood, Mary L.\nWhite, Carroll H.\nWright, Alice G.\nVIRGINIA\nChandler, J. A. C.\nCoddington, Kate\nFolkes, Mary\nFulton, Lucy\nGlenn, Sarah Ellis\nKerns, Ruby\nMaury, Sarah S.\nMunoz, Christine\nNicholson, Alice A.\nPetty, Mrs. W. C.\nPickett, Elizabeth\nRichard, Mrs. W. R.\nShelton, Carrol J.\nSweeney, Bettie 0.\n\nWASHINGTON\nBean, Mabel L.\nBerg, Eva\nBoten, Julia\nBrainard, Cora\nDavidson, Johanna\nDavis, Margaret L.\nDewey, Myrtle\nFinch, Mary Louise\nFish, H. C.\nGreenberg, Edith\nHaesler, W. E.\nHastings, B. C.\nHooper, Mary\nHoran, Nell\nHubbard, Alice\nLeedham, C. M.\nMeany, Edmond S.\nMiller, Helen G.\nMoores, Genevieve\nOwen, Myrtle\nRagan, Marie\nRoberts, Beatrice\nRust, Verlin\nWilbur, E. St. John\nScholes, Stella\nSeymour, Glen\nSmith, Helen B.\nWoodward, Beulah\nWright, Nelle\n\nWEST VIRGINIA\nAshburn, Clarence M.\nFloyd, Ulysses Grant\nHusted, W. A.\nRiley, John Wes’ey\nTabor, Aubrey H.\n\nWISCONSIN\nAmes, Edith\nAnderson, Mabel\nArmstrong, Edwin T.\nBartlett, Frank A.\nBayless, Celeste C.\nBeck, Pearl\nBerg, Arnold\nBliss, Ida\nBreed, Sadie M.\nBriggs, Emma R.\nBrown, Edwin B.\nBrown, N. B.\nBrown, Nellie\nBruegger, Myrtle F.\nBruins, Hazel J.\nBuchanan, Viola D.\nBurhans, Helen L.\nCalkins, Ella A.\nCarpenter, Agnes\nCarpenter, Eolia\nCartwright, Marion\nChristie, Mrs. John\nClark, Lilian\nColburn, Willis P.\nConley, John D.\nCooper, Bess\nCrary, Helen\nDaliege, Mabel\nDavidson, Joseph M.\nDavison, Helen E.\nDedrick, Ada L.\nDolan, Frances\nDolven, Beal\nDoorley, Ellen\nE!a, Ida L.\nEmmons, Stella\nFeak, Geneva J.\nFifield, Catherine\nFinch, Mary L.\nF’anagan, Florence\nFlorin, Aurelia B.\nFoley, May G.\nFreier, Cora\nGage, Sarah T.\nGalligan, Annie V.\nGeerlings, Tillie M.\nGeilfuss, Alma\nGill, Nellie\nGorman, Loretta D.\nGregerson, Harriet\nGumpert, Emmy\nHaass, J. J.\nHamman, B’anche\nHaskell, Herbert\nHerbst, Fannie\nHianny, He*en\nHil\\ M. 0.\nHogue, Mrs. W. F.\nHorton Ruby\nJensen, Anne W.\n\n947\n\nKamke, Lydia\nKeller, Jacob M.\nKennedy, Nora\nKetchum, Anna\nKrauslach, Emma\nLanger, Grace\nLarson, Gertrude F.\nLeonard, Ermina N.\nLoos, George J.\nLund, Bertha\nMahon, Margaret A.\nMartin, Katherine M.\nMcCafferty, Ethel\nMcCormick, Agnes\nMead, Winnie\nMeinhardt, Mary\nMelcher, H. A.\nMerrill, Isabel\nMills, Ebin\nMortimer, George B.\nNimtz, Mary E.\nNowinski, Martha\nOppreicht, Edward J.\nPaulson, Olga\nPeil, Leo A.\nPerry, Walter H.\nPeterson, Mabel\nPress, R. L.\nPutman, Mrs. Giles H.\nQuan, John J.\nReppe, Harold\nRichardson, Mary\nRobbins, Kate\nRussell, Sarah T.\nSalmon, Mary C.\nSather, Irene\nSauer, James\nSchuman, Edward W.\nScott, Eileen 0.\nSharp, Jane\nSnyder, George F.\nSomrud, Laura\nSpiegelhoff, Mrs. Harold\nSteinke, Elsie\nStewart, Walter W.\nTaggart, Richard C.\nTerry, Lois\nTesch, Ruth L.\nThompson, Helen F.\nTobey, Mrs. S. B.\nTrautwein, Julia A.\nVoigt, A. J. F.\nWallace, Mrs. Herbert\nWard, Mrs. Annit\nWerely, Natalie S.\nWhalen, Margaret\nWilde, H. Samuel\nWilliams, Dewey W.\nWi’son, Berta D.\nWright, He’en E.\nZiperski, Dorothy\n\n"}
{"page": 954, "printed_page": null, "text": "National Education Association\n\n948\n\nTHE FIFTEENTH REPRESENTATIVE ASSEMBLY\nDelegates who attended the seventy-third annual meeting of the National Education\nAssociation in Denver, Colorado, June 30-July 5, 1935. The classification of positions in¬\ncludes (1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom\nteachers, (5) college and normal school presidents, (6) educational editors and secretaries,\nand (7) ex-officio members.\nALABAMA\nCoons, Mabel Anderson (Teacher), 605 E.\nClinton St., Huntsville; Alabama Edu¬\ncation Association.\nCopeland,\nBen\nS.\n(Superintendent\nof\nSchools), Talladega; Alabama Education\nA conpi 51 f i\n\nEmond, Faye' (Teacher), 1501 N. Twelfth\nCourt, Birmingham; Birmingham Teach¬\ners Association.\nForce, Mary (Teacher), Selma; Alabama\nEducation Association.\nGraves, Oliver (Teacher), 1151 N. Thir¬\nteenth St., Birmingham; Birmingham\nTeachers Association.\nGray, M. P. (Teacher), 2140 Sixteenth Ave.,\nS., Birmingham; Birmingham Teachers\nAssociation.\nGrove, Frank L. (Secretary), Alabama Edu¬\ncation Association, 21 Adams Ave., Mont¬\ngomery; Alabama Education Association.\nHolmes, Vera (Teacher), 1340 Fourteenth\nAve.,\nS.,\nBirmingham;\nBirmingham\nTeachers Association.\nHuff, Ottie (Teacher), 1340 Fourteenth\nAve.,\nS.,\nBirmingham;\nBirmingham\nTeachers Association.\nPogue, J. V. (Principal), 1408 Thirty-second\nSt., N., Birmingham; Birmingham Teach¬\ners Association.\nTharp, S. M. (County Superintendent), Bay\nMinette; Alabama Education Association.\nThomas, Elizabeth (Teacher), Lakeview\nSchool, Birmingham; Alabama Education\nAssociation.\nVaughn, G. T. (Principal), 5521 First Ave.,\nS., Birmingham; Birmingham Teachers\nA ccnp15j 41 nil\n\nWilliams, J. D. (N. E. A. State Director),\nPrincipal, Avondale School, Birmingham;\nAlabama Education Association.\nALASKA\nGarrett, Paul E.\n(Principal), Kodiak;\nAlaska Education Association.\nMcDonald, Eora\n(Teacher), Ketchikan;\nAlaska Education Association.\nARIZONA\nBerryhill, Gertrude (Teacher), 902 W.\nLatham St., Phoenix; Arizona Education\nBoehringer, C. Louise (Director), 2506 N.\nEleventh St., Phoenix; Arizona Education\nAssociation.\nBooth, Jonathan L. (Teacher), 522 E. Second\nSt., Tucson; Tucson Teachers Association.\nBosworth, Nell (Teacher), 1412 N. Twelfth\nSt., Phoenix; Arizona Education Asso¬\nciation.\nChambers, Dorothy (Teacher), 1406 E. North\nSt., Tucson; Tucson Teachers Association.\nClarson, J. W., Jr. (N. E. A. State Direc¬\ntor), Dean, 2143 E. Fourth St., Tucson;\nTucson Teachers Association.\nDoyle, Mrs. Lena (Teacher), 2016 E. Speed¬\nway, Tucson; Tucson Teachers Associa¬\ntion.\nHendrix, H. E. (State Superintendent of\nPublic Instruction), Phoenix; Arizona\nEducation Association.\nHill, Ned W. (Director). 2025 E. McDowell\nSt., Phoenix; Arizona Education Asso¬\nciation.\nJones, Olive (Supervisor), St. Francis Apt.,\nPrescott; Prescott Teachers Association.\n\nJohnson, Everett (Assistant Superinten¬\ndent), Phoenix; Arizona Education Asso¬\nciation.\nLarson, E. L. (Teacher), University of Ari¬\nzona, Tucson; Arizona Education Asso¬\nciation.\nMitchell, A. L. (Superintendent), Nogales;\nArizona Education Association.\nOverpeck, Stella (Teacher), 704 N. First\nAve., Tucson; Tucson Teachers Associa¬\ntion.\nRouse,\nLaurence T.\n(Principal),\nHigh\nSchool, Bisbee; Arizona Education Asso¬\nciation.\nSutherland, Edith (Supervisor), 810 N.\nThird Ave., Phoenix; Phoenix Teachers\nMutual Benefit Association.\nARKANSAS\nAllen, C. F. (Principal), West Side School,\nLittle Rock; Arkansas Education Asso¬\nciation.\nHall, W. F. (Supervisor), State Department\nof Education, Little Rock; Arkansas Edu¬\ncation Association,\nPhipps, W. E. (N. E. A. State Director).\nCommissioner, State Department of Edu¬\ncation, Little Rock; Arkansas Education\nAssociation.\nPipkin, John (Business Manager), Little\nRock Public Schools, Little Rock; Arkan¬\nsas Education Association.\nWhite, Mrs. Claire T. (Supervisor), 2905\nFulton St., Little Rock; Little Rock\nClassroom Teachers Association.\nCALIFORNIA\nAllen, Mrs. Rhea E. (Teacher), 2121 Locust\nSt., Long Beach; California Teachers\nAssociation.\nArmstrong, Hubert C. (Teacher), 2621 La\nCuesta St., Oakland; Oakland Teachers\nAssociation.\nArnold, David R. (Principal), Avalon School,\nCatalina Island;\nCalifornia\nTeachers\nAssociation.\nBaker, Alfred E. (Teacher), 6149 Hill Rd.,\nOakland; Alameda County Educational\nAssociation.\nBaker, Claude (Teacher), 836 Alberta St.,\nSanta Barbara;\nSanta Barbara City\nTeachers Club.\nBaker, Ethel I. (District Superintendent),\n1517 Fortieth St., Sacramento; Sacra¬\nmento County Teachers Association.\nBalch, A. E. (Principal), 836 Clinton St.,\nFresno; Fresno City Council of Education.\nBall, Mary A. (Assistant Secretary), 155\nSansome St., San Francisco; California\nTeachers Association.\nBarker, Martha Pearl (Teacher), 1715 E.\nSixty-fifth St., Long Beach; City Teach¬\ners Club of Long Beach.\nBaxter, Alfred (Teacher), 5866 Buena Vista\nAve., Oakland; Berkeley Teachers Asso¬\nciation.\nBerry, J. J. (District Superintendent), Oak¬\ndale; Stanislaus County Teachers Asso¬\nciation.\nBiedenbach, C. L. (Principal), 40 Hillcrest\nRd., Berkeley; California Teachers Asso¬\nciation.\nBirch, John (Principal), Willows; Cali¬\nfornia Teachers Association.\nBlackstone, Mrs. Anna E. (Teacher), 1562\nSeventh St., San Pedro; Los Angeles\nElementary Teachers Club.\n\n"}
{"page": 955, "printed_page": null, "text": "Associational Records and Information\n\nBrolliar, F. E. (Principal), 2188 Third Ave.,\nSacramento; California Teachers Asso¬\nciation.\nBuchser, Herman (Teacher), San Jose;\nCalifornia Teachers Association.\nBuckalew, Harry L. (Principal), 408 N.\nFulton St., Fresno; California Elemen¬\ntary School Principals Association.\nBurk, J. M. (Teacher), 2333 Carlton St.,\nBerkeley; Berkeley Teachers Association.\nBush, George C. (Teacher), Oakland; Cali¬\nfornia Kindergarten Principals Associa¬\ntion.\nButler, Renette (Teacher), 193 Bimini PI.,\nHollywood;\nLos\nAngeles\nElementary\nTeachers Club.\nCallaghan, James (Teacher), 1836 Second\nAve., Sacramento; California Teachers\nAssociation.\nCave, Elmer L. (Superintendent of Schools),\nVallejo; California Teachers Association.\nChaim, Henry I. (Teacher), 1755 Van Ness\nAve., San Francisco; California Teachers\nAssociation.\nChapman, Edith (Teacher), 2521 Regent\nStreet, Berkeley; Oakland Teachers Asso¬\nciation.\nClayton, Mrs. Rose C. (Principal), 1821\nPepper St., Alhambra; Alhambra City\nTeachers Club.\nCloud, Roy W. (Secretary), 155 Sansome\nSt., San Francisco; California Teachers\nAssociation.\nCohn, Flora (Teacher), 1500 Wooster St.,\nLos Angeles; California Teachers Asso¬\nciation.\nCohn, Sam H. (Deputy Superintendent of\nPublic Instruction), Library and Courts\nBldg., Sacramento; California Teachers\nAssociation.\nCooper, Mrs. Ruby M. (Teacher), E. Ninth\nSt., Pomona; California Teachers Asso¬\nciation.\nCorey, Arthur F. (Assistant County Super¬\nintendent), Court House, Santa Ana;\nCalifornia Teachers Association.\nCouch, E. B. (Registrar), 1133 N. Everett\nSt., Glendale; California Teachers Asso¬\nciation.\nCrawford, Ida L. (Teacher), 535 Bellevue\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nCroad, J. Russell (N. E. A. State Director),\nPrincipal, Sierra School, Sacramento;\nCalifornia Teachers Association.\nCroak, Margaret M. (Viceprincipal), 345\nTaylor St., San Francisco; California\nTeachers Association.\nDenham, C. F. (District Superintendent),\nBox 464, Hanford; California Teachers\nAssociation.\nDerr, Lucile (Teacher), 612 E. Seventysixth PI., Los Angeles; High School\nTeachers Association of Los Angeles.\nDickey, Ruth (Teacher), 510 N. Mentor\nAve., Pasadena; High School Teachers\nAssociation of Los Angeles.\nDodson, Mrs. May (Teacher), 3516 Downing\nSt., Glendale; Los Angeles Elementary\nTeachers Club.\nDoren, John E. (Teacher), 2505 L St.,\nEureka; California Teachers Association.\nEby, George S. (Teacher), 454 Thirty-fifth\nSt., Richmond; Classroom Department of\nthe California Teachers Association, Bay\nSection.\nEdmonds, Mattie C. (Teacher), 2234 Inez\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nEggenberger, Emma (Teacher), 744 Re¬\ndondo St., Long Beach; City Teachers\nClub of Long Beach.\nEklof, Carl M. (Teacher), 55 Merced Ave.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\n\n949\n\nEmerson, Muriel D. (Teacher), 1980 Oak\nSt., South Pasadena; Pasadena Teachers\nAssociation.\nEstes, Sallie (Teacher), 945 Grosvenor PL,\nOakland; Oakland Teache'rs Association.\nFarr, Jessie V. (Teacher), 405 W. Adams\nBlvd., Los Angeles; High School Teach¬\ners Association of Los Angeles.\nFergus, Mabel E. (Teacher), 409 Dayman\nSt., Long Beach; City Teachers Club of\nLong Beach.\nFerguson, Minerva\n(County Superinten¬\ndent), Box 265, Lakeport; California\nTeachers Association.\nFoley, Louis F. (Principal), 1323 N. Las\nPalmas St., Hollywood; Los Angeles High\nSchool Principals Association.\nGansberger, Dorothy (Teacher), Box 102,\nSan Lorenzo; Oakland Teachers Asso¬\nciation.\nGoold, James H. (Teacher), 2526 Twelfth\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nGreen, Virginia (Teacher), 848 S. Oxford\nSt., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nGustafson, Myrtle (Teacher), 5825 Keith\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nHale, George N. (Director), 602 Soldano\nAve.,\nAzusa;\nCalifornia\nElementary\nSchool Principals Association.\nHampton,\nCharles L.\n(Teacher),\n5536\nThomas St., Oakland; Classroom Depart¬\nment of the California Teachers Associa¬\ntion, Bay Section.\nHampton, Mrs. Florence K. (Teacher), 1210\nGranada Ave., San Marino; The California\nKindergarten Primary Association.\nHaw, Harry H. (Principal), 1413 Golden\nGate Dr., San Diego; California Elemen¬\ntary School Principals Association, South¬\nern Section.\nHayden, Carrie (Teacher), 1629\\ N. Kings¬\nley Dr., Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nHayden, Sabra (Teacher), 1512 N St.,\nSacramento; Sacramento City Teachers\nAssociation.\nHayes, C. K. (Principal), 931 Fresno Ave.,\nBerkeley; Berkeley Teachers Association.\nHayes, John D. (District Superintendent),\nBox 8, El Modena; Elementary Education\nAssociation of Orange County.\nHeacock, A. B. (Principal), 4737 Hollywood\nBlvd., Hollywood; California Teachers\nAssociation.\nHeacock, Carrie Wyman (Teacher), 709 E.\nWindsor Rd., Glendale; Los Angeles Ele¬\nmentary Teachers Club.\nHenderson, Frank A. (Superintendent of\nSchools), Santa Ana; California Teachers\nAssociation.\nHollenbeck, Vida B. (Teacher), 4549 Palm\nSt., La Mesa; San Diego County Teach¬\ners Association.\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.\nHoward, Bailey W. (Teacher), 1088 N. Holliston Ave., Pasadena; Pasadena Teach¬\ners Association.\nHowell, Cleo V. (Teacher), 629 Humboldt\nSt., Richmond; Richmond Teachers Asso¬\nciation.\nHuxtable, R. B. (Teacher), 1100 W. Fortyfifth St., Los Angeles; High School Teach¬\ners Association of Los Angeles.\nIversen, Ida Christine (Principal), 349 N.\nWilton PL, Los Angeles; Los Angeles\nElementary Principals Club.\n\n"}
{"page": 956, "printed_page": null, "text": "950\n\nNational Education Association\n\nJackson, C. W. (Teacher), 4301 E. Four¬\nteenth St., Long- Beach; City Teachers\nClub of Long Beach.\nJanssen, Lawrence (Teacher), 1509 Thirtyeighth St., Sacramento; Sacramento City\nTeachers Association.\nJenkins, Anna Irene (Teacher), 344 S.\nBoyle Ave., Los Angeles;\nCalifornia\nTeachers Association.\nJohnston, Mrs. Olive (Teacher), Santa\nBarbara High School, Santa Barbara;\nSanta Barbara City Teachers Club.\nJohnston, Olive S. (Teacher), 628 E. Sola\nSt., Santa Barbara; California Teachers\nAssociation.\nJohnstone, Belle B. (Teacher), 988 S. New\nHampshire Ave., , Los Angeles; High\nSchool\nTeachers\nAssociation\nof\nLos\nAngeles.\nJones, Mrs. Eugenia West (Teacher), 318\nS. Benton Way, Los Angeles; The Cali¬\nfornia Kindergarten Primary Association.\nJosten, George W. (Teacher), 1501 N. Allen\nAve., Pasadena; Pasadena Teachers Asso¬\nciation.\nJoyce, James A. (District Superintendent),\nTaft; California Teachers Association.\nKertell, Lillie (Teacher), 332 Elm St., San\nMateo; Classroom Department of the\nCalifornia Teachers Association, Bay Sec¬\ntion.\nKnoles, Grace (Teacher), Centerville; Cali¬\nfornia Teachers Association.\nKunz, Henry (Teacher), Turlock; Cali¬\nfornia Teachers Association.\nLee, Iva Reeves (Principal), 477 N. Shafer\nSt., Orange; California Teachers Asso¬\nciation.\nLeFevre, 0. L. (Teacher), 3962 Michigan\nAve., Los Angeles; High School Teachers\nAssociation of Los Angeles.\nLibby, Mrs. Ruth H. (Teacher), 2150 Locust\nAve., Long Beach; California Teachers\nAssociation.\nLocke, James (Teacher), 2022 Ninth Ave.,\nOakland; Oakland Teachers Association.\nLord, Helen M. (Teacher), 1417 Fourth\nAve., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nLovejoy, Ida May (Teacher), 2954 Laurel\nSt., San Diego; San Diego Teachers Asso¬\nciation.\nLyon, Harley W. (Principal), 95 N. Sierra\nBonita Ave., Pasadena; California Ele¬\nmentary School Principals Association,\nSouthern Section.\nMcCandless, Aileen (Teacher), 2950 Regent\nSt., Berkeley; Oakland Teachers Asso¬\nciation.\nMcCardle, May (Teacher), 417 W. Be’mont\nAve., Fresno; Fresno City Council of\nEducation.\nMacomber, F. G. (Teacher), 2889 Fairmount\nBlvd., Riverside;\nCalifornia Teachers\nAssociation.\nMallory, Gertrude (Librarian), 1518 Ardendale Ave., San Gabriel; High School\nTeachers Association of Los Angeles.\nManlove, Marae (Teacher), 327 W. Sixth\nSt., Long Beach; City Teachers Club of\nLong Beach.\nMaple, Vera W. (Teacher), 117 Park Rd.,\nBurlingame; California Teachers Associa¬\ntion.\nMarcus, Elizabeth (Teacher), 491 Rich St.,\nOakland; Oakland Teachers Association.\nMatley, Marie (Teacher), 1833 W. Fifth\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nMatthes, Helen (Teacher), 585 Forty-fourth\nSt., Oakland; Oakland Teachers Associa¬\ntion.\nMeade, Mrs. Agnes W. (County Superin¬\ntendent), Marysville; California Teachers\nAssociation.\n\nMendenhall, Mrs. Arbie (Teacher), 1407J-A\nKenneth Rd., Glendale; Glendale City\nTeachers Club.\nMiller, Jessie E. (Teacher), 2018 Fortyseventh Ave., Oakland; Oakland Teachers\nAssociation.\nMorgan, Natalie (Teacher), 232 N. Almont\nSt., Beverly Hills; Los Angeles Elemen¬\ntary Teachers Club.\nMortensen, L. H. (Teacher), 5026£ N.\nFigueroa St., Los Angeles; High School\nTeachers Association of Los Angeles.\nMount, Gertrude H. (Teacher), 2430 Ocean\nView Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nNapier,\nJohn\nH.\n(Superintendent\nof\nSchools), Emeryville; Alameda County\nEducational Association.\nNicho’son, B. Pearl (Teacher), 1911 Spur¬\ngeon St., Santa Ana; California Teach¬\ners Association.\nNoble, Lucia Benton (Teacher), 817 Walnut\nAve., Inglewood; Los Angeles Elementary\nTeachers Club.\nNorton, Mrs. Alice R. (Principal), 840\nGerry St., San Francisco; California Ele¬\nmentary School Principals Association.\nNoyes, Vivian (Teacher), 1746 N. Cherokee\nSt., Hollywood; Los Angeles Elementary\nTeachers Club.\nPalmer, John H. (Principal), Box 106,\nPlacerville; California Teachers Associa¬\ntion.\nParsons, Georgia B. (Teacher), 1801 N.\nAlexandria St., Hollywood; Los Angeles\nElementary Teachers Club.\nPaulding, Ruth (Teacher), 21 Carr St.,\nWatsonville; California Teachers Asso¬\nciation.\nPerrott, C. F. (Principal), Turlock High\nSchool, Turlock; Stanislaus County Teach¬\ners Association.\nPinger, Lulu M. (Teacher), 2523 Ridge Rd.,\nBerkeley; Classroom Department of the\nCalifornia Teachers Association,\nBay\nSection.\nPreston, C. W. (Principal), 1427 Holbrook\nSt., Los Angeles; Principals Club of the\nLos Angeles City Elementary Schools.\nRaymond, Wilford E. (Teacher), 1085 De\nGarmo St., Los Ang-eles; Los Angeles\nElementary Teachers Club.\nReh, Agnes (Teacher), 1833 W. Fifth St.,\nLos Angeles; Los Angeles Elementary\nTeachers C.ub.\nRobinson, Mardele (Teacher), 1809 Gillette\nSt., E., South Pasadena; South Pasadena\nEducation Association.\nRowell, Virginia (Teacher), 200 W. One\nHundred Seventh St., Los Angeles; High\nSchool Teachers Association of Los An¬\ngeles.\nSayler, Mrs. Edith C. (Teacher), 969 Ven¬\ntura Ave., Berkeley; Berkeley Teachers\nAssociation.\nSexson, John A. (Superintendent of Schools),\nPasadena; California Teachers Associa¬\ntion.\nShadforth, Harriett C. (Teacher), 401 S.\nMadrova St., Brea; California Teachers\nAssociation.\nShaw, Albert M. (Teacher), 2833 Estara\nAve., Los Angeles; California Teachers\nAssociation.\nShepard, Anne Loomis (Principal), 5102 El\nRio Ave., Eagle Rock; Principals Club\nof the Los Angeles City Elementary\nSchools.\nShipp, Frederic T. (Viceprincipal), 1480\nCalaveras Ave., San Jose; Santa C.ara\nCounty Teachers Association.\nShotwell, Caroline (Teacher), 831 Atlantic\nAve., Long Beach; City Teachers Club of\nLong Beach.\n\n"}
{"page": 957, "printed_page": null, "text": "Associational Records and Information\n\nSims, Mrs. Julia E. (Teacher), 3019 Cali¬\nfornia St., San Diego; San Diego Teach¬\ners Association.\nSires, Jewell (Teacher), 813 S. Flower St.,\nLos Angers; Los Angeles Elementary\nTeachers Club.\nSmith, Miss Dean G. (Teacher), 3915 Maple\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nSmith, John AFan (Teacher), 856 S. Cata¬\nlina St., Los Angeles; High School Teach¬\ners Association of Los Angeles.\nSmith, Josephine P. (Teacher), 827 Green\nAve., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nSmith, Nina Grace (Teacher), 121 E. Fifth\nSt., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nSnyder, R. W. (Principal), 546 Rosal Ave.,\nOakland; Oakland Teachers Association.\nSpencer, Marie (Teacher), 328 Irving St.,\nSan Francisco; Oakland Teachers Asso¬\nciation.\nSpindler, Helen (Teacher), 2622 Rochon\nWay,\nSacramento;\nSacramento\nCity\nTeachers Association.\nStandley, L. L. (Principal), Burbank Junior\nHigh School, Berkeley; Alameda County\nEducational Association.\nStevenson, Mrs. Mary E. (Teacher), 4411\nThirty-sixth St., San Diego; San Diego\nTeachers Association.\nSullivan, Dorothy Hazlett (Teacher), 300\nTrinity Bldg., Los Angeles; Los Angeles\nKindergarten Club.\nSullivan, Margaret (Teacher), 1205 Twelfth\nAve., San Diego; San Diego Teachers\nAssociation.\nSwan, Rose (Teacher), 934 S. Flower St.,\nLos Angeles; Los Ange’es Elementary\nTeachers Club.\nTarr, Mrs. Lydia Stone (Teacher), 952 La\nAlameda St., San Pedro; Los Angeles\nElementary Teachers C\"ub.\nThiriot, George M. (Teacher), 2341 Valley\nSt., Oakland; Oakland Teachers Associa¬\ntion.\nTobin, Mrs. Sadie (Teacher), 1632 W.\nEleventh St., Los Angeles; Los Angeles\nElementary Teachers Club.\nTraynor, Marie H. (Principal), 1762 Turk\nSt., San Francisco; San Mateo County\nTeachers Association.\nTucker, W. A. (Teacher), 721 E. Burnett\nSt., Long Beach; City Teachers Club of\nLong Beach.\nUtter, J. P. (Principal), R. R. 1, Box 539,\nVa’lejo; California Teachers Association.\nVandegrift, Rubetta S. (Teacher), 324 N.\nRidgewood PI., Los Angeles; Los Ange'es\nElementary Teachers Club.\nVanderlip, Verner (Teacher), Junior High\nSchool, South Pasadena; South Pasadena\nEducation Association.\nVan Loenen, C. Addison (Principal), La¬\nguna; California Teachers Association.\nVicklund, Marie (Teacher), 3835 W. Fiftyninth PL, Los Angeles; Los Angeles E ementary Teachers Club.\nWalton, Thomas A. (Teacher), 2526 Pamo\nAve., San Diego; San Diego Teachers\nAssociation.\nWashburn, E. E. (Teacher), 4025 Brighton\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nWaugh, Charles A. (Teacher), 5665 Santa\nClara St., Berkeley; Classroom Depart¬\nment of the California Teachers Associa¬\ntion, Bay Section.\nWeakley,\nGuy\nA.\n(Superintendent\nof\nSchools), El Centro; Imperial County\nTeachers Association.\nWheat, Mrs. Helen (Teacher), 5249 Balti¬\nmore St., Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\n\n951\n\nWhite, Lawrence J. (Teacher), 555 N.\nLarchmont Blvd., Los Angeles; High\nSchool\nTeachers Association of Los\nAngeles.\nWhite, Mrs. Phoebe (Teacher), 1623 N. El\nDorado St., Stockton; Stockton Elemen¬\ntary Teachers Association.\nWhitley, Edith (Teacher), 140 W. Fiftyninth St., Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nWhitton, Elizabeth (Teacher), Stonehurst\nSchool, Oakland;\nCalifornia Teachers\nAssociation.\nWigginton, Pauline (Teacher), 114A W,\nDryden St., Glendale;\nGlendale City\nTeachers Club.\nWilson, Mrs. Alice (Teacher), 833 Ashbury\nSt., San Francisco; San Francisco High\nSchool Teachers Association.\nWilson. Rena P. (Teacher), 1207 W. Mira¬\nmar St., Los Angeles; High School Teach¬\ners Association of Los Angeles.\nWFt, Willard H. (Teacher), 4^26 Willowbrook Ave., Los Angeles; High School\nTeachers Association of Los Angeles.\nWithrew, Mrs. Ada V. (Teacher), 129 Page\nSt., San Jose; California Teachers Asso¬\nciation.\nWixman, S. M. (Teacher), 535 N. Helio¬\ntrope Dr., Los Angeles; Los Angeles\nClassroom Teachers Federation.\nCOLORADO\nAvery, George T. (Professor) Colorado\nState College, Fort Collins; Classroom\nTeachers Department of the Colorado\nEducation Association.\nAyJard, Carlton (Teacher), 1553 Fillmore\nSt., Denver; Denver Teachers Club.\nAylard, Margaret (Teacher), 1553 Fillmore\nSt., Denver; Denver Classroom Teachers\nAssociation.\nBeech, Mrs. Ruth (Teacher), 2223 E,\nTwenty-first St., Denver; Denver Class¬\nroom Teachers Association.\nBennet, Aubrey T. (Principal), 1650 Locust\nSt., Denver; Denver Teachers Club.\nBrown, Richard R. (Boys Adviser), 2245\nBirch St., Denver; Denver Classroom\nTeachers Association.\nBurgess, Grace (Teacher), 142 W. Cedar\nAve., Denver; Denver Classroom Teachers\nAssociation.\nConboy, Irene (Teacher), High School,\nSterling: Classroom Teachers Department\nof the Co’orado Education Association.\nCross, E. A. (Professor), State Teachers\nCollege, Gree’ey; National Council of\nTeachers of English.\nDetmoyer, Mary (Teacher), 909 Madison\nSt., Denver; Denver Classroom Teachers\nAssociation.\nEagleton, W. H. (Principal), 2346 Fairfax\nSt., Denver; Denver Teachers Club.\nEllis, Douglas B. (Boys Adviser), 1200 New¬\nport St.,\nDenver;\nDenver Classroom\nTeachers Association.\nEssex, Mrs. Elsie (Teacher), 1342 N.\nProspect St., Colorado Sorings; Colorado\nSprings Classroom Teachers Association.\nEvans, Dave D. (Principal), 2538 Elm St.,\nDenver; Denver Teachers Club.\nForce, Anna Laura (Principal), 2254 Lowell\nBlvd., Denver; Colorado Education Asso¬\nciation.\nGalbraith, Marie (Teacher), Shirley-Savoy\nHotel, Denver; Denver Teachers Club.\nGlenn, P. R. (Superintendent), Fowler;\nOtero County Teachers Association.\nGreear, H. L. (Superintendent), Sargent\nConsolidated School, Monte Vista; Colo¬\nrado Education Association.\nGruenler, A. M. (Principal), 415 Franklin\nSt., Denver; Denver Teachers Club.\n\n"}
{"page": 958, "printed_page": null, "text": "952\n\nNational Education Association\n\nHarrington, Mary L. (Teacher), 1251 Clark¬\nson St., Denver; Classroom Teachers De¬\npartment of the Colorado Education Asso¬\nciation.\nHenley, M. J. (Superintendent), Fountain;\nColorado Education Association.\nHolcombe, Greta (Teacher), 1258 S. Race\nSt., Denver; Denver Classroom Teachers\nAssociation.\nJohnson, Anna (Teacher), 2449 Hayward\nPL, Denver; Denver Classroom Teachers\nAssociation.\nJoyal, Arnold E. (Professor), University of\nDenver,\nDenver;\nColorado\nEducation\nA\n\ntinn\n\nKimball, Martha N., (Teacher), 2055 S.\nColumbine St., Denver; Denver Teachers\nClub.\nKrusen, Alma (Teacher), 1345 S. Lafayette\nSt., Denver; Colorado Education Associa¬\ntion.\nLangdon, Roy M. (Teacher), 1538 S. College\nAve., Fort Collins; Classroom Teachers\nDepartment of the Colorado Education\nAssociation.\nLind, Nellie V. (Principal), 3038 York St.,\nDenver; Denver Teachers Club.\nLort, Lydia T. (Teacher), 725 S. High St.,\nDenver; Denver Teachers Club.\nMacFarlane, Hazel (Teacher), 2401 Grand\nAve., Pueblo; Pueblo Education Associa¬\ntion, District #1.\nMcClintock, R. D. (Superintendent), Julesburg; Colorado Education Association.\nMcNair, Madge M. (Teacher), 505 N. Cas¬\ncade St., Colorado Springs; Colorado\nSprings Teachers Association.\nMcNeal, R. H. (County Superintendent),\nLa Junta; Otero County Teachers Asso¬\nciation.\nMacey, Guy E. (Superintendent of Schools),\nN. Avondale; Colorado Education Asso¬\nciation.\nMatteson, Blanche (Teacher), 129 Jackson\nSt., Pueblo; Pueblo Classroom Teachers\nAssociation.\nMooney, W. B. (N. E. A. State Director),\nSecretary, 530 Commonwealth Bldg., Den¬\nver; Colorado Education Association.\nPantall, Myrta (Principal), 515 S. Third\nSt., Sterling; Sterling Federated Teach¬\ners Club.\nPorter, Maude (Teacher), 2575 Dahlia St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nRead, Hazel U. (Teacher), 131 Vernon PL,\nPueblo; Pueblo Classroom Teachers Asso¬\nciation.\nRecord, Blanche (Teacher), 1229 E. Sixth\nSt., Pueblo; Pueblo Education Associa¬\ntion.\nReno, Eva L. (Teacher), 3531 Decatur St.,\nDenver; Denver Teachers Club.\nRitter, Gladys E. (Teacher), 608 E. Twelfth\nAve., Denver; Denver Classroom Teachers\nAssociation.\nSaunders, George (Teacher), 2039 Pine St.,\nBoulder; Boulder Community Education\nAssociation.\nSievers, Thomas G. (Teacher), 1458 Glencoe\nSt., Denver; Denver Classroom Teachers\nAssociation.\nSlavens, Leon E. (Principal), 707 E. Tenth\nAve., Denver; Denver Teachers Club.\nSmith, Florence (Teacher), 2135 S. Colum¬\nbine St., Denver; Denver Teachers Club.\nSmith, Mrs. Margaret Mendenhall (Princi¬\npal), 1522 Lafayette St., Denver; Denver\nPrincipals and Directors Association.\nThrelkeld,\nA.\nL.\n(Superintendent\nof\nSchools), 414 Fourteenth St., Denver;\nColorado Education Association.\nUllemeyer, Richard W. (Adviser), 2662\nStuart St., Denver; Denver Classroom\nTeachers Association.\n\nVarney, Maud (Teacher), 1560 Downing St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nWhitman, Bertha (Teacher), 1626 Eleventh\nAve., Greeley; Greeley Classroom Teach¬\ners Association.\nWilson, Albert V. (Principal), High School,\nPaonia; Colorado Education Association.\nWilson, Claude E. (Teacher), 1315 Ninth\nSt., Boulder; Colorado Education Asso¬\nciation.\nWilson,\nGlenn\nT.\n(Superintendent\nof\nSchools), La Junta; La Junta Teachers\nClub.\nWood, W. Clement (Principal), Delcarbon;\nHuerfano County Community Education\nAssociation.\nCONNECTICUT\nBrown, R. N. (Superintendent of Schools),\nThomaston; Connecticut State Teachers\nAssociation.\nButterfield, E. W. (ex officio), Commis¬\nsioner of Education, Hartford.\nCollins, Helen T. (N. E. A. State Director),\nPrincipal, 41 Fifth St., New Haven; New\nHaven Teachers League.\nElmendorf, Louise F. (Teacher), 271 S.\nMarshall St., Hartford; Hartford County\nTeachers Association.\nFitzgerald, Joseph A. (Teacher), 564 Town¬\nsend Ave., New Haven; New Haven\nTeachers League.\nGray, Miss Caro M. (Principal), 123 Stearns\nSt., Bristol; Connecticut State Teachers\nAssociation.\nHarrington, F. E. (Secretary), State Office\nBldg., Hartford; Connecticut State Teach¬\ners Association.\nJeffords, H. M. (Superintendent of Schools),\nWallingford; Connecticut State Teachers\nAssociation.\nKennedy, Mary E. (Teacher), 20 South St.,\nWaterbury; Waterbury Teachers Asso¬\nciation.\nLord, Daisy (Teacher), Central High School,\nWaterbury; Hartford County Teachers\nAssociation.\nMcGuinniss, Anna E. (Teacher), 137 Rock¬\nwell St., Norwich; Norwich Teachers\nLeague.\nParker, W. E. (Superintendent of Schools),\nDanielson; Connecticut State Teachers\nAssociation.\nPenniman, Alice W. (Teacher), 156 College\nSt., Middletown; Connecticut State Teach¬\ners Association.\nPilcher, Daisy (Teacher), West Willington;\nConnecticut State Teachers Association.\nRichardson, Thomas (Teacher), New Haven;\nConnecticut State Teachers Association.\nRock, Margaret M. (Teacher), 118 Lenox\nAve., Bridgeport; Bridgeport Teachers\nAssociation.\nDELAWARE\nBurnett, Marguerite H. (Director), State\nDepartment of Adult Education, Wilming¬\nton; Delaware Education Association. .\nHolloway, H. V. (N. E. A. State Director),\nSuperintendent of Public Instruction,\nDover; Delaware Education Association.\nMiller, Barbara (Field Worker), Eleventh\nand Washington Sts., Wilmington; Dela¬\nware Education Association.\nStouffer, S. M. (Superintendent), Wilming¬\nton; Delaware Education Association.\nTalbot, R. L. (Principal), Wilmington;\nDelaware Education Association.\nWagner, M. C. (Assistant Superintendent),\nWilmington; Delaware Education Asso¬\nciation.\n\n"}
{"page": 959, "printed_page": null, "text": "Associational Records and Information\n\nDISTRICT OF COLUMBIA\nBruce, John C. (Supervising Principal),\n1839 Thirteenth St., Washington; Colum¬\nbian Educational Association.\nCoope, Jessie (Assistant Principal), 1425\nRhode Island Ave., Washington; Educa¬\ntion Association of the District of\nColumbia.\nCrabtree, J. W. (ex officio), SecretaryEmeritus, National Education Associa¬\ntion, 1201 Sixteenth St., Washington.\nGivens, Willard E. (ex officio), Secretary,\nNational Education Association, 1201 Six¬\nteenth St., Washington.\nGrosvenor, Edith (N. E. A. State Director),\nTeacher, Central High School, Washing¬\nton; High School Teachers Association.\nHigbie, E. C. (President), Wilson Teach¬\ners College, Washington; Education Asso¬\nciation of the District of Columbia.\nMinear, Irene (Teacher), Taft Junior High\nSchool, Washington; Education Associa¬\ntion of the District of Columbia.\nPowers, J. Orin (Professor), 822 Emerson\nSt., Washington; Education Association\nof the District of Columbia.\nStudebaker, J. W. (ex officio), United States\nCommissioner of Education, Washington.\nWagoner, Ada L. (Teacher), 2101 New\nHampshire Ave., Washington; District\nEducation Association.\nFLORIDA\nCampbell, Erma (Teacher), 221 W. Wis¬\nconsin St., De Land; Florida Education\nA ccopiflfinn\n\nKing, Mrs. Ethel A. (Principal), 616 Fern\nSt., West Palm Beach; Florida Educa¬\ntion Association.\nOlson, Mrs. Clara M. (Teacher), 134 N.\nWilson St., Gainesville; Florida Educa¬\ntion Association.\nGEORGIA\nAlfriend, Kyle T. (Secretary), Georgia\nEducation\nAssociation,\n934\nVineville\nAve., Macon; Georgia Education Asso¬\nciation.\nCollins, M. D. (N. E. A. State Director),\nSuperintendent of Public Instruction, At¬\nlanta; Georgia Education Association.\nRhodes,\nMaude\n(Principal),\nAtlanta;\nGeorgia Education Association.\nSanford, S. V. (Chancellor), University of\nGeorgia, Athens; Georgia Education Asso¬\nciation.\nSutton, Willis A. (Superintendent), At¬\nlanta; Georgia Education Association.\nThompson, M. E. (State Supervisor), Americus; Georgia Education Association.\nHAWAII\nAnderson, Blanche (Teacher), Waialua,\nOahu; Hilo Teachers Union.\nBrowning, Jeanette (Teacher), Beach Walk\nInn, Honolulu; Oahu Education Associa¬\ntion.\nChong, Bertha (Teacher), 1313 McCully St.,\nHonolulu; Oahu Education Association.\nCullen, Carrie (Teacher), Sixth Avenue,\nKaimuki, Honolulu; The Teachers Coun¬\ncil of the Territory of Hawaii.\nCullen, Catherine (Teacher), Spencer St.,\nHonolulu; The Teachers Council of the\nTerritory of Hawaii.\nDyson, Clarence (Principal), Box 53, Aiea,\nOahu; Oahu Education Association.\nDyson, Mrs. Lucy (Teacher), Box 53, Aiea,\nOahu; The Hawaii Education Association.\nGoto, Horace (Teacher), Waimea, Kauai;\nKauai Education Association.\nJackson, Archie (Teacher), 547 Haili St.,\nHilo; The Hawaii Education Association.\n\n953\n\nJackson, Mrs. Archie (Teacher), Hilo High\nSchool, Hilo; The Hawaii Education Asso¬\nciation.\nKim, Jennie (Teacher), Waiahole, Oahu;\nKauai Education Association.\nKoehler, Lucy (Teacher), 2478 Tusitala St.,\nHonolulu; The Hawaii Education Asso¬\nciation.\nLacy, Mrs. Mabel V. (Principal), 3440 Leahi\nAve., Honolulu; The Hawaii Education\nAssociation.\nMcConnell, Mabel C. (Teacher), Lahaina,\nMaui; The Hawaii Education Association.\nMitchel, Eva (Principal), Honolulu, Oahu;\nHilo Teachers Union.\nMossman, Rebecca K. (Teacher), 840 Fif¬\nteenth Ave., Honolulu; Oahu Education\nAssociation.\nMoses, Mrs. Kathleen (Teacher), High\nSchool; Hilo; Hilo Teachers Union.\nShimokawa, Ralph (Teacher), Box 736,\nLahaina; Maui Teachers Association.\nSkinner, Franklin (Supervising Principal),\nBox 155, Kahului, Maui; Maui Teachers\nAssociation.\nStibbard, Mrs. Harriet (Teacher), Box 894,\nWailuku; Maui Teachers Association.\nTucker, Mrs. Maud L. (Principal), 2614\nOahu Ave., Honolulu; The Hawaii Edu¬\ncation Association.\nWedemeyer, May A. (Teacher), Box 3,\nWaialua, Oahu; Oahu Education Associa¬\ntion.\nWillett, Mrs. Elva (Teacher), Laie, Oahu;\nOahu Education Association.\nIDAHO\nCole, O. D. (Superintendent of Schools),\nFruitland; The Idaho Education Associa¬\ntion.\nDavenport, Mrs. Minnie A. (County Super¬\nintendent), Caldwell; The Idaho Educa¬\ntion Association.\nDenman, George E. (Superintendent of\nSchools), Burley; The Idaho Education\nAssociation.\nGrey, George E. (Principal), 1309 Manitou\nSt., Rt. 5, Boise; The Idaho Education\nAssociation.\nVaughn, E, Norman (Superintendent of\nSchools), Pocatello; Pocatello Education\nAssociation.\nVincent, W. D. (Superintendent of Schools),\nBoise; The Idaho Education Association.\nILLINOIS\nAbbe, Mary M. (Teacher), 6619 Lafayette\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nApt,\nChris\n(County\nSuperintendent),\nOquawka;\nWestern\nDivision,\nIllinois\nState Teachers Association.\nBeach, Maud (Teacher), 1044 Fayette Ave.,\nSpringfield; Association of Elementary\nClassroom Teachers of Springfield.\nBeattie, Annie J. (Teacher), 2926 Pine\nGrove\nAve.,\nChicago;\nIllinois State\nTeachers Association.\nBeckemeyer, H. J.\n(Superintendent of\nSchools), Hillsboro; Southwestern Divi¬\nsion, Illinois State Teachers Association.\nBeem, Harlan D. (County Superintendent),\nMattoon; Illinois State Teachers Asso¬\nciation.\nBenson, Elmer B. (Teacher), 2440 Twentyseventh St., Moline; Illinois State Teach¬\ners Association.\nBergwall, M. C. (Teacher), Junior High\nSchool), Rock Island;\nIllinois State\nTeachers Association.\nBiester, F. L. (Principal), Glen Ellyn;\nIllinois State Teachers Association.\n\n"}
{"page": 960, "printed_page": null, "text": "954\n\nNational Education Association\n\nBogan, William J.\n(Superintendent of\nSchools), 228 N, La Salle St., Chicago;\nChicago Division, Illinois State Teachers\nAssociation.\nBowman, C. W. (Principal), Hutsonville;\nSoutheastern Division;\nIllinois\nState\nTeachers Association.\nBradley, R. L. (Principal), Pecatonica;\nNorthwestern Division, Illinois\nState\nTeachers Association.\nBrown, W. L. (Director), 1600 Washington\nSt., Wilmette; Lake Shore Division,\nIllinois State Teachers Association.\nCamenisch, Sophia C. (Teacher), Chicago\nNormal College, Chicago; National Coun¬\ncil of Teachers of English.\nCanan, Cuba (Teacher), 803 S. Grove Ave.,\nOak Park; Illinois State Teachers Asso¬\nciation.\nCassady, Clara (Teacher), 3625 Sunnyside\nAve., Brookfield; Chicago Division, Illi¬\nnois State Teachers Association.\nCassady, E. N. (Superintendent of Schools),\nBrookfield; Lake Shore Division, Illinois\nState Teachers Association.\nChance, Paul B. (County Superintendent),\nSalem; Southwestern Division, Illinois\nState Teachers Association.\nClarida, T. W. (Teacher), Centralia; Illi¬\nnois State Teachers Association.\nCostello, Mamie (Teacher), 337 N. Seventh\nSt., East St. Louis; East St. Louis Teach¬\ners Association.\nCrowder, Dorothy (Teacher), 255 Randolph\nSt., Peoria; Peoria Division, Illinois State\nTeachers Association.\nBady,\nMargaret\n(Assistant\nPrincipal),\nWaukegan; Illinois State Teachers Asso¬\nciation.\nDenison, S. A. (Superintendent of Schools),\nGlen Ellyn; Du Page Valley Division,\nIllinois State Teachers Association.\nFahy, Mildred (Principal), 1128 Morse Ave.,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nFetherston,\nRoy\n(Superintendent\nof\nSchools), Monmouth; Western Division,\nIllinois State Teachers Association.\nFildes, R. E. (Teacher), 517 S. Fourth St.,\nSpringfield; South Central Division, Illi¬\nnois State Teachers Association.\nFinifrock, S. R. (Superintendent of Schools),\nLeaf River; Rock River Division, Illinois\nState Teachers Association.\nFisher, E. C. (Superintendent of Schools),\nPeoria; Peoria Division, Illinois State\nTeachers Association.\nGarst, Barbara (Teacher), 701 Twentyfifth St., Moline; Black Hawk Division\nIllinois State Teachers Association.\nGilligan, Lena Belle (Teacher), 5918 N.\nKnox Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nGoldberg, Stella (Teacher), 696 Irving Park\nBlvd., Chicago; Chicago Division, Illinois\nState Teachers Association.\nGordon, B. E. (Assistant Principal), La\nGrange; Lake Shore Division, Illinois\nState Teachers Association.\nGoreham, W. J. (Principal), Sidell; Illinois\nState Teachers Association.\nGraham,\nRay\n(Superintendent),\nMason\nCity; Illinois State Teachers Association.\nGrote, Caroline (Dean), Monroe Hall, Ma¬\ncomb; Western Division, Illinois State\nTeachers Association.\nGrove, Grace (Teacher), 4519 N. Ashland\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nHall, Homer (Professor), DeKalb; Northern\nDivision, Illinois State Teachers Associa¬\ntion.\nHansen, Herbert C. (Principal), 1045 N.\nLocksend St., Chicago; Chicago Princi¬\npals Club.\n\nHarden, Frances E. (Teacher), 1520 Vera\nLazo, Palos Verdes, California; Chicago\nDivision, Illinois State Teachers Asso¬\nciation.\nHenderson, Margaret G. (Teacher), Buena\nVista Apts., Pekin; Pekin Teachers Club.\nHensleigh, Margaret (Teacher), 5460 Woodlawn Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nHughes, Jennie (Teacher), 11536 Eggleston\nAve., Chicago; Chicago Teachers League.\nHurley, Helen A. (Teacher), 4946 Jackson\nBlvd., Chicago; Chicago Division, Illinois\nState Teachers Association.\nJackson, Loretto M. (Teacher), 660 W.\nWood\nSt.,\nDecatur;\nDecatur\nPublic\nSchool Teachers Association.\nJensen, F. A. (Superintendent of Schools),\nRockford; Illinois State Teachers Asso¬\nciation.\nJones, Lettie (Teacher), 2202 N. Main St.,\nDecatur; Illinois State Teachers Asso¬\nciation.\nJones, W. Morris (Supervisor), 2542 Forest\nPL, East St. Louis; Southwestern Divi¬\nsion, Illinois State Teachers Association.\nKeenan, Anne (Teacher), Chicago; Chicago\nDivision, Illinois State Teachers Asso¬\nciation.\nKeenan, Robert C. (Teacher), 2465 E.\nSeventy-fourth PL, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nKrumseik, W. W. (Principal), Edwardsville;\nSouthwestern Division,\nIllinois\nState Teachers Association.\nLarimore, Mrs. Leona E. (Principal), La\nGrange; Lake Shore Division, Illinois\nState Teachers Association.\nLindsey, R. V. (Principal), 1104 S. Fifth\nSt., Pekin; Peoria Division, Illinois State\nTeachers Association.\nLockhart, A. V. (Principal), 4 Detroit St.,\nCalumet City; Lake Shore Division, Illi¬\nnois State Teachers Association.\nLukenbill, E. H. (County Superintendent),\nLincoln; Illinois State Teachers Associa¬\ntion.\nMack, Helen A. (Principal), Alton; South¬\nwestern Division, Illinois State Teachers\nAssociation.\nMartell, Clyde (Superintendent of Schools),\nE.\nDubuque;\nNorthwestern\nDivision,\nIllinois State Teachers Association.\nMcArdle, Margaret (Teacher), 111 Broad¬\nway St., Wilmette; Chicago Division,\nIllinois State Teachers Association.\nMcKay, Muriel (Teacher), 3250 Adams St.,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nMcManus, James B. (Superintendent of\nSchools), 748 Gooding St., La Salle; Illi¬\nnois Valley Division, Illinois State Teach¬\ners Association.\nMeyer, Frank (Teacher), 326 Garfield Ave.,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nMeyer, W. W. (Superintendent of Schools),\nHarvard; Illinois State Teachers Asso¬\nciation.\nMiddleton, Anthony (Principal), 221 Arthur\nAve., Peoria; Peoria Division, Illinois\nState Teachers Association.\nMiller, Margaret E. (Teacher), 525 Forest\nAve., Oak Park; Chicago Division, Illi¬\nnois State Teachers Association.\nMitchell, Cora D. (Teacher), 948 Edgecomb\nPl., Chicago; Chicago Division, Illinois\nState Teachers Association.\nMoore, R. C. (Secretary), Carlinville; Illi¬\nnois State Teachers Association.\nMorgan, Gertrude (Teacher), 1607 Hall St.,\nE. St. Louis; East St. Louis Grade\nTeachers Fellowship Society.\nMoynihan, Laura (Teacher), 626 S. Kenil¬\nworth Ave., Oak Park; Chicago Division,\nIllinois State Teachers Association.\n\n"}
{"page": 961, "printed_page": null, "text": "Associational Records and Information\n\nMummart,\nC.\nB.\n(Superintendent\nof\nSchools), Prophetstown; Rock River Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nMyers, John T. (Teacher), 5354 Ferdinand\nSt., Chicago; Chicago High School Teach¬\ners Association.\nNichelson, Arthur M. (Principal), 154 N.\nMason Ave., Chicago; Chicago Principals\nClub.\nNoehring, Caroline L. (Assistant Principal),\n409 E. Seventy-third St., Chicago; Chi¬\ncago Association of Assistant Principals.\nO’Rourke, Catherine (Teacher), 3057 W.\nJackson Blvd., Chicago; Illinois State\nTeachers Association.\nOxford, Frances (Teacher), 736 N. Main\nSt., Pontiac; Livingston County Teachers\nAssociation.\nPage, William J. (Administrative Officer),\n4345 Adams St., Chicago; Chicago Divi¬\nsion, Illinois State Teachers Association.\nPatterson, 0. F. (Assistant Superintendent\nof Pub'ic Instruction), 401 Centennial\nBldg., Springfield; Lake Shore Division,\nIllinois State Teachers Association.\nPaul, H. G. (Professor), 713 W. Oregon St.,\nUrbana; East Central Division, Illinois\nState Teachers Association.\nPerrin, H. A. (Superintendent of Schools),\nJoiet; North Eastern Division, Illinois\nState Teachers Association.\nPetersen, Waldo H. (Teacher), 4815 W.\nErie St., Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nPrefcle, Mrs. F. Blanche (Teacher), 10855\nVernon Ave., Chicago; Illinois State\nTeachers Association.\nPygman, C. H. (Assistant Superintendent\nof Schools), 1513 S. Sixth St., Maywood;\nLake Shore Division, Illinois State Teach¬\ners Association.\nReed, Ethel May (Teacher), 906 Belden\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nReinhardt, Emma (Instructor), Eleventh\nSt., Charleston; Eastern Division, Illinois\nState Teachers Association.\nRomig, Hath B. (Teacher), 1510 Rosemont\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nRose, Myrtle (Instructor), 41 N. Fourth St.,\nSavanna; Northwestern Division, Illinois\nState Teachers Association.\nRothgeb, Helen L. (Supervisor), 505 E.\nJackson St., Macomb; Western Illinois\nState Teachers Association.\nRueben, Helen M. (Teacher), 4819 N. Saw¬\nyer Ave., Chicago; Illinois State Teach¬\ners Association.\nRussell, Charlotte (Teacher), 448 W. Sixtysecond St., Chicago; Chicago Teachers\nLeague.\nRyan, Laura (Teacher), 728 N. Court St.,\nRockford; Rockford Teachers Club.\nRyan, Nellie F. (Principal), 5734 Washing¬\nton Blvd., Chicago; Chicago Division,\nIllinois State Teachers Association.\nScully, Sucan (Teacher), 1441 East 65th\nPlace, Chicago; Illinois State Teachers\nAssociation.\nSigsworth, Mrs. Lotta J. (Principal), 304\nS. Tremont St., Kewanee; Black Hawk\nDivision, Illinois State Teachers Associa¬\ntion.\nSimmonds,\nE.\nS.\n(Superintendent\nof\nSchools), Pittsfield; Mississippi Valley\nDivision, Illinois State Teachers Asso¬\nciation.\nSmith, Adeline M. (Teacher), 1440 Edgewood Ave., Chicago Heights; Lake Shore\nDivision, Illinois State Teachers Asso¬\nciation.\nSmith, Fielding A. (Principal), High School,\nViola; Black Hawk Division, Illinois\nState Teachers Association.\n\n955\n\nSmith, Floyd (Principal), High School, Ben¬\nton; Illinois State Teachers Association.\nSpriggs, L. V. (Superintendent of Schools),\nVilla Grove; Eastern Division, Illinois\nState Teachers Association.\nStaley, George C. (Teacher), 7023 Stewart\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nSteele, M. E. (Superintendent of Schools),\nMendota; Illinois State Teachers Asso¬\nciation.\nSteinmetz, Kathryn E. (Principal), 8045\nDrexel Ave., Chicago; Chicago Principals\nClub.\nSwanson, Arthur (Teacher), 2019 New York\nAve., Peoria; Peoria Division, Illinois\nState Teachers Association.\nThalman, John W. (N. E. A. State Direc¬\ntor), Superintendent, Waukegan Town¬\nship High School, Waukegan; Waukegan\nTownship High School.\nThomsen, Marie C. (Teacher), 2100 Lincoln\nPark, West, Chicago; Chicago Division,\nIllinois State Teachers Association.\nTrabue, James (Teacher), Bellevi.le; South¬\nwestern Division, Illinois State Teachers\nAssociation.\nTyler, Allen C. (Superintendent of Schools),\nSpring Valley; Illinois Valley Division,\nIllinois State Teachers Association.\nUnnewehr, Charles A. (Teacher), 206 N.\nLockwood St., Chicago; Chicago Division,\nIllinois State Teachers Association.\nVance, C. E. (Superintendent of Schools),\nDanville; Illinois State Teachers Asso¬\nciation.\nWalker,\nDavid\nE.\n(Superintendent\nof\nSchools), Evanston; Lake Shore Division,\nIllinois State Teachers Association.\nWaller, Katherine (Librarian), The Drake\nHotel, Chicago; Evanston Teachers Club.\nWalston, Mrs. Ethel (Teacher), 1264 E.\nSedgwick St., Decatur; Decatur Public\nSchool Teachers Association.\nWaiters, O. V. (Principal), 469 S. Smith\nSt., Aurora; Northeastern Division, Illi¬\nnois State Teachers Association,\nWells,\nGeorge\nN.\n(Superintendent of\nSchools), Elmwood Park; Lake Shore Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nWells, Jennie E. (Principal), 1495 W.\nMacon St., Decatur;\nDecatur Public\nSchool Teachers Association.\nWhittenherg, A. L. (Assistant Superinten¬\ndent of Schools), Springfield; Lake Shore\nDivision, Illinois State Teachers Asso¬\nciation.\nWieland, John A. (State Superintendent of\nPublic Instruction), Springfield; Lake\nShore Division, Illinois State Teachers\nAssociation.\nWierson,\nLeonard\n(Superintendent\nof\nSchools), Lanark; Northwestern Division,\nIllinois State Teachers Association.\nWilhite, L. E. (County Superintendent),\nCarlinville; Illinois State Teachers Asso¬\nciation.\nWilliams, C. R. (Superintendent of Schools),\nWaterman; Illinois State Teachers Asso¬\nciation.\nWilson, Irvin (Principal), 437 S. Stone Ave.,\nLa Grange; Illinois State Teachers Asso¬\nciation, Chicago Division.\nWolaver, Florence (Teacher), 1734 Orrington Ave., Evanston; Evanston Teachers\nClub.\nWood, Victor B., Rushville; Illinois State\nTeachers Association.\nINDIANA\nAdolay, Helen (Teacher), 2749 Manker St.,\nIndianapolis; Indianapolis Grade Teach¬\ners Association.\n\n"}
{"page": 962, "printed_page": null, "text": "956\n\nNational Education Association\n\nAmos, Ruth Esther (Teacher), 710 Terrace\nAve., Indianapolis; Indianapolis Grade\nTeachers Association.\nAxt, Bertha (Teacher), 4120 Tacoma Ave.,\nFort Wayne; Fort Wayne Teachers Asso• ciation.\nBag-well, Olive (Supervisor), 525 N. Wabash\nSt., Wahash; Wabash Teachers Club.\nBaker, Custer (County Superintendent),\nFranklin; Indiana State Teachers Asso¬\nciation.\nBarnhart, Wilbur S. (Department Head),\n5702 E. Michigan St., Indianapolis; Fed¬\neration of Indianapolis Public School\nTeachers.\nBennett, Rosalie (Teacher), 800 S. Gover¬\nnor St., Evansville; Evansville Teachers\nFederation.\nBlanchard, H. H. (Teacher), 319 N. Taylor\nSt., South Bend; South Bend Teachers\nFederation.\nBorden, W. W. (Superintendent of Schools),\n1751 Oliver St., Whiting; First District\nTeachers Association.\nBoyer, Ruth (Teacher), 1033 N. Rural St.,\nIndianapolis; Federation of Indianapolis\nPublic School Teachers.\nBrown, Edythe J. (Principal), Mar Main\nApts., South Bend; South Bend Teachers\nFederation.\nBuschmann, Frances (Teacher), 1135 Broad¬\nway, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nByers, Edward (Principal), 1448 S. 9th St.,\nTerre Haute; Terre Haute Teachers Fed¬\neration.\nCallis, C. D, (Principal), Greentown; Indi¬\nana State Teachers Association.\nClark, Bernice E. (Department Head), 1214\nE. South St., South Bend; South Bend\nTeachers Federation.\nDicus, T. A.\n(County Superintendent),\nMarion; Indiana State Teachers Associa¬\ntion.\nDorsey, Martha (Teacher), 1516' N. Penn\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nDrake, Flora (Principal), 2230 Brookside\nAve., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nDuShane,\nDonald\n(Superintendent\nof\nSchools), Columbus; Indiana State Teach¬\ners Association.\nElliott, William T. (Teacher), 7023 Woodlawn Ave., Hammond; First District\nTeachers Association.\nEwing, Sara C. (Teacher), 5461 Pleasant\nRun Pkwy., Indianapolis; Federation of\nIndianapolis Public School Teachers.\nFree, Albert (Superintendent of Schools),\nSpencer; Indiana State Teachers Asso¬\nciation.\nGarner, Opal (Teacher), 6034 College Ave.,\nIndianapolis; Indianapolis Grade Teach¬\ners Association.\nHadsell, Gail (Teacher), 3360 N. Meridian\nSt., Indianapolis;\nIndianapolis\nGrade\nTeachers Association.\nHargrave, E. B. (Viceprincipal), 2215 W.\nWashington St., Indianapolis; Indian¬\napolis Schoolmen’s Club.\nKnight, H. G. (Principal), 226 Buckingham\nDr., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nHawbaker, M. O. (Teacher), R. R. #7,\nSouth Bend; Indiana State Teachers\nAssociation.\nHaynes, Helen (Teacher), 2035 N. Meridian\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nHougham, Robert B. (Secretary), Indiana\nState Teachers Retirement Fund, Frank¬\nlin; Indiana State Teachers Association.\nHussey, John S. (County Superintendent),\nMoblesville; Indiana State Teachers Asso¬\nciation.\n\nJones, Letitia (Teacher), 5953 Park PL,\nHammond; First District Teachers Asso¬\nciation.\nJulian, Roy B. (Superintendent of Schools),\nValparaiso; Indiana State Teachers As¬\nsociation,\nKirvan, Mary (Teacher), 3240 Ruckle St.,\nIndianapolis; Federation of Indianapolis\nPublic School Teachers.\nKnight, Leona B. (Teacher), 226 Bucking¬\nham\nDr.,\nIndianapolis;\nIndianapolis\nGrade Teachers Association.\nLlewelyn, E. J. (Superintendent of Schools),\nNewcastle; Indiana State Teachers Asso¬\nciation.\nLlewelyn, Martha M. (Teacher), Box 428,\nNewcastle; Newcastle City Teachers As¬\nsociation.\nLong, Ena (Dean), New Harmony; Evans¬\nville Teachers Federation.\nMaehling, Hildegarde (Teacher), 1357 Third\nAve., Terre Haute; Terre Haute Teach¬\ners Federation.\nMark, Erie (Teacher), 710 Park Ave., South\nBend; South Bend Teachers Federation.\nMourer, H. H. (Principal), 1515 Thirteenth\nSt., Bedford; Indiana State Teachers\nAssociation.\nMurphy, Marguerite (Teacher), 505 W. La\nSalle St., South Bend; South Bend Teach¬\ners Federation.\nNicely, O. W. (Teacher), Room 310, State\nHouse,\nIndianapolis;\nFederation\nof\nIndianapolis Public School Teachers.\nNicolai, Florence E. (Teacher), 4441 Cen¬\ntral\nAve.,\nIndianapolis;\nIndianapolis\nGrade Teachers Association.\nNorthrup, Maida (Teacher), Edison School,\nHammond; Hammond City Teachers As¬\nsociation.\nPerkins, Sue (Teacher), 1214 E. South St.,\nSouth Bend; South Bend Teachers Fed¬\neration.\nPhillips, L. V. (Principal), 502 Broadway,\nVincennes; Indiana State Teachers Asso¬\nciation.\nPhipps, Esther (Teacher), 2108 Maumee\nAve., Fort Wayne; Indiana State Teach¬\ners Association.\nPhipps, Laura E. (Teacher), 2108 Maumee\nAve., Fort Wayne; Fort Wayne Teachers\nAssociation.\nPittenger, L. A. (Principal), Ball State\nTeachers College; Muncie; Ball State\nTeachers College Faculty.\nRodebaugh, Clara (Teacher), 1300 N. Penn¬\nsylvania St., Indianapolis; Indianapolis\nGrade Teachers Association.\nSengenberger, Ella (Teacher), 3609 Carroll¬\nton St., Indianapolis;\nFederation of\nIndianapolis Public School Teachers.\nSenour, A. C. (Assistant Superintendent of\nSchools), 4133 Ivy St., East Chicago;\nFirst District Teachers Association.\nSimmons, Vesta (Teacher), 1423 119th St.,\nWhiting; Whiting City Teachers Asso¬\nciation.\nSmith, Ara K. (Teacher), 401 Tremont St.,\nMichigan City; Michigan City Teachers\nFederation.\nSmith, Henry Lester (ex officio), Indiana\nUniversity, Bloomington.\nSpeer, Mrs. Susie (Teacher), 504 E. Cottage\nGrove St., Bloomington; Bloomington\nPublic School Teachers Association.\nStudebaker, M. E. (Department Head),\nBall State Teachers College, Muncie;\nEastern Commercial Teachers Association.\nStultz, F. W. (Teacher), 935 N. Denny St.,\nIndianapolis;\nIndiana State Teachers\nAssociation.\nSullivan, Mary (Teacher), 3515 N. Penn¬\nsylvania St., Indianapolis; Federation of\nIndianapolis Public School Teachers.\nThomas, Alice C. (Teacher), 3922 New\nHaven Ave., Fort Wayne; Fort Wayne\nTeachers Association.\n\n"}
{"page": 963, "printed_page": null, "text": "Associational Records and Information\n\n957\n\nTrue, Elva (Teacher), 2354 Central St.,\nIndianapolis; Federation of Indianapolis\nPublic School Teachers.\nWeeks, Ora (Teacher), 1304 S. Fourth St.,\nTerre Haute; Terre Haute Teachers Fed¬\neration.\nWeir, D. T. (Assistant Superintendent of\nSchools), 2142 Carrollton St., Indian¬\napolis; Federation of Indianapolis Public\nSchool Teachers.\nWhitacre, Charles (Principal), Highland;\nIndiana State Teachers Association.\nWilliams, Charles 0. (N. E. A. State Di¬\nrector), Secretary, Indiana State Teach¬\ners Association, 205 Hotel Lincoln, Indian¬\napolis; Federation of Indianapolis Public\nSchool Teachers.\nWyatt, Robert H. (Teacher), 233 E. Jeffer¬\nson St., Fort Wayne; Fort Wayne Teach¬\ners Association.\nZetterberg, Edward (Teacher), 1101 N.\nJefferson St., Muncie; Muncie Teachers\nFederation.\nZiegner, Dorothy (Teacher), 982 Maryland\nDr., Woodruff PI., Indianapolis; Indian¬\napolis Grade Teachers Association.\n\nRoberts, T. R. (Superintendent of Schools),\nDecorah; Iowa State Teachers Associa¬\ntion.\nSewell, L. P. (Superintendent of Schools),\nDenison; Iowa State Teachers Associa¬\ntion.\nShannon, Bernice (Teacher), 1617 W. Ninth\nSt., Des Moines; Des Moines Teachers\nFederation.\nSheldon, James A.\n(Superintendent of\nSchools), Garden Grove; Decatur County\nSchool Masters Club.\nSkinner, Kate (Teacher), Fort Dodge High\nSchool, Fort Dodge; Iowa State Teachers\nAssociation.\nSlayman, Evelyn (Teacher), 2903 Kingman\nSt., Des Moines; Des Moines Teachers\nFederation.\nSletwold, O. F. (Teacher), East High\nSchool, Sioux City; Iowa State Teachers\nAssociation.\nTierney, Rose B. (Teacher), 721 S. Ninth\nSt., Council Bluffs; Council Bluffs Teach¬\ners Club.\nWauer, Clarence (Teacher), 2215 W. Third\nSt., Sioux City; Sioux City Teachers Club.\n\nIOWA\n\nKANSAS\n\nCram, Fred D. (N. E. A. State Director),\nDirector, Extension Division, Iowa State\nTeachers College, Cedar Falls; Iowa\nState Teachers Association.\nCreswell, Isabel (Teacher), 121 S. Iowa\nAve., Ottumwa; Ottumwa Teachers Club.\nCrow, Jane (Teacher), 11 Acher Apt., Fort\nDodge; Fort Dodge Teachers Federation.\nCrowell, Deanna (Teacher), 505 Seventeenth\nSt., Sioux City; Sioux City Teachers Club.\nDankle, Lynn (Superintendent of Schools),\nCoburg; Iowa State Teachers Association.\nDeamer,\nArthur\n(Superintendent\nof\nSchools), Cedar Rapids; Cedar Rapids\nTeachers Association.\nFaint, Agness (Principal), 618 W. Third\nSt., Waterloo; West Waterloo Teachers\nAssociation •\nFinch, Bertha (Teacher), 3900 Sixth Ave.,\nSioux City; Sioux City Teachers Club.\nFitzgerald, J. E. (Principal), 1821 Ross St.,\nSioux City; Sioux City Administration\nClub.\nFuller, A. C. (Director), Alumni Affairs,\nIowa State Teachers College, Cedar Falls;\nIowa State Teachers College Unit of the\nN. E. A.\nHanigan, Agnes (Teacher), 615 Benton St.,\nCouncil Bluffs; Council Bluffs Teachers\nClub.\nHannum,\nRoy\nF.\n(Superintendent\nof\nSchools), Ottumwa; Iowa State Teachers\nAssociation.\nHapke, Mrs. Sophia N. (Teacher), 51 Ken¬\nwood Ave., Davenport; Scott County\nTeachers Association.\nHerman, Hazel (Teacher), 2025 Grand View\nBlvd., Sioux City; Sioux City Teachers\nClub.\nJewett, A. E. (County Superintendent),\nWaterloo; Iowa State Teachers Associa¬\ntion.\nKercheval, James W. (Teacher), East High\nSchool, Waterloo; East Waterloo Teach¬\ners Club.\nKirn, G. W. (Principal), 218 Harrison St.,\nCouncil Bluffs; Council Bluffs Teachers\nClub.\nMcDowell, Lillian (Teacher), 227 High St.,\nKeokuk; Keokuk Elementary Teachers\nClub.\nMerrill, A. W. (Superintendent of Schools),\n629 Third St., Des Moines; Iowa State\nTeachers Association.\nPence, W. G. (Superintendent of Schools),\nFairfield; Iowa State Teachers Associa¬\ntion,\n\nBirch, C. E. (Superintendent of Schools),\nLawrence; Kansas State Teachers Asso¬\nciation.\nComer, Lena (Principal), 645 Ann Ave.,\nKansas City; Elementary Principals Club\nof Kansas City.\nHughes, J. F. (Superintendent of Schools),\nEldorado; Kansas State Teachers Asso¬\nciation.\nJohnston, Clara (Teacher), 1509 Clay St.,\nTopeka; Topeka Teachers Association.\nMcGiffert, Rachel (Teacher), 1181 Clay St.,\nTopeka; Topeka Teachers Association.\nMcNaughton, Given (Teacher), 2736 N.\nEleventh St., Kansas City; Kansas City\nGrade Teachers Club.\nMarkham, W. T. (State Superintendent of\nPublic Instruction), State House, To¬\npeka; Kansas State Teachers Association.\nMiller, Elizabeth (Principal), Cooper School,\nKansas City; Kansas State Teachers As¬\nsociation.\nMuncil, Margaret (Teacher), 2605 N. Thirtyseventh St., Kansas City; Kansas City\nGrade Teachers Club.\nMurphy, J. W. (Superintendent of Schools),\nAugusta; Kansas State Teachers Asso¬\nciation.\nPearson, Irene (Teacher), 2837 Parkwood\nBlvd., Kansas City; Kansas City Grade\nTeachers Club.\nPetit, L. H. (Superintendent of Schools),\nChanute; Chanute Teachers Association.\nSchlagle, F. L. (N. E. A. State Director),\nSuperintendent of Schools, Library Build¬\ning, Kansas City; Kansas State Teachers\nAssociation.\nSmith, Nell G. (Teacher), 1244 Western\nAve., Topeka; Kansas State Teachers\nAssociation.\nStonecipher, E. E. (Teacher), Kansas State\nTeachers\nCollege,\nPittsburg;\nKansas\nState Teachers Association.\nTaylor, Lillian (Teacher), 815 Washington\nBlvd., Kansas City; Du Bois Teachers\nClub.\nVan Slyck, Willard N. (Principal), Topeka\nHigh School, Topeka;\nKansas State\nTeachers Association.\nVoss, Viola (Teacher), 1432 McVicar St.,\nTopeka; Topeka Classroom Teachers Club.\nYoumans, Edith (Teacher), Rosedale High\nSchool, Kansas City; Kansas State Teach¬\ners Association.\n\n"}
{"page": 964, "printed_page": null, "text": "958\n\nNational Education Association\n\nKENTUCKY\nBertram, Anna L. (County Superintendent),\nLewis County Schools, Vanceburg; Ken¬\ntucky Education Association.\nHibbs, W. F. (Superintendent of Schools),\nBardstown; Kentucky Education Associa¬\ntion.\nHolloway, Christine (Teacher), Ellis Apts.,\nPaducah; Kentucky Education Associa¬\ntion.\nJaggers, R. E. (Director of Teacher Train¬\ning), State Department of Education,\nFrankfort; Kentucky Education Associa¬\ntion.\nKing, W. P. (Secretary), Kentucky Educa¬\ntion Association,, 1422-23 Heyburn Bldg.,\nLouisville; Kentucky Education Associa¬\ntion.\nMaguire, Mary J. (Teacher), 377 S. Lime¬\nstone St., Lexington; Lexington Teachers\nClub.\nRichmond, James H. (State Superintendent\nof Public Instruction), Frankfort; Ken¬\ntucky Education Association.\nTempel, H. V. (Principal), Rt. 3, Shelbyville; Kentucky Education Association.\nLOUISIANA\nColvin, H. J. (Teacher), 548 Columbia St.,\nShreveport; Louisiana Teachers Associa¬\ntion.\nHinrichs, Amy H. (Principal), 7336 Hurst\nSt., New Orleans; New Orleans Princi¬\npals Association.\nHurst, H. (Teacher), Louisiana State Uni¬\nversity, Baton Rouge; Louisiana Teach¬\ners Association.\nLively, Mrs. Emery C. (Teacher), 2900 Prytania St., New Orleans; Louisiana Teach¬\ners Association.\nMoncla,\nS.\nA.\n(Principal),\nOpelousas;\nLouisiana Teachers Association.\nRobert, Vernon (Principal), Rt. 2, Minden;\nLouisiana Teachers Association.\nTerrebonne,\nL.\nP.\n(Superintendent\nof\nSchools), Iberville Parish, Plaquemine;\nLouisiana Teachers Association.\n\nHarding, Mrs. Jennie G. (Teacher), Stockton Springs; Maine Teachers Association.\nHarmon, Edith H. (Principal), 363 Main\nSt., S. Portland; York County Teachers\nAssociation.\nHaskell, Lue’la A. (Teacher), 774 Forest\nAve., Portland; Portland Teachers Asso¬\nciation.\nJack, William B. (N. E. A. State Director),\nSuperintendent\nof\nSchools,\nPortland;\nAndroscoggin County Teachers Associa¬\ntion.\nMacDonald, Lillian (Teacher), 229 Prospect\nSt., Portland; Cumberland County Teach¬\ners Association.\nMcCobb, Helen (Teacher), Camden; Maine\nTeachers Association.\nMcLaughlin, Verna B. (Teacher), Mapleton; Aroostook County Teachers Associa¬\ntion.\nMenish, Esther (Teacher), 34 Belmeade\nRd., Portland; Portland Teachers Asso¬\nciation.\nMenish, Gertrude (Teacher), 34 Belmeade\nRd., Portland; Cumberland County Teach¬\ners Association.\nMerriman, San Lorenzo (Principal), 101\nMain St., Presque Isle; Aroostook County\nTeachers Association.\nMoody, Maude E. (Teacher), Seventh St.,\nPortland; Somerset County Teachers As¬\nsociation.\nMoreau, Cecilia (Teacher), 334 N. Main St.,\nPresque Isle; Aroostook County Teach¬\ners Association.\nPackard, Bertram (State Superintendent of\nPublic Instruction), Augusta; Franklin\nCounty Teachers Association.\nSmalley, E. A. (Superintendent of Schools),\nVinalhaven; Knox County Teachers As¬\nsociation.\nSmith, Charlotte T. (Teacher), 187 Spring\nSt., Portland; Maine Teachers Associa¬\ntion.\nSnow, Mary L. (Teacher), 94 Pleasant Ave.,\nPort and;\nKennebec County Teachers\nAssociation.\nWood, Eleanor A. (Teacher), 25 Paris St.,\nNorway; Oxford County Teachers Asso¬\nciation.\n\nMAINE\nAllen, William H. (Principal), Woodland;\nWashington County Teachers Association.\nAnnas, Phillip (Principal), 29 Water St.,\nHallowell; Kennebec County Teachers\nAssociation.\nBaker, Gladys (Teacher), Brewer; Penob¬\nscot County Teachers Association.\nBryant, Ethel R. (Teacher), 62 Wall St.,\nPortland; Portland Teachers Association.\nBurnham, Christine (Teacher), 655 Con¬\ngress St., Portland; Cumberland County\nTeachers Association.\nCutts, Cecil J. (Principal), Hartland; Maine\nTeachers Association.\nDeane, Mrs. Onata. L. (Teacher), Milo;\nPiscataquis County Teachers Association.\nDodge, Edith (Teacher), East Boothbay;\nLincoln-Sagadahoc County Teachers Asso¬\nciation.\nDodge, Mrs. Grace F. (Teacher), Boothbay;\nMaine Teachers Association.\nDurepo, Levi G. (Teacher), 469 Virgin St.,\nRumford; Maine Teachers Association.\nEarle, Gilbert L. (Principal), Brownville\nJunction; Maine Teachers Association.\nFolger, Ruth M. (Teacher), R. F. D. 7,\nAugusta; Waldo County Teachers Asso¬\nciation.\nGoodwin, Florence (Teacher), 229 Prospect\nSt., Portland; Cumberland County Teach¬\ners Association.\nHale, Florence (Editor), The Grade Teacher,\nPrince George Hotel, New York City;\nHancock County Teachers Association.\n\nMARYLAND\nDunn, Wendell (Principal), 1704 Lakeside\nAve., Baltimore; Maryland State Teach¬\ners Association.\nMeyer, Arthur A. (Teacher), Boys’ Voca¬\ntional School, Howard & Center Sts.,\nBaltimore; Maryland State Teachers As¬\nsociation.\nNeely, Helen (Teacher), Olney; Maryland\nState Teachers Association.\nYoung, Dorothy (Teacher), Bethesda; Mont¬\ngomery County Teachers Association.\nMASSACHUSETTS\nAbeley, Eleanor (Teacher), 73 St. Andrew\nSt., East Boston; Stoneham Teachers\nClub.\nBarnard, Florence (Teacher), 1658 Beacon\nSt., Brookline; Everett Teachers Club.\nBoland, Juaa A. (Teacher), 13 Broads Ave.,\nNatick; Middlesex County Teachers As¬\nsociation.\nBoland, Marie E. (Teacher), 13 Broads Ave.,\nNatick; Middlesex County Teachers As¬\nsociation.\nBoyle, Harry A. (Principal), 48 Burncoat\nTer., Worcester; Massachusetts Teachers\nFederation.\nBragg, Wilhelmina (Teacher), Farm and\nTrade School, Thompson’s Island, Boston;\nMiddlesex County Teachers Association.\n\n"}
{"page": 965, "printed_page": null, "text": "Associational Records and Information\n\nBrodhead, John (Assistant Superintendent\nof Schools), 15 Beacon St., Boston;\nMassachusetts School Superintendents As¬\nsociation.\nBuckingham, Burdette R. (Teacher), 15\nAshburton PI., Boston; Newton Teachers\nFederation.\nChalmers, James A. (Principal), Fitchburg\nHigh\nSchool,\nFitchburg;\nWorcester\nCounty Teachers Association.\nChase, Dorothy (Teacher), 21 South Main\nSt., Sharon; Arlington Teachers Asso¬\nciation.\nChurch, Beulah C. (Teacher), 141 Elm St.,\nMarblehead; Massachusetts Teachers Fed¬\neration.\nColeman, Ethel R. (Teacher), Chestnut\nStreet School, Springfield;\nSpringfield\nTeachers Economic Association.\nColesworthy, George B.\n(Teacher), 44\nAdams Ave.,\nWatertown;\nCambridge\nTeachers Club.\nCollins, Ada M. (Principal), 23 Pine St.,\nGloucester; Gloucester Teachers Associa¬\ntion.\nCollins, David P. (Teacher), High School,\nPeabody; Essex County Teachers Asso¬\nciation.\nCowan, Emma D. (Teacher), 12 Abbott Rd.,\nDedham; Norfolk County Teachers Asso¬\nciation.\nCowan, Harold E. (Teacher), High School,\nDedham; Massachusetts Teachers Federa¬\ntion.\nCrane, Winnifred G. (Teacher), 17 Somer¬\nset St., Worcester; Worcester County\nTeachers Association.\nCutler, Blanche C. (Teacher), 125 N. Wash¬\nington St., North Attleboro; Massachu¬\nsetts Teachers Federation.\nDavoren, Edna B. (Teacher), Stacy School,\nMilford; Worcester County Teachers As¬\nsociation.\nDavoren, John L. (Principal), 4 Prentice\nAve., Milford; Massachusetts Teachers\nFederation.\nDowney, Rose S.\n(Teacher), Hopewell\nSchool, Taunton; Bristol County Teachers\nAssociation.\nDunham, Annie D. (Teacher), 192 Washing¬\nton St., Wellesley Hills; Eastern Com¬\nmercial Teachers Association.\nEastland, Helen C. (Teacher), 15 High St.,\nMarblehead, Essex County Teachers As¬\nsociation.\nEdgecomb, Edna F. (Teacher), 84 Union St.,\nLeominster; North Adams Grade Teach¬\ners Association.\nEmerson, Mrs. Mary E. (Teacher), 177\nWashington\nSt.,\nWellesley;\nBeverly\nTeachers Association.\nEmery, Amy E. (Teacher), 45 Auburn St.,\nBrookline; Boston Teachers Club.\nGarrick, Marcella M. (Teacher), 295 Lowell\nSt., Somerville; Middlesex County Teach¬\ners Association.\nGilmore, Joseph (Principal), 265 Lowell St.,\nPeabody; Essex County Teachers Asso¬\nciation.\nGoodspeed, Alice L. (Principal), 24 Marion\nSt., Dedham; Massachusetts Elementary\nPrincipals Association.\nGrayson, Gladys M. (Teacher), Stacy School,\nMilford; Worcester County Teachers As¬\nsociation.\nGrayson, Raymond H. (Teacher), 159A\nPark\nSt.,\nAttleboro;\nMassachusetts\nTeachers Federation.\nGuyton, Mary L. (Supervisor, Department\nof Education), State House, Boston; Es¬\nsex County Teachers Association.\nJenks, Mildred B. (Teacher), 320 Union St.,\nSpringfield; Springfield Teachers Eco¬\nnomic Association.\nJohnson, Helen C. (Teacher), 13 Whiting\nSt., Plymouth; Plymouth Teachers Club.\n\n31\n\n959\n\nKing, Henry A. (Teacher), High School,\nPeabody; Massachusetts Teachers Fed¬\neration.\nLang, Ruth M. (Teacher), 65 Clarendon\nAve.,\nW.\nSomerville;\nMassachusetts\nTeachers Federation.\nLusk, George, 50 Beacon St., Boston; Essex\nCounty Teachers Association.\nLyon, Helena B. (Teacher), Chelmsford;\nMiddlesex County Teachers Association.\nMcIntosh, Everett J. (Teacher), 62 Front\nSt., Weymouth; Brookline Teachers Club.\nMcIntosh, Helen (Teacher), 62 Front St.,\nWeymouth; Brookline Teachers Club.\nMcManus, Elizabeth S. (Principal), 25 Vassar St., Worcester; Worcester Elemen¬\ntary Teachers Association.\nMcSkimmon, Mary (Teacher), 205 Tappan\nSt., Brookline; Massachusetts Association\nfor Childhood Education.\nMann, Mrs. Elizabeth J. (Teacher), Hov/ard\nStreet School, Springfield; Springfield\nTeachers Economic Association.\nMarkham, Myrtle L. (Teacher), 57 N. Main\nSt., Natick; Middlesex County Teachers\nAssociation.\nMarshall, Mabel (Teacher), 21 Washington\nAve., Andover; Essex County Teachers\nAssociation.\nMagee, Georgia P. (Teacher), 102 North\nAve., Natick; Norfolk County Teachers\nAssociation.\nMeacham, Mrs. Rena M. (Teacher), Farm\nand Trade School, Thompson’s Island,\nBoston; Middlesex County Teachers As¬\nsociation.\nMeacham, W. M. (Principal), Farm and\nTrade School, Thompson’s Island, Boston;\nMiddlesex County Teachers Association.\nMoyer, James A. (Head), University Ex¬\ntension, State Dept, of Education, Boston;\nNewton Teachers Federation.\nNixon, Hugh (Secretary), Massachusetts\nTeachers Federation, 15 Ashburton PL,\nBoston;\nMassachusetts\nSchoolmasters\nClub.\nO’Connor, Alice F. (Teacher), Stacy School,\nMilford; Worcester County Teachers As¬\nsociation.\nO’Connor, Deborah F. (Teacher), 3 Wayne\nTer., Worcester; Worcester Teachers As¬\nsociation.\nO’Connor, Eileen (Teacher), 3 Wayne Ter.,\nWorcester; Worcester Teachers Associa¬\ntion.\nO’Connor, Martin F. (Principal), 989 Me¬\nmorial Drive, Cambridge; Massachusetts\nTeachers Federation.\nO’Connor, Mary Elizabeth (Supervisor),\nHigh\nSchool,\nNatick;\nMassachusetts\nTeachers Federation.\nPatterson, Alice M. (Teacher), 21 Austin\nRd., West Medford; Somerville Teachers\nClub.\nPickup, Mrs. Mary M. (Teacher), 9 Gibson\nSt., Medford; Medford Teachers Club.\nPrice, Ellen (Teacher), 29 Cottage St.,\nSharon; Malden Teachers Association.\nRhodes, Eleanor M. (Teacher), 28 Arling¬\nton St., Lynn; Lynn Teachers Club.\nRichardson, Mary E. (Principal), 50 Fairview, Dedham; Massachusetts Elemen¬\ntary Principals Association.\nRichmond, Helen F. (Teacher), 18 Fitzhenry Square, Revere; Middlesex County\nTeachers Association.\nRoscoe, Isa B. (Teacher), 51 Gregory St.,\nMarblehead; Marblehead Teachers Asso¬\nciation.\nSanders, William J. (Teacher), 80 Chestnut\nSt., Haverhill; Massachusetts Teachers\nFederation.\nSmith, Edgar B. (Principal), High School,\nGreenfield; Massachusetts Teachers Fed¬\neration.\n\n"}
{"page": 966, "printed_page": null, "text": "960\n\nNational Education Association\n\nSmith, Mrs. Jane Morse (Teacher), 120\nHigh St., Greenfield; Franklin County\nTeachers Association.\nSnell, Mrs. Bertha A. (Teacher), 39 Depot\nSt.,\nSharon;\nMassachusetts\nTeachers\nFederation.\nTaylor, Harriett C. (Teacher), 28 Chestnut\nSt., Melrose; Melrose Teachers Club.\nThistle, James S. (Principal), 34 Whittier\nRd., Wellesley Hills; Norfolk County\nTeachers Association.\nTolland, Mary (Teacher), 50 Orchard St.,\nJamaica Plain; High School Women’s\nClub of Boston.\nWheeler, C. Arthur (Principal), 34 Mar¬\nshall St., Watertown; Middlesex County\nTeachers Association.\nWoodbury, Mrs. Grace I. (Teacher), 4 Lakecroft\nCourt,\nMelrose;\nMassachusetts\nTeachers Federation.\nWoodward, Annie C. (N. E. A. State Di¬\nrector), 78 Highland Ave., Somerville\nMassachusetts Teachers Federation.\nMICHIGAN\nAnschutz, Irma (Teacher), 1110 Wilson St.,\nBay City; Bay City Teachers Club.\nBader, Edith M. (Assistant Superintendent\nof Schools), Board of Education, Ann\nArbor; Michigan Education Association.\nCodling, Reta B. (Teacher), 321 E. First\nSt., Royal Oak; Detroit Teachers Asso¬\nciation.\nCody, Frank (Superintendent of Schools),\n1354 Broadway, Detroit; Michigan Edu¬\ncation Association.\nCogshall, Charles (Principal), 1950 Francis\nAve., Grand Rapids; Grand Rapids Teach¬\ners Club.\nCowin, John W. (Teacher), 121 S. Broad\nSt., Adrian; Adrian Teachers Club.\nCrosby, Otis A. (Editor), Detroit Education\nNews, 1346 Broadway, Detroit; Michigan\nEducation Association.\nCulham, Florence (Coach), 1700 Madison\nAve., Grand Rapids; Grand Rapids Teach¬\ners Club.\nDacey, Cecile (Teacher), 9374 Wildemere\nSt., Detroit; High School-College Divi¬\nsion, Detroit Teachers Association.\nDavis, Homer (Teacher), 815 W. Walnut\nSt., Kalamazoo; Michigan Education As¬\nsociation.\nDraxten,\nLilah\n(Teacher),\nOntonagon;\nMichigan Education Association.\nEbaugh, A. Raymond (Teacher), Starr\nSchool, Royal Oak; Michigan Education\nAssociation.\nGoodall, Harold B. (Teacher), 21522 Homer\nSt., Dearborn; Fordson Teachers Club.\nHart, William H. (Teacher), 6019 Maple\nSt., Dearborn; Michigan Education Asso¬\nciation.\nHelmer, Harriet (Teacher), 106 Fourth St.,\nJackson; Michigan Education Association.\nLand, Mina (Teacher), 305 Gardenia Ave.,\nRoyal Oak; Royal Oak Teachers Club.\nLeopold, Selma E. (Teacher), #2 Hamilton\nApts., Muskegon; Muskegon Teachers\nClub.\nLockwood, Ida A. (Teacher), 2234 Chicago\nBlvd., Detroit; Detroit Teachers Asso¬\nciation.\nMacKay, Jean Armour (Teacher), 121 High¬\nland Ave., Highland Park; Classroom\nTeachers Association of Highland Park.\nMummery, Mary V. (Teacher), 106 Fourth\nSt., Jackson; Jackson Teachers Club.\nPursell, Evangeline (Teacher), Birming¬\nham; Michigan Education Association.\nReese, Dora (Teacher), 317 Fulton St., E.,\nGrand Rapids; Grand Rapids Teachers\nClub.\nRiddering,\nA.\nA.\n(Superintendent\nof\nSchools), Board of Education, Melvindale;\nMichigan Education Association.\n\nStone, Raymond W. (Teacher), 603 Collingwood Ave., Detroit; High School-College\nDivision, Detroit Teachers Association.\nStout, Grover (Principal), 4221 Cortland\nSt., Detroit; Michigan Education Asso¬\nciation.\nThompson, A. W. (Teacher), Grand Rapids;\nMichigan Education Association.\nThurkettel, Mrs. Mabel (Teacher), 456\nCheshire Dr.,\nGrand Rapids;\nGrand\nRapids Teachers Club.\nWestcott, Harold I. (Teacher), 2455 Thomas\nSt., Flint; Flint Teachers Club.\nMINNESOTA\nAhlstrom, Dorris (Teacher), 2547 N. E.\nArthur St., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nAnderson, Arthur C. (Teacher), 919 Clear\nSt., St. Paul; St. Paul Division, Minne¬\nsota Education Association.\nAndreen, F. B. (Superintendent of Schools),\nNew Ulm; Minnesota Education Associa¬\ntion.\nAngst, Jessie D. (Teacher), 2126 S. Garfield\nAve., Minneapolis; Minneapolis Classroom\nTeachers Association.\nAxvall, C. C. (Principal), Detroit Lakes;\nMinnesota Education Association.\nBank, Albert M. (Principal), 4537 Colfax\nAve., S., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nBrown, Daisy (Teacher), 407 S. Sixth St.,\nStillwater; Minnesota Education Asso¬\nciation.\nBuckle, Mrs. Laurel L. (Teacher), 2254\nN. E. Arthur St., Minneapolis; Minne¬\napolis Division, Minnesota Education As¬\nsociation.\nBullard, Irma L. (Teacher), 3539 Blaisdell\nSt., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nByrnes, Mary (Teacher), 922 W. Thirtyeighth St., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nChapel, Winnie M. (Teacher), 1834 Irving\nAve., N., Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nCochrane, Jane (Teacher), Curtis Hotel,\nMinneapolis; Minneapolis Division, Minne¬\nsota Education Association.\nDahl, Mrs. Myrtle H. (Teacher), Hiawatha\nSchool, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nDash, Alma E. (Teacher), Madison School,\nMinneapolis;\nMinneapolis\nTeachers\nLeague.\nDickerson,\nD.\nF.\n(Superintendent\nof\nSchools), Winona; Minnesota Education\nAssociation.\nDoyle, Mary C. (Teacher), 2165 Fairmount\nAve., St. Paul; Minnesota Education As¬\nsociation.\nDunlop, Mrs. Carrie (Teacher), 5022 Stevens\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nFeetham, Nellie L. (Teacher), Hotel Du¬\nluth, Duluth; Minnesota Education Asso¬\nciation.\nFreeman, Mrs. Eva (Teacher), 3341 Second\nAve., S., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nGlenn, Edna L. (Teacher), 2453 S. Aldrich\nAve., Minneapolis; Grade Teachers Sec¬\ntion of Minneapolis Teachers League.\nHartwell, S. O. (Superintendent of Schools),\n1446 Fairmount Ave., St. Paul; Minnesota\nEducation Association.\nHarms, Mrs. Mabel A. (Teacher), 1044\nBurns Ave., St. Paul; Minneapolis Di¬\nvision, Minnesota Education Association.\nHarvey, Maude I. (Principal), 2198 Stan¬\nford Ave., St. Paul; St. Paul Division,\nMinnesota Education Association.\n\n"}
{"page": 967, "printed_page": null, "text": "Associational Records and Information\n\nHellesen, Anne (Teacher), 4700 Bryant\nAve., S., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nKimball, Florence\n(Teacher), Roosevelt\nHigh School, Minneapolis; Minneapolis\nClassroom Teachers Association.\nKreimann, Agena (Teacher), Curtis Hotel,\nMinneapolis; Minneapolis Division, Minne¬\nsota Education Association.\nLeonard, Alice E. (Teacher), 628 S. E.\nFourth St., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nLoughrea,\nMildred\n(Teacher),\nLinwood\nSchool, St. Paul; Minnesota Education\nAssociation.\nManey, Ruth (Teacher), Twenty-sixth E.\nKent Road, Duluth; Duluth Teachers As¬\nsociation.\nMcGhee, Flora (Teacher), Rochester; Ro¬\nchester Education Association.\nMcGough, Mary E. (Teacher), 1701 James\nSt., St. Paul; St. Paul Education Associa¬\ntion.\nMeldahl, Andrew (Principal), 105 Carlisle\nAve., Duluth; Minnesota Education As¬\nsociation.\nMoe, Floyd B. (Dean), Junior College, Vir¬\nginia; Minnesota Education Association.\nMurphy,\nEdna I.\n(Supervisor),\nGrand\nRapids; Minnesota Education Association.\nPatrick, Karl H. (Teacher), 1920 Laurel\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nPearson, Katie E. (Teacher), 402 N. Lexing¬\nton Ave., St. Paul; St. Paul Division,\nMinnesota Education Association.\nPeterson, F. G. Eric (Teacher), 418-19£\nAve., W., Duluth; Duluth Teachers As¬\nsociation.\nRay, Charlotte D. (Teacher), Hampshire\nArms, Minneapolis; Grade Teachers Sec¬\ntion of Minneapolis Teachers League.\nRichards, Mary L. (Teacher), 201 W. Fif¬\nteenth St., Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nRussell, Martha C. (Teacher), Leamington\nHotel, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nSchenck, Maude E. (Teacher), 707 S. E.\nFifth St., Minneapolis; Grade Teachers\nSection of Minneapolis Teachers League.\nSkinner, Margaret A. (Teacher), 2950 Park\nAve., Minneapolis; Grade Teachers Sec¬\ntion of Minneapolis Teachers League.\nWahlstrand, H. L. (N. E. A. State Direc¬\ntor), 824 Third St. E., Willmar; Minne¬\nsota Education Association.\nWikre. L, M. (Superintendent of Schools),\nSt. James; Minnesota Education Associa¬\ntion.\nWood, Harriet (Principal), 1786 Hennepin\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nMISSISSIPPI\nDrexeler, Mrs. Charles (Teacher), Port Gib¬\nson; Mississippi Education Association.\nSullivan, Jack (County Superintendent),\nHazlehurst; Mississippi Education Asso¬\nciation.\nMISSOURI\nAllen, Alva L. (County Superintendent),\nBethany; The Northwest Missouri Teach¬\ners Association.\nAltheide, Lorene (Teacher), 4406 Red Bud\nAve., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nBanks, Charles (Superintendent of Schools),\nUniversity\nCity;\nSoutheast\nMissouri\nTeachers Association.\nBaye, John A. (Teacher), 744 Tuxedo Blvd.,\nWebster Groves; St. Louis District, Mis¬\nsouri State Teachers Association.\nBrite, G. B. (Teacher), Seneca; Southeast\nMissouri Teachers Association.\n\n961\n\nBrown, Edmund F. (Teacher), 5700 Clemens\nSt., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nCarter, E. M. (Secretary), Missouri State\nTeachers Association, Columbia; North¬\neast Missouri Teachers Association.\nChandler, Emeline (Teacher), 3425 Harri¬\nson St., Kansas City; Kansas City Teach¬\ners Club.\nCrocker, Gertrude E. (Teacher), 5889 Cates\nAve., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nCunningham, Marie C. (Teacher), 2209 Mis¬\nsouri Ave., St. Louis; St. Louis District,\nMissouri State Teachers Association.\nDowns, Marguerite (Teacher), Senate Hotel,\nKansas City; Association of High School\nWomen of Kansas City.\nEllifF, Miles A. (Superintendent of Schools),\nLebanon; Missouri State Teachers Asso¬\nciation.\nEmerson, Ethel (Teacher), 1200 Linwood\nSt., Kansas City; Kansas City Teachers\nClub.\nEylar, Verda (Teacher), 1800 Linwood St.,\nKansas City; Missouri State Teachers\nAssociation.\nFlynn, Margaret C. (Teacher), 566 Holly¬\nwood PI., Webster Groves; St. Louis\nGrade Teachers Association.\nFlynn, Mary A. (Teacher), 566 Hollywood\nPI., Webster Groves; St. Louis Grade\nTeachers Association.\nGarner, Charles E. (Teacher), 628 Yedde\nAve., Webster Groves; Southeast Mis¬\nsouri Teachers Association.\nGerling,\nHenry J.\n(Superintendent of\nSchools), St. Louis; St. Louis District,\nMissouri State Teachers Association.\nGilleland,\nEmma\n(Teacher),\nBaltimore\nHotel, Kansas City; Kansas City Teach¬\ners Club.\nGirault, Leonide M. (Principal), 1802 Long¬\nfellow St., St. Louis; Elementary School\nPrincipals Association of St. Louis.\nGordon, Hattie H. (ex officio), 5616 Wyan¬\ndotte St., Kansas City.\nGoslin, Willard E.\n(Superintendent of\nSchools), Webster Groves; Southeast Mis¬\nsouri Teachers Association.\nGreen, G. H. (Principal), 6189 Kingsbury\nSt., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nGreene, J. Edna (Teacher), 4555 Main St.,\nKansas City; Kansas City Teachers Club.\nHailey, Ray (Superintendent of Schools),\nAva; Missouri State Teachers Association.\nHendricks, E. L. (President), Central Mis¬\nsouri State Teachers College, Warrensburg; Central Missouri Teachers Asso¬\nciation.\nHenke, Flora (Teacher), 2210 Howard St.,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nHigginbotham, Florence\n(Teacher),\n221\nCatherine St., Ferguson; St. Louis Dis¬\ntrict, Missouri State Teachers Association.\nHudson, C. B. (Teacher), Central Missouri\nState Teachers College, Warrensburg;\nCentral Missouri State Teachers College\nCommunity Association.\nKeller, Fred L. (Superintendent of Schools),\nTarkio; Missouri State Teachers Asso¬\nciation.\nKing, Harry L. (Teacher), 3233 Copelin\nAve., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nKing, Lloyd W. (State Superintendent of\nPublic Instruction), Jefferson City; Mis¬\nsouri State Teachers Association.\nLamkin, Uel W. (President), Northwest\nMissouri State Teachers College, Mary¬\nville; Missouri State Teachers Associa¬\ntion.\nLankford, Mrs. Jennie C. (County Superin¬\ntendent),\nPlattsburg;\nMissouri State\nTeachers Association.\n\n"}
{"page": 968, "printed_page": null, "text": "962\n\nNational Education Association\n\nLayton, Esther Irene (Teacher), 201 S.\nPendleton St., Independence; Missouri\nState Teachers Association.\nLoftus, Anna S. (Teacher), 2132 Russell\nBlvd., St. Louis; St. Louis Grade Teach¬\ners Association.\nLongshore, W. T. (Principal), 520 W.\nFortieth St.,\nKansas City;\nMissouri\nState Teachers Association.\nMcGraw, Frank (County Superintendent),\nMarshall; Missouri State Teachers As¬\nsociation.\nMarkham, Carrie (Teacher), 814 Clara Ave.,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nMartin, R. Lee (Teacher), 30 E. College\nSt., Augora; Southwest Missouri Teachers\nAssociation.\nMurphy, Mattie B. (Teacher), 1336 Union\nBlvd., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nNeal, Bert Clare (Teacher), 3210 Michigan\nSt., Kansas City; Missouri State Teach¬\ners Association.\nO’Connell, May (Principal), 409 E. Armour\nSt., Kansas City; Elementary School\nPrincipals Association of Kansas City.\nRalls, Mary C. (Teacher), 6529 Jefferson\nSt., Kansas City; Missouri State Teach¬\ners Association.\nReid, Angie (Teacher), 435 Gladstone St.,\nKansas City; Kansas City Teachers Club.\nRiddle, Anna (Teacher), 2 Summit PI., St.\nJoseph; St. Joseph District #8, Missouri\nState Teachers Association.\nRobeson, James A. (Principal), 4147 Montgall St., Kansas City; Missouri State\nTeachers Association.\nSchiller, Mary T. (Teacher), 4143 Castleman Ave., St. Louis; St. Louis District,\nMissouri State Teachers Association.\nSchmidt, Halloween (Teacher), 6336 Page\nBlvd., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nSchott, Marion (County Superintendent),\nKirksville; Northeast Missouri Teachers\nAssociation.\nSeeger, May (Teacher), Kansas City; Kan¬\nsas City Teachers Club.\nShaffer, Minnie A. (Principal), 225 S. Ver¬\nmont St., Sedalia; Sedalia Community\nTeachers Association.\nSlocomb, Grace (Teacher), 4800 Park St.,\nKansas City; Kansas City Teachers Club.\nSmith, C. A. (Teacher), 703 Atlanta Ave.,\nWebster Groves; St. Louis District, Mis¬\nsouri State Teachers Association.\nStudy, H. P. (Superintendent of Schools),\nSpringfield; Missouri State Teachers As¬\nsociation.\nStutsman, I. F. (Superintendent of Schools),\n316 N. Twentieth St., St. Joseph; St.\nJoseph District #8, Missouri State Teach¬\ners Association.\nThompson, Anna M. (Teacher), Corlton\nHotel, Kansas City;\nMissouri State\nTeachers Association.\nThompson, Mary A. (Principal), 1111 McCausland Ave., St. Louis; St. Louis Dis¬\ntrict, Missouri State Teachers Associa¬\ntion.\nTrice,\nDaisy M. . (Principal),\n1921 E.\nTwenty-fourth St., Kansas City; Council\nof Negro Teachers.\nVarner, Calla E. (Principal), 1821 Clay St.,\nSt. Joseph; St. Joseph District #8, Mis¬\nsouri State Teachers Association.\nWalker, Thomas J. (N. E. A. State Direc¬\ntor), Editor, School and Community,\nColumbia; Missouri State Teachers As¬\nsociation.\nWheatly, Helen F. (Teacher), 1802 Long¬\nfellow St., St. Louis; St. Louis Grade\nTeachers Association.\nWinkelman, Mathilda (Teacher), 3912 Rus¬\nsell Blvd., St. Louis; St. Louis District,\nMissouri State Teachers Association.\n\nWomack, Mary B. (Teacher), 5716 Cates\nAve., St. Louis; St. Louis Grade Teachers\nAssociation.\nMONTANA\nBranigan, Gladys (Dean), Household and\nIndustrial Arts, Montana State College,\nBozeman; Montana Education Associa¬\ntion.\nBruner, T. A. (Superintendent of Schools),\nHarlem; Montana Education Association.\nRobinson, Fred\n(Supervisor), Industrial\nArts, Helena; Montana Education Asso¬\nciation.\nWilliams, Don (Teacher), High School,\nGreat Falls; Montana Education Asso¬\nciation.\nWilliams, D. S. (Superintendent of Schools),\nBozeman; Montana Education Associa¬\ntion.\nNEBRASKA\nAmes, W. D. (Teacher), 2730 Arlington,\nLincoln; Lincoln Teachers Association.\nAnderson, J. T. (Dean), State Teachers Col¬\nlege, Kearney; Nebraska State Teachers\nCollege, N. E. A. Unit.\nBaldridge, Chloe (State Director), Depart¬\nment of Public Instruction, Lincoln; Ne¬\nbraska State Teachers Association.\nConnell, Ella T. (Teacher), Colonial Hotel,\nOmaha; Omaha Teachers Forum,\nDillow, Verna Ruth (Teacher), 3301 Dewey\nAve., Omaha; Omaha Teachers Forum.\nEaton, Roy (Editor), Mid-west School Re¬\nview, 1113-17 Nicholas St.,< Omaha; Ne¬\nbraska State Teachers Association.\nHaverly, Cordula (Teacher), 610 N. Fortieth\nSt., Omaha; Omaha Teachers Forum.\nHolmes, Stella (Principal), 4216 S. Twentysecond St., Omaha;\nOmaha Teachers\nForum.\nJimmerson, John A. (Superintendent), Au¬\nburn; Nebraska State Teachers Associa¬\ntion.\nKnipprath, George F. (N. E. A. State Direc¬\ntor), Omaha Technical High School,\nOmaha; Nebraska State Teachers Asso¬\nciation.\nLaugel, Mrs. Antoinette (Teacher), 81 Car¬\nter Lake Club, Omaha; Omaha Teachers\nForum.\nLefler, M. C. (Superintendent of Schools),\nBoard of Education, Lincoln; Nebraska\nState Teachers Association.\nLong, Martha (Principal), 2012 Sixth Ave.,\nKearney; Kearney Teachers Association.\nMcAfee, F. Ethel (Teacher), 2722 N. Fiftyeighth St., Omaha; Omaha Teachers\nForum.\nPartridge,\nH.\nR.\n(Superintendent\nof\nSchools), Alliance; Nebraska State Teach¬\ners Association.\nPorter, D. E. (Principal), 2715 N. Fortyseventh Ave., Omaha; Omaha Teachers\nForum.\nPound, Olivia (Assistant Principal), 1632\nL St., Lincoln; Lincoln Teachers Associa¬\ntion.\nPurcell, Anna (Teacher), 5170 Jones St.,\nOmaha; Omaha Teachers Forum.\nRiddlesbarger, Ada (Teacher), 2702 Jackson St., Omaha; Omaha Teachers Forum.\nRost, Grover F. (Teacher), 912 N. Wheeler\nSt., Grand Island; Grand Island School\nClub.\nRunsteen, Grace (Teacher), 2952 N. Fiftyfifth St., Omaha; Omaha Teachers Forum.\nRustin, Mrs. Leora A. (County Superinten¬\ndent), Court House, Chadron; Nebraska\nState Teachers Association.\nShick, Charlotte M. (Teacher), 6419 Bal¬\nlard St., Lincoln; Lincoln Teachers As¬\nsociation.\n\n"}
{"page": 969, "printed_page": null, "text": "Associational Records and Information\n\nSmith, Mrs. Mary Deahn (Teacher), 1725\nWashington St., Lincoln; Lincoln Teach¬\ners Association.\nStewart, Ethel (Teacher), 3301 Dewey Ave.,\nOmaha; Omaha Teachers Forum.\nYorhies, Birdie (State Supervisor), Depart¬\nment of Vocational Education, Lincoln;\nNebraska State Teachers Association.\nYoung, J. P. (Superintendent of Schools),\nDavid City; Nebraska State Teachers As¬\nsociation.\nNEVADA\nBlack, Mary S. (Principal), Battle Moun¬\ntain; Nevada State Educational Asso¬\nciation.\nClarke, M. J. (Superintendent of Schools),\nEly; Nevada State Educational Associa¬\ntion.\nGriffith, Bernice (Secretary), Nevada State\nEducational Association, Ely; Nevada\nState Educational Association.\nKnemeyer, Bertha C. (Principal), High\nSchool, Elko; Nevada State Educational\nAssociation.\nRoosa, Angie (Teacher), High School, Las\nVegas; Nevada State Educational Asso¬\nciation.\nNEW HAMPSHIRE\nDoherty, Helen F. (Guidance Director), 321\nState\nSt.,\nPortsmouth;\nRockingham\nTeachers Association.\nEwing, Lyle W. (N. E. A. State Director),\nSubmaster, High School, Bible Hill, Clare¬\nmont; New Hampshire State Teachers\nAssociation\nThompson, Elizabeth M. (Teacher), Colebrook Academy; Colebrook; New Hamp¬\nshire State Teachers Association.\nNEW JERSEY'\nAlden, Rose (Teacher), 24 Johnson Ave.,\nNewark; High School Women Teachers\nAssociation.\nApplegate, Mrs. Stella S., 307 Stacy-Trent\nHotel, Trenton; New Jersey State Teach¬\ners Association.\nArildson, Louise E. (Teacher), 140 Haw¬\nthorne Ave., Nutley; Nutley Teachers\nAssociation.\nBarnes, Mary (Teacher), 223 Summit Rd.,\nNewark; Classroom Teachers of the De¬\npartment of Elementary Education of\nNew Jersey.\nBeers, Dorothea (Teacher), Central School,\nGlen Rock; New Jersey State Teachers\nAssociation.\nDolan, John J. (Principal), Longfellow\nSchool, Teaneck; New Jersey State Teach¬\ners Association.\nDoremus, Marjorie J. (Teacher), Byrd\nSchool, Glen Rock; New Jersey State\nTeachers Association.\nDoremus, Mattie S. (ex officio), 614 E.\nTwenty-ninth St., Paterson.\nEdwards, Elizabeth A. (Supervising Princi¬\npal), Maywood; New Jersey State Teach¬\ners Association.\nEisenberg, Ephraim (Teacher), 8 Ruby PL,\nNewark; Newark Teachers Association.\nElder, Elizabeth (Teacher), 284 Beech St.,\nHackensack; Rutherford Teachers Asso¬\nciation.\nFredericks, Helen J. (Teacher), Wilson\nAve. School, Newark; New Jersey State\nTeachers Association.\nGoodfellow, Raymond B. (Director), 31\nGreen St., Newark; New Jersey State\nTeachers Association.\nGurley, Raymond B. (N. E. A. State Direc¬\ntor), Principal, Barringer High School,\nNewark; New Jersey State Teachers As¬\nsociation,\n\n963\n\nHarrison, Clara L. (Teacher), Roebling\nSchool, Roebling; New Jersey State\nTeachers Association.\nHawes, J. Holbrook (Teacher), Center\nGrove Rd., Doyer; Morris County Teach¬\ners Association.\nHeller, Alma (Teacher), Mt. Prospect Ave.,\nNewark; Classroom Teachers of Depart¬\nment of Elementary Education of New\nJersey.\nHeller, Lillian (Viceprincipal), 583 Mt.\nProspect Ave., Newark; Classroom Teach¬\ners of Department of Elementary Educa¬\ntion of New Jersey.\nHepbron, E. Adele (Teacher), 133 Summit\nAve., Summit; New Jersey State Teach¬\ners Association.\nHopkins, Mary M. (Teacher), 440 Jersey\nAve., Elizabeth; Elizabeth Teachers As¬\nsociation.\nJohnson, Laurence B., Newark; New Jersey\nState Teachers Association.\nMitchell, Helen (Principal), 215 Morris\nSt., Phillipsburg; Classroom Teachers of\nDepartment of Elementary Education of\nNew Jersey.\nMoffett, Marcella G. (Teacher), 48 N.\nHermitage Ave., Trenton; Trenton Teach¬\ners Association.\nNelson, Mable (Teacher), Fetters School,\nCamden; New Jersey State Teachers As¬\nsociation.\nNeuffer, Gertrude A. (Teacher), 17 Webster\nPL, East Orange; Grade Teachers Asso¬\nciation of Newark.\nNeulen,\nLeon\nN.\n(Superintendent\nof\nSchools), City Hall, Camden; New Jersey\nState Teachers Association.\nParkhurst, Elsie (Teacher), 34 Pine Grove\nAve., Summit; Summit Teachers Asso¬\nciation.\nPerkins, Anna B. (Teacher), 117 Albion\nPl., Passaic; Passaic Teachers Associa¬\ntion.\nPickell,\nFrank\nG.\n(Superintendent\nof\nSchools), Board of Education, Montclair;\nNew Jersey State Teachers Association.\nPorreca, Lena M. (Teacher), 70 Johnson\nAve., Hackensack; Hackensack Teachers\nAssociation.\nReed, Margaret E. (Teacher), Brooklawn\nSchool, Mt. Ephraim; New Jersey State\nTeachers Association.\nRobinson, Fannie A. (Teacher), 75 Paterson\nAve., Paterson; Paterson Teachers As¬\nsociation,\nRyan, Louise (Teacher), 284 Beech St.,\nHackensack; Hackensack Teachers Asso¬\nciation.\nSchooler, Clare (Teacher), Trenton State\nTeachers College, Trenton; New Jersey\nState Teachers Association.\nShepherd, Homer P. (Superintendent of\nSchools), 739 Fourth St., Lyndhurst; New\nJersey State Teachers Association.\nSmith, F. Blanche (Teacher), 121 Prospect\nSt., Passaic; Passaic Teachers Associa¬\ntion.\nSteel, Charles L. Jr. (Principal), High\nSchool,\nTeaneck;\nNew Jersey State\nTeachers Association.\nStratton, Mason A. (Principal), 272 Huron\nAve., Absecon; Atlantic City Teachers\nAssociation.\nWalklett, Martha L. (Teacher), Gibbsboro\nSchool, Gibbsboro; New Jersey State\nTeachers Association.\nWamsley, Mrs. Jessie M. (Principal), Wall\nSchool, Pitman; New Jersey State Teach¬\ners Association.\nZimmerman, Roy R. (County Superinten¬\ndent of Schools), Hackensack; New Jersey\nState Teachers Association.\n\n"}
{"page": 970, "printed_page": null, "text": "National Education Association\n\n964\n\nNEW MEXICO\nMacKay, Donald W. (Teacher), Portales;\nNew Mexico Educational Association.\nMcCollum, J. It. (Principal), Lew Wallace\nSchool, Albuquerque; New Mexico Edu¬\ncational Association.\n,\n,\n.\nMurphy,\nIrvin\nP.\n(Superintendent\nof\nSchools), Grenville; New Mexico Educa¬\ntional Association.\nPope, D. N. (Superintendent of Schools),\nRoswell; New Mexico Educational Asso¬\nciation.\n,\n„\nRose, Charles L. (Extension Director), New\nMexico Normal University, Las Vegas;\nNew Mexico Educational Association.\nNEW YORK\nAhles, Inez M. (Retired Teacher), Red¬\nwood; New York State Teachers Asso¬\nciation.\nAnderson, Grace M. (Teacher), 252 N. Vil¬\nlage Ave., Rockville Center; New York\nState Teachers Association.\nArmitage, Edith E. (Teacher), 28 Howard\nSt., Auburn; New York State Teachers\nWelfare League.\nAvins, E. Rena (Teacher), Marcellus; New\nYork State Teachers Association.\nBenton, Mrs. Ethel T. (Teacher), Moss\nStreet, Hudson Falls; New York State\nTeachers Association.\nBreese, Mrs. Leona (Teacher), 22 Harmon\nSt., White Plains; White Plains Teach¬\ners Association,\nBroderick, Lillian (Teacher), 216 Park Ave.,\nYonkers; Westchester County Teachers\nA C! OflPI 3 tl AD\n\nBrown, Florence E. (Teacher), 223 S. Sec¬\nond Ave,, Mt. Vernon; Mount Vernon\nTeachers Association.\nCamen, Lillian (Teacher), 17 Frederick St.,\nBinghamton; Binghamton Teachers As¬\nsociation.\nCarrier, Julia M. (Teacher), 1002 Orchard\nSt., Peekskill; New York State Teachers\nAssociation •\nClark, Natalie (Teacher), 1 Winding Way,\nBinghamton; Binghamton Teachers Asso¬\nciation.\nCleary, Jane A. (Teacher), 267 Hoosick St.,\nTroy; New York State Teachers Asso¬\nciation.\nCole, Cordelia L. (Teacher), Box 92, Con¬\ngers; New York State Teachers Associa¬\ntion.\nConant, Eugene F. (Teacher), 13 Grove St.,\nAmsterdam; Gloversville Teachers Asso¬\nciation.\nDann,\nGeorge\nJ.\n(Superintendent\nof\nSchools), Oneonta;\nNew York State\nTeachers Association.\nDensmore, David W. (Principal), 279 Ridge\nRoad W., Rochester; Rochester Teachers\nA CO AAl Q fl AD\n\nDiven? Betty' Lou (Teacher), 21 Hancock\nSt., Little Falls; New York State Teach¬\ners Association.\nDonohue, John C. (Principal), Vocational\nHigh School, Syracuse; Syracuse Teach¬\ners Association.\nEberwein, Ella (Teacher), 115 Jefferson\nTer., Rochester; Rochester Teachers As¬\nsociation.\nEldred, Arvie (Secretary), 152 Washington\nAve., Albany; New York State Teachers\nAssociation.\nEngelhardt, E. M. (Teacher), 500 Webster\nAve., Rochester; Rochester Teachers As¬\nsociation.\nErnst, Christine C. (Supervisor), 366 Quail\nSt., Albany; New York State Teachers\nAssociation *\nEvans, May (Teacher), 175 W. Ninety-third\nSt., New York City; Kindergarten—6 B\nTeachers Association Inc.\n\nFahey, Sara H. (Teacher), Girls Commer¬\ncial High School, Brooklyn; High School\nTeachers Association of New York City.\nFreeborn, Lena 0. (Teacher), 27 Walnut\nSt., Oneonta; New York State Teachers\nA CQAPifl fi AD\n\nFriend,\nConstance\n(Teacher),\n127\nW.\nSeventy-ninth\nSt.,\nNew\nYork\nCity;\nKindergarten—6 B Teachers Association\nInc.\nHaller, Ralph W. (Teacher), 211 Egmont\nAve., Mt. Vernon; High School Teachers\nAssociation of New York City.\nHardy, H. Claude (N. E. A. State Director),\nSuperintendent of Schools, White Plains;\nWhite Plains Teachers Association.\nHaver, Zula A. (Principal), 15 Shuler St.,\nAmsterdam; New York State Teachers\nAssociation.\nHayden, Sarah L. (Teacher), 41 Lockwood\nAve., New Rochelle; New York State\nTeachers Association.\nHayes, Frieda L. (Teacher), 156 Tremper\nAve., Kingston; New York State Teach¬\ners Welfare League.\nHolmes, William H. (Superintendent of\nSchools), 2 Park Lane, Mount Vernon;\nMount Vernon Teachers Association.\nKnight, Mrs. Lida (Teacher), 298 Vestal\nAve., Binghamton; Binghamton Teachers\nAssociation.\nLangham, Olive (Teacher), 290 W. Seneca\nTurnpike, Syracuse; Syracuse Women\nHigh School Teachers Association.\nLasher, Dorothy (Teacher), Schuylerville;\nNew York State Teachers Association.\nLaw,\nFrederick\nHouk\n(Teacher),\n472\nArgyle Road, Brooklyn; High School\nTeachers Association of New York City.\nLefkowitz,\nAbraham\n(Teacher),\n10414\nTwenty-seventh Ave., E. Elmhurst, New\nYork City; Joint Committee of Teachers\nOrganizations.\nLevenson, Samuel M. (Principal), 10920\nUnion Hall St., Jamaica; Queensboro\nTeachers Association.\nLewis, Ernest D. (Assistant Principal)\nEvander Childs High School, Bronx; High\nSchool Teachers Association.\nLewis, Grace T. (Dean), 223 S. Second Ave.,\nMt. Vernon; Mount Vernon Teachers As¬\nsociation.\nLindlof, Mrs. Johanna M. (Teacher), 45 W.\nEighty-first St., New York City; Kinder¬\ngarten—6 B Teachers Association Inc.\nMcKibbon, Mrs. Emily (Teacher), 26 Hartsdale Rd., Rochester; New York State\nTeachers Association.\nMacVay, Anna P. (Dean), Wadleigh High\nSchool, Manhattan; High School Teach¬\ners Association of New York City Inc.\nMatthews, Cora B. (Teacher), 108 State\nSt., Seneca Falls; New York State Teach¬\ners Association.\nNorton, John K. (Professor), Teachers Col¬\nlege, Columbia University, New York\nCity; Teachers College, Columbia Uni¬\nversity.\nO’Hargan, Lucy (Teacher), 220 Main St.,\nBinghamton; Binghamton Teachers As¬\nsociation.\nPease, Mrs. Harriet F. (Teacher), 855 Cen¬\ntral Parkway; Schenectady; City Teach¬\ners Association of Schenectady.\nRaschke, Arnetta K. (Teacher), 29 Shufeldt\nSt., Kingston; New York State Teachers\nAssociation.\nRhodes, Catherine I. (Teacher), 223 S.\nSecond Ave., Mount Vernon; Mount Ver¬\nnon Teachers Association.\nRockwell, Rena (Teacher), 364 W. Clinton\nSt., Elmira; New York State Teachers\nWelfare League.\nRae, Janette (Principal), Albany; New\nYork State Teachers Association.\n\n"}
{"page": 971, "printed_page": null, "text": "Associational Records and Information\n\nSavides, A. P. (Teacher), Russell Sage Col¬\nlege, Troy; New York State Teachers\nAssociation.\nSherrard, John P. (Principal), 141 Parkside\nAve., Buffalo; Buffalo Teachers Associa¬\ntion.\nSimpson, Mabel E. (Director), Board of\nEducation, Rochester; New York State\nTeachers Association.\nSimpson, Margaret I. (Teacher), 61 W.\nGrand St., Mount Vernon; Mount Vernon\nTeachers Association.\nSlick, Maud M. (Teacher), 165 Van Dam\nSt., Saratoga Springs; New York State\nTeachers Association.\nSmallwood, Winifred (Principal), 524 Ostrom Ave., Syracuse; New York State\nTeachers Association.\nStauterman, Eda B. (Teacher), 419 W.\nFirst St., Elmira; Elmira Teachers As¬\nsociation.\nStever, Kathryn (Teacher), 612 Park Place,\nMechanicville; New York State Teachers\nAssociation.\nStoeber, Lavina (Teacher), 141 Norton St.,\nRochester; New York State Teachers As¬\nsociation.\nStone, Frederick L. (Teacher), 1441 S. Salina St., Syracuse; Syracuse Teachers\nAssociation.\nSumner, S. C. (Principal), Seymour St.,\nSyracuse; New York State Teachers As¬\nsociation.\nTarbell, Emily A. (Teacher), 235 Glenwood\nAve., Syracuse; New York State Teachers\nWelfare League.\nVan Arsdale, Mary M. (Principal), 338\nBryant St., Buffalo; Buffalo Teachers\nFederation.\nWickes, Bessie (Teacher), 10 Daniels St.,\nSeneca Falls; New York State Teachers\nAssociation.\nWilber, D. Emma (Assistant Editor), New\nYork State Education, 152 Washington\nAve., Albany; New York State Teachers\nAssociation.\nWitter, Mrs. Rose K. (Teacher), 117 Fair\nSt., Kingston; New York State Teachers\nAssociation.\nNORTH CAROLINA\nGuthrie, Mrs. T. W. (Teacher), Kinston;\nNorth Carolina Education Association.\nLafferty, Oma C. (Teacher), City Schools,\nCharlotte; North Carolina Education As¬\nsociation.\nRanson, Mrs. R. E. (Principal), Junior\nHigh School, High Point; North Carolina\nEducation Association.\nWarren, W. F. (Superintendent of Schools),\nDurham; North Carolina Education As¬\nsociation.\nWashburn, Mary (Teacher), High School,\nHigh Point; North Carolina Education\nAssociation.\nNORTH DAKOTA\nBertelson, Mathilda (Teacher), 915 Tenth\nAve., N., Fargo; North Dakota Educa¬\ntion Association.\nRodewald, Anne (Teacher), 205 Fifth St.,\nBismarck; North Dakota Education As¬\nsociation.\nRue, Judith (Teacher), 711 Avenue “A,”\nBismarck; North Dakota Education As¬\nsociation.\nShaw, Christine M. (Teacher), 418 S. Main\nSt., Minot; North Dakota Education As¬\nsociation.\nStevenson, Adeline (Teacher), 313 Seventh\nSt., S., Moorhead, Minnesota; North\nDakota Education Association.\nWhite, L. A. (N. E. A. State Director),\nSuperintendent of Schools, Minot; North\nDakota Education Association.\n\n965\n\nOHIO\nAlexander, Rosanna B. (Teacher), 960 N.\nHoward St., Akron; The Akron Teachers\nAssociation.\nAnderson, Mrs. Clara Belle (Teacher), Box\n296, Fairlawn; Ohio Education Associa¬\ntion.\nAndrews, D. James (Teacher), Cincinnati;\nThe Cincinnati Schoolmasters Club.\nBarnes, Charles F. Dillonvale; Ohio Edu¬\ncation Association.\nBarnhill, 0. J. (Teacher), 329 Pioneer St.,\nAkron; Ohio Education Association.\nBates, E. D. (Teacher), 329 Pioneer St.,\nAkron; Ohio Education Association.\nBates, H. L. (Superintendent City Schools),\nJackson; Ohio Education Association.\nBenedict, Claude B. (Teacher), 3267 Ormond\nRd., Cleveland Heights; Cleveland Teach¬\ners Federation.\nBliss, W. B. (Secretary), Ohio Education\nAssociation, 1221-28 Beggs Bldg., 21 E.\nState St., Columbus; Ohio Education\nAssociation.\nBogart, Elizabeth (Teacher), 4718 Ward\nSt., Cincinnati; Cincinnati Teachers As¬\nsociation.\nBorden, Ruby L. (Teacher), 719 Euclaire\nAve., Bexley; Ohio Education Association.\nBowman, M. Eleanor (Teacher), 30 S. Wal¬\nnut St., Akron; The Akron Teachers As¬\nsociation.\nBowman, H. L. (Superintendent of Schools),\nWillard; Ohio Education Association.\nBradley, Helen (Assistant Principal), 2349\nAshland Ave.,\nCincinnati;\nCincinnati\nTeachers Association.\nBunn, P. C. (Principal), 1151 Seventh St.,\nLorain; Ohio Education Association.\nBurke, Lillian M. (Teacher), 1700 Preyer\nRd., Cleveland Heights; Ohio Education\nAssociation.\nCadwallader, R. W. (Teacher), Withrow\nHigh School, Cincinnati; Ohio Education\nAssociation.\nCarr, A. T. (Principal), Nathan Hale Junior\nHigh School, Cleveland; Ohio Education\nAssociation.\nCooper, Margaret (Teacher), 1981 Indianola\nAve., Columbus; The Columbus Teachers\nFederation.\nCrano, Rose (Teacher), 565 E. Tallmadge\nAve., Akron; The Akron Teachers As¬\nsociation.\nCrawford, O. 0. (Superintendent of Schools),\nSt. Clairsville; Ohio Education Associa¬\ntion.\nCulp, Lillian (Teacher), Lakewood; Lakewood Teachers Association.\nDavis, Helen A. (Teacher), 13809 Clifton\nBlvd., Cleveland; Ohio Education Asso¬\nciation.\nDavis, Jane (Teacher), McMillan St., Cin¬\ncinnati; Cincinnati Teachers Association.\nDavis, Orin W. (County Superintendent),\nJackson; Ohio Education Association.\nDehn, A. 0. (County Superintendent), Port\nClinton; Ohio Education Association.\nDick, L. C. (County Superintendent), Lon¬\ndon; Ohio Education Association.\nDisher, L. L. (Principal), 2364 Glenwood\nAve., Toledo; Toledo Teachers Associa¬\ntion.\nDrummond, Glenn (County Superintendent),\nBellefontaine; Ohio Education Associa¬\ntion.\nDunham, Lucy (Teacher), 125 Mason St.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nEllis, S. Freda (Teacher), 6121 Woodmont\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nEmde, John M. (Teacher), 846 Storer Ave.,\nAkron; Ohio Education Association.\n\n"}
{"page": 972, "printed_page": null, "text": "966\n\nNational Education Association\n\nForester, Lena R. (Teacher), R. F. D. #1,\nBrecksville; Cuyahoga County Education\nAssociation.\nGeiger, Ruth (Teacher), 2936 Montclair St.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nHarkness, Charles S. (County Superinten¬\ndent), Bowling Green; Ohio Education\nAssociation.\nHastings, Helena (Teacher), 526 Parmalee\nSt., Youngstown; Youngstown Education\nAssociation.\nHatfield, Mrs. Dora Brown (Teacher), 208\nNoble Ave., Akron; Ohio Education As¬\nsociation.\nHawke, Oscar T. (County Superintendent),\nSpringfield; Ohio Education Association.\nHenning, Mary E. (Teacher), 359 Irving St.,\nToledo; Toledo Teachers Association.\nHerfurth, Mrs. Oneida (Teacher), 1973\nMadison\nRd.,\nCincinnati;\nCincinnati\nTeachers Association.\nHetzler, Glen R. (Teacher), Norwood Junior\nHigh School, Blue Ash; Norwood Teach¬\ners Association.\nHick, Hugh R. (Superintendent of Schools),\nCambridge; Ohio Education Association.\nHirst, Alice (Teacher), 1372 Myrtle Ave.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nHoward, Zelmah L. (Teacher), 733 E.\nChurch St., Marion; Marion City Teach¬\ners Association.\nHughes, C. J. (Teacher), 2709 Central Ave.,\nMiddletown; Ohio Education Association.\nJones, Winifred (Teacher), 359 Ludlow\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nKeller, Edith M. (Supervisor), State De¬\npartment of Education, Columbus; Ohio\nEducation Association.\nKirkbride, Wilma L. (Teacher), 852 Fifth\nAve., Youngstown; Ohio Education Asso¬\nciation.\nLyons, David R. (Teacher), 1919 Catalina\nAve., Cincinnati; Ohio Education Asso¬\nciation.\nMeola, Librador (Teacher), 10820 Carnegie\nAve., Cleveland; Cleveland Teachers Fed¬\neration.\nMetcalf, Tom R. (Teacher), 820 Oakwood\nAve., Columbus; The Columbus Teachers\nFederation.\nMoore, Katherine (Teacher), 1676 Parkwood\nRd., Lakewood; Lakewood Teachers As¬\nsociation.\nMoorman, Edna (Teacher), 3655 Middleton\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nOifenhauer, R. E. (ex officio), Superinten¬\ndent of Schools, Lima.\nOfFerman,\nElizabeth\n(Assistant\nCounty\nSuperintendent), Oak Harbor; Ohio Edu¬\ncation Association.\nOgden, W. H. (Superintendent of Schools),\nOxford; Ohio Education Association.\nOldaker, Helen (Teacher), 2301 Volney Rd.,\nYoungstown; Youngstown Education As¬\nsociation.\nOpperman, Doris (Teacher), Tontogany;\nWood County Teachers Association.\nOppy, J. A. (Superintendent of Schools),\nReynoldsburg; Ohio Education Associa¬\ntion.\nPeirsol, Jesse (Librarian), 56 E. Northwood\nAve., Columbus;' The Columbus Teachers\nFederation.\nPhillips, Howard (Principal), 115 S. Port¬\nland St., Youngstown; Youngstown Edu¬\ncation Association.\nPierce, John A. (Supervisor), Board of\nEducation, Cleveland; Ohio Education As¬\nsociation.\nPore, O. E. (Superintendent of Schools),\nNewark; Ohio Education Association.\n\nReed, J. M. (Superintendent of Schools),\nFostoria; Ohio Education Association.\nRicksecker, C. W. (Principal), Chaney\nHigh School, Youngstown; Ohio Educa¬\ntion Association.\nRidgway, Sara (Teacher), Hotel Virginia,\nColumbus; The Columbus Teachers Fed¬\neration.\nRoberson, H. C. (Supervisor), 754 W. Elm\nSt., Lima; Lima Teachers Association.\nSchramm, Erna A. (Teacher), 3223 W. 100th\nSt., Cleveland; Ohio Education Associa¬\ntion.\nSchroeder, Henry (Assistant Principal),\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nSchulz, Louise (Teacher), 901 Pennsylvania\nAve., Columbus; The Columbus Teachers\nFederation.\nSecrist, Homer (Teacher), 1343 Kenilworth\nAve., Lakewood; Cuyahoga County Edu¬\ncation Association.\nSnavely, Hazel (Teacher), 2114 Logan Ave.,\nYoungstown; Youngstown Education As¬\nsociation.\nStanton, B. F. (Superintendent of Schools),\nAlliance; Ohio Education Association.\nSutherland, Anne (Teacher), Alexandria\nApts. Gilbert Ave., Cincinnati; Cincin¬\nnati Teachers Association.\nThew, Mary Martha (Teacher), 1535 Lakewood St., Lima; Lima Teachers Associa¬\ntion.\nThomas, Alma (Teacher), 3028 Somerton\nRd., Cleveland Heights; Cleveland Teach¬\ners Federation.\nWalls, W. A. (Superintendent of Schools),\nKent; Ohio Education Association.\nWaterhouse, R. H.\n(Superintendent of\nSchools), Akron; Ohio Education Asso¬\nciation.\nWildermuth, Mrs. Nelle P. (Teacher), 418\nOakland Park Ave.,\nColumbus;\nThe\nColumbus Teachers Federation.\nWilliams, Elda (Teacher), 3579 Randolph\nRd., Cleveland Heights; Cleveland Teach¬\ners Federation.\nWright, Florence (Teacher), 2842 Pine Grove\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nYaw, Rachael O. (Teacher), 1744 Chapman\nAve., East Cleveland; Ohio Education\nAssociation.\nZiebold, Margaret B. (Teacher), 295 W.\nHubbard Ave., Columbus; The Columbus\nTeachers Federation.\nOKLAHOMA\nBrooks, Hilda (Teacher), 3116 W. Fortieth\nSt., Tulsa; Tulsa Classroom Teachers\nAssociation.\nClay, Mrs. J. D. (Teacher), Tulsa; Okla¬\nhoma City Classroom Teachers Associa¬\ntion.\nDavis, E. O. (Principal), Box 18, Ardmore;\nOklahoma Education Association.\nDemand, L. S. (Teacher), Box 145, Route 3,\nOklahoma City; Oklahoma City Class¬\nroom Teachers Association.\nDuke, E. A. (Rural Supervisor), Oklahoma\nCity; Oklahoma Education Association.\nFarris, Zelda (Teacher), 1115 Ash St.,\nMuskogee; Muskogee Teachers Associa¬\ntion.\nFrank, Anna (Teacher), Hotel Tulsa; De¬\npartment of Classroom Teachers of the\nOklahoma Education Association.\nFrank,\nKate\n(Teacher),\nCentral High\nSchool, Muskogee; Department of Class¬\nroom Teachers of the Oklahoma Educa¬\ntion Association.\nGregory, Parthenia F. (Teacher), 510 Irving\nSt., Muskogee; Muskogee Teachers Asso¬\nciation.\n\n"}
{"page": 973, "printed_page": null, "text": "Associational Records and Information\n\nGrove, Edith (Teacher), 2646 N. W. Twelfth\nSt., Oklahoma City; Oklahoma City Class¬\nroom Teachers Association.\nGrove, Mabel (Teacher), 2646 N. W. Twelfth\nSt., Oklahoma City; Oklahoma City Class¬\nroom Teachers Association.\nHodges, J. H. (Principal), 1142 N. Main\nSt., Tulsa; Oklahoma Education Associa¬\ntion.\nHowell, C. M. (Secretary), Oklahoma Edu¬\ncation Association, 326 Key Building,\nOklahoma City; Oklahoma Education As¬\nsociation.\nHurst, M. E. (N. E. A. State Director),\nTeacher, Central High School, Tulsa;\nTulsa Classroom Teachers Association.\nIrizarry, Oscar (Teacher), Central High\nSchool, Tulsa; Oklahoma Education As¬\nsociation.\nKennedy, Ruth (Teacher), 1111 S. Denver\nSt., Tulsa; Tulsa Classroom Teachers\nAssociation.\nKieser, Eula Lee (Teacher), 2307 E. Fourth\nPI., Tulsa; Tulsa Classroom Teachers\nAssociation.\nMeloy, Mrs. Jessie C. (Teacher), 719 S.\nZunis St., Tulsa; Oklahoma Education\nAssociation.\nPratt, Gabriella (Teacher), 1611 S. Main\nSt., Tulsa; Tulsa Classroom Teachers\nAssociation.\nRaines, Ona C. (Teacher), 1631 E. Fourth\nSt., Tulsa; Oklahoma Education Associa¬\ntion.\nScales, Martha (Teacher), 609 Dayton St.,\nMuskogee;\nDepartment of\nClassroom\nTeachers of the Oklahoma Education As¬\nsociation.\nScales, Opal (Teacher), 609 Dayton St.,\nMuskogee;\nDepartment of\nClassroom\nTeachers of the Oklahoma Education As¬\nsociation.\nShirley, Mary (Teacher), 1114 Fremont,\nMuskogee;\nDepartment of\nClassroom\nTeachers of the Oklahoma Education As¬\nsociation.\nWeatherford, Nelle (Teacher), 1601 E.\nFourteenth St., Tulsa; Tulsa Classroom\nTeachers Association.\nWhite, Naomi (Teacher), 216| Eastside\nBlvd., Muskogee; Department of Class¬\nroom Teachers of the Oklahoma Educa¬\ntion Association.\nZaneis, Mrs. Kate Galt (President), South¬\neastern State Teachers College, Durant;\nOklahoma Education Association.\nOREGON\nBray, Beatrice (Teacher), 420 Fourth St.,\nOregon City; Oregon State Teachers As¬\nsociation.\nCannon, A. M. (County Superintendent),\nToledo; Oregon State Teachers Associa¬\ntion.\nClarke, Ethel E. (Teacher), 1935 S. E. Ash\nSt., Portland; Portland High School\nTeachers Association.\nCrissey, Angenette H. (Teacher), 3172 N. E.\nThirty-fifth PL, Portland; Portland Grade\nTeachers Association.\nHampton, A. C. (Superintendent), City\nHall, Astoria; Oregon State Teachers As¬\nsociation.\nKing, H. W. (Teacher), 1103 N Ave., La\nGrande; Classroom Teachers Association.\nLandreth, Austin (Superintendent), Pendle¬\nton; Oregon State Teachers Association.\nLobaugh, Dean (Principal), Pendleton High\nSchool, Pendleton; Oregon State Teachers\nAssociation •\nMartin, M. Elizabeth (Teacher), 1802 S. W.\nTenth Ave., Portland; Portland Grade\nTeachers Association.\nMerrill, Birdine (N. E. A. State Director),\nGresham; Portland Grade Teachers As¬\nsociation.\n\n967\n\nNye, Birdine (Teacher), 2306 N. E. Fortysecond Ave., Portland; Oregon State\nTeachers Association.\nRice, C. A. (ex officio), 1656 S. E. Twentyfifth St., Portland.\nSimpson, Mabel (Teacher), 1110 S. W.\nEleventh Ave., Portland; Portland Grade\nTeachers Association.\nSkinner, Jessie A. (Teacher), 5700 N. E.\nTenth Ave., Portland; Portland High\nSchool Teachers Association.\nSmith, Agnes B. (Teacher), Route 1, Box\n298, Oswego; Portland Grade Teachers\nAssociation.\nSmith, Elphe K. (Teacher), Route 1, Box\n22, Tigard; Portland Grade Teachers As¬\nsociation.\nTurnbull, L. W. (Superintendent), North\nBend; Oregon State Teachers Association.\nWebb, Horton E. (Principal), 3740 S. E.\nTenth Ave., Portland; Portland Elemen¬\ntary School Principals Association.\nWilde, Jessie (Teacher), 2621 S. E. Twentythird Ave., Portland; Portland Grade\nTeachers Association.\nPENNSYLVANIA\nAllen, J. G.\n(Principal), Pennsylvania\nSoldiers Orphan School, Scotland; Penn¬\nsylvania State Education Association.\nAttinger, F. S. (County Superintendent),\nSnyder County, Selinsgrove; Pennsylvania\nState Education Association.\nBeatty, Eugenie (Teacher), 316 E. Broad\nSt., Chester; Chester Teachers Associa¬\ntion.\nBentz, M. S. (County Superintendent), Cam¬\nbria County. Ebensburg; Pennsylvania\nState Education Association.\nBlair, H. L. (Assistance County Superin¬\ntendent), Warren County Schools, War¬\nren; Pennsylvania State Education Asso¬\nciation.\nBoehm,\nCharles H.\n(Assistant County\nSuperintendent),\nMorrisville;\nPennsyl¬\nvania State Education Association.\nBoyer, Emma E. (Teacher), 6420 N. Twelfth\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nBoyer, Martha E. (Principal), 6420 N.\nTwelfth St., Philadelphia; Philadelphia\nTeachers Association.\nBrooder, Margaret (Teacher), 301 Bausman\nSt., M't. Oliver Sta., Pittsburgh; Pitts¬\nburgh Teachers Association.\nBurke, C. A. (Supervising Principal), Gilberton; Pennsylvania State Education As¬\nsociation.\nBurkholder, Mary E. (Teacher), 722 N. Six¬\nteenth St., Harrisburg; Harrisburg Teach¬\ners League.\nChambers, Will Grant (Dean), Pennsylvania\nState College, State College; Pennsyl¬\nvania State Education Association.\nChapman. E. T. (Superintendent of Schools),\nNew Kensington; Pennsylvania State\nEducation Association.\nClark, Robert Wayne (Teacher), 615 Up¬\nland Ave.,\nJenkintown;\nPhiladelphia\nTeachers Association.\nClemens, Mary E. (Teacher), 6 N. Ninth St.,\nStroudsburg; Pennsylvania State Educa¬\ntion Association.\nConerford, Mary T. (Teacher), 4742 Phila¬\ndelphia St., Philadelphia; Philadelphia\nTeachers Association.\nCostello, Helen M. (Principal), 3601 Powleton Ave.,\nPhiladelphia;\nPhiladelphia\nTeachers Association.\nDavis, Charles S. (District Superintendent),\nSteelton; Pennsylvania State Education\nAssociation.\nDeevers, R. G. (Principal), Taylor-Allderdice High School, Pittsburgh; Pennsyl¬\nvania State Education Association.\n\n"}
{"page": 974, "printed_page": null, "text": "968\n\nNational Education Association\n\nEichler, G. A. (Superintendent of Schools),\nNorthampton; Pennsylvania State Edu¬\ncation Association.\nEldridge, Sophie W. (Teacher), 4921 Royal\nSt., Germantown, Philadelphia; Pennsyl¬\nvania State Education Association.\nFarrell, Beatrice C. (Principal), 938 E.\nTwenty-second St., Erie; Erie Teachers\nAssociation.\nFerree, Lavon (Teacher), 316 E. Broad St.,\nChester; Chester Teachers Association.\nFish, H. G. (Supervising Principal), Mt.\nJewett; Pennsylvania State Education\nAssociation.\nForsyth, Joseph W. (Teacher), 1424 Comly\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nFoster, Blanche (Teacher), Tilden Junior\nHigh School, Philadelphia; Pennsylvania\nState Education Association.\nFretz, Floyd C. (Supervising Principal),\nDowningtown; Pennsylvania State Educa¬\ntion Association.\nFritz, Victor (Teacher), 111 E. Wyoming\nAve., Philadelphia; Philadelphia Teach¬\ners Association.\nGerber, Mildred L. (Teacher), 1205 E.\nMarket St., York; York City Teachers\nAssociation.\nGilbert, Levi (Principal), 805 Fifty-eighth\nSt., Altoona; Pennsylvania State Edu¬\ncation Association.\nGillespie, J. J. (Teacher), 841 N. Valley\nAve., Olyphant; Pennsylvania State Edu¬\ncation Association.\nGraham, Ben G. (Superintendent of Schools),\nAdministration Bldg., Pittsburgh; Penn¬\nsylvania State Education Association.\nGrant, Richard W. (Director), Pennsylvania\nState College, State College; Pennsyl¬\nvania State Education Association.\nGray, Jessie (ex officio), Stevens School of\nPractice, Philadelphia.\nGreger, Elizabeth (Teacher), 4560 Baker\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nGrimm, S. R. (Supervising Principal), Sidman; Pennsylvania State Education As¬\nsociation.\nHeeter, N. E. (County Superintendent),\nClarion County, Clarion; Pennsylvania\nState Education Association.\nHerlinger,\nH.\nV.\n(Superintendent\nof\nSchools), Mount Lebanon; Pennsylvania\nState Education Association.\nHerrington, Frank H. (Teacher), 131 S.\nLexington Ave., Pittsburgh; Pittsburgh\nTeachers Association.\nHouck, George W. (District Principal), 218\nS. Franklin St., Wilkes-Barre; Pennsyl¬\nvania State Education Association.\nHowell, A. H. (County Superintendent),\nWayne County, Honesdale; Pennsylvania\nState Education Association.\nJames, Aelfric, Sr. (Teacher), 801 Spring\nGarden St., Easton; Pennsylvania State\nEducation Association.\nJones, P. A. (Principal), 1018 E. State St.,\nSharon; Pennsylvania State Education\nAssociation.\nKeboch, F. D.\n(Supervising Principal),\nAspinwall; Pennsylvania State Education\nAssociation.\nKelley, J. Herbert (Executive Secretary),\nPennsylvania State Education Association,\n400 North Third St., Harrisburg; Penn¬\nsylvania State Education Association.\nKennedy, J. B. (District Superintendent),\nColumbia; Pennsylvania State Education\nAssociation.\nKlinedinst, Paul E. (Teacher), 450 W.\nMarket St., York; York City Teachers\nAssociation.\nKob, J. F. (Supervising Principal), 1501\nSwatara St., Harrisburg;\nHarrisburg\nTeachers League.\n\nKoontz, Norman C. (District Superinten¬\ndent), Indiana; Pennsylvania State Edu¬\ncation Association.\nKriner, Harry L. (Dean), State Teachers\nCollege, California; Pennsylvania State\nEducation Association.\nLiggitt, E. O. (District Superintendent),\n87 Union Ave., Crafton; Pennsylvania\nState Education Association.\nMcDonough, Mrs. Mary S. (Teacher), 439\nPhelps St., Scranton; Pennsylvania State\nEducation Association.\nMalloy, Charles (Teacher), Philadelphia;\nPhiladelphia Teachers Association.\nMarshall, Esther L. (Teacher), 500 Knau\nSt., Du Bois; Du Bois Teachers Associa¬\ntion.\nMaxwell, Charles F. (County Superinten¬\ndent),\nWestmoreland\nCounty,\nCourt\nHouse, Greensburg; Pennsylvania State\nEducation Association.\nMeyer, Mrs. Anna B. (Teacher), Alden\nPark Manor, Germantown, Philadelphia;\nPhiladelphia Teachers Association.\nMiller, Charles S. (President), State Teach¬\ners College, Slippery Rock; Pennsylvania\nState Education Association.\nO’Dea, Katherine (Teacher), 169 S. Main\nAve., Scranton; Pennsylvania State Edu¬\ncation Association.\nPhillips, Jesse C. (Teacher), 718 S. Fiftyfifth\nSt., Philadelphia;\nPennsylvania\nState Education Association.\nPotter, J. W. (District Superintendent),\nCarlisle; Pennsylvania State Education\nAssociation.\nQuigley, J. Wynn (Teacher), Eighth and\nLehigh\n(134) Sylvania, Philadelphia;\nPhiladelphia Teachers Association.\nReplogle, S. H. (Assistant County Superin¬\ntendent), 345 County Office Bldg., Pitts¬\nburgh; Pennsylvania State Education As¬\nsociation.\nRoberts, Wm. Ely (Teacher), 207 McKinley\nAve., Lansdowne; Philadelphia Teachers\nAssociation.\nRogers, F. G. (County Superintendent),\nCentre County Schools, Bellefonte; Penn¬\nsylvania State Education Association.\nRoss, Carmon (President), State Teachers\nCollege, Edinboro; Pennsylvania State\nEducation Association.\nScott, Jessie M. (Teacher), 2655 Perrysville\nAve., Pittsburgh; Pittsburgh Teachers\nAssociation.\nShalfer, C. C. (Supervising Principal), Con¬\nfluence; Pennsylvania State Education\nAssociation.\nShaw, Reuben T. (Head), Science Depart¬\nment, Northeast High School, Phila¬\ndelphia; Philadelphia Teachers Associa¬\ntion.\nSharp, Susan E. (Teacher), 4308 Rnawn St.,\nHolmesburg, Philadelphia; Philadelphia\nTeachers Association.\nSpringer, Kenneth LeRoy (Teacher), 422 E.\nProspect St., York; Pennsylvania State\nEducation Association.\nStetser, Margaret C. (Principal), 1602 Up¬\nland St., Chester; Chester Teachers Asso¬\nciation.\nStull, Arthur M. (Supervising Principal),\n30 Akers St., Johnstown; Pennsylvania\nState Education Association.\nTennyson, H. L. (Supervising Principal),\nMidway; Pennsylvania State Education\nAssociation.\nWalker, Anna W. (Principal), 5732 Spruce\nSt., Philadelphia; Pennsylvania State\nEducation Association.\nWeikert, Miriam A. (Supervisor), Court\nHouse, York; Pennsylvania State Educa¬\ntion Association.\nWeschler, Florence (Teacher), 4625 Highview Blvd., Erie; Erie Teachers Associa¬\ntion.\n\n"}
{"page": 975, "printed_page": null, "text": "Associational Records and Information\nWolsey, Enid E., Jr. (Teacher), 143 N. Craig\nSt., Pittsburgh; Pittsburgh Teachers As¬\nsociation.\nWoodside, Fannie R. (Teacher), 5636 Elgin\nAve., Pittsburgh; Pittsburgh Teachers\nAssociation.\nWoodside. Janey (Teacher), 5636 Elgin\nAve., Pittsburgh; Pennsylvania State\nEducation Association.\nRHODE ISLAND\nAnderton, Marion K. (Teacher), 77 Dexterdale Rd., Providence; Rhode Island Insti¬\ntute of Instruction.\nCarroll, Charles (ex officio), Director, Rhode\nIsland State Board for Vocational Edu¬\ncation, 122 State House, Providence.\nFord, Elizabeth M. (Supervisor), Woodsocket; Rhode Island Institute of Instruc¬\ntion.\nQuinn, Maisie E. (Assistant Superintendent\nof Schools),\nWest Warwick;\nRhode\nIsland Institute of Instruction.\nSOUTH CAROLINA\nCarson, Mrs. W. L. (Teaches), Beaufort;\nSouth Carolina Education Association.\nCoates, J. P. (Secretary), South Carolina\nEducation Association, 1218 Senate St.,\nColumbia; South Carolina Education As¬\nsociation.\nFlora, A. C. (N. E. A. State Director),\nSuperintendent of Schools, Columbia;\nSouth Carolina Education Association.\nHill, Mrs. Evelyn C. (Teacher), Spartan¬\nburg; South Carolina Education Associa¬\ntion.\nYoung, Doris (Teacher), York; South Caro¬\nlina Education Association.\nSOUTH DAKOTA\nCurran, Clay (Principal), Lead; South\nDakota Education Association.\nHines, J. F. (State Superintendent), Pierre;\nSouth Dakota Education Association.\nHunkins, R. V. (Superintendent), Lead,\nSouth Dakota Education Association.\nHunt, R. L. (Superintendent), Madison;\nSouth Dakota Education Association.\nLamb, W. 0. (County Superintendent),\nPhilip; South Dakota Education Associa¬\ntion.\nSchar, Francena (County Superintendent),\nBison; South Dakota Education Associa¬\ntion.\nTENNESSEE\nBass, W. A. (Executive Secretary), Ten¬\nnessee Education Association, 601-602\nCotton States Building, Nashville; Tenne:see Education Association.\nBrandon, James D. (Principal), Hillcrest\nAve., Nashville; Davidson County Teach¬\ners Association.\nCaldwell, Nelle (Teacher), 970 Forrest Ave.,\nMemphis; Memphis Education Associa¬\ntion.\nClark, Harry (Superintendent of Schools),\nKnoxville; Tennessee Education Associa¬\ntion.\nCocking, Walter D. (State Superintendent\nof Public Instruction), Memorial Bldg.,\nNashville; Tennessee Education Associa¬\ntion.\nJones, Mrs. Grace (Teacher), 3539 Vernon\nAve., Memphis; Tennessee Education As¬\nsociation.\nMcCall, Mrs. Lottye (Teacher), 1703 Glen¬\nview, Memphis; Memphis Education As¬\nsociation.\nMcKeen, Laura Mae (Teacher), 2165 Monroe\nSt., Memphis; Tennessee Education As¬\nsociation.\n\n969\n\nMaybry, W. L. (Principal), 1893 Crump\nSt., Memphis; Memphis Education Asso¬\nciation.\nNorthcutt, C. L. (Teacher), 2525 Chicago\nAve.,\nKnoxville;\nKnoxville\nTeachers\nLeague.\nPowers, Sue M. (County Superintendent),\n301 Court House, Memphis; Tennessee\nEducation Association.\nRagsdale, S. L. (N. E. A. State Director),\nPrincipal, 659 N. Manassas St., Memphis;\nMemphis Education Association.\nSmith, S. L., 502 Cotton States Bldg., Nash¬\nville; Tennessee Education Association.\nSrygley, H. F. (Superintendent of Schools),\nNashville; Tennessee Education Associa¬\ntion.\nWest, J. L. (Principal), E. E. Jeter School,\nLucy; Shelby County Teachers Associa¬\ntion.\nWilliams, Elizabeth (Teacher), Loudon;\nTennessee Education Association.\nTEXAS\nAlexander, W. B. (Superintendent), Cleve¬\nland; Texas Teachers Association.\nAllison, Laura (Teacher), 1807 East Ave.,\nAustin; Texas Teachers Association.\nBradford, Mrs. H. H. (Teacher), 3400 Ave.\n“ H,” Fort Worth; Fort Worth Grade\nTeachers Council.\nBushman, W. W. (Teacher), Cliff Towers,\nDallas; Dallas High School Teachers As¬\nsociation.\nButler, Mrs. L. W. (Teacher), 1904 Ave.\n“ M,” Galveston; Galveston City Teach¬\ners Association.\nCaldwell, Rush M. (N. E. A. State Direc¬\ntor), Teacher, 2527 Ross Ave., Dallas;\nTexas Teachers Association.\nCochran, J. C. (Superintendent), Board of\nEducation, San Antonio; Texas Teachers\nAssociation.\nColeman, Vi Belle (Teacher), 5500 Tremont,\nDallas; Dallas Grade Teachers Council.\nCunningham, Mrs. Percy M. (Teacher), 2300\nMorrow Ave., Waco; Waco Classroom\nTeachers Association.\nEvans, A. W. (Dean), Texas Technological\nCollege, Lubbock; Texas Teachers Asso¬\nciation.\nFahrner, Mrs. W. S. (Teacher), Blackstone\nHotel, Amarillo; Amarillo Teachers Club.\nFordtran, Myrtle (Teacher), 3908 Garrott\nSt., Houston; Houston Teachers Associa¬\ntion.\nGaines, Emma (Teacher), 1128 Bissonnett\nSt., Houston; Houston Teachers Asso¬\nciation.\nGrigsby, Sarah (Teacher), 2508 McKinney\nSt., Dallas; Dallas High School Teachers\nAssociation.\nHunter, Eula (Teacher), 920 College St.,\nFort Worth; Texas Teachers Association.\nJames, W. A. (Principal), Ball High School,\nGalveston; Texas Teachers Association.\nJarvis, Ruth (Teacher), 5528 Victor St.,\nDallas; Dallas Grade Teachers Council.\nLake, Gertrude (Teacher), 1729 N. Hender¬\nson St., Dallas; Dallas Grade Teachers\nCouncil.\nMcFarland, Cora (Teacher), 1729 N. Hen¬\nderson St., Dallas; Dallas Grade Teachers\nCouncil.\nMock, Lula (Teacher), 1921 Park Ave.,\nDallas; Texas Teachers Association.\nMurray, Marion (Teacher), 4022 McKinney\nSt., Dallas; Dallas High School Teachers\nAssociation.\nOberholtzer, E. E. (Superintendent), Hous¬\nton; Texas State Teachers Association.\nShaver, C. N. (President), Texas State\nTeachers Association, Huntsville; Texas\nState Teachers Association.\n\n"}
{"page": 976, "printed_page": null, "text": "970\n\nNational Education Association\n\nShaw, Lucile (Teacher), 1605 Harold St.,\nHouston; Houston Teachers Association.\nStewart, Bessie (Teacher), 6417 Hillcrest\nSt.,\nDallas;\nDallas\nGrade\nTeachers\nCouncil.\nStrong, Vera (Teacher), 2506 Truxillo St.,\nHouston; Houston Teachers Association.\nWhite, Blanche (Teacher), San Jacinto\nHotel, Houston; Houston Teachers Asso¬\nciation.\nWilcox, Louise (Teacher), 4810 Tremont\nSt., Dallas; Dallas High School Teachers\nA ccnf»ici f i ab\n\nWillis, Mrs. S. J. (Teacher), 625 Hughes\nSt., Fort Worth; Fort Worth High School\nTeachers•\nWinne, Eva (Teacher), Houston; Houston\nTeachers Association.\nWoodall, Belle (Teacher), 138 Castillo St.,\nSan Antonio;\nSan Antonio Teachers\nCouncil.\nWoods, Quata (Teacher), 4313 Avondale St.,\nDallas; Dallas Grade Teachers Associa¬\ntion.\nUTAH\nBeecher, S. W. (Teacher), Brigham City;\nBox Elder Teachers Association.\nBott, Victor J. (Principal), Brigham City;\nBox Elder Teachers Association.\nBrady, Kenneth (Teacher), Sandy; Jordan\nDistrict Teachers Association.\nBradley, Harold (Teacher), Sandy; Jordan\nDistrict Teachers Association.\nEnsign, Miss Ivie (Teacher), 1026 S. Ninth\nSt. E., Salt Lake City; Utah Education\nAssociation.\nEvans, C. Ray (Principal), North Summit\nHigh School, Coalville; Utah Education\nAssociation*\nGardner, C. C. (Teacher), Bountiful; Utah\nEducation Association.\nHale, H. H. (Teacher), 123 S. Fifth St. E.,\nSalt Lake City; Granite Teachers Asso¬\nciation.\nHamilton,\nNorman\n(Principal),\nCarbon\nCounty High School, Price; Utah Educa¬\ntion Association.\nJensen, N. Howard (Principal), Central\nSchool, Tooele; Utah Education Associa¬\ntion.\nKilburn, H. Parley (Principal), 156 W.\nFourth St. N., Logan; Logan Teachers\nAssociation.\nLearned, Welthea M. (Teacher), 853 E.\nThird St. S., Salt Lake City; Utah Educa¬\ntion Association.\nPeterson, J. M. (Teacher), Box 7, Draper;\nUtah Education Association.\nSmith, J. R. (Principal), 1833 S. Fifteenth\nSt. E., Salt Lake City; Utah Education\nAssociation.\nStrate, Fred C. (Principal), Parker School,\nProvo; Utah Education Association.\nVERMONT\nBailey, Francis L. (Commissioner of Educa¬\ntion), Montpelier; Vermont State Teach¬\ners Association.\nBatchelder, Carl (Deputy Commissioner of\nEducation), Montpelier; Vermont State\nTeachers Association.\nBlack, Florence (Teacher), Castleton; Rut¬\nland County Teachers Association.\nBurbank, Natt (Teacher), Danville; North¬\neastern Tri-County Teachers Association.\nJackson,\nMarcella\n(Teacher),\nCastleton\nNormal School, Castleton; Vermont State\nTeachers Association.\nJenkins, Ralph (Teacher), Johnson Normal\nSchool, Johnson; Vermont State Teachers\nAssociation.\nKincaid, W. A. (Teacher), Montpelier;\nWinooski Valley Teachers Association.\n\nMorrill, Alice (Teacher), Castleton; Ver¬\nmont State Teachers Association.\nWiggin, Joseph A. (Principal), High School,\nBellows Falls; Vermont State Teachers\nAssociation.\nWoodruif, Caroline S. (ex officio), Principal,\nCastleton State Normal School, Castleton.\nVIRGINIA\nAdair, Cornelia S. (Principal), 3208 Haw¬\nthorne Ave., Richmond; League of Rich¬\nmond Teachers.\nBrewbaker, J. J. (Principal), 422 Westover\nAve., Norfolk; Norfolk Education Asso¬\nciation.\nCook,\nRoland\nE.\n(Superintendent\nof\nSchools), Salem; Virginia Education As¬\nsociation.\nDunivin, Kate (Teacher), 3220 Carolina\nAve., Richmond; League of Richmond\nTeachers.\nFarmer, Oliver (Clerk), 100 Kentucky Ave.,\nIngleside; Norfolk Education Association.\nGalvin, W. Roland (Teacher), 701 Colonial\nAve., Richmond; League of Richmond\nTeachers.\nGreer, Elizabeth (Teacher), St. Paul, Vir¬\nginia Education Association.\nHeatwole, C. J. (Secretary), Virginia Edu¬\ncation Association, 401 N. Ninth St.,\nRichmond; Virginia Education Associa¬\ntion.\nJoynes, Mrs. Edith B. (N. E. A. State Direc¬\ntor), Principal, 410 W. Fourteenth St.,\nNorfolk; Norfolk Education Association.\nMartin,\nJohn\nE.\n(Superintendent\nof\nSchools), Suffolk; Virginia Education As¬\nsociation.\nMassey, Louise (Teacher), 3010 West Ave.,\nNewport News; Newport News Teachers\nAssociation.\nMoseley, Miss E. Lyne (Teacher), 2407\nKensington Ave., Richmond; League of\nRichmond Teachers.\nO’Hara, Mrs. Jessie S. (Teacher), 8312 King\nWilliam Rd., Richmond; League of Rich¬\nmond Teachers.\nPace, Nannie (Teacher), 3308 Hanover Ave.,\nRichmond; League of Richmond Teachers.\nPettus, Dorothy (Teacher), R. F. D. 3, Box\n6, Portsmouth; Norfolk County Education\nAssociation.\nPusey, Mary B. (Supervisor), Parskley;\nVirginia Education Association.\nRogers, Elizabeth B. (Teacher), 230 Fiftyfifth St., Newport News; Virginia Edu¬\ncation Association.\nRush, Mary Alston (Teacher), Suffolk; Vir¬\nginia Education Association.\nSaunders, Elizabeth (Teacher), 5906 Hunt¬\nington Ave., Newport News; Virginia\nEducation Association.\nSaunders, Joseph H. (Superintendent of\nSchools), Newport News; Newport News\nTeachers Association.\nThompson,\nConstance\n(Teacher),\nHot\nSprings; Virginia Education Association.\nTownsend, Lizzie M. (Teacher), 649 Riverview Ave., Portsmouth; Portsmouth Edu¬\ncation Association.\nWhitehead, Frances N. (Teacher), 110 Com¬\nmonwealth Ave., Norfolk; Norfolk County\nEducation Association.\nWood, Mrs. J. B. (Teacher), Goshen; Vir¬\nginia Education Association.\nWASHINGTON\nBeach, C. E. (Superintendent), 1935 Cal¬\nhoun St., Seattle; Washington Education\nAssociation.\nBean, Mrs. Clara T. (Teacher), Issaquah;\nWashington Education Association.\nBond, Mary (Teacher), Purnell Apts., Bell¬\ningham; Bellingham Classroom Teach¬\ners Association.\n\n"}
{"page": 977, "printed_page": null, "text": "Associational Records and Information\n\nCalder, Henrietta (Teacher), 415 N. Six¬\ntieth St., Seattle; Seattle Grade Teachers\nClub.\nCampbell, E. W. (Superintendent), Renton;\nWashington Education Association.\nDunmore, Blanche (Teacher), 1910 N. Fortyninth St., Seattle; Seattle Grade Teach¬\ners Club.\nFassold, Mary B. (Teacher), 5422 Fortysecond St., S. W., Seattle; Seattle Grade\nTeachers Club.\nFleming, S. E. (N. E. A. State Director),\nAssistant Superintendent, Seattle Public\nSchools, Seattle; Washington Education\nAssociation.\nFoster, Olive Reeves (Teacher), Y. W. C. A.,\nBellingham; Washington Education Asso¬\nciation.\nFriars, Lola (Teacher), 3706 N. Eighteenth\nSt., Tacoma;\nTacoma Association of\nClassroom Teachers.\nGonderman, May (Teacher), S. 155 Oak St.,\nSpokane; Spokane Grade Teachers Asso¬\nciation.\nHorrall, Pansy (Principal), W. 2009 Pacific\nAve., Spokane; Spokane Education Asso¬\nciation.\nJohnson, Leslie W. (Teacher), 8032 Brook¬\nlyn St., Seattle; Washington Education\nAssociation.\nMarsh, Arthur L. (Secretary), 707 Lowman\nBuilding, Seattle; Washington Education\nAssociation.\nMauseth, Clara P. (Teacher), Woman’s\nAthletic Club, Spokane; Spokane Grade\nTeachers Association.\nMcDonnell, Alberta (Teacher), 3411 N.\nTwenty-fourth St., Tacoma; Tacoma As¬\nsociation of Classroom Teachers.\nMcRae, Christine\n(Teacher), Culmstock\nArms Apts., Spokane; Spokane High\nSchool Teachers Association.\nMuse, H. M. (Superintendent), Cowiche;\nWashington Education Association.\nPatterson, Don S. (Principal), 704 Pearl\nSt., N., Ellensburg; Washington Educa¬\ntion Association.\nPost, Edith (Teacher), 1548 Fifteenth Ave.,\nN., Seattle; Seattle Classroom Teachers\nAssociation.\nRaber, Ruth (Teacher), 2920 N. Twentyfifth St., Tacoma; Tacoma Association of\nClassroom Teachers.\nSchuster, Ethyl (Teacher), 1402 N. Fifth\nSt., Tacoma;\nTacoma Association of\nClassroom Teachers.\nSells, Mrs.\nWinona\n(Teacher),\nChelan\nFalls; Washington Education Association.\nStewart,\nLyle\nP.\n(Teacher),\n750\nN.\nEightieth St., Seattle; Seattle Junior\nHigh School Teachers Club.\nWardrobe, Mary B. (Teacher), Sillman\nHotel, Spokane; Spokane Grade Teachers\nAssociation.\nWarren, Jessie (Teacher), 4215 Twelfth\nAve., N. E., Seattle; Washington Edu¬\ncation Association.\nWilliams, Helen Irene (Teacher), 3320 Mt.\nBaker Blvd., Seattle;\nSeattle Grade\nTeachers Club.\nWEST VIRGINIA\nBarnes, W. H. (Teacher), 309 Stewart St.,\nMorgantown; Monongahela Valley Round\nTable.\nBuckey, W. E. (Principal), High School,\nFairmont; Monongahela Valley Round\nTable.\nCore, Elsie Lee (Teacher), Masontown;\nMonongahela Valley Round Table.\nDavis, James R (County Superintendent),\nHurricane; Southwestern Teachers Asso¬\nciation.\n\n971\n\nDodd, M. R. (Assistant Superintendent),\nKanawha County Schools, Charleston;\nWest Virginia State Education Associa¬\ntion.\nHendershot, Nan (Teacher), Moundsville;\nMarshall County Teachers Association.\nHickman, J. H. (Secretary), West Virginia\nState Education Association, 1816 Wash¬\nington St., Charleston; West Virginia\nState Education Association.\nLong, C. Dare (Assistant County Superin¬\ntendent),\nHuntington;\nSouthwestern\nTeachers Association.\nMclntire, Andra (Teacher), Elkins; West\nVirginia State Education Association.\nMarsh, J. Frank (President), Concord State\nTeachers College, Athens; West Virginia\nState Education Association.\nPower, F. Ray (Assistant State Superin¬\ntendent of Public Instruction), Charles¬\nton; West Virginia State Education As¬\nsociation.\nRosier, Joseph (President), Fairmont State\nTeachers College, Fairmont; West Vir¬\nginia State Education Association.\nShawkey, M. P. (President), Marshall Col¬\nlege, Huntington; Southwestern Teach¬\ners Association.\nTrent, W. W. (N. E. A. State Director),\nState Superintendent of Public Instruc¬\ntion, Charleston; West Virginia State\nEducation Association.\nYoung,\nMarguerite\n(Teacher),\nAdrian;\nTygarts Valley Round Table.\nWISCONSIN\nAim, Mrs. Helena (Teacher), Phillips; Wis¬\nconsin Education Association.\nAxtell, Annie D. (Principal), 401 Maple\nAve., Madison; Madison Public and Voca¬\ntional Teachers Association.\nBannach, Henry E. (Teacher), Stevens\nPoint; Wisconsin Education Association.\nBannerman, G. W. (Principal), 615 Hamil¬\nton St., Wausau;\nCentral Wisconsin\nTeachers Association.\nByrne, Alice (Teacher), 812 King St., La\nCrosse; Wisconsin Education Association.\nByrnes, Chester (Teacher), East Troy;\nWisconsin Education Association.\nCarnachan, Mrs. Marguerite (Teacher), 1721\nE. Newton Ave, Milwaukee; Milwaukee\nTeachers Association.\nCassels, Grace (Supervisor), Monroe County\nSchools,\nSparta;\nWestern\nWisconsin\nTeachers Association.\nChapel, J. C. (Teacher), 7939 Twenty-sixth\nAve., Kenosha; Kenosha Teachers Club.\nChell, Elsie M. (Supervising Teacher), Bal¬\nsam Lake; Wisconsin Education Asso¬\nciation.\nChenoweth, Margaret (Supervisor), 1026\nCarrington St.,\nJanesville;\nJanesville\nTeachers Association.\nCox, A. J. (Department Head), William\nHorlick High School, Racine; Racine\nTeachers Association.\nDanielson, Marie (Teacher), Lincoln School,\nRacine; Racine Teachers Association.\nDierschke, Anna (Teacher), 2041 W. Atkin¬\nson Ave., Milwaukee; Milwaukee Teach¬\ners Association.\nFord, Mrs. Myrtle (Teacher), 1111 Main\nSt., Oconto; Wisconsin Education Asso¬\nciation.\nFowler, Lotta B. (Teacher), 2153 N. Fortyseventh\nSt.,\nMilwaukee;\nMilwaukee\nTeachers Association.\nFredrich, Ida (Teacher), 1611 S. Eleventh\nSt., Milwaukee; Milwaukee Teachers As¬\nsociation.\nGaulke, Robert J. (Teacher), South Wayne;\nWisconsin Education Association.\nGenske, Clara (Teacher), 723 N. Fifty-third\nSt., Milwaukee; Milwaukee Teachers As¬\nsociation.\n\n"}
{"page": 978, "printed_page": null, "text": "972\n\nNational Education Association\n\nHealy, Hazel M. (Teacher), 2424 N. Fortyninth St., Milwaukee; Wisconsin Educa¬\ntion Association.\nHirsch, E. C. (Superintendent of Schools),\nWauwau; Wisconsin Education Associa¬\ntion.\nJelinek, Frances (Teacher), 3405 Lisbon\nAve., W., Milwaukee; Milwaukee Teach¬\ners Association.\nKeenan, Mary (Teacher), 1226 W. Wis¬\nconsin\nAve.,\nMilwaukee;\nMilwaukee\nTeachers Association.\nKindschi. Lowell (Teacher), Platteville;\nWisconsin Education Association.\nKorotev, Elsie M. (Supervising Teacher),\nGillett; Wisconsin Supervising Teachers\nAssociation.\nMcCormick, Elizabeth (Principal), Superior;\nWisconsin Education Association.\nMcCormick,\nLillian F.\n(Teacher),\n509\nTwenty-first Ave. E., Superior; Superior\nClassroom Teachers Association.\nMcGill, Anna (Teacher), 1606 Seventeenth\nSt., Superior; Superior Classroom Teach¬\ners Association.\nMcKean, E. J. (President), Wisconsin Edu¬\ncation Association, Tomah; Wisconsin\nEducation Association.\nMietz, Doris (Teacher), 3115 W. Garfield\nAve., Milwaukee; Milwaukee Teachers\nAssociation.\nNelson, James (Teacher), 192 E. Second St.,\nFond du Lac; Fond du Lac Council of\nEducation.\nNienow, Emily (Teacher), 3009 N. Murray\nAve., Milwaukee; Wisconsin Education\nAssociation.\nNoble, Isabel R. (Teacher), 1820 W. Wells\nSt., Milwaukee; Milwaukee High School\nTeachers Association.\nPadway, Rhoda (Teacher), 3621 W. Custer\nAve., Milwaukee; Milwaukee High School\nTeachers Association.\nPerry, Charles W. (Teacher), 820 E. Knapp\nSt., Milwaukee; Milwaukee High School\nTeachers Association.\nPeterson, George K. (Teacher), Sheboygan;\nWisconsin Education Association.\nPlenzke, O. H. (Secretary), Wisconsin Edu¬\ncation Association, 716 Insurance Bldg.,\nMadison; Wisconsin Education Associa¬\ntion.\n\nPotter,\nMilton\nC.\n(Superintendent\nof\nSchools), 1111 N. Tenth St., Milwaukee;\nMilwaukee Principals Association.\nRankin, George R. (Teacher), 319 W. Vir¬\nginia St., Milwaukee; Milwaukee High\nSchool Teachers Association.\nRowen, Ross B. (Teacher), 425 Brockway\nAve., Oshkosh; Northeastern Wisconsin\nEducation Association.\nRunnestrand, Esther (Teacher), 1506 Madi¬\nson St., La Crosse; The Teachers Club\nof La Crosse.\nRyan, Clara J. (Teacher), 1712 S. Thirtysecond St., Milwaukee; Milwaukee High\nSchool Teachers Association.\nSanford, Mrs. Autie (County Superinten¬\ndent), Ladysmith; Wisconsin Education\nAssociation.\nWall, Erwin (Teacher), Washington Park\nHigh School, Racine; Racine Teachers\nAssociation.\nWatters, James M. (Teacher), 3900 N.\nCramer St., Milwaukee; Milwaukee High\nSchool Teachers Association.\nWheelock, J. H. (Principal), Viroq.ua; Wis¬\nconsin Education Association.\nWYOMING\nBelt. L. J, (Superintendent of Schools),\nWheatland; Wyoming Education Associa¬\ntion.\nDunaway, Julia (Teacher), 620 E. Second\nSt., Casper; Casper Classroom Teachers\nAssociation.\nMorgan, N. D. (Superintendent of Schools),\nGillette; Wyoming Education Association.\nRennard, R. E. (Superintendent of Schools),\nCarpenter; Laramie County Teachers As¬\nsociation.\nStephenson, Eva (Teacher), High School,\nCheyenne; Laramie County Teachers As¬\nsociation.\nStigall, M. D. (Superintendent of Schools),\nGlenrock; Wyoming Education Associa¬\ntion.\nWatson,\nFrank R.\n(Superintendent of\nSchools), Worland; Wyoming Education\nAssociation.\nWinchell, Karl F. (Principal), High School,\nRock Springs; Wyoming Education Asso¬\nciation.\n\n"}
{"page": 979, "printed_page": null, "text": "INDEX\n\n"}
{"page": 980, "printed_page": null, "text": "'\n\n.\n■\n\ni\n\n■\n' f\n\n<\n\n. I\n\n'\n\n■\n\nof\n\n-\n\nvr—\n\n(•\n\nki\n\n<|\n\n-<'\n\n"}
{"page": 981, "printed_page": null, "text": "INDEX\n\n1\n\nAcademic freedom, in a period of transition\n(John L. Childs), 233; panel jury discussion\ngroup (Hobart M. Corning), 106; (Arvie\nEldred), 108; (George W. Frasier), 107;\n(Arnold E. Joyal), 107; (John R. Nichols),\n108; (M. R. Owens), 107; (Mrs. F. Blanche\nPreble), 106; (Emily Tarbell), 107; report\nof 1935 committee on—department of class¬\nroom teachers (Emily Tarbell), 300. See also\n604 _\nActivities of the curriculum commission of the\nNational Council of Teachers of English (W.\nWilbur Hatfield), 629\nAdair, Cornelia S. The economic status of the\nteacher—panel jury discussion group, 109\nAdams, Mrs. A. Virginia. Count for one, 358\nAdams, O. D. Technological changes in indus¬\ntry and the new apprentice, 732\nAdaptation of art to classroom work, The (Edna\nHellstern), 724\nAddress (J. W. Crabtree), 147; (Paul V.\nMcNutt), 125; (Josephine Roche), 297\nAddress of welcome (Ed. C. Johnson), 54;\n(Mrs. Inez Johnson Lewis), 56; (Benjamin\nF. Stapleton), 21; (A. L. Threlkeld), 21\nAdministrative women in education, depart¬\nment of, 251; historical note, 252; secretary’s\nminutes, 253\nAdult education, department of, 255; his¬\ntorical note, 256; secretary’s minutes, 266\nAdventures in faculty cooperation and partici¬\npation in the training school (L. R. Gregory),\n675\nAmerican Library Association, report of com¬\nmittee on cooperation with the National Edu¬\ncation Association (Anna Clarke Kennedy),\n153\nAnderson, J. T. Betterment of rural education\nthru improved leadership, 426\nAppreciation for headquarters staff (Joy Elmer\nMorgan), 146\nAround the year with the president—depart¬\nment of classroom teachers (Daisy Lord),\n287\nArt education, department of, 271; historical\nnote, 272\nArt in adult education (Lyman Bryson), 30\nArt problems of the general supervisor, The\n(Julia C. Harney), 637\nAssociational records and information, 743\nAuditors, report of, 900\nAuditory deficiency and delayed speech (Sara\nStinchfield Hawk), 489\nAugustus O. Thomas (Rev. Raphael Miller),\n740\nAverill, Lawrence A. Directing the activities\nof the classroom toward the mental health\nobjective, 640\nAvery, George T. Report of committee on\nresolutions, 207\nAvocational training for the new leisure\n(George W. Braden), 435\nBackground of significant information,\nA\n(Ruth West), 473\nBailey, Edna W. The teacher’s health—panel\njury discussion group, 117; what is a pro¬\ngram of school health service adequate to\nmeet presentday needs, 431\n\nBalch, Mary M.\n\nMaking the program fit the\nneeds of individual pupils, 480\nBallenger, Harvey L. The education of the\nretarded child, 497\nBallou, Frank W. Social change and educa¬\ntion—jury panel discussion, 547\nBarnard, Mrs, Florence. The economic status\nof the teacher—panel jury discussion group,\n109\nBarnes, Mrs. Mary D. The teacher’s health—\npanel jury discussion group, 117\nBarr, A. S. The measurement of teaching\nability, 337\nBayles, Ernest E. The social significance of\nscience teaching, 446\nBeard, Charles A, The quest for national\nsecurity, 510\nBennion, Milton. Education’s oldest challenge\n—character—panel jury discussion group,\n113\nBetterment of rural education thru improved\nleadership (J. T. Anderson), 426\nBetts, Gilbert L. Problems in the measure¬\nment of teaching ability, 336\nBishop, Merrill. Visualized education in ap¬\npreciation of the arts, 721\nBland, Rose. Some aspects of the program of\nthe elementary school as it is planned to\nmeet the challenge in this period of social\nchange, 366\nBoehringer, C. Louise. The teacher as a\ncitizen—panel jury discussion group, 111\nBraden, George W. Avocational training for\nthe new leisure, 435; the challenge of leisure.\n265\nBradley, Helen. The economic status of the\nteacher—panel jury discussion group, 108\nBrooker, John W. The school plant in a re¬\ndirected program, 412\nBroome, Edwin C. The place of home eco¬\nnomics in developing better citizens, 647\nBroun, Heywood. The city room and the\nschool room. 604\nBrown, Edythe Jeannette. Education’s oldest\nchallenge—character—panel jury discussion\ngroup, 113\nBryson, Lyman. Art in adult education, 30;\nsocial change and education—jury panel dis¬\ncussion, 538\nBuckingham, B. R. The economic status of\nthe teacher, 159; jury panel discussion, 108\nBudget committee, report of, 920\nBuilding thru life memberships (Joseph H.\nSaunders), 137\nBurnett, Marguerite H. A state program of\nadult education, 28\nBurns, Samuel T. Pioneering in music educa¬\ntion, 399\nBush, Robert N. Youth bids for a needed op¬\nportunity, 89\nBusiness education, department of, 275; his¬\ntorical note, 276; secretary’s minutes, 282\nButterfield, Ernest W. Teaching is a social\ngrace, 688\nBylaws of National Education Association, 750\n\nCaldwell, Otis W.\n\nA coherent science teach¬\n\ning program, 441\n\n1 All addresses are listed by titles and authors’ names, dhe book is also indexed by subject\nheadings, which, together with authors’ names, are set in bold face.\n\n[ 975 ]\n\n"}
{"page": 982, "printed_page": null, "text": "976\n\nNational Education Association\n\nCaldwell, Rush M.\n\nProgress of public educa¬\ntion in Texas—panel discussion, 295\n\nCalendar of meetings of National Education\nAssociation, 762\nCan character be taught (Albion U. Jenkins),\n\n354\nCarmody, T. E. Conservation of hearing, 393\nCarpenter, Harry A. The question of science\nequipment and materials, 634\nCarr, William G.\nImproved methods of\nfinancing rural education, 424\nCave, Hazel. The program of girls’ athletics\nfrom the 1935 viewpoint, 433\nChallenge of leisure, The (George W. Braden),\n\n265\nChalmers, James A. The high-school principal\nlooks at youth problems of today, 451\nCharacter education, 113\nCharacteristics in still pictures for instructional\nuse in the classroom (Lelia Trolinger), 723\nCharacteristics of successful college teaching\n(Zenos E. Scott), 681\nCharter, report of committee on amending\n(Reuben T. Shaw), 151\nChase, Harriett M. Crabtree life membership\ndinner, 133\nChase, Stuart. The economy of abundance,\n526\nCherrington, Ben M\\ What of the future of\ndemocracy, 263\nCheskin, Louis. Social aspects of art, 273\nChild in relation to the twentieth century, The\n(Mary E. Woolley), 580\nChilds, John L. Academic freedom in a period\nof transition, 233; social change and educa¬\ntion—jury panel discussion, 544\nChoosing the new road (O. H. Plenzke), 407\nCity room and the school room, The (Heywood\nBroun), 604\nCivic institutions and interests as source ma¬\nterial in art education (Harry W. Jacobs),\n\n636\nClark,\n\nRobert.\nConsolidated\nand village\nschools as avenues for redirecting learning\nprograms in rural areas, 411\nClassroom teachers, department of, 285; his¬\ntorical note, 286; report of 1935 committee\non academic freedom (Emily Tarbell), 300;\nreport of committee on resolutions, 306;\nreport of president, 287; secretary’s minutes,\n302\nClement, Bess. Report of the 1935 yearbook\ncommittee (department of elementary school\nprincipals), 353\nCoffman, Lotus D. A plea for sanity, 359;\neducation and public service, 575\nCoherent science teaching program, A (Otis W.\nCaldwell), 441\nCollege woman in the world community, The\n(Mary E. Woolley), 316\nCollier, Robert F., Jr. How to prepare and\npresent a science night program, 722\nCommission plan for youth, A (C. S. Marsh),\n454\nCommittees, department. See respective de¬\npartment headings\nCommittees, N. E. A., list of members, 777;\nreports of, 149; introduction, 150; amending\ncharter (Reuben T. Shaw), 151; American\nLibrary Association on cooperation with the\nNational Education Association (Anna Clarke\nKennedy), 153; committee to cooperate with\nNational Association of Teachers in Colored\nSchools (N. C. Newbold), 156; economic\nstatus of the teacher (B. R. Buckingham),\n159; health problems in education (Thomas\nD.\nWood),\n162;\ninternational\nrelations\n(Annie C. Woodward), 164; joint commis¬\nsion on the emergency in education (John K.\nNorton), 166; National Education Associa¬\ntion and the National Congress of Parents\nand Teachers (Mrs. B. F. Langworthy), 167;\nlegislative commission (Sidney B. Hall), 168;\nnational commission on the enrichment of\nadult life (James A. Moyer), 172; reorgani¬\n\nzation of the National Education Associa¬\ntion (E. E. Oberholtzer), 175; retirement al¬\nlowances (Anna Laura Force), 204; resolu¬\ntions (George T. Avery), 207; rural educa¬\ntion (Richard E. Jaggers), 216; socialeconomic goals of America (Fred J. Kelly),\n218; tenure (Donald DuShane), 221\nConnor, Paul. Credit unions—panel jury dis¬\ncussion group, 115\nConservation of hearing (T. E. Carmody), 393\nConsolidated and village schools as avenues for\nredirecting learning programs in rural areas\n(Robert Clark), 411\nCooperation with this generation (Irma C.\nVoigt), 83\nCorning, Hobart M.\nAcademic freedom—\npanel jury discussion group, 106\nCostigan, Edward P. Education and the gen¬\neral welfare, 73\nCouch, Edward B. What next in legislation—\npanel discussion, 296\nCount for one (Mrs. A. Virginia Adams), 358\nCounts, George S. Presentday reasons for\nrequiring a longer period of pre-service\npreparation for teachers, 694\nCowles, Le Roy E. Problems of youth as seen\namong freshmen in a state university, 92\nCrabtree, J. W. Address, 147; biennial report\n(World Federation of Education Associa¬\ntions), 737; concluding discussion on the\nfuture of the National Education Associa¬\ntion, 238\nCrabtree life membership dinner (Harriett M.\nChase), 133\nCrane, A. G. The teacher as a citizen—panel\njury discussion group, 111\nCreating character values thru high-school edu¬\ncation (Rev. Vere V. Loper), 453\nCredit unions-—panel jury discussion group\n(Paul Connor), 115; (A. S. Dodd), 116;\n(F. Y. Fox), 115; (C. R. Orchard), 115;\n(Mrs. Georgia B. Parsons), 115; (L. A.\nPinkney), 116; (Thomas A. Walton), 115;\n(J. D. Williams), 115\nCulminating activity in visual education using\nthe opaque projector (Inez C. Larson), 725\nCurriculum content—junior college (Lloyd L.\nJones), 282; junior high school (Ann E.\nMcCormick), 281; senior high school (E. E.\nWashburn), 280\nCushman, C. L. Greetings (department of lip\nreading), 391\nCutright, Prudence. The problem of grade\nplacement—symposium, 630\n\nDakin, Wilson S.\n\nImprovement of rural edu¬\ncation thru coordination, 419\nDavis, Edna E. The deaf child and public re¬\nsponsibility, 491\nDavis, Sheldon E. Teachers colleges versus\nliberal arts colleges in the education of teach¬\ners, 240\nDeaf child and public responsibility, The\n(Edna E. Davis), 491\nDean looks at youth problems of today, The\n(Dorothy C. Stratton), 451\nDeans of women, department of, 311; his¬\ntorical note, 312\nDeibler, Frederick S. Social change and edu¬\ncation—jury panel discussion, 541\n\nDelegates to the fifteenth representative\nassembly, 948\nDepartments of the Association, 249; intro¬\nduction, 250; officers of, 1934-35, 766, 193536, 773; administrative women in education,\n251; adult education, _ 255; art education,\n271; business education, 275; classroom\nteachers, 285; deans of women, 311; educa¬\ntional research, 327; elementary school prin¬\ncipals, 349; kindergarten-primary education,\n379; lip reading, 389; music education, 397;\nrural education, 403; school health and phys¬\nical education, 429; science instruction, 439;\nsecondary education, 449; secondary school\n\n"}
{"page": 983, "printed_page": null, "text": "Index\n\nprincipals, 461; social studies, 471; special\neducation, 483; superintendence, 499; super¬\nvisors and directors of instruction, 627;\nsupervisors and teachers of home economics,\n645; teachers colleges, 659; visual instruc¬\ntion, 719; vocational education, 727\nDirecting the activities of the classroom toward\nthe mental health objective (Lawrence A.\nAverill), 640\nDirectors, board of, members of 1934-35, 764,\nof 1935-36, 771; minutes of meetings of, 848\nDistinction between course of study writing and\ncurriculum development—panel, 641\nDobbs, Ella Victoria. The gospel of beauty,\n382\nDodd, A. S. Credit unions—panel jury discus¬\nsion group, 116\nDonovan, H. L. Our next order of business,\n661; the teachers college in the service of the\nstate and nation, 709\nDouble crisis of the schools, The (Glenn\nFrank), 515\nDoudna, Edgar G. The future of the National\nEducation Association, 229\nDunn, D. Y. A twelve-grade program in a\ncounty system of schools, 409\nDuShane, Donald. Report of committee on\ntenure, 221\n\nEarly recollections (J. Y. Joyner), 135\nThe place of the library\nin adult education, 31\nEconomic status of the teacher, The—panel\njury discussion group (B. R. Buckingham),\n108; (Cornelia S. Adair), 109; (Mrs. Flor¬\nence Barnard), 109; (Helen Bradley), 108;\n(Sara C. Ewing), 109; (A. D. H. Kaplan),\n109; (W. D. Mooney), 109; (J. W. Smith),\n110\nEconomic status of the teacher, report of the\ncommittee on (B. R. Buckingham), 159\nEconomy of abundance, The (Stuart Chase),\n526\nEdmonson, J. B. Social change and educa¬\ntion—jury panel discussion, 539\nEducation and public service (Lotus D. Coff¬\nman), 575\nEducation and the general welfare (Edward P.\nCostigan), 73\nEducation in the Tennessee Valley Authority\n(Floyd W. Reeves), 329\nEducation of exceptional children in a rural\nstate, The (Maude Sholty), 496\nEducation of leaders for adult education—dis¬\ncussion (Mary L. Guyton), 257, 261; (Ben\nM. Cherrington), 263\nEducation of the retarded child (Harvey L.\nBallenger), 497\nEducation’s most dangerous rival (Frederick\nM. Hunter), 118\nEducation’s oldest challenge—character—panel\njury discussion group (A. L. Threlkeld),\n113; (Milton Bennion), 113; (Edythe Jean¬\nnette Brown), 113; (R. C. T. Jacobs), 114;\n(George L. Maxwell), 114; (Mrs. Lois\nCoffey Mossman), 113; (Faye Read), 114;\n(Charles A. Rice), 114\nEducational leadership in a troubled world\n(.George D. Strayer), 559\nEducational research, department of, 327; his¬\ntorical note, 328; secretary’s minutes, 346\nElder, Harry E. Larger units of organization,\n427\nEldred, Arvie. Academic freedom—panel jury\ndiscussion group, 108\nElementary school principals, department of,\n349; greetings (Willard E. Givens), 351,\n(R. H. Palmer), 365; historical note, 350;\nreport of professional relations committee\n(Mason A. Stratton), 371; report of resolu¬\ntions committee (Aaron Kline), 370; report\nof the 1935 yearbook committee (Bess Clem¬\nent), 353; secretary’s minutes, 371\n\nEastman, Linda A.\n\n977\n\nEmergency in education, report of joint com¬\nmission on (John K. Norton), 166\nEmotional training in the rural school (Wallace\nT. Wait), 493\nEnglish curriculum built cooperatively, An—symposium (Elisabeth M. Lincoln), 632\nEnrichment of adult life, report of national\ncommission on the (James A. Moyer), 172\nEnvironment and its relation to the school,\nThe—panel discussion, 363\nEskildson, Hugo N., Jr. What the social\nstudies have done for me, 476\nEwing, Sara C. The economic status of the\nteacher—panel jury discussion group, 109\nExecutive committee, members of 1934-35,\n764, of 1935-36, 770; minutes of the meet¬\nings of, 879\nExpedition of youth, The (Agnes Samuelson),\n324\n\nFacing the future in secondary education\n(Raymond A. Schwegler), 467\nFacts as employers find them, The (Jean L.\nShepard), 319\nFinancial report 1934-35, 896\nFleming, Samuel E. How much flexibility in\nsecondary education is needed in the face of\nyouth problems of today, 453\nForce, Anna Laura. Report of committee on\nretirement allowances, 204\nFox, F. Wilcken. A wide area of visual in¬\nstruction service, 725\nFox, F. Y. Credit unions—-panel jury discus¬\nsion group, 115\nFrank, Glenn. The double crisis of the schools,\n515\nFrank, Kate. The teacher as a citizen—panel\njury discussion group, 111\nFrasier, George W. Academic freedom—panel\njury discussion group, 107; what has hap¬\npened to the finances of the teachers colleges\nduring the depression, 662\nFrazier, Ben W. Redirecting the training pro^ gram for rural school administrators, 417\nFunctions of the school in this democracy (A.\nJ. Stoddard), 66\nFuture of the National Education Association,\nThe (Edgar G. Doudna), 229; (Willard E.\nGivens), 230; as envisioned by its president\n(Henry Lester Smith), 227; concluding dis¬\ncussion on (J. W. Crabtree), 238\n\nGermany and its youth (George Norlin), 455\nGifted child and his education, The (Howard\nTaylor), 495\nGivens, Willard E. Greetings (department of\nelementary school principals), 351; presenta¬\ntion of volume of tributes, 147; secretary’s\nreport\n(National Education Association),\n929; the future of the association, 230\nGosling, Thomas W. Home economics: a\nfundamental in the curriculum, 648; the\nproblem of vocabulary—symposium, 631\nGospel of beauty, The (Ella Victoria Dobbs),\n382\nGovernmental planning in the United States\n(Charles E. Merriam), 501\nGraham, Ben G. A social, economic, and\npolitical philosophy, 473\nGreetings (C. L. Cushman), 391; (Willard E.\nGivens), 351; (R. H. Palmer), 365; (Mrs.\nA. E. Palmquist, Jr.), 391; (Henry Lester\nSmith), 653; (Mrs. Leila Bunce Smith), 647\nGregory, L. B,. Adventures in faculty co¬\noperation and participation in the training\nschool, 675\nGuidance in the selection of subjects in junior\nand senior high schools (Eugene H. Hughes),\n278\nGuyton, Mary L. An interpretation of basic\nEnglish, 257; a new emphasis in education\nfor citizenship, 261\n\n"}
{"page": 984, "printed_page": null, "text": "978\n\nNational Education Association\n\nHale, Florence.\n\nNow it can be told, 141; the\nplace of radio in adult education, 33.\nHall, Sidney B. Report of legislative com¬\nmission, 168\nHand, Harold C. The teacher as a citizen—\npanel jury discussion group, 110^\nHappiness, the longer view (F. B. Knight), 118\nHarmful effects of propaganda and their avoid¬\nance, The (Arthur M. Jordan), 464\nHarney, Julia C. The art problems of the\ngeneral supervisor, 637\nHartman, Albert L. The principal’s responsi¬\nbility for teacher growth, 355\nHatfield, W. Wilbur. Activities of the cur¬\nriculum commission of the National Council\nof Teachers of English, 629\nHawk, Sara Stinchfield. Auditory deficiency\nand delayed speech, 489; the psychology of\nexceptional children, 485\nHayes, Freda L. What next in legislation—\npanel discussion, 292\nHeadquarters staff, National Education Asso¬\nciation, 766\nHealth and physical education for the new era\n(Strong Hinman), 432\nHealth, of teacher, 116\nHealth problems in education, report of joint\ncommittee on (Thomas D. Wood), 162\nHeffernan, Helen. Meeting the needs of ex¬\nceptional children in rural schools, 486\nHellstern, Edna. The adaptation of art to\nclassroom work, 724\nHerrington, E. H. The place of the moving\npicture in a building activity, 368\nHeyl, Helen Hay. Redirecting the training\nprogram of teachers of rural children, 413\nHigher leadership, The\n(Rev. Francis J.\nMcConnell), 17\nHigh-school principal looks at youth problems\nof today, The (James A. Chalmers), 451\nHill, Sam R. Integration of education for\nbetter living—panel discussion, 655\nHinman, Strong. Health and physical educa¬\ntion for the new era, 432\nHome economics: a fundamental in the cur¬\nriculum (Thomas W. Gosling), 648\nHome economics in the school curriculum (E.\nE. Oberholtzer), 654\nHome economics teachers of the nation, To the\n(Henry Lester Smith), 653\nHoughton, Neale D. The teacher as a citizen—\npanel jury discussion group, 110\nHow may the state staff aid in redirecting the\nprogram of rural education in terms of presentday needs thru supervision (Harry B.\nKing), 418\nHow much flexibility in secondary education\nis needed in the face of youth problems of\ntoday (Samuel E. Fleming), 453\nHow to prepare and present a science night\nprogram (Robert F. Collier, Jr.), 722\nHughes, Eugene H. Guidance in the selection\nof subjects in junior and senior high schools,\n278\nHunter, Frederick M. Education’s most dan¬\ngerous rival, 118\nIdeals for the future development of the social\nstudies program (Earle U. Rugg), 481\nImplications of present trends in the highschool program (A. J. Stoddard), 463\nImproved methods of financing rural education\n(William G. Carr), 424\nImprovement of rural education thru coordina¬\ntion (Wilson S. Dakin), 419\nInspiration toward worthy character and good\ncitizenship, An (George W. Rosenlof), 475\nIntegration of education for better living—\npanel discussion (Sam R. Hill), 655\nIntegration of the child—the goal of the edu¬\ncational program, The (Ira S. Wile), 638\nIntegration of the curriculum thru the arts,\nThe (Manley E. Irwin), 635\n\nInter-institutional relationships in developing\na state program for the education of teachers\n(Henry Klonower), 702\nInternational relations, report of committee\non (Annie C. Woodward), 164\nInterpretation of basic English, An (Mary L.\nGuyton), 257\nIrwin, Manley E. The integration of the cur¬\nriculum thru the arts, 635\nIssues in the supervision of English—sym¬\nposium (Prudence Cutright), 630; (Thomas\nW. Gosling), 631; (Elisabeth M. Lincoln),\n632\n\nJacobs, Harry W.\n\nCivic institutions and in¬\nterests as source material in art education,\n636\nJacobs, It. C. T. Education’s oldest chal¬\nlenge—character—panel\njury\ndiscussion\ngroup, 114\nJaggers, Richard E. Report of cooperative\ncommittee on rural education, 216\nJean, F. C. The preparation of teachers of\nscience to meet the needs of the new pro¬\ngram, 445\nJenkins, Albion U. Can character be taught,\n354\nJessup, A. S. The teacher’s health—panel jury\ndiscussion group, 117\nJohnson, Ed. C. Address of welcome, 54\n\nJoint commission on the emergency in edu¬\ncation, report of the (John K. Norton), 166\nJones, Lloyd L. Junior college—curriculum\ncontent, 282\n\nJones, Winifred.\n\nWhat next in legislationpanel discussion, 293\nJordan, A. M. Reading interests, 342; the\nharmful effects of propaganda and their\navoidance, 464\nJoyal, Arnold E. Academic freedom—panel\njury discussion group, 107\nJoyner, J. Y. Early recollections, 135\nJunior college—curriculum content (Lloyd L.\nJones), 282\nJunior high school-—curriculum content (Ann\nE. McCormick), 281\nTunior school—its plan and purpose (Robert\nHill Lane), 381\n\nKaplan, A. D. H.\nThe economic status of\nthe teacher—panel jury discussion group,\n109\nKelley, J. Herbert. Should the profession\nthru the National Education Association pro¬\nvide for the protection of teachers and ad¬\nministrators who are unjustly treated, 237\nKelly, Fred J. Report of committee on socialeconomic goals of America, 218; social\nchange and education—jury panel discus¬\nsion, 544; the needs of youth as seen by the\nOffice of Education, 102\nKennedy, Anna Clarke. Report of American\nLibrary Association committee on coopera¬\ntion with the National Education Association,\n153\nKilpatrick, William H. Public education as\na force for social improvement, 567; the\nschool and the present social situation, 57\nKindergarten-primary education, department\nof, 379; historical note, 380; secretary’s\nminutes, 387\nKing, George H. Redirecting the training pro¬\ngram for teachers of adults in rural areas,\n416\nKing, Harry B. How may the state staff aid\nin redirecting the program of rural education\nin terms of presentday needs thru super¬\nvision, 418\nKline, Aaron. Report of resolutions committee\n(department of elementary school principals),\n370\n\n"}
{"page": 985, "printed_page": null, "text": "979\n\nIndex\n\nKlonower,\n\nHenry.\nInter-institutional rela¬\ntionships in developing a state program for\nthe education of teachers, 702\nKnight, F. B. Happiness, the longer view, 118\n\nLane, Robert Hill.\n\nThe junior school—its\nplan and purpose, 381\nLangworthy, Mrs. B. F. Report of joint com¬\nmittee of the National Education Association\nand the National Congress of Parents and\nTeachers, 167\nLarger units of organization (Harry E. Elder),\n427\nLarson, Inez C. Culminating activity in visual\neducation using the opaque projector, 725\nLeadership of the department of public instruc¬\ntion for rural education (Tohn A. Wieland),\n420\nLegislative commission, report of (Sidney B.\nHall), 168\nLewis, Ernest D. Problems of youth from the\nstandpoint of social studies, 90\nLewis, Mrs. Inez Johnson. Address of wel¬\ncome, 56\nLife directors, National Education Associa¬\ntion, 1934-35, 764; 1935-36, 771\nLife membership dinner, 131; historical note,\n132\nLincoln, Elisabeth M. An English curriculum\nbuilt cooperatively—symposium, 632\nLind, Nellie V. Music appreciation—its con¬\ntribution to leisure-time interests, 369\nLip reading, department of, 389; historical\nnote, 390; greetings (C. L. Cushman), 391,\n(Mrs. A. E. Palmquist, Jr.), 391; secretary’s\nminutes, 394\nLooking ahead in education (Henry Lester\nSmith), 39\nLooking ahead toward educational recovery\n(John K. Norton), 590\nLoper, Rev. Vere V.\nCreating character\nvalues thru high-school education, 453\nLord, Daisy. Around the year with the presi¬\ndent (department of classroom teachers),\n287; the teacher as a citizen—panel jury dis¬\ncussion group, 112\nLyon, Harley W. The teacher’s health—-panel\njury discussion group, 117\n\nMcClure, Worth.\n\nSocial change and educa¬\ntion—jury panel discussion, 546\nMcConnell, Beatrice. The youth problem from\nthe point of view of the Children’s Bureau,\n96\nMcConnell, Rev. Francis J.\nThe higher\nleadership, 17\nMcCormick, Ann E. Junior high school—cur¬\nriculum content, 281\nMaclean, Lola. Placement of graduates in the\ncommercial field, 279\nMcNutt, Paul V. Address, 125\nMaking the program fit the needs of individual\npupils (Mary M. Balch), 480\nMarsh, C. S. A commission plan for youth,\n454; _ problems of youth as seen in the\nCivilian Conservation Corps camps, 99; voca¬\ntional training in the CCC, 729\nMaxwell, George L. Education’s oldest chal¬\nlenge—character—panel\njury\ndiscussion\ngroup, 114\nMears, Louise M. Mrs. Crabtree’s contribu¬\ntion to a successful career, 139\nMeasurement of teaching ability, The (A. S.\nBarr), 337\nMeeting the needs of exceptional children in\nrural schools (Helen Heffernan), 486\nMelrose, Mary. Science in the elementary\nschools of Cleveland, 443\nMental hygiene and education (Bert A. Nash),\n492\nMental hygiene as related to the problem of\ndeficient hearing (Mrs. Esther H. Rees), 392\n\nMeola, L. K.\n\nThe noon-day movies, educa¬\ntion’s new tool, 721\nMerriam, Charles E. Governmental planning\nin the United States, 501\nMichael, Raymond. What’s it all about, 357\nMichell, Elene M. Recent experimentation in\nsocial studies teaching, 477\nMiller, Rev. Raphael H.\nAugustus O.\nThomas, 740\nMooney, W. D. The economic status of the\nteacher—panel jury discussion group, 109\nMore effective county and local school organiza¬\ntion (William McKinley Robinson), 406\nMorgan, Joy Elmer. Appreciation for head¬\nquarters staff, 146\nMoss, Bernice. The teacher’s health—panel\njury discussion group, 117\nMossman, Mrs. Lois Coffey. Education’s old¬\nest challenge—character—panel jury discus¬\nsion group, 113\nMoyer, James A. Report of national com¬\nmission on the enrichment of adult life, 172\nMrs. Crabtree’s contribution to a successful\ncareer (Louise M. Mears), 139\nMunitions investigations by the United States\nSenate (Gerald P. Nye), 130\nMurray, Elwood. Speech curriculums from a\npersonality approach, 488\nMusic appreciation—its contribution to leisure¬\ntime interests (Nellie V. Lind), 369\nMusic education, department of, 397; his¬\ntorical note, 398; secretary’s minutes, 402\n\nNash, Bert A.\n\nMental\n\nhygiene and\n\neduca¬\n\ntion, 492\n\nNational Association of Teachers in Colored\nSchools, report of committee to cooperate\nwith the (N. C. Newbold), 156\n\nNational Congress of Parents and Teachers,\nreport of joint committee of the National\nEducation Association and the (Mrs. B. F.\nLangworthy), 167\nNational Council of Education, 225; his¬\ntorical note, 226; secretary’s minutes, 243\nNational Education Association, act of in¬\ncorporation, 745; board of directors, members\nof 1934-35, 764, of 1935-36, 771; board of\ntrustees, members of 1934-35, 764, of 193536, 771; bylaws, 750; calendar of meetings,\n762; committees, members of, 1934-35, 777;\ndelegates to fifteenth representative assembly,\n948; executive committee, members of 193435, 764, of 1935-36, 770; headquarters staff,\n766; life directors, 1934-35, 764, 1935-36,\n771; minutes of the fifteenth representative\nassembly, 793; officers, 1934-35, 764, 193536, 770; state directors, 1934-35, 765, 193536, 771\nNature and function of home economics, The\n(Effie Raitt), 651\nNecrology committee, report of (Richard R.\nBrown), 941\nNeeded legislation in the interest of all types\nof exceptional children (Catherine Nutterville), 485\nNeed for a unifying purpose, The (Henry A.\nWallace), 595\nNeeds of adult education—forum (Marguerite\nH. Burnett), 28; (Lyman Bryson), 30;\n(Linda A. Eastman), 31; (Florence Hale),\n33; (Mrs. J. K. Pettengill), 34; (J. W.\nStudebaker), 35\nNeeds of youth as seen by the Office of Educa¬\ntion, The (Fred J. Kelly), 102\nNeeds of youth—forum (Robert N. Bush),\n89; (LeRoy E. Cowles), 92; (Fred J. Kelly),\n102; (Ernest D. Lewis), 90; (Beatrice Mc¬\nConnell), 96; (C. S. Marsh), 99; (Dorothy\nC. Stratton), 93; (Goodwin Watson), 104\nNeff, Andrew Love, The teacher as a citizen—\npanel jury discussion group, 112\n\nNewbold, N. C. Report of committee to co¬\noperate with the National Association of\nTeachers in Colored Softools, 156\n\n"}
{"page": 986, "printed_page": null, "text": "980\n\nNational Education Association\n\nNew emphasis in education for citizenship, A\n(Mary L. Guyton), 261\nNewlon, Jesse H. Social change and educa¬\ntion—jury panel discussion, 540; the place\nof the educational profession in the national\nlife, 23\nNichols, John R. Academic freedom—panel\njury discussion group, 108\nNoon-day movies, education’s new tool, The\n(L. K. Meola), 721\nNorlin, George. Germany and its youth, 455\nNorton, John K. Looking ahead toward edu¬\ncational recovery, 590; report of joint com¬\nmission on the emergency in education, 166\nNow it can be told (Florence Hale), 141\nNutterville, Catherine. Needed legislation in\nthe interest of all types of exceptional chil¬\ndren, 485\nNye, Gerald P. Munitions investigations by\nthe United States Senate, 130\n\nOberholtzer, E. E.\n\nHome economics in the\nschool curriculum, 654; report of committee\nof seven on reorganization of the National\nEducation Association, 175\nOdell, William R. Training beyond high\nschool to meet requirements of present em¬\nployment levels, 277\nOfficers, of departments, 1934-35, 766, 1935-36,\n773; of National Education Association,\n1934-35, 764, 1935-36, 770\nOne-room rural school in a redirected program,\nThe (Charles H. Tye), 408\nOrchard, C. R. Credit unions—panel jury\ndiscussion group, 115\nOur next order of business (H. L. Donovan),\n661\nOwens, M. R. Academic freedom—panel jury\ndiscussion group, 107\n\nPalmer, R. H.\n\nGreetings (department of ele¬\nmentary school principals), 365\nPalmquist, Mrs. A. E., Jr. Greetings (de¬\npartment of lip reading), 391\nParsons, Mrs. Georgia B. Credit unions—\npanel jury discussion group, 115\nPatterson, O. F. The teacher as a citizen—\npanel jury discussion group, 110\nPatterson, William F. Vocational education\nand the NRA, 733\nPettengill, Mrs. J. K. The place of the\nNational Congress of Parents and Teachers\nin adult education, 34\nPinkney, L. A. Credit unions—panel jury\ndiscussion group, 116\nPioneering in music education (Samuel T.\nBurns), 399\nPittenger, L. A. The ways and means of\narousing public interest in the financial needs\nof teachers colleges, 668\nPlacement of graduates in the commercial field\n(Lola Maclean), 279\nPlace of home economics in developing better\ncitizens, The (Edwin C. Broome), 647\nPlace of radio in adult education, The\n(Florence Hale), 33\nPlace of science in the elementary-school pro¬\ngram, The (I. Jewell Simpson), 633\nPlace of the educational profession in the na¬\ntional life. The (Jesse H. Newlon), 23\nPlace of the library in adult education, The\n(Linda A. Eastman), 31\nPlace of the moving picture in a building\nactivity, The (E. H. Herrington), 368\nPlace of the National Congress of Parents and\nTeachers in adult education, The (Mrs. J. K.\nPettengill), 34\nPlace of women in the community, The (Mrs.\nFranklin Delano Roosevelt), 313\nPlea for sanity, A (Lotus D. Coffman), 359\nPlenzke, 0. H. Choosing the new road, 407\nPower, Leonard. What constitutes socially\nuseful activities for early elementary pupils,\n629\n\nPowers, Sue M.\n\nReport of the committee on\nresolutions (department of rural education),\n422\nPractical program for the social studies, A\n(John A. Sexson), 478\nPreble, Mrs. F. Blanche. Academic freedom—\npanel jury discussion group, 106\nPreparation of teachers of science to meet the\nneeds of the new program, The (F. C.\nTean), 445\nPresentation of volume of tributes (Willard E.\nGivens), 147\nPresentday reasons for requiring a longer\nperiod of pre-service preparation for teachers\n(George S. Counts), 694\nPrincipal’s job today—panel discussion, The,\n362\nPrincipal’s participation in politics, The (Wil¬\nliam Twitchell, Jr.), 352\nPrincipal’s responsibility for teacher growth,\nThe (Albert L. Hartman), 355\nProblem of grade placement, The—symposium\n(Prudence Outright), 630\nProblem\nof\nvocabulary,\nThe—symposium\n(Thomas W. Gosling), 631\nProblems in the measurement of teaching ability\n(Gilbert L. Betts), 336\nProblems facing young women in the high\nschools and colleges of today (Dorothy C.\nStratton), 93\nProblems of youth as seen among freshmen in\na state university (LeRoy E. Cowles), 92\nProblems of youth as seen in the Civilian Con¬\nservation Corps camps (C. S. Marsh), 99\nProblems of youth from the standpoint of social\nstudies (Ernest D. Lewis), 90\nProblems of youth—what does youth most\nneed (Goodwin Watson), 104\nProfessional relations, report of committee on—department of elementary school principals\n(Mason A. Stratton), 371\nProgram of girls’ athletics from the 1935 view¬\npoint, The (Hazel Cave), 433\nProgress of public education in Texas—panel\ndiscussion (Rush M. Caldwell), 295\nPsychology of exceptional children, The (Sara\nStinchfield Hawk), 485\nPublic affairs forums as agencies for adult\neducation (J. W. Studebaker), 35\nPublic education as a force for social improve¬\nment (William H. Kilpatrick), 567\nPurpose of the junior school, The (Nila Banton\nSmith), 385\n\nQuest for national security, The (Charles A.\nBeard), 510\nQuestion of science equipment and materials,\nThe (Harry A. Carpenter), 634\n\nRaitt, Effie. The nature and function of home\neconomics, 651\nEducation’s oldest challenge-—■\ncharacter—panel jury discussion group, 114\nReading interests (A. M. Jordan), 342\nReam, Glen O. The use of cartoons and the\nchalk talk in the classroom, 723\nRecent experimentation in social studies teach¬\ning (Elene M. Michell), 477\nRedirecting rural education thru a better under¬\nstanding of and wider participation in county\nand local school programs in rural areas by\nstate departments of education (Ray P.\nSnyder), 405\nRedirecting the training program, for teachers,\nof adults in rural areas (George H. King),\n416; of rural youth (R. M. Stewart), 415;\nof rural children (Helen Hay Heyl), 413;\nfor rural school administrators (Ben W.\nFrazier), 417\nRees, Mrs. Esther H. Mental hygiene as\nrelated to the problem of deficient hearing,\n392\n\nRead, Faye.\n\n"}
{"page": 987, "printed_page": null, "text": "Index\n\nReeves, Floyd W. Education in the Tennessee\nValley Authority, 329; vocational education\nand the TVA, 730\n\nReorganization of the National Education\nAssociation, report of committee of seven on\n(E. E. Oberholtzer), 175\n\nReports\n\nof\n\ncommittees. See Committees,\nSee also Committees, department\nRepresentative assembly, delegates to, 948;\nminutes of meetings of, 793\nResolutions, report of committee on (George\nT. Avery), 207\nRetirement allowances, report of committee\non (Anna Laura Force), 204\nRice, Charles A. Education’s oldest chal¬\nlenge—character—panel\njury\ndiscussion\ngroup, 114\nRobinson, William McKinley. More effec¬\ntive county and local school organization, 406\nRoche, Josephine. Address, 297\nRoosevelt, Mrs. Franklin Delano. The place\nof women in the community, 313.\nRosenlof, George W. An inspiration toward\nworthy character and good citizenship, 475\nRugg, Earle IT. Ideals for the future develop¬\nment of the social studies program, 481\nRural education, department of, 403; his¬\ntorical note, 404; report of the committee\non resolutions (Sue M. Powers), 422\nRural education, 493, 496; report of coopera¬\ntive committee on (Richard E. Jaggers), 216\nRussell, William F. So conceived and so\ndedicated, 609\nRoys, Cassie F. The teacher as a citizen—\npanel jury discussion group, 112\nN. E. A.\n\nSamuelson, Agnes.\n\nThe expedition of youth,\n\n324\n\nSaunders, Joseph H. Building thru life mem¬\nberships, 137\nSchool and the present social situation, The\n(William H. Kilpatrick), 57\nSchool health and physical education, de¬\npartment of, 429; historical note, 430; secre¬\ntary’s minutes, 436\nSchool plant in a redirected program, The\n(John W. Brooker), 412\nSchwegler, Raymond A. Facing the future in\nsecondary education, 467\nScience instruction, department of, 439; his¬\ntorical note, 440; secretary’s minutes, 447\nScience in the elementary schools of Cleveland\n(Mary Melrose), 443\nScott, Zenos E. Characteristics of successful\ncollege teaching, 681\nSecondary education, department of, 449; his¬\ntorical note, 450; secretary’s minutes, 458\nSecondary school principals, department of,\n461; historical note, 462\nSecretary, National Education Association,\nannual report of, 929\nSenior high school-—curriculum content (E. E.\nWashburn), 280\nSexson, John A. A practical program for the\nsocial studies, 478\nShaw, Reuben T. Report of committee on\namending charter, 151\nShepard, Jean L. The facts as employers find\nthem, 319\nSholty, Maude. The education of exceptional\nchildren in a rural state, 496\nShould the profession thru the National Edu¬\ncation Association provide for the protection\nof teachers and administrators who are un¬\njustly treated (J. Herbert Kelley), 237\nSimpson, I. Jewell. The place of science in\nthe elementary-school program, 633\nSkills and drills in the new junior school (Nila\nBanton Smith), 386\nSmall, George D. Youth and the present crisis,\n457\n.\n,\nSmith, Henry Lester. Looking ahead in edu¬\ncation, 39; the future of the National Educa¬\n\n981\n\ntion Association as envisioned by its presi¬\ndent, 227; to the home economics teachers of\nthe nation, 653\nSmith, J. W. The economic status of the\nteacher—panel jury discussion group, 110\nSmith, Mrs. Leila Bunce. Greetings (depart¬\nment of supervisors and teachers of home\neconomics), 647; report of president, 657\nSmith, Nila Banton. The purpose of the\njunior school, 385; skills and drills in the\nnew junior school, 386\nSnyder, Ray P. Redirecting rural education\nthru a better understanding of and wider\nparticipation in county and local school pro¬\ngrams in rural areas by state departments\nof education, 405\nSocial aspects of art (Louis Cheskin), 273\nSocial change and education, the 1935 year¬\nbook—jury panel discussion (John W. Studebaker), 534; (Frank W. Ballou), 547; (Ly¬\nman Bryson), 538; (John L. Childs), 544;\n(Frederick S. Deibler), 541; (J. B. Ed¬\nmonson), 539; (Fred J. Kelly), 544; (Worth\nMcClure), 546; (Jesse H. Newlon), 540;\n(W. W.\nTheisen),\n548;\n(Carroll Hill\nWooddy), 542\nSocial, economic, and political philosophy, A.\n(Ben G. Graham), 473\nSocial-economic goals of America, report of\ncommittee cn (Fred J. Kelly), 218\nSocial significance of science teaching, The\n(Ernest E. Bayles), 446\nSocial studies, department of, 471; historical\nnote, 472; secretary’s minutes, 482\nSo conceived and so dedicated (William F.\nRussell), 609\nSeme aspects of the program of the elementary\nschool as it is planned to meet the challenge\nin this period of social change (Rose Bland),\n366.\nSome implications of progressive education, 364\nSpecial education, department of, 483; his¬\ntorical note, 484\nSpeech curriculums from a personality ap¬\nproach (Elwood Murray), 488\nStammerer—whose responsibility, The (Mary\nA. Willsea), 490\nStapleton, Benjamin F. Address of welcome,\n21\nState directors, of National Education Asso¬\nciation, 1934-35, 765; 1935-36, 771\nState program of adult education, A (Mar¬\nguerite H. Burnett), 28\nStewart, R. M. Redirecting the training pro¬\ngram for rural youth, 415\nStoddard, A. J. Functions of the school in\nthis democracy, 66; implications of present\ntrends in the high-school program, 463; some\nimplications of progressive education, 364\nStratton, Dorothy C. Problems facing young\nwomen in the high schools and colleges of\ntoday, 93; the dean looks at youth problems\nof today, 451\nStratton, Mason A. Report of professional re¬\nlations committee (department of elementary\nschool principals), 371; the teacher as a\ncitizen—panel jury discussion group, 111\nStrayer, George D. Educational leadership in\na troubled world, 559\nStudebaker, J. W. Public affairs forums as\nagencies for adult education, 35; social\nchange and education—jury panel discus¬\nsions, 534\nSuperintendence, department of, 499; his¬\ntorical note, 500; joint meeting with secon¬\ndary school principals, 559; letter from Presi¬\ndent Roosevelt, 622; report of the committee\non resolutions, 618; secretary’s minutes, 623;\nsocial change and education, the 1935 year¬\nbook—jury panel discussion, 534\nSupervisors and directors of instruction, de¬\npartment of, 627; distinction between course\nof study writing and curriculum develop¬\nment—panel, 641; historical note, 628; sec¬\nretary’s minutes, 642\n\n"}
{"page": 988, "printed_page": null, "text": "982\n\nNational Education Association\n\nSupervisors and teachers of home eco¬\nnomics, department of, 645; greetings (Mrs.\nLeila Bunce Smith), 647; historical note,\n646; integration of education for better liv¬\ning—panel discussion, 655; report of presi¬\ndent, 657; secretary’s minutes, 658\n\nVocational training in the CCC (C. S. Marsh),\n729\nVoigt, Irma C. Cooperation with this genera¬\ntion, 83\n\nWait, Wallace T.\n\nEmotional training in the\n\nrural school, 493\n\nTarbell,\n\nEmily.\nAcademic freedom—panel\njury discussion group, 107; report of 1935\ncommittee on academic freedom (department\nof classroom teachers), 300\nTaylor, Howard. The gifted child and his\neducation, 495\nTeacher as a citizen, The—panel jury discus¬\nsion group (Harold, C. Hand), 110; (C.\nLouise Boehringer), 111; (A. G. Crane),\n111; (Kate Frank), 111; (Neale D. Hough¬\nton), 110; (Daisy Lord), 112; (Andrew Love\nNeff), 112; (O. F. Patterson), 110; (Cassie\nF. Roys), 112; (Mason A. Stratton), 111\nTeacher’s health, The—panel jury discussion\ngroup (Thomas D. Wood), 116; (Edna W.\nBailey), 117; (Mrs. Mary D. Barnes), 117;\n(A. S. Jessup), 117; (Harley W. Lyon),\n117; (Bernice Moss), 117; (A. W. Thomp¬\nson), 116; (Charles G. Wilson), 117\nTeachers colleges, department of, 659; his¬\ntorical note, 660; list of accredited institu¬\ntions, 714\nTeachers college in the service of the state and\nnation, The (PI. L. Donovan), 709\nTeachers colleges versus liberal arts colleges in\nthe education of teachers (Sheldon E. Davis),\n240\nTeaching is a social grace (Ernest W. Butter¬\nfield), 688\nTechnological changes in industry and the new\napprentice (O. D. Adams), 732\nTenure, 237; report of committee on (Donald\nDuShane), 221\nTheisen, W. W. Social change and educa¬\ntion—jury panel discussion, 548\nThompson, A. W. The teacher’s health—panel\njury discussion group, 116\nThrelkeld, A. L. Address of welcome, 21; edu¬\ncation’s oldest challenge—character—panel\njury discussion group, 113\nTraining beyond high school to meet require¬\nments of present employment levels (William\nR. Odell), 277\nTreasurer, report of, 917\nTrolinger, Lelia. Characteristics in still pic¬\ntures for instructional use in the classroom,\n723\nTrustees, board of, financial report, 897; min¬\nutes of meetings of, 892; members of 193435, 764, 1935-36, 771\nTwelve-grade program in a county system of\nschools, A (D. Y. Dunn), 409\nTwitchell, William, Jr. The principal’s par¬\nticipation in politics, 352\nTye, Charles H. The one-room rural school\nin a redirected program, 408\nUse of cartoons and the chalk talk in the\nclassroom, The (Glen O. Ream), 723\n\nVisual instruction, department of, 719; his¬\ntorical note, 720\nVisualized education in appreciation of the arts\n(Merrill Bishop), 721\nVocational education and the NRA (William F.\nPatterson), 733\nVocational education and the TVA (Floyd W.\nReeves), 730\nVocational education, department of, 727;\nhistorical note, 728; secretary’s minutes, 734.\nSee also 319, 324, 329\n\nWallace, Henry A.\n\nThe need for a unifying\n\npurpose, 595\n\nWalton,\n\nThomas A. Credit unions—panel\njury discussion group, 115\nWashburn, E. E. Senior high school—cur¬\nriculum content, 280\nWatson, Goodwin. Problems of youth—what\ndoes youth most need, 104\nWays and means of arousing public interest in\nthe financial needs of teachers colleges, The\n(L. A. Pittenger), 668\nWeet, Herbert S. What do we mean by\nadapting the schools to social and pupil needs,\n583\nWest, Ruth. A background of significant in¬\nformation, 473\nWhat constitutes socially useful activities for\nearly elementary pupils (Leonard Power),\n629\nWhat do we mean by adapting the schools to\nsocial and pupil needs (Herbert S. W'eet),\n583\nWhat has happened to the finances of the\nteachers\ncolleges during the depression\n(George W. Frasier), 662\nWhat is a program of school health service\nadequate to meet presentday needs (Edna W.\nBailey), 431\nWhat’s it all about (Raymond S. Michael), 357\nWhat next in legislation—panel discussion\n(Rush M. Caldwell), 295;\n(Edward B.\nCouch), 296; (Freda L. Hayes), 292; Wini¬\nfred Jones), 293; (Robert H. Wyatt), 290\nWhat of the future of democracy (Ben M.\nCherrington), 263\nWhat the social studies have done for me\n(Hugo N. Eskildson, Jr.), 476\nWide area of visual instruction service, A (F.\nWilcken Fox), 725\nWieland, John A. Leadership of the depart¬\nment of public instruction for rural educa¬\ntion, 420\nWile, Ira S. The integration of the child—\nthe goal of the educational program, 638\nWilliams, J. D. Credit unions—panel jury\ndiscussion group, 115\nWillsea, Mary A. The stammerer—whose re¬\nsponsibility, 490\nWilson, Charles G. The teacher’s health—panel jury discussion group, 117\nWood, Thomas D. Report of joint committee\non health problems in education, 162; the\nteacher’s health—panel jury discussion group,\n116\nWooddy, Carroll Hill. Social change and edu¬\ncation—jury panel discussion, 542\nWoodward, Annie C. Report of committee on\ninternational relations, 164\nWoolley, Mary E. The child in relation to the\ntwentieth century, 580; the college woman\nin the world community, 316\nWorld Federation of Education Associations,\n735; historical note, 736; biennial report (J.\nW. Crabtree), 737\nWyatt, Robert H. What next in legislation—\npanel discussion, 290\n\nYouth and the present crisis (George D.\nSmall), 457\nYouth bids for a needed opportunity (Robert\nN. Bush), 89\nYouth problem from the point of view of the\nChildren’s Bureau, The (Beatrice McCon¬\nnell), 96\n\n"}
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