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{"page": 4, "printed_page": null, "text": "/\n\n"}
{"page": 5, "printed_page": null, "text": "Proceedings of the\n^National Education ^Association\ni936\n\n"}
{"page": 6, "printed_page": null, "text": ".\n\n"}
{"page": 7, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nPROCEEDING\nOF THE\nSEVENTY-FOURTH ANNUAL MEETING\nHELD IN PORTLAND, OREGON\nJUNE 28 TO JULY 2\n\n1936\nVOLUME\n\n74\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\nWASHINGTON, D. C.\n\n.\n\n"}
{"page": 8, "printed_page": null, "text": "i\n\nV\n\nf\n\n'\n\nr\n\ni’\n\n<\n\nr. •\n\nI\n\n-\n\n.\n\nI\n\n■\n\n"}
{"page": 9, "printed_page": null, "text": "FOREWORD\ncomprises the seventy-fourth annual volume of Addresses\nand Proceedings of the National Education Association of the United\nStates. It contains the papers delivered at the Portland convention of\nthe National Education Association and those delivered at the St. Louis\nconvention 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 were 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 was available, it has been indicated by\nfootnotes attached to the addresses concerned.\nThis book\n\nWillard E. Givens,\n\nExecutive Secretary.\n\n"}
{"page": 10, "printed_page": null, "text": "Contents of previous volumes of Proceedings\nof the National Education■ Association may\nbe found by consulting the Education Index.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL SESSIONS\nBuilding Character .- -Baxter .\nAddress of Welcome.- -Howard .\nThe Northwest Greets You.- -Carson .\nGreetings .“..- -Jo sly 71 .\nPresentation of Platform Guests.- -Rice .\nWhat You Should See Here.- -Riley .\nWe Are Glad To Be Here.- -Ralls .\nWhy We Have Come.- -Samuelson ....\nGreetings from Japan.- -Tsurumi .\nWe Chart Our Future Policies.- -Hunter .\nPublic Forum—Education and Democracy.■ -Studebaker ...\nEducation under Dictatorships.- -Gosling .\nThe Equalization of Educational Opportunity.• -Sutton .\nFederal Relations to Public Education.- -Sexson .\nThe Worth of Personality.- -Holt .\nSymposia on Building a Stronger Foundation\nA. Implementing the Children’s Charter—Next Steps.. - -Kersey .\nB. Speeding Educational Equality.- -Skidmore .\nC. Advancing Teacher Welfare.- -Smith .\nYouth’s Appeal .- -Lawson .\nAmerica’s Answer to Youth’s Appeal.- -Sproul .\nSymposia on Improving the Program\nA. Developing Discrimination in the Use of New Tools- -Kirn .\nB. Meeting New Needs on the Elementary Level.- -Woodruff .\nC. Forum Discussion—Meeting New Issues on the\nSecondary Level .\n-French .\nRemoving Juvenile Delinquency.- -Wembridge ...\nPioneering in Human Achievement.\n-Sockman .\nSymposia on Strengthening the Relationship between School\nand Community\nA. Coordinating the Forces for Child Safety.- -Showalter ....\nB. Utilizing Lay Cooperation.- -Cochran .\nC. Broadening Community Horizons.- -Woodward ...\nSymposium on Evaluating National Issues\nRepresenting the Democratic Party.- -McNutt .\nRepresenting the Republican Party.- -French .\nRepresenting the Socialist Party.- -Thomas.\n\n17\n18\n19\n20\n21\n22\n27\n28\n33\n33\n42\n49\n51\n53\n56\n61\n63\n65\n67\n81\n90\n92\n94\n95\n97\n\n100\n102\n104\n105\n113\n126\n\nLIFE MEMBERSHIP DINNER\n\nHistorical Note . 134\nAn Institution of Growing Significance.—Martin . 13 5\nPresentation of Life Membership to President Agnes Sam¬\nuelson .—Crabtree . 135\n\n[5]\n\n"}
{"page": 12, "printed_page": null, "text": "b\n\nNational Education Association\n\nNATIONAL COUNCIL OF EDUCATION\nHistorical Note .\nDiscussion—The Teachers College Versus the Liberal Arts\nCollege in the Education of Teachers.—Latham .\nA Tribute to Dr. Adelaide Steele Baylor.—lVright .\nThe Contribution of Adelaide S. Baylor to the Home Eco¬\nnomics Movement .—Stanley .\nHow the Profession Can Cooperate with the Office of Edu¬\ncation .—Studebaker ....\nDiscussion—Democracy and the Profession of Teaching. ...—Yocum .\nDiscussion—Can Universal Secondary Education Be Made\nSocially Profitable? .—Force .\nSecretary’s Minutes .\n\n138\n139\n141\n143\n145\n146\n149\n151\n\nDEPARTMENT OF ADMINISTRATIVE WOMEN IN EDUCATION\nHistorical Note . 158\nSecretary’s Minutes . 159\nDEPARTMENT OF ADULT EDUCATION\nHistorical Note .\nGroup Discussion—Values in the National Program of\nAmericanization .—Maaske.\nThe Furtherance of Unity among the People of Widely\nVariant Racial Origins.—MacCormack ..\nImplications of the New Program for the Education of Aliens\nPreparing for Naturalization.—Alton .\nWhat Is Happening to Youth?.—Brown .\nCommittee on Technics of Adult Education in Public School\nPrograms .—Deming .\nSummary of Group Discussions.—Powers .\nSecretary’s Minutes .\n\n162\n163\n165\n168\n169\n172\n174\n175\n\nDEPARTMENT OF ART EDUCATION\nHistorical Note .\nIdeals of Japanese Art.\nArt in Rural Education...\nArt in a Reorganized Program in Secondary Schools\nJapanese Gardens .\nSecretary’s Minutes .\n\n.\n— llarada .\n—Tilton .\n—Gearhart .\nLlarada.\n.\n\n178\n179\n180\n182\n182\n184\n\nDEPARTMENT OF BUSINESS EDUCATION\nHistorical Note .\nPresident’s Address .—Goodfellow ...\nPanel Discussion—Public High School; Private Business\nSchool; College .—Goodfellow ...\nIs Commercial Education Vocational?.—Fleming .\nWhat Economic System Does Business Want?.—Heflebower ...\nDevelopment of Better Understanding between Business\nLeadership and School Leadership—from the Point of\nView of Business.—McNaughton ..\nDevelopment of Better Understanding between Business\nLeadership and School Leadership with Regard to the\nStudy of Business in the Secondary Schools.—Brady .\nPrivate Business Education..—Armstrong ....\n\n186\n187\n188\n190\n191\n\n192\n\n193\n194\n\n"}
{"page": 13, "printed_page": null, "text": "7\n\nContents\n\nDEPARTMENT OF CLASSROOM TEACHERS\nHistorical Note .\nAround the Year with the President.\nA Socially Significant Curriculum.\nNew Progressive Movements.\nNew Economic Developments.\nCooperative Buying for Teachers.\nYouth and the New Order.\nReport of 1936 Committee on Academic Freedom\nSecretary’s Minutes .\nPlatform and Resolutions.\n\n—Ralls ....\n—M er chant\n—Temple ..\n—IV oodbury\n—Bork ....\n—Brown . .\n—Tar bell .\n\n196\n197\n\n202\n203\n206\n207\n209\n\n210\n212\n215\n\nDEPARTMENT OF DEANS OF WOMEN\nHistorical Note .\nTwo Generations Facing a Mutual Problem—Cooperation..—Lloyd .\nFacing a Mutual Problem—Cooperation.—Turner .\nImplications of a New Educational Philosophy for the Work\nof the Dean of Women.—Zirbes .\nKnocking at Opportunity’s Door.—MacGill .\n\n220\n221\n224\n228\n229\n\nDEPARTMENT OF EDUCATIONAL RESEARCH\nHistorical Note . 232\nProceedings of Annual Meeting.\n233\nSecretary’s Minutes . 233\nReport of the Secretary-Treasurer for 1935 . 235\n\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nHistorical Note .\nToday’s Program of Elementary Education from the Stand¬\npoint of the Home.- -Harman .\nParent Education as Supplementary to the Modern Ele¬\nmentary-School Program .- -Lawson .\nHas the Public Accepted the New Elementary Education?..- -Sexson .\nThe Influence of Education on the Motion Pictures.- -McPherson . . .\nThe Elementary Principalship Develops.- -Bracken .\nWhat Happens When We Learn?.- -Corey .\nWhat Is the Responsibility of the Principal in the Securing\nof Desirable Educational Outcomes?.- -Hale .\nWhat Part Does the Teacher Play in the Learning Process?- -Rosier .\nTeaching of the Implications of Religion in the Teaching of\nSocial Sciences .- -Thorne .\nStatus of the Elementary-School Principalship in Oregon..- -Maaske.\nIntersubject Relations .- -Tallinan .\nBuilding a Community thru the Elementary School.- -Sutton .\nSecretary’s Report . . ..\n\n240\n241\n242\n243\n246\n247\n249\n251\n252\n253\n254\n256\n256\n258\n\nDEPARTMENT OF KINDERGARTEN-PRIMARY EDUCATION\nHistorical Note .\nConditions Affecting Child Growth and Development.—Bell ..\nNew Developments in Kindergarten-Primary Curriculum..—Hanna\n\n268\n269\n270\n\n"}
{"page": 14, "printed_page": null, "text": "8\n\nNational Education Association\n\nAmerica’s Contribution to the Little Child.—Sutton . 272\nSecretary’s Minutes .. 273\n\nDEPARTMENT OF LIP READING\nHistorical Note . 276\nAddress of Welcome.—Maclean . 277\nWelcome to Portland and the Northwest.—Ager . 277\nBetter Opportunities for Hard-of-Hearing Children and\nAdults .—Moore . 278\nTacoma’s Program for the Hard-of-Hearing Child.—Heath . 279\nThe\n\nDevelopment\n\nof\n\nLip\n\nReading\n\nin\n\nOregon\n\nunder\n\nthe\n\nEmergency Adult Education Program.—Beach\nSecretary’s Minutes\n\n. 281\n\n. 282\n\nDEPARTMENT OF MUSIC EDUCATION\nHistorical Note\n\n... 28-1\n\nEconomical Devices in Teaching Instrumental Music.—Lockhart . 285\nAppreciation—Understandings—the Vital Core of all Music\n.—Clark\n\nTeaching\n\n. 286\n\nDEPARTMENT OF RURAL EDUCATION\nHistorical Note\n\n.\n\n. 290\n-Baldwin . 291\n\nProfessional Leadership in Rural Education.\n\n-Knight . 292\n-Lathrop . 293\n-Robinson . 294\n\nRural Education in Other Depressions.\nThe Yearbook on Rural School Libraries.\nTraining Teachers for Rural Schools.\nHow\n\nShould\n\nthe\n\nCurriculum\n\nfor\n\nthe\n\nTraining\n\nof\n\nRural\n\nTeachers be Differentiated from the Curriculum for the\nTraining of\n\nUrban Teachers?.\n\nSignificant Attitudes To Be Developed in Rural Teachers..\nTraining Rural School Administrators.\nAdjustment of Rural Schools to Present Needs.\n\n-Turner .\n-Wofford .\n-Gaumnitz .\n-Parrott .\n\n295\n296\n297\n298\n\nState Stimulation and Supervision of an Enriched Program\nin Rural Education. —Palmer\nA\n\nCounty\n\nProgram\n\nIn-Service\n\nTraining\n\nof\n\nRural\n\n. —Fischer\n\nTeachers\nA\n\nfor\n\nService\n\nand\n\nInstruction\n\nof\n\nSchools\n\n. —Bennett .\nObjectives in Terms of\n\nin\n\n. 299\n\nProgram\n\nEducational\n\nHealth\n\n. 298\n\nRural\n\na Public School Pro¬\n\ngram in Rural Areas. —Frost\nProcedures for Obtaining Adequate Organization\nministration\n\nfor Rural\n\n. 301\n\nand Ad¬\n\nSchools. —Morphet .\n\nA Countywide Program of Consolidated Rural Schools.... —George\nA Statewide Survey of Rural School Adequacy. —Long\nFunctional\ndated\nThe\n\nPlanning of Plan\n\nArrangement\n\nTwelve-Year\n\nand\n\nRural\n\n303\n\n.\n\n30+\n\nConsoli¬\n\nand\n\nEquipment\n\nof\n\na\n\nModel\n\nDemonstrations\n\nfor\n\n305\n\nOne-Room\n\n.\n\nExperiments\n\nSmall\n\na\n\n302\n\n.\n\n... —Tiles\n\nSchool\n\nSchool\n\nfor\n\n300\n\nImprovement\n\n-Baldridge\n\n306\n\namong\n\nSchools.\n\nRural Education for Negroes...\n\n-Favrot\n—E mb ree\n\n307\n308\n\n"}
{"page": 15, "printed_page": null, "text": "9\n\nContents\n\nLibrary Service in Rural Areas.—Wilson\n\n309\n\nSocial and Economic Factors Affecting Rural School Areas\nin the South.—Johnson\n\n310\n\nSchools.—Caliver .\n\n311\n\nHawaii’s Rural Schools Are as Good as Her City Schools..—Robinso?i\n\n312\n\nActivity Programs in Rural Schools.—Flood\n\n313\n\nIndividual Instruction in Rural Schools.—Tapliji\n\n314\n\nFinancing Rural\n\nNegro\n\nArt Instruction in Rural Schools.—Tilton\n\n.\n\n315\n\nMusic Instruction for Rural Boys and Girls.—Hood ...\n\n316\n\nSecretary’s\n\n317\n\nMinutes\n\n.\n\nDEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION\nHistorical Note\n\n... 322\n\nSchool Health in the Virginia Educational Program.—Adair\n\n. 323\n\nNutrition: One Factor in the Health Program.—Simmonds\n\n....\n\n324\n\nSocial Security and the Health of School Children.—McCoivn.\n\n325\n\nParents, Schools, and Child Welfare.—Hayes\n\n. *.\n\n326\n\n.\n\n327\n\nSuccessful\n\nVentures\n\nin\n\nAdministration\n\nfrom\n\nthe\n\nMedical\n\nDirector’s Standpoint .—Carey\nThe Public Health Nurse in School and Community.—McNeil\n\n. 327\n\nAdministrative Problems in Health, Physical Education, and\nRecreation in the College Health Program.—Langton\nSecretary’s Minutes\n\n.\n\n328\n\n. 330\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nHistorical Note\nA Proposed\n\n. 334\n\nStatement of Principles Basic to Instruction in\n\nthe Natural Sciences.—Bayles .\nSecretary’s Minutes\n\n335\n\n. 345\n\nDEPARTMENT OF SECONDARY EDUCATION\nHistorical Note\n\n.\n\n348\n\nSubjectmatter Round Tables in High-School Instruction and\nNew Curriculum Materials\nIn Ancient Languages... —Roller\n\n.\n\n349\n\nIn Business\n\nEducation. —Stuart\n\nIn English\n\n. —Roberts .\n\n350\n\nIn English\n\n. —Maltby\n\n.\n\n351\n\n.\n\n351\n\n. 349\n\nIn\n\nHome Economics. —Coon\n\nIn\n\nHome Economics. —Winning.\n\n352\n\nIn Mathematics . —Christoff erson. .\nIn Mathematics . —Murray .\nIn Modern Languages. —Wann .\nIn Modern Languages. —King .\nIn Music . —Garbett .\nIn Parenthood . —Bro<zvn .\nIn Science . —Shelves .\nIn Science . —Eby .\nIn Vocational Education. —Adams .\n\n353\n\nSecretary’s Minutes\n\n.\n\n353\n354\n3 54\n355\n356\n357\n357\n358\n358\n\n"}
{"page": 16, "printed_page": null, "text": "National Education Association\n\n10\n\nDEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\nHistorical Note . 362\nThe High School’s Responsibility in the New Education....—Hale . 363\nWhat Difference Should High-School Education Make?....—Threlkcld . 364\nSequence of Learning Materials in the Curriculum.—Douglass\n\n. 367\n\nDEPARTMENT OF SOCIAL STUDIES\nHistorical Note\n\n. 374\n\nShall the Social Studies Abolish Subject Boundaries?.—Knight\n\n. 375\n\nNecessity and Scope of Social Indoctrination.—Coleman . 377\nThe Social Science Program.—Whitney\n\n. 379\n\nThings Which Have Worked and Things Which Have Not\nWorked in Social Studies.—Ray\nSecretary’s Minutes\n\n.\n\n380\n\n. 381\n\nDEPARTMENT OF SPECIAL EDUCATION\nFlistorical Note .\nThe Smouse Opportunity School.—Anderson\n\n384\n\nProgress of Education of the Deaf in Day School.—Templeton\n\n387\n\nRed Cross Activities in the Field of Public Health.—Gosling\n\n388\n\nGirl Scouting and the Physically Handicapped.—Robbins\nSome\n\nPhases\n\nof\n\nHandicaps\n\nTreatment\n\nof\n\nChildren\n\nwrith\n\n385\n\n.\n\n390\n\n..\n\n391\n\nOrthopedic\n\n..—Gillette\n\nPhysical Education for the Mentally Handicapped.—Raihbone\n\n392\n\nThe Testing of the Deaf and the Hard-of-Hearing Children\nin St. Paul Schools with the Arthur Performance Scale. .—Bishop . . .\nThe Speech Defective in the Ranks of the Handicapped....—Wells\n\n393\n\n...\n\n394\n\nLet’s Study the Whole Child.—Williams\n\n395\n396\n\nThe Kinesthetic Approach to Remedial Reading.—Freel ....\nSecretary’s Minutes.\n\n397\n\nDEPARTMENT OF SUPERINTENDENCE\nHistorical Note\n\n.\n\n... 400\n\nSymposium on Federal Support of Public Education. —Mort . ...\nFederal Support and Local Responsibility for Education —Coffman . . . ...\nFederal Support of Public Education. —Judd . ...\nThe Social Studies Curriculum, The 1936 Yearbook\nThe Scholar in an Age of Conflicts. —Beard . ...\nJury-Panel Discussion of 1936 Yearbook. —Glenn . ...\nThe Educational Policies Commission. —Saxson . . . . ...\nTeaching Controversial Subjects in the Classroom\nDemonstration Class in Problems of Democracy. —Hatch . ...\nEvaluation from the Standpoint of the Educator. —Benezet . . . . ...\nEvaluation from the Standpoint of the Layman. —Silver . ...\nPhysical Education Becomes a Fundamental. —Schrader . . ...\nMusic Invades the Public School Curriculum. —Hanson . . . . ...\nThe Immediate Values of Art Education. —Tildsley . . . . ..\n\n401\n\nSecretary’s Minutes\n\n513\n\n.\n\n. . .\n\n413\n421\n438\n444\n463\n467\n482\n485\n490\n496\n504\n\nReport of the Board of Tellers.\n\n... 515\n\nResolutions\n\n... 515\n\n.\n\n"}
{"page": 17, "printed_page": null, "text": "11\n\nContents\n\nDEPARTMENT OF SUPERVISORS AND DIRECTORS\nOF INSTRUCTION\nHistorical Note\n\n.\n\n. 524\n\nThe Curriculum in English as Experience.\n\n—Hatfield\n\nThe Program in the Individual School.\n\n—La Brant . 526\n\nInstructional Leadership\n\n—Sayers . 528\n\nand\n\nSocial\n\nChange.\n\n.\n\n525\n\nA Program of Action.\n\n—Rankin\n\n.\n\n580\n\nTeachers and Guidance.\n\n—Betzner\n\n.\n\n531\n\nPanel Discussions\n\n.\n\n. 533\n\nA Forward Look at Supervision in the New Education\n\n—Gentle. 539\n\nSecretary’s Minutes\n\n. 540\n\n.\n\nDEPARTMENT OF SUPERVISORS AND TEACHERS\nOF HOME ECONOMICS\nHistorical Note\n\n. 544\n\nThe Effects upon Family Life of Certain Frustrations of\nYouth ..—Kelly . 545\nHome Economics and Parent Education.—Sowers\n\n. 546\n\nThe Place of Home Economics in the Educational Program\nToday .—Samuelson\n\n....\n\n546\n\nTraining the Young Consumer—Planning the House in Re¬\nlation to Its Function.—Wilson\n\n. 548\n\nUse of Problems in Developing Judgment in Selection of\nHouse Furnishings .—Russell\n\n. 549\n\nThe Teaching of Buymanship.—Lewis\n\n. 550\n\nPanel Discussion—Education for Home and Family Life Is\nEssential in Modern Education.—Pratt . 551\nPresident’s Report .—Smith\n\n. 553\n\nDEPARTMENT OF TEACHERS COLLEGES\n\nHistorical Note . 556\nPresident’s Report and Recommendations.—Sprague\nRaising the Level of the Education of Teachers.—Judd\n\n. 557\n\n. 574\n\nThe Relationship of General and of Professional Education\nin the Preparation of Teachers.—Peik. 581\nProfessional Elements in the Education of Teachers.—Evenden . 588\nCurriculum Provision for Sequence and Professional Inte¬\ngration .—Campbell\n\n. 597\n\nEstimating and Controlling Supply of and Demand for\nTeachers\n.—Pittenger\n\n. 602\n\nTeacher Preparation from the Point of View of an Employ¬\ning Officer .—Threlkeld\n\n_ 608\n\nList of Accredited Institutions—1936-37. 614\n\nDEPARTMENT OF VISUAL INSTRUCTION\nHistorical Note\n\n620\n\n"}
{"page": 18, "printed_page": null, "text": "12\n\nNational Education Association\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nHistorical Note\n\n. 622\n\nVocational Education as a Factor in Crime Prevention.—Briggs. 623\nVocational Education in Town and Rural High Schools....—Lapham\nCurrent Problems in Vocational Education in Agriculture..—Fife\n\n. 624\n\n.\n\n624\n\nCurrent Problems in Industrial Education.—Mays. 625\nThe Importance of Vocational Agriculture, as a Service to\nRural\nWhat\n\nYouth\n\nEmployers\n\n.—Astleford\nExpect\n\nof\n\nVocational\n\nEducation\n\n. 626\n\nunder\n\nPresentday Conditions .—Kreitzer\n\n. 626\n\nOpportunities and Responsibilities in Vocational Education..—Howard.\n\n. 627\n\\\n\nWORLD FEDERATION OF EDUCATION ASSOCIATIONS\nHistorical Note\n\n. 630\n\nASSOCIATIONAL RECORDS AND INFORMATION\nAct of Incorporation...\n\n. 633\n\nHeadquarters Staff.\n\n. 655\n\nOfficers—1936-37\n\n. 659\n\n..\n•\n\nCommittees of the National Education Association—1935-36.\n\n.\n\n665\n\nMinutes of the Sixteenth Representative Assembly.\n\n.\n\n679\n\nMinutes of the Meetings of the Board of Directors.\n\n. 740\n\nMinutes of the Meetings of the Executive Committee.\n\n. 765\n\nMinutes of the Meetings of the Board of Trustees..\n\n. 786\n\nReport of the Board of Trustees.\n\n. 788\n\nReport of Auditors.\n\n. 790\n\nReport of Treasurer.\n\n. 803\n\nReport of Budget Committee.\n\n. 806\n\nReports of Committees\nAcademic Freedom.—Smith ....\n\n. 814\n\nAmending the Charter.—Shaw\n\n. 817\n\nBylaws and Rules.—Adair\n\n. 856\n\nCommittee To Cooperate with the National Association of\nTeachers in Colored Schools.—Newbold .\n\n.\n\n856\n\ni\n\nEqual Opportunity.—Mallory ...\n\n. 858\n\nHealth Problems in Education.—JVood\n\n.\n\n860\n\nHigher Education.—Crane\n\n.\n\n863\n\nHorace Mann Centennial.—Smith.\n\n. 865\n\nInternational Relations.—fVoodward\n\n,\n\n868\n\nJoint Committee of the American Library Association and\nNational Education Association on School Libraries—Lathrop\n\n869\n\n"}
{"page": 19, "printed_page": null, "text": "Contents\n\n13\n\nJoint Committee of the National Education Association\nand the National Congress of Parents and Teachers—Langworthy . . .\n\n872\n\nLegislative Commission ..—Hall. 873\nNational Commission on the Enrichment of Adult Life..—Moyer . 876\nNecrology\n\n.—Tempcl .\n\n878\n\nResolutions\n\n.—Hinrichs\n\n887\n\nRetirement Allowances.—Brookes\n\n.\n\n. 894\n\nReorganization of the National Education Association...—Oberholtzer\n\n... 896\n\nSocial-Economic Goals of America.—Kelly . 911\nStatus of the Rural Teacher.—Robinson.. 912\nTenure .—DuS/iane *.. 914\nAnnual Report of the Secretary... 914\nMembership\n\nof\n\nNational\n\nEducation\n\nAssociation\n\nby States,\n\n1926-35\n\n929\n\nThe Sixteenth Representative Assembly.\nIndex\n\n930\n\n. 952\n\nv\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, Mildred Bunch, Louise Murray, and Thelma F.\nCamp.\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": "BUILDING CHARACTER\nBRUCE R. BAXTER, PRESIDENT, WILLAMETTE UNIVERSITY, SALEM, ORE.\n\nT\n\nhe word “character” comes from a Greek term which means to cut\n\nor engrave, referring to the permanence of character once it has been\nattained. One writer says that character is caught and not taught, which\nshows the importance of the teacher himself or herself possessing it first of all.\nOf 1500 engineers contacted thru the Carnegie Foundation seven times\nas many put character first in the list of requirements as those who put\ntechnical skill first. Later, questionnaires were returned from 7000 members\nof three great engineering societies. Ninety-four percent of these men put\ncharacter as the first requisite of a successful engineering career.\nThe teacher who gives prime consideration to the building of character\nin pupils will emphasize the cultural side of life. Goethe said, “A man should\nhear a little music, read a little poetry, and see a fine picture every day of\nhis life in order that worldly cares may not obliterate the sense of the\nbeautiful, which God has implanted in the human soul.” It is not necessary\nfor a thing to be ugly in order for it to be real. James Russell Lowell once\nsaid, “It is the function of education not to enable us to earn our daily bread\nso much as to sweeten all of our bread.”\nThe teacher from whom character is caught will emphasize the fact that\nthe making of money is not the sole measure of achievement. Anything that\ncan be lost as easily as fortunes have been lost during the depression is\ncertainly not sufficient to be the chief motivating desire of an individual.\nA contribution toward character will be made with the proper emphasis\nupon sheer honesty. Cecil de Mille recently said, “During the last six years\nwe have tried to substitute legality for integrity.” It is impossible to make\nthis substitution successfully. In morals as in geometry a straight line is\nthe shortest distance between two points. Justice Cardozo said recently,\n“There is no guarantee of justice in the United States aside from the per¬\nsonality of the judge.” I wish he had added one word and had said, “There\nis no guarantee of justice in the United States save in the personality and\ncharacter of the judge.” It is upon the character of people in places of\nresponsibility that we ultimately depend.\nA teacher who presents the proper inspiration to a sturdy character will\nhelp the student to the correct appraisal of values so that a proper perspective\nmay be secured. Unless one has this correct scale of values, an education\nmight prove to be very dangerous, for “an educated weakling is a disappoint¬\nment; an educated rascal is a menace.” Finally, this character will be closely\nrelated to a vital connection with God.\nI do not believe that there is any genuine atheism among thinking people.\nI believe that that which passes for atheism is a reaction against some\ninadequate conception of God. The individual to whom He is a friend and\nnot something to be afraid of, is well on the way toward the achievement of\na substantial character upon which a later career may safely be built.\n[ 17]\n\n"}
{"page": 24, "printed_page": null, "text": "18\n\nNational Education Association\n\nADDRESS OF WELCOME\nC. A. HOWARD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSALEM, ORE.\n\nTeachers of America, Old Oregon greets you and bids you welcome—and\nby Old Oregon I mean that vast empire now comprising several states of\nthe Northwest which was once called the Oregon Country. When, at the\nbehest of Thomas Jefferson, Lewis and Clark found their way into this\nsection of the North American continent in 1805, and for over a quarter\nof a century thereafter, there were few white people here to enjoy the\ngrandeur of these mighty rivers and towering mountains, the verdure of\nthese valleys, the flowering beauty of these hills, and the abundant provision\nof nature for the physical needs of man. Because of their isolation from other\npopulation groups, these early white men of the Northwest evolved a mode\nof living and, to some extent, a culture of their own. They were true pioneers.\nThe flavor of their hospitality still exists among us, we hope in sufficient\nmeasure to give zest to your visit here. The need for formal schooling was\nnot felt. The trap, the trail, the canoe, and the lore of wild life—these were\nthe materials of a vital education.\nIn 1833, just one hundred and three years ago, a Yankee named John\nBall taught the first school of the Oregon Country at Vancouver, just\nacross the Columbia River from Portland. His pupils were the children of\nthe Hudson Bay trappers and their Indian wives. It was during the follow¬\ning year that Solomon Howard Smith opened a school in the territory that\nnow comprises the Oregon Commonwealth. Oregon’s educational history\nseems but brief when we call to mind that, thruout the land, we have but\nrecently celebrated the 300th anniversary of the first American high school.\nIn the course of one century, Oregon’s population has grown to approxi¬\nmately one million. Two hundred and five thousand children attend her\nelementary and high schools and eight thousand more are enrolled in normal\nschool and college. Eighty-five percent of those who are of high-school age\nare enrolled, and over 80 percent of these go thru to completion.\nAs I have thought of your coming to Oregon by automobile, by airconditioned train, and by airplane—you who count your traveling time by\nfleeting hours—my mind has gone back to that other group who came to\nOregon in 1843, ninety-three years ago. That was the year of what we call\nour Great Immigration, for 1000 men, women, and children came to Oregon\nthat year wending their weary way across the dusty plains and rugged moun¬\ntains to this land of their dreams. Ninety-three years ago at this very moment\nthese daring, earnest, and courageous men and women were well on their\nway to arrive here in the late autumn.\nI should like to describe the immigration of 1843 in the words of Arthur\nGuiterman in his, “I Sing the Pioneer.”\nTwo hundred wagons, rolling out to Oregon\nBreaking thru the gopher holes, lurching wide and free,\n\n»\n\n"}
{"page": 25, "printed_page": null, "text": "General Sessions\n\n19\n\nCrawling up the mountain pass, jolting, grumbling, rumbling on,\nTwo hundred wagons, rolling to the sea.\nNow toils the dusty caravan with swinging wagon-poles\nWhere Walla Walla pours along, where broad Columbia rolls.\nThe British trader shakes his head and weighs his nation’s loss.\nFor where those hardy settlers come the Stars and Stripes will toss.\nThen block the wheels, unyoke the steers; the prize is his who dares;\nThe cabins rise, the fields are sown, and Oregon is theirs!\nThey will take, they will hold,\nBy the spade in the mold,\nBy the seed in the soil,\nBy the sweat and the toil,\nBy the plow in the loam,\nBy the School and the Home!\nTwo hundred wagons, rolling out to Oregon,\nTwo hundred wagons, ranging free and far,\nTwo hundred wagons, rumbling, grumbling, rolling on,\nTwo hundred wagons, following a Star!\n\nAnd from that day we have tried to keep our eyes lifted to that star.\nDuring these days we shall look to you for counsel and we shall try to\nmake your stay a pleasant one. We know that American education will go\nforward with surer stride as a result of this week of friendly companionship\nand earnest labor.\nTHE NORTHWEST GREETS YOU\nHONORABLE JOSEPH K. CARSON, JR., MAYOR OF PORTLAND, PORTLAND, ORE.\n\nPortland is honored in being host to the National Education Association.\nYet we feel, with pardonable pride, you have acted wisely in the choice of a\nconvention city for 1936. While we yield to none in trying to be hospitable,\nwe are frank to admit we are favored with so many advantages, it is not\ndifficult to be gracious. I shall not catalog these manifold blessings—you will\ndiscover them yourself. However, our principal asset is our institutions of\nlearning. Here in the Pacific Northwest, we cherish the value of education\nabove all else of this world. Being new, we have been able to avoid many\nmistakes of older communities. Because of our deep and abiding belief that\neducation is the cornerstone and the bulwark of liberty and free government,\nour hearts are filled with gratitude that you have come here to carry on your\ndeliberations in our midst. Then too, we are grateful because your presence\nhere means so much to us. We believe this part of the United States is\ndestined to take a leading part in the cultural evolution of our common\ncountry. So believing, you can readily understand why we are so happy to\nwelcome you here. We know you will long remember your visit with us\nand in so doing, you aid us in hastening the day when we shall have achieved\nthat goal.\n\n"}
{"page": 26, "printed_page": null, "text": "20\n\nNational Education Association\n\nWe call Portland the “City of Roses” not solely because of the beauty\nand fragrance of roses but because they somehow symbolize the strength,\nbeauty, and character of education—education which causes men and women\nto grow in strength, character, and fruitfulness. We liken the effect of your\nlabors in a spiritual and moral way upon our youth to the physical develop¬\nment of the rose under the wise and guiding hand of the husbandman.\nMay I therefore, on behalf of our city, extend to you a most cordial\nwelcome. May 1 extend to you the hand of fellowship in appreciation of the\nnoble work you do. There is little more I can add. We are tenderly proud\nof your mission in life; there can be no higher calling in earthly things.\nBeing of such conyiction I close this message of welcome by saying: We are\nhappy and proud that you have come to see us, we will try our utmost to\nmake your stay most pleasant, and may God bless you all.\n\nGREETINGS\nW. L. JOSLYN, REPRESENTING THE HONORABLE CHARLES HENRY MARTIN,\nGOVERNOR OF OREGON\n\nGovernor Martin is deeply interested in the holding of the convention\nof the National Education Association in Portland. About a year ago, we\nhad communications from Superintendent Rice of our city schools telling\nthat a determined effort was being made to secure this wonderful convention\nfor Portland, and at that time Governor Martin joined many others in this\nstate in sending telegrams to the leaders of your great profession, urging\nyou to hold your convention here in Portland.\nWe are, indeed, very happy that that invitation was accepted and you are\nhere today. I regret, only, that Governor Martin was delayed by official\nstate business, and was unable to be here in person to express to you his\nsincere appreciation for your according this honor to the state of Oregon\nand the city of Portland. We want you to know, however, that you have a\ndeep place in his heart.\nI might say, also, that Oregon is proud of the work of our splendid state\nsuperintendent of instruction, Mr. Howard, of Superintendent Rice of our\nPortland schools, and of the leaders of your profession in this state.\nI am here, today, to express that tribute of appreciation to those distin¬\nguished leaders of our state, to all of the teachers of Oregon, and to the\nteachers of the United States. There is no more important group of public\nservants in the United States and in Oregon today than the teachers in\nour public schools. We look to them to see to it that the young men and\nwomen, the children, who are entrusted to their care are brought up with\nprinciples of the highest ideals of government and of public service.\nIn Oregon, when the pioneers came here, the first thing that they did was\nto build a church and the second thing that they did was to build a schoolhouse and, so, right from the very start of our history, the schoolhouse and\nthe school teachers have occupied a very important part in the life of this\ncommunity.\n\n"}
{"page": 27, "printed_page": null, "text": "21\n\nGeneral Sessions\n\nPersonally, it would not be possible for me to address a group of public\nschool teachers without expressing to them my appreciation for the wonder¬\nful kindness and the loving interest that they took in my own advance¬\nment and education. Such as I am, I am the product of the public schools\nof Oregon and I want here to tell those teachers, who have played a part in\nmy education, if they may be here today, that I thank you from the bottom\nof my heart for the fact that you have contributed so much to everything\nthat is dear in my life. I know of no finer group of men and women than the\nteachers that I have known in my course thru the public schools of Oregon.\nIn conclusion, I want to bid you, on behalf of the state of Oregon and on\nbehalf of Governor Martin, a very sincere welcome to this state and to this\nbeautiful “City of Roses.” May your sessions be guided by wisdom, may\nthey be a great inspiration to you, and when you go back to your various\nhomes thruout the United States, may you carry in your hearts a very warm\nand tender recollection of your experiences while in the city of Portland and\nin the state of Oregon.\n\nPRESENTATION OF PLATFORM GUESTS\nCHARLES A. RICE, SUPERINTENDENT OF SCHOOLS, PORTLAND, ORE.\n\nA welcome has been extended to you by our governor, our mayor, and our\nstate superintendent, and anything I might say would be repetition.\n\nHow¬\n\never, I do want to extend to you greetings to our guests from the school\nforces of the city of Portland, our schoolboard, our teachers, and our boys\nand girls.\nIt was in 1917, nineteen years ago, when you met in our city before.\nYou have waited too long to pay us a second visit. During the last three or\nfour years, in order that we might interest you in coming to Portland, we\nhave told you something about this Northwest country, about our roses,\nour scenery, our climate, and the hospitality of our people. We have made\nyou promises which we propose to keep especially with reference to the\nweather.\nIf, during your stay in our city, you are overlooked in any way at all, we\nwant you to call on us.\n\nWe want you to like our city and to get acquainted\n\nwith our people. We believe that when you come to know us, you will like us.\nMany of us came to this section of the country from the Middlewest and\nthe East, and we wish at this time to acknowledge the debt we owe to- you\nnow living in those states that provided many of our Oregon pioneers and\nalso those who came later. You will not be able to meet many of our people\npersonally, but at this time, we want you to meet some of the leaders in\neducation in Oregon.\n(At this point Mr. Rice introduced a number of prominent Oregon\neducators and laymen.)\nMay I say in conclusion, that we do welcome you ; we greet you; and\nwe hope you will not wait nineteen years to come again.\n\n"}
{"page": 28, "printed_page": null, "text": "22\n\nNational Education Association\n\nWHAT YOU SHOULD SEE HERE\nFRANK BRANCH RILEY, LECTURER, PORTLAND, ORE.\n\nI am glad to come, if only for a moment, into this interesting world of\nyour Association to greet you in the very beginning of your holiday and of\nthe serious business sessions of your convention. My own share in your\ndeliberations is a very modest and a very brief one. But for me it is one\nof the most attractive of all the assignments on your otherwise distinguished\nprogram, because it is going to be a privilege to add a few welcoming w’ords\nto those that have just been officially and warmly spoken, not only on behalf\nof this convention city but also for all this astonishing and fascinating empire\nof the great Northwest.\nI am very happy to come to you early in the morning of this first day, while\nyou are still alert, wideawake, and unsuspecting, and before you have fully\ncomprehended the withering, creeping barrage of convention oratory that\nis being, and must be, laid down upon you. You are going to hear the Boom !\nBoom! of Eloquence; the Roar of the Big Stuff coming over; the Tramp!\nTramp! of Logic. There will be columns upon columns of marching statis¬\ntics. You will feel the bayonet thrusts of penetrating analyses and maybe\nthe scattering shrapnel of wit and repartee. I come just ahead of all this, a\nkind of inconsequential scout armed with nothing but a little harmless gas.\nI am to remind you of some of the scenic attractions of this world’s\ngreatest out-of-doors in which you now find yourselves, and, on behalf of\nthe happy people who dwell here, to give expression of our feelings of pride\nand gratitude that you, gentlemen and ladies, coming from your widelyscattered homes should have ventured so far for your great rendezvous.\nYou have come to us here on the uttermost western bounds of the republic.\nIt is possible that a convention of even this magnitude might not be an\noverwhelming event in the routine and complex daily life of such vast com¬\nmunities as New York City, Philadelphia, Chicago, or Boston, but to us\naway out here far isolated from the great centers of population and wealth,\nstill young, a little less sophisticated, and enormously flattered at the presence\nof strangers, your party is an event of transcendant importance which\nchallenges the wonder and the hospitable impulses of all our people.\nSome of you have come for the very first time on a little Northwestern\nvoyage of discovery. Of course, the business of the convention has been the\nexcuse—I understand some of you are even planning to attend some of the\nsessions!—but far, far deeper has been the age-old, congenital yearning, the\npassion of the white woman and the white man to see the West. For West¬\nward the hopes, the dreams of men have always gone venturing. The Starof-Empire has always been swung in more Western skies. And, so, you, too,\nlike the pioneers, have come, following the course of the sun, with the foot¬\nsteps of Lewis and Clark to guide you, away out here to the end of the white\nman’s trail, into this last West. For there is no more West.\nAcross the Pacific Ocean lies the same old immemorial East where ages\nago, in the dawn of civilization, we began the long migration around the\n\n"}
{"page": 29, "printed_page": null, "text": "General Sessions\n\n23\n\nglobe, pausing a few centuries at the Mediterranean, and a few at the\nAtlantic—in New England. A hospitable shore; I love it. I am not at all\nin agreement with some of the far western boosters who declare that the\nPilgrims never would have landed there if they had not been seasick!\nYou have been stirred by a joyous and seasonable restlessness to go places\nand see things—a healthy and vitalizing urge. The great American adven¬\nture is seeing America. To know her better is to love her better, to serve\nher better.\nFirst of all, Portland, the convention city, with roses, radiant terraced\ngardens, cool woodland parks calls to you. And we hope you shall find it\nthe embodiment of the traditional, warm-hearted, vigorous, open-handed\nhospitality of the West.\nA city of culture, dignified, conservative, but with a gift of laughter.\nOlder than most Pacific Coast cities, yet within the memory of citizens now\nliving, the site of it was a dense almost unknown forest wilderness. One of\nthe romantically situated cities of the world, she reposes importantly, allur¬\ningly on her own seven hills and astride of her blue-green mountain river\n(not the 'WiWamette, but the Wil/tf7??ette, please) which, lately released from\nnearby frozen gorges is, on this summer morning, refreshing with the chill\nof newlv-melted snow.\nAnd this broad river is a fresh-water harbor, busy with the commerce of\nthe world, for Portland looks to the sea as well as to the land and sits upon\nher river the same distance from the Pacific as Philadelphia on her Dela¬\nware is from the Atlantic. This is the first port of the Pacific Northwest in\nvolume of foreign trade. From the seven seas come great ships laden with\ncopra, tea, coffee, silk, hemp, and back they go with balanced cargoes of\nwheat, flour, wool, fruit, and, of course, lumber, for this is the largest lum¬\nber manufacturing and exporting city on the globe.\nWe are knocking down the last great stand of Uncle Sam’s glorious\ninheritance of big trees; we are dragging them to tidewater and sending the\nfinished products of the forest to every treeless nation under the sun. You\nwill be glad to be reminded that millions upon millions of acres of these\nforests are in national reservations, owned share and share alike by the\nteachers in this convention and all other citizens of our country.\nThese primitive and wilderness areas are just as the Indians left them,\nsanctuaries for wild life, wild beauty, wild flowers, and wild waters, and\nfor you who have fled like fugitives from all the debasements of the city’s\ndirt and noise and smoke and all the cluttering conveniences of civilization\nto enter into, to breathe down deep the healing incense of the cedar and the\nfir, and to save your souls.\nThese national forests are under the protection and the control of what\nhas always seemed to me to be one of the most admirable and efficient of all\nthe bureaus of our central government, the Forest Service. The young\nforest rangers will teach you how to make springy mattresses of fragrant\nfir and hemlock boughs upon which to lay your sleeping bag, and you shall\nnot want even a shelter tent to shut out the mystery of the night and the\nlow-hanging stars needling the sky.\n\n"}
{"page": 30, "printed_page": null, "text": "24\n\nNational Education Association\n\nFrom the rose-embroidered city streets or from the slopes of the scenic\nriver hills, some of you have already seen, and all of you shall behold, Mt.\nHood, Portland’s beloved sentinel peak rising; above the green pedestal of\nits forests in spotless and dazzling purity, like a great white throne. For\nthe encircling forests at its base, for its sub-alpine, iridescent flower gardens\nof blue lupine, pink heather, and avalanche lilies spread clear up to the snow\nfields, for the snow-blocs, ice-towers, and crevasses of its eternal glaciers,\nand the living fire in its slumbering crater, it is not surpassed by the moun¬\ntains of Europe so eagerly visited by our countrymen.\nIt is but one of a galaxy of snowy volcanoes that adorn the range, all\nwithin a few hours’ journey from this convention hall—Mt. Rainier, Mt.\nAdams, Mt. St. Helens, Alt. Jefferson, once fire-mountains blazing like\nbeacons along the backbone of the continent, now standing stark and still\nin the icy clutch of glaciers.\nThat she might enjoy this glorious panorama, I conducted an aunt of\nmine from Nebraska to the heights above the city. It was a heavenly morning\nand the lofty range was exposed for a hundred miles. I was disappointed\nthat she did not seem deeply moved and impressed.\n“Isn’t it magnificent, Aunt Mary?”\n“Y-e-s, it is, I guess—but, you’ve been in Nebraska, haven’t you\nFrank? Oh, there’s something about Nebraska—you can see so far—the\ncornfields stretch away; Oregon is all right but these mountains shut out\nthe view.”\nOn the journey which all of you are to make to Mt. Hood you shall enter\nthe velvet depths of the Grand Canyon of the Columbia, the noblest river\nin our hemisphere, motoring over a road paved like the floor of this audi¬\ntorium and flung like a lariat around the shoulders of the mountains.\nNearly every mile along this highway thru the Columbia Gorge, like a\nfilmy scarf draped on a cliff, is a waterfall. Of these, Multnomah is the\nloftiest and the loveliest; it has cast its spell over all those who have ever\nseen its airy draperies floating in the wind. The little river seems to hesitate\na moment at its lofty take-off, and then, loosened from its fastenings, to\njump airily down like the unwinding of a silver ribbon against the cliff.\nHere’s the mighty Columbia, itself, the greatest single hydroelectric power\nresource in our nation. For ages, it has been flowing with the mellowness of\ntime and tradition, wasting its energies in roar and mist. Now the engineers\nare planning to let it test its lusty strength and we are at the dawn of a\nnew era in the river’s history. By dams and canals the upper Columbia and\nits tributaries are being made navigable and the Columbia Basin, an empire\nas vast as all central Europe, is being brought to Tidewater and to the\nships of the seven seas; and new and unimagined blocs of electric power,\nthe cheapest in North America, are being-generated—you are to view an\neconomic development of profound significance to the American nation.\nAll of you have come to see one Oregon lake in particular. It sits in the\ncenter of a National Park, and is your very own. You are to go with me into\nSouthern Oregon where I shall point out to you a broken mountain skyline\nwhich is the trunk and all that remains of what was once the mightiest\n\n"}
{"page": 31, "printed_page": null, "text": "General Sessions\n\n25\n\nmonarch of the range. All thru the ages, it towered 20,000 feet into the skies\nencased in its armors of ice. And then, after centuries of calm, the old fires\nwere rekindled, the lava poured down its glacial gorges and all the surround¬\ning valleys.\nFinally, in a series of titanic cataclysms of nature, the old mountain blew\nup and collapsed, its steep walls were sheered off and fell into the crater,\nwhich, ever-widening, became the world’s greatest caldera. And then, into\nthat pit, where once the fires of hell had raged, the blue waters gathered\nthru eons and eons of time. The mountain is gone, but in the heart of it one\nday we found the loveliest lake in the world—Crater Lake—held 6000 feet\nabove the sea in the shattered crater of the old volcano! The lake is 2000\nfeet deep; the painted walls rise 2000 feet above the water, unbelievably\nblue. Twenty-five miles in circumference, it bows you down with its im¬\nmensity, but touches the heart with tenderest emotions so intimate, so\nfriendly is its beauty.\nIf you would taste the tonic breath of the sea, we shall point our cars\nthis afternoon toward the west and in three hours reach the surf-beaten\nocean shores of the Pacific where the great wooded mountains come clear\ndown to the water and push their great shoulders out into the wild disorder\nof the leaping surf.\nAlong the nearly four hundred miles of Oregon ocean front, a magnificent\nboulevard folds around the bold headlands high above the sea, follows wide\nbeaches pierced by rocks fantastically carved by the tides, rims many a blue\nbay. And just when so much of the pageantry of the sea, the battling white\nwater, and the wild grandeur of the resisting cliffs, threatens to overwhelm\nyou, the road considerately leads for a few miles thru the green and rugged\nsecrecy of a deep forest of ancient trees or offers a placid lake, blue and\nbeguiling.\nHistorical associations invest this coast with a strange enchantment.\nEvery cove, every cape thrust into the sea, every tidal river which emerges\nfrom the mountains with spreading arms to embrace the sea, speaks excitingly\nof romance and legend; of strange, bearded, lusty adventurers speaking\nstrange tongues, who prowled about these waters in inquisitive caravels and\nnamed the capes and inlets; of musket fire and of buried treasure.\nSometimes my eastern countrymen insist that the Pacific Northwest is too\nyoung to have a tradition; that it is as yet barren of historical interest,\nlegend, and lore. But you who study history with great fidelity, know, for\nexample, that the Columbia River is fluid history; that for two centuries\nit was searched for by the ancient mariners without success; but that one\nhundred and forty-four years ago in May, it was discovered by a skipper\nfrom Boston who pushed his tiny ship thru the entrance which marks the\nconfluence of the river and the sea which is the river’s eternity, and came to\nanchor under the heights of what is now Astoria, flying the then unfamiliar\nStars and Stripes of the youngest-born of the nations; and bestowed upon\nthe river the name of his ship.\nThe British navigator, Admiral Vancouver, then in these waters, learning\nof the discovery, sent into the great river one of his own ships and his lieu-\n\n"}
{"page": 32, "printed_page": null, "text": "26\n\nNational Education Association\n\ntenant, Broughton, who in a small boat ascended the Columbia a distance\nof one hundred miles and asserted a separate claim of discovery; and the\ncontest between the United States and Great Britain for the new empire\nbegan.\nThirteen years later, at the behest of one of President Roosevelt’s politi¬\ncal ancestors, Thomas Jefferson, the courageous explorers, Lewis and Clark,\ncrossed a trackless continent, reached the Columbia, followed its course\nthru scenes of unparalleled grandeur to the sea, and again placed the Stars\nand Stripes on the new front of the world and established Uncle Sam’s\nsecond claim of sovereignty over the Oregon country.\nIn 1811 there came by sea the expedition of John Jacob Astor in quest of\nfurs. These American traders established a trading post and stockade\n“Astoria” and by this gesture of settlement, Uncle Sam had a third claim.\nThen followed the lonely men, the trapper, the missionary, and finally,\nthe long painful line of awkward covered wagons hitched to deliberate oxen,\ndriven into the sunset by the pioneer, who came to subdue a wilderness, to\nfind a new home for democracy, to bequeath to us a civilization.\nA few miles from this convention hall, opposite Portland on the Wash¬\nington side of the Columbia River, is historic Vancouver, the site of the\nHudson Bay’s largest trading post and mightiest fortress, the seat of that\nalmost fabulous historical personage, that feudal lord, the noble McLaughlin,\na benevolent British despot, the ruler of this whole vast empire. Not far\naway is Walla Walla, of tragic memories.\nMy car is just outside the door and I think I must take all 10,000 of you\nto Champoeg 30 miles up the Willamette River. When the need of a pro¬\nvisional government became imperative, the curiously assorted group of\nwidely-scattered pioneers, missionaries, and hunters, some claiming allegiance\nto England and some to the United States, gathered, on May 2, 1843, in a\nclearing in the forest wilderness, and there, by a close vote, decided to cast\ntheir fortunes with the United States and to seek the protection of her\ngovernment.\nThis picturesque Champoeg, the scene of so dramatic and significant an\nevent in our history, has been appropriately preserved as a national shrine and\na place of pilgrimage for thoughtful patriots. When you stand on that hal¬\nlowed ground, you will be reminded that this Oregon country, greater in\narea than the combined areas of a dozen Atlantic coast states, is the only part\nof our national domain which we did not get by conquest or purchase; it\nwas won by the actual occupation of the patriots of the wagon trains.\nRich as is the Oregon country in events of the past, you are mindful\nthat here, history is still in the making. We are still pioneers, and few in\nnumber. There are more people living in Detroit than there are in Oregon,\nand Oregon is half as large as Germany.\nWhen you have returned to your homes please remind our countrymen\nthat we face an ocean greater in area than that of all the six continents\ncombined, the new theater of trade and politics. Will you also dispel a few\nsuperstitions? The Columbia River does not flow into Puget Sound, the\nharbors of the Northwest are not choked with ice all winter long, even\n\n"}
{"page": 33, "printed_page": null, "text": "General Sessions\n\n27\n\ntho they be on a latitude with Montreal, for a beneficent warm stream in\nthe sea, the Japan Current, tempers the sunshine of this summer’s day and\nkeeps green all winter long the fairways on every golf course. Tell them\nthat the modern pioneer is no longer in danger from the Indian, unless it\nbe the Indian’s automobile—for these Bucks drive sport cars!\nAnd, most of all, assure them that your presence here has given us more\npleasure, more satisfaction and pride than any poor words of mine can\nexpress.\nWE ARE GLAD TO BE HERE\nMARY C. RALLS, E. C. WHITE ELEMENTARY SCHOOL, KANSAS CITY, MO. ,* AND\nPRESIDENT, N. E. A. DEPARTMENT OF CLASSROOM TEACHERS\n\nWe are glad to be here. It is with pleasure that I respond to the hearty\ngreeting of welcome from the city of Portland and the state of Oregon.\nJust as the pioneer of long ago held out his hand and opened his door to\nthose that followed, so these hosts have called you to enter this wonderful\nplayground.\nThey wish us to share the joy of this wonderland and to catch'inspiration\nfrom the canvas splashed by the hand of the Master Artist. May I take for\nmy text the contemplation of the towering mountain, the deep green forest,\nthe winding stream, the jewel-like lake reflecting the blue of the sky, and\nof Mount Hood, the perpetual sentinel in white which smiles down on\nPortland.\nWill you follow me in metaphorical application of these great glories\nof the West as the morning sun touches their summits. The increasing\nsplendor may be likened to the beginning teacher as she comes to her work,\nfull of enthusiasm with which her youth and profession have filled her.\nNothing can daunt her; she has no fear; she yearns to be giving of herself\nand of her time; her radiance grows as she endeavors to mold the characters\nof the young souls depending upon her for guidance; just so the tireless\nsun which has grown from beauty into strength will later in the day flood\nthe pathway below where footsteps may be guided by its light. As this same\nsun mounts high in the heaven and shines with both heat and power in the\nglory of the noonday, the tall pines and the lakes of the neighboring hills\nare literally drenched in the sunlight. May we think of this intensity of\nfulfilment as the teacher at the height of her influence and success; she\nradiates her desire for accomplishment, not only for her own satisfaction\nbut for the realization of her destiny.\nIn the evening, as the sun begins to sink towards the west and the\nshadows lighten, until the great red ball has disappeared leaving a glorious\nand gorgeous sky, we think tenderly and with respect of the retired teacher,\nwTo has given her life, her love, her all, but who leaves a lasting memory\nof beauty and goodness reflected in the life of those whom she has guided.\nEach of us in this vast audience has passed or is now passing thru one\nof these stages, which I have tried to picture and, in consequence, there is a\n\n"}
{"page": 34, "printed_page": null, "text": "28\n\nNational Education Association\n\ndeep understanding sympathy which surges like a river thru our ranks.\nWhen we look down the long avenue of the future, and see the good there\nis for each one of us to do, we realize after all what a beautiful thing it is to\nwork, to live, and to be happy. We have common interests, aspirations,\ndesires, hopes, and prayers. We offer you our love and our sincere profes¬\nsional comradeship in return for your hearty and gracious welcome; we\nare glad to be your guests and shall not forget your hospitality.\n\nWHY WE HAVE COME\nAGNES SAMUELSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nDES MOINES, IOWA J AND PRESIDENT, NATIONAL\nEDUCATION\n\nASSOCIATION\n\nThe year in panoramic review—If it were possible to place before you at\n\nthis moment a sound picture portraying in panoramic review the events of\nmost importance to education since we met in Denver a year ago, many\ninteresting scenes would appear on the worldwide screen. We would start\nwith the Oxford meeting of the World Federation of Education Associa¬\ntions—a great adventure in world friendliness. We would show pictures\nof the excellent exhibits, of the formal receptions in the Town Hall or at\nHampton Court where the teacup made neighbors out of strangers, and of\na mass meeting in Sheldonian Theatre. You would be impressed, as we\nwere, with the significance of this conference participated in by delegates\nfrom over thirty nations at a time when world relationships were not at\ntheir best. While we differed in traditions and in language, we were alike\nin the purpose which drew us together—our desire to interpret the necessity\nand meaning of world friendliness to the present generation so that peace\nmay prevail and human progress be achieved.\nAs the picture unfolded there would be glimpses of several national con¬\nventions at which it was my privilege to be your representative. You would\nbe thrilled with the magnificent festival by school children at the Music\nEducators Conference; comprehensive exhibits of the National Safety Con¬\ngress revealing what a complicated problem safety actually is; history¬\nmaking meeting of the Department of Superintendence; American Physical\nEducation Association in action; youth panel of the National Congress of\nParents and Teachers; working program of the American Vocational\nAssociation and of the National Council of State Superintendents and Com¬\nmissioners of Education. There would also be the Warm Springs Confer¬\nence with President Roosevelt regarding the educational situation.\nThe times call for educational statesmanship of the highest order. The\norganization of the Educational Policies Commission jointly with the De¬\npartment of Superintendence is probably the most important undertaking of\nthe year. A close-up of this group in a deliberative session would follow.\nYou would se.e glimpses of your state conventions and of meetings which\nyou sponsored in the interests of the National Education Association. You\n\n"}
{"page": 35, "printed_page": null, "text": "General Sessions\n\n29\n\nwould find yourselves in the picture at work on your problems. Over there\nyou would also locate the faithful ensemble of the headquarters staff.\nBack of it all would appear a sea of faces, those of the children and youth\nof our land who constitute the reason for our service. As the final close-up,\n1 should like to have you vision a picture entitled “Thoughts of Youth” by\nMargaret Tarrant. Two children, a girl and a boy, are perched on a rocky\nledge overlooking the sea. She is seated near the top and he is sprawled out\na little below her. They are looking toward the horizon where sky and water\nmeet. They are thinking the thoughts of childhood. For them life is just\nbeginning.\nThose scenes illustrate chapters composing the records of this year. Time\nalone will determine how significant they are. We will not write finis to the\nstory. We shall simply turn over a new leaf. Since we are dealing with\nhuman values, the outcomes are as immeasurable as life itself. One thing\nis clear. When the history of this critical period is written, the volume\nrelating to the heroic part taken by the educational profession in helping\nour communities to protect the educational opportunity of the present gene¬\nration from interruption, will be a notable one.\nGuiding principles in planning the program—“Why come ye here?”\nThese words inscribed over the auditorium stage of a mountain college chal¬\nlenge the students to define their purposes, sharpen their thinking, and chart\ntheir programs. Let us ask ourselves this same question at the opening of\nour seventy-fourth convention. May it remind us of our common purposes,\ninvite us to evaluate our program of action, sharpen our thinking, grow in\nexcellence of performance, and inspire achievement in others.\nWe are now assembled in the convention which climaxes the year’s work\nand starts the next one. We pause to evaluate the year’s achievements, to dis¬\ncover at what point we have arrived, to make a report of progress, to set up\na new program of action, and to turn over the gavel.\nTwo principles have guided our planning for this 1936 convention.\nWhile they overlap and are more or less inseparable, we may roughly clarify\nthem as the inspirational and the practical values. The first constitutes the\nspiritualizing outcomes which are to be derived from the total experience\nof the convention. The other is the more direct or technical benefit which\nwill come from specific attention to given aspects in our particular fields of\nservice.\nThe one requires a telescope with which to gain a clearer perspective of\nthe place of education in our social order and of our own place in relation\nto the whole educational program. The outlook is essential if we are to\nmove in the right direction. For that reason we broaden our educational as\nwell as our geographical skylines as we gather here in this glorious North¬\nwest. The other requires the microscope. Thru it we focus attention upon\nthe improvement of our craftsmanship. We examine our programs to the end\nthat content may be enriched, procedure and skills improved, and outcomes\nof instruction strengthened.\nIf the hopes cherished for this convention are_ realized, we shall return\nwith a keener understanding of the necessity of implementing education for\n\n"}
{"page": 36, "printed_page": null, "text": "30\n\nNational Education Association\n\nits task of serving our democracy, and with a greater awareness of the re¬\nsponsibilities of the educational profession. We shall have a larger vision of\nthe sacredness of our obligation as teachers to advance the cause of child¬\nhood and youth. We shall be vigorous in improving our craftsmanship and\nmore alert in spiritualizing the facts. We shall be more concerned about safe¬\nguarding teacher welfare to the end that the above purposes may be achieved.\nWe shall be more interested in national issues and international problems.\nSome of the spiritualizing aspects will come from the combined gain of con¬\nvention and vacation “out where the West begins.” While this great con¬\nference is the reason for our coming here to this City of Roses, we should\nnot return without experiencing the inspiration which comes from the close\nassociation with unspoiled nature which is afforded on every hand. Our visit\nwould be incomplete without taking time to enjoy the solitude of primitive\nforest, majesty of snow-capped mountains, music of falling waters, serenity\nof blue lakes, fascination of ragged rivers, grandeur of ever-changing can¬\nyons, picturesqueness of Indian culture, glimpses of wild life, and the romance\nof color and scenery enhanced by distance. An excursion to the land of the\nmidnight sun, of the totem pole, and of gold rush memories, or to our national\nparks, for example, may be as vivid and sparkling to us as a trip to the zoo is\nto our pupils. We need wider experiences ourselves if we are to guide our\npupils in having them.\nThere are other inspirational outcomes to be gained at a great meeting\nlike this. Whether we teach in a small district school, an emergency educa¬\ntion project, or in the university, a great convention like this impresses us\nwith the greatness of the guild to which we belong. Part of the value of the\nconvention experience lies in seeing and hearing our national leaders. It gives\nus a lift to rub elbows with our co-workers from other areas and to come in\ncontact with such leaders as our United States Commissioner of Education,\nJ. w. Studebaker; our Executive Secretary, Willard E. Givens; the staff\nmembers at headquarters; Chancellor Frederick M. Hunter; and others\nwhose names we know in print. It thrills us also to receive such a welcome\nas our comrades in the Northwest are giving us.\nIn addition to these refreshing values more or less common to all our\nnational conferences, the sentiment and heritage of the Oregon Trail are\nalso connected with this meeting place. It would have been fitting for each\nof us to have reviewed this great epic before starting out on our journey\nhither. Whether we came via a streamlined ocean steamship as the Hawaiian\ndelegation did, an airplane as some of our speakers must do, or by train or\nautomobile as most of us did, we were reminded of that trek of those in¬\ntrepid pioneers who blazed the trail from the Missouri to the Columbia a\ncentury ago. Some of you retraced this course enroute to this meeting. Some\nof you covered part of the Lewis and Clark trail. In the story of those path¬\nfinders who pushed the boundaries of civilization westward may be found\nnot only that spirit which distinguishes America, but also the fortitude of\nman in carving his own destiny against whatever odds. If we can attack the\nproblems now blocking human advancement with the same high purpose and\nheroism with which they conquered physical frontiers, we shall be worthy to\n\n"}
{"page": 37, "printed_page": null, "text": "General Sessions\n\n31\n\nfollow in their footsteps. Perhaps the resolve to do that eclipses all other\noutcomes of this great pilgrimage.\nTechnical problems and specialized interests will be considered in the\nmeetings of the departments and allied organizations. Nearly three hundred\nspeakers will participate in the general and special meetings. There will be\na hundred or more breakfasts, luncheons, teas, and dinners by small groups\nfor social and business purposes. Is there not inspiration also in learning how\nto do our work better today than we did yesterday?\nEducation moving forward—Education must do more than regain its\nlosses. It is not enough to retrieve the progress which had been reached when\nthe economic crisis set the clock back. The profound social, economic, and\npolitical changes now taking place call for more and not less education.\nReconstruction requires new services and increases the demands upon our\nschools and colleges. We must think in terms of tomorrow and not of yester¬\nday, if we are to train this young generation to meet new situations. So im¬\nportant is it for education to advance and for all of us to think in terms of\nnext steps in educational progress, that “Education Moving Forward” has\nbeen selected as the keynote or theme for this convention. Each one of the\neight general sessions is devoted to some particular subject that has to do\nwith the advancement of education.\nOne of the greatest values to be derived from any professional meeting\nof this kind is the strengthening of our hands for the good work in which\nwe are engaged—the making of men and women. Character building is still\nrequired. It is our greatest task. Need I pause to say anything about the im¬\nportance of appreciating the beautiful, of developing the cultural aspects?\nDid you ever carry a violin to school along with your speller? Did you ever\nexhibit any creative work when you were a young learner? Was your drill\non the multiplication tables ever embroidered with any relaxation or thrill\nin physical or health activities? Let us see to it that the arts are not left out\nof the picture. What more inspirational place could there be from which to\ngain a new and clearer perspective than out here where the West begins?\nThe value of forums and open discussions is being more and more utilized.\nDemocracy must preserve education if education is to preserve democracy.\nTo safeguard the welfare of children and of teachers, next steps in our edu¬\ncational planning should include the implementing of the Children’s Charter,\nthe speeding of educational equality, and the advancing of teacher welfare.\nThese are definite steps in the building of a stronger foundation.\nTo conserve the American youth is a problem of immediate as well as\nultimate significance to our present and future welfare. We shall consider\nthis problem from the standpoint of America’s answer to youth’s appeal.\nNo more far-reaching problem confronts us than to extend our educational\nprogram to meet the needs of youth both in and out of school. The im¬\nprovement of our program is a continuous task if education is to move for¬\nward. We shall deal with the development of discrimination in the use of\nnew tools, thru the consideration of the radio, the movie, and children’s\nliterature. We shall look at the elementary and secondary programs to dis¬\ncover what new needs there are and how they may be met.\n\n"}
{"page": 38, "printed_page": null, "text": "32\n\nNational Education Association\n\nAs we are meeting in an area which exemplifies to us the conquering of\nphysical frontiers, so we must consider pioneering in human advancement.\nThe schoolrooms are the frontiers of the land and the teachers are the\npioneers. The part which education must play in removing juvenile delin¬\nquency and in promoting world peace and friendliness is of vital concern as\nwe improve our craftsmanship and advance to new areas of service.\nStrengthening the relationship between school and community has many\naspects of which three will be considered. The problem of coordinating the\nforces for child safety needs no argument. It is time that the educational\nforces assumed leadership in the matter to a far greater extent. Utilizing\nlay cooperation, creating understanding, securing support, and keeping chil¬\ndren uppermost are essential to the interpretation of any educational pro¬\ngram. Teachers are alert to national and international issues and anxious to\nbe informed to the end that they may vote intelligently. While these are not\nall the problems that have to do with the forward march of education, they\nare some of the important ones to which we shall devote intensive study here\nin this Portland meeting.\nOur major task is to determine the program of action under which we\nare to move forward during the coming year. To that end we shall spotlight\nthe issues and point out the solutions as far as it is possible to do so thru the\nprogram sessions. We shall also pay heed to the reports of the committees\nwhose findings are to be submitted at this time. We shall examine the ma¬\nchinery under which our organization functions to ascertain whether it needs\nchanging. If controversial problems arise, let us bring to bear upon them\nthe clear, critical, and constructive thinking which characterizes our pro¬\nfession and which is in accordance with the principles we teach in the class¬\nroom. I ask your definite cooperation to the end that our business meetings\nmay be conducted with efficiency and dispatch.\nIn appreciation—I want to thank you most sincerely for the splendid\nway in which you have taken hold of the enlarged program of the year as\nset forth in the September 1935 Journal of the National Education Associa¬\ntion. Due to your cooperation and efforts, there is progress to report in each\nof the five points. There is still much to be done but it has been a year of\nsubstantial achievement. The items in the program of action are still a valid\nchecklist for charting our course and measuring headway. We must continue\nto emphasize the close relationship between education and the preservation\nof our democracy; improve the services of our Association to the end that\nall schools may render the maximum service to childhood ; seek higher stand¬\nards of educational service; develop an informed public opinion regarding\nthe work of the schools; and strengthen our program of service thru in¬\ncreased membership and the improvement of the organization.\nThe year has been replete with rich experiences. Only those who have\nbeen privileged to serve as your president can appreciate fully the meaning\nand value of these experiences. We trust they will redound to make life\nmore significant for the children who in due time will be taking our places.\nWhy come we here? To gain a fresh start and to strengthen our hands for\nthe great work on behalf of childhood.\n\n"}
{"page": 39, "printed_page": null, "text": "General Sessions\n\n33\n\nGREETINGS FROM JAPAN\nKEN TSURUMI, CONSUL OF JAPAN, PORTLAND, ORE.\n\nI have the honor to read the greetings of Hidejiro Nagata, president of\nthe Japanese Education Association, addressed to the president of the Na¬\ntional Education Association of this country.\n“Greetings! The Japanese Education Association sends its cordial greet¬\nings to the National Education Association of the United States, meeting\nin its seventy-fourth annual convention at Portland, Oregon, and wishes\nthem every success in their important deliberations.\n“The Japanese Education Association recalls the interest the National\nEducation Association has always entertained in the enhancement of inter¬\nnational goodwill, not to mention its contribution to education, and its\ninitiative in organizing the World Federation of Education Associations,\nwhose untiring efforts have developed a greater appreciation of the hidden\nvalues of inherited gifts of nations and races.\n“In continuing this great enterprise, the World Federation of Education\nAssociations has signally honored Japan by choosing Tokyo as the site of its\nseventh biennial conference to be held next year from August 2 to 7. The\nJapanese Education Association, as hosts, will be privileged to entertain\nrepresentative educators from all the nations of the world. It is their sincere\nhope and desire that a large American delegation will be present to con¬\ntribute their experience and knowledge to the cause of education and to\npromote the advancement of human understanding.\n“An elaborate program is being planned by a world conference committee\ncomposed of outstanding Japanese educators and business men, and every\nfacility will be afforded the delegates to see and study Japan.\n“The Japanese Education Association extends to the N. E. A. a cordial\ninvitation to attend this notable gathering next summer.—Hidejiro\nNagata, President, Japanese Education Association, and Minister of Over¬\nseas Affairs in the Japanese Cabinet.”\nWE CHART OUR FUTURE POLICIES\nFREDERICK M. HUNTER, CHANCELLOR, OREGON STATE SYSTEM OF HIGHER\nEDUCATION, EUGENE, ORE.\n\n“In those days there were giants on the earth.” So the historians will in\nfuture eras write of our times and peoples. It is not a product of exaggerated\nimagination to believe that we witness in our day and generation—nay, we\nare parties to—a conflict of ideas which will prove to be one of the most\nmomentous of all time. The events of past history, indeed all the experiences\nof the race, have not previously brought forth such a setting and such a\nherculean clash between opposing schools of thought.\nI am not rash enough to maintain that previous critical periods and turn¬\ning points in human affairs have not many times been as important as the\ndanger period of today, but at no time in history have conceptions of such\n\n"}
{"page": 40, "printed_page": null, "text": "34\n\nNational Education Association\n\nimport to the entire race been espoused by the millions of individuals con¬\nstituting great nations or groups of nations and set in battle array one\nagainst the other as in the past two decades.\nAt the close of the World War democracy seemed triumphant. A crusade\nof deep consecration to make the world safe for democracy had swept the\nthought of Western nations and culminated in an idealistic attempt at ex¬\npression in a worldwide plan to abolish war and to make good the type of\ndestiny for the individual which had been the urge of race struggle from the\nearly civilizations. In fact, since the movement for American independence\nand the overthrow of the decadent French absolutism by the revolution,\nthere had been a steady forward march of the cause of political freedom\nuntil at the close of the World War apparently the last remnants of abso¬\nlutism had disappeared and the democratic philosophy of life and the doctrine\nof constitutional government for the moment seemed everywhere victorious.\nBut now, in the two decades of tragic disillusionment, one nation after\nanother, numbering population by the millions, for the false assurance of\neconomic security turns in its frantic desperation of fear and dire need to\nthe despotism of class dictatorship. And in America and the nations of the\nwestern European seaboard where the democratic philosophy of life had\ncreated its real strongholds, the battle seems to be joined for final decisive\ndetermination. The conception of the highest good for all men as a mass,\nas symbolized in the communistic dictatorship of Russia and the totalitarian\nstates of Italy and Germany, struggles with the characteristic individualistic\nthinking of democratic peoples that all government and all state entities are\nmaintained in order that the individual may “work his destiny deeply as\nhe will,” and forces the issue to a conclusion.\nAs both observers and participants in this battle of the Titans, we of\nthe National Education Association, largest and most far-reaching of the\nprofessional organizations with a first loyalty to education, are called upon\nto define our policies and chart our course. Not that this is a new experience\nwith us. It has been in process since the founding of the Association almost\neighty years ago, but new requirements and a new emphasis are thrust upon\nus by the play of these herculean forces that operated in the society which\neducation fundamentally serves. It is not sufficient for us to rely upon tra¬\ndition or adhere to party or group loyalties. We must redefine our goals, look\nunflinchingly at the issues, clearly apply the light of science and the wisdom\nof history to the solution of the welter of problems that face our educational\ninstitutions.\nOf course, we can never forget our past or the purposes that have ani¬\nmated education in its relation to American democracy. The surest clues\nto a wise guidance of our future are to be found in the original conceptions\nwhich moved our founders in the establishment of the American plan of\ngovernment. Here is to be found the original American dream. It was to be\nrealized by a unified central governmental authority strong enough to vouch¬\nsafe to future generations a powerful nation, but so modified and restricted\nthat the fruits of a democratic philosophy of life were to be enjoyed in the\nrich and abundant life to arise in local communities thruout the nation from\n\n"}
{"page": 41, "printed_page": null, "text": "General Sessions\n\n35\n\nthe perfection of local self-government. All powers except those specified in\nthe Constitution were reserved to the states and other local units estab¬\nlished within them. To make sure that centralized authority should be\nproperly restrained from paternalism and tyranny, a bill of rights was\nimmediately forthcoming as a guarantee that democratic government was to\nbe matured and realized in its strictly local phases. So thoroly has this theory\nbeen applied that in the century and a half of the development of the nation\nthere have come into being and are operating today 185,000 different units\nof local self-government thruout the nation. The validity of the federal\npolicy then espoused and the place of the nation thus created in the family\nof nations and in the records of history are no longer open to question.\nThe Civil War conclusively settled the issue of stability.\nThe weaknesses and the imperfections of the localized system are only\ntoo apparent to any who will glance for a moment at the record of municipal\ngovernment in the great cities of the nation. The multiplication of the\nagencies of corruption, the prevalence of gangsterism, graft organizations,\nand governmental breakdowns, are all too well known. The multiplicity\nof taxing authorities, the entire failure of many local financial structures,\neven in some of our great cities, and the inadequacy of police control when\nfaced with the power of organized crime under modern conditions, all\nfurnish abundant evidence of the unfulfilled purposes of our local system.\nTrue, vigorous, well-sustained movements, such as the development of\nthe city manager plan of municipal government, reorganization of the tax¬\ning system, a reviving civic consciousness in many places, afford a lively hope\nthat it is not too late to consummate our original national goals even yet.\nIt is nevertheless very problematical as to whether higher levels of intelli¬\ngence and widespread knowledge of civic affairs can ever strengthen our\nhighly subdivided system to a point of efficiency sufficient to guarantee a\nsatisfactory universal realization of free democratic living. Moreover, the\nproblems of crime control are so overwhelming that a very necessary resort\nto national relief, such as has taken place in the suppression of the kidnaping\nepidemic, has brought about a very positive trend toward recentralization.\nThe acute problems too that arise from our economic insecurity immediately\ncall for national assistance, and again a surrender of local authority.\nThe problem for you and me as teachers—the problem for our profession\n—is: “What course shall education take in bringing to bear upon these\nissues the accumulated knowledge of the people of the nation and the vast\nresources of scientific research that are spread abroad over the earth? Can\nour profession chart a course that will make these available in time to serve\nas a means of salvation?”\nPressed upon our consciousness is the constantly recurring reaction against\neducation. A vigorous coterie of extreme conservatives, sufficiently large to\nconstitute a pressure group if not an entire party, charge the institutions\nof education with radicalism, and its leaders say the colleges are rife with\nthe communistic movement and with the teaching of Marxian and socialistic\ndoctrines, and that the ills of governmental experiments fostered by imprac-\n\n"}
{"page": 42, "printed_page": null, "text": "36\n\nNational Education Association\n\ntical idealists are a product of the ill-advised educational program of the\ncountry.\nThe leftists, or extreme socialistic group, on the other hand, openly accuse\nthe public schools and colleges with developing a breed of hard-hearted,\nhard-fisted, self-seeking materialists, completely wedded to the laissez faire\ndoctrines of classical capitalistic economy. The reasoning of both parties\nwould lead to the destruction of the present educational system—possibly,\nif carried to the limit, to the abolition of public education altogether.\nAnother cult, whose most extreme proponents and spokesmen move to¬\nward the establishment of a policy of indoctrination of youth thru education,\nfind our present curriculum program guilty of academic stagnation. Says one\nof these in the June 1936 Atlantic Monthly, under the title “Extra Ribs\nin Pigs”: “American methods of education too often lead only to a swamp.\nKnowledge is poured into the student in a ceaseless stream. ... It collects,\nit stagnates. The student in expressive vernacular is swamped.”\nYet another academic clan holds that all respect for standards and for\nknowledge as a true medium of education has been sacrificed, that soft\npedagogy has captured both the leadership and the rank and file of the teach¬\ning profession.\nIf we allow all or any of these schools of thought to dominate our educa¬\ntional planning, it is easy to foresee the outcome. The demagogs, the pressure\ngroups, and their uniformed followership will succeed in crucifying the most\nessential of democracy’s supporting “pillars of society”—its institutions for\nuniversal education.\nIn addition to these philosophic criticisms, education contends with con¬\nstant political pressures growing out of the exigencies of the times. We find\nwithin the past year six state governors penalizing the institutions of higher\neducation by a veto of 333 budget items in a total amount of $3,500,000.\nWe find the people of all the states have clothed governmental budgetary\nsystems thruout the nation with the power to control the expenditures for\neducation practically ad libitum. We find the percentage of tax resources\nexpended by the states for the growing program of education in a successive\nretrogression for the past fifteen years. According to statistics taken from\nthe N. E. A. Research Bulletin for May 1936, the average for the country\nas a whole is as follows: 1921-22, 30.2; 1923-24, 29.6; 1925-26, 28.5;\n1927-28, 27.1 ; 1929-30, 27.1; and 1931-32, 28.4. Large numbers of states\nshow even a more marked tendency to penalize the schools, and thus under¬\nmine the foundational structure of democracy.\nIf we accept the inevitable responsibility which the nation places upon\nthe teaching profession, let us hold clearly in mind some very fundamental\nideas with relation to education.\n(1) The spread of knowledge has a creative rescue power for the ills of\nsociety. In the past, when it has seemed the last vestiges of civilization would\nperish from the earth, society has again and again been saved by a revival\nof learning. The teaching profession of the democracies of the world must\nnever be allowed to forget this fundamental truth. The evidence of history\nis unmistakable and our mandate may be clearly read.\n\n"}
{"page": 43, "printed_page": null, "text": "General Sessions\n\n37\n\n(2) Our American origin and the total of our life experience commit\nus irrevocably to the democratic philosophy of life. The wisdom of our\nforebears as stated in the Ordinance of 1787 is as applicable and valid today\nas in 1787. “Religion, morality, and the diffusion of knowledge being neces¬\nsary to the progress of the people, schools and the means of education shall\nforever be encouraged.”\n(3) The methods of science applied to the realm of economics confirm\nthe conception that widespread economic prosperity is to be found in the\nconstant increase of the levels of living and culture of the people. The inten¬\nsive application of principles of scientific research to economic problems and\nto a study of the causes of the great depression, such as the series of studies\nrecently published by the Brookings Institution, “America’s Capacity to\nConsume,” furnishes abundant evidence to support this tenet.\nDuring the so-called “new era” of the gay twenties the United States was not\nliving beyond its means.\nThere has been a tendency, at least during the last decade or so, for the inequality\nin the distribution of income to be accentuated.\nVast potential demands alike for basic commodities and for conventional necessi¬\nties exist in the unfulfilled wants of the masses of the people, both rural and urban.\n\nThe manifest implications of these carefully stated findings of scientific\nresearch are much too manifold and far-reaching for treatment in this brief\ndiscussion. It certainly is clear, however, that they include a definite man¬\ndate for education. Our historic assumptions that economic prosperity is\nfundamentally dependent upon the general level of culture of a people are\nhere abundantly sustained by the most thoro processes of investigation and\nresearch. Here we find our confident belief sustained that the triumph of\ndemocratic society may be assured by an educational program which con¬\ntinually moves to raise the mass levels of living. The conversion of the\nluxury of today into the necessity of tomorrow by universal enlightenment\nand the diffusion of knowledge, and the application of the discoveries of\nresearch to the resources of the earth, have become the key to the success of\nthe production machinery of the nation.\nWith these certain principles clearly in mind, let the profession maintain\nits solidarity of strength, and its steadfastness of purpose in defining the\npolicies of its future program. The initial steps seem consistent with this\ndemand and with these principles. During the past year the Educational\nPolicies Commission was created by the National Education Association\nand the Department of Superintendence for the purposes I have designated.\nThe history and achievements of the Commission thus far may be stated as\nfollows.\n\nEducational Policies Commission\nOrigin\nThe Educational Policies Commission was appointed in December 1935\nby joint action of the executive committees of the National Education Asso¬\nciation and the Department of Superintendence to aid the profession in\nclarifying and directing their efforts toward the solution of problems in\n\n"}
{"page": 44, "printed_page": null, "text": "38\n\nNational Education Association\n\neducation. The Commission is aided in i,ts work by a grant of funds from\nthe General Education Board. During the five years of existence the Com¬\nmission is empowered to hold meetings, confer with expert advisers, conduct\nstudies, issue pronouncements, and adopt such other procedures as may he\nnecessary to the fulfilment of its purposes.\nPurposes\n\nThe Educational Policies Commission has the function of crystallizing\nand helping to make effective the best thought devoted to education in the\nUnited States and other countries over a period of years. As means to this\nend the Commission has begun:\nTo reconsider the purposes of education and define the peculiar functions of the\nschool in the social scene\nTo appraise critically existing conditions in education in the light of these purposes\nand functions\nTo make the best practises and procedures known thruout the country and bring\nabout desirable changes in the method and content of education\nTo stimulate thoughtful, realistic, and long-term planning both by the profession\nand the lay public, looking toward the continuous adaptation of education to social\nneed.\n\nProgress\n\nSince its appointment last December the Commission has held two meet¬\nings—January 17-19, 1936, and May 8-11, 1936, at Chicago. It has ap¬\npointed more than 1200 consultants on an ex-officio basis from within the\nprofession of education in all parts of the country. This is a first step in\nsecuring numerous careful judgments on the pronouncements and policies\nset forth, and in informing the profession and the lay public regarding the\nactivities of the Commission.\nExpert counsel has been secured from four eminent sociologists and\neconomists on the subject of educational expenditures and their relation to\nthe economic welfare of the nation; from the chairmen of seven national\neducational commissions on the purposes and objectives of education; and\nfrom five leaders in civic planning on state educational planning.\nIts publications to date include: Some Current Problems in American\nEducation—a list of issues prepared for consideration by lay and profes¬\nsional groups; Deliberative Committee Reports of 1935—a first step in the\ndirection of a continuing and cumulative exchange of information and co¬\nordination of effort in the field of educational policy; State Educational\nPlanning—a guide for state planning groups prepared in cooperation with\nthe National Resources Committee.\nProgram\n\nThe Educational Policies Commission seeks the advice and help of all\nindividuals interested in education thruout the country. It receives recom¬\nmendations from all sources looking toward the improvement of the schools;\nit is proceeding to develop understanding and cooperation among all organ¬\nized groups interested in advancing the cause of education.\n\n"}
{"page": 45, "printed_page": null, "text": "General Sessions\n\n39\n\nThru a series of publications and a comprehensive program of public rela¬\ntions the Educational Policies Commission is undertaking to keep the pro¬\nfession fully informed as to its program and accomplishments. The Commis¬\nsion is attempting, however, to define policies for American education which\nwill merit the united support not only of the profession but of all citizens.\nMembership\n\nThree groups comprise the membership of the Commission:\nAdvisory members\nThe United States Commissioner of Education\nThe president of the American Council on Education\nAppointive members\nEleven persons selected from the profession at large\nEx-officio members\nThe president of the National Education Association\nThe executive secretary of the National Education Association\nThe president of the N. E. A. Department of Classroom Teachers\nThe president of the N. E. A. Department of Superintendence\nThe executive secretary of the Department of Superintendence.\n\nAt the January meeting the Commission undertook to isolate and state\nsome of the major issues which confront organized education in the United\nStates. These issues—fifty-six in number—were set forth in a brief pamphlet\nand given wide circulation. The counsel of some 1200 consultants was\nsought by direct correspondence, and broad discussion—both professional\nand lay—was encouraged. The Commission, of course, makes no assumption\nthat all of the issues confronting education are included and likewise fully\nrecognizes that the stated issues may to some degree overlap one another.\nThe following classification of a few considered the most vital among the\nfifty-six will convey to you a glimpse of the course of thinking governing\nthe Commission:\nObjectives\nWhat should be the controlling purposes of the public school system in a democracy ?\nWhat is the relationship of education to social reconstruction?\nShould organized education be primarily concerned with ideals and attitudes or\nwith items of information?\nTo what extent can the objectives of education be discovered by scientific inquiry\nas compared with the process of social philosophy?\nShould religious sanctions be involved in the character objectives of the public\nschools?\nScope\nWhat are the present obstacles to progress in secondary education and how may\nthey be removed?\nWhat are the present obstacles to progress in rural education and how may they\nbe removed?\nHow may we broaden the concept of education so that it will be regarded as a\nlife-long continuous process?\nWhat is a satisfactory organization for public higher education? How can dupli¬\ncation and competition among higher institutions be avoided? What are the possi¬\nbilities of regional planning for higher education?\n\n"}
{"page": 46, "printed_page": null, "text": "40\n\nNational Education Association\n\nWhat are the good and bad effects of the existence of schools not supported by\ntaxation upon the general school system?\nFinance\nHeavy demands are being made on the public revenue by the continuance of\nrelief, the provision of social security, and the service of the public debt. In the\nlight of this condition, how can the financial needs of the schools be met?\nWhat are the characteristics of an adequate and just tax system for the support\nof schools?\nWhat are the facts concerning the actual and potential productivity of our\nmaterial, technical, and human resources? What are the implications of these facts\nfor school support?\nWhat is sound public policy with reference to local, state, and federal support of\nschools? How is this related to overlapping tax jurisdictions and to other subsidies\nalready in existence?\nControl and Public Relations\nWhat fundamental policies should control the relationship of the federal govern¬\nment to education?\nWhat is the source of ultimate control in American education?\nThis problem involves several subordinate questions:\na. What should be the powers of the various governmental units?\nb. What are the respective functions of the laymen and the profession re¬\ngarding educational policy-making?\nc. What is the proper role of interest or pressure groups in the control of\nAmerican education?\nWhat is the proper form for the organization of state leadership in education?\nWhat relationship should the schools have to the several state and local planning\ncommissions ?\nWhat are the demands of the current social situation with respect to the freedom\nof teaching and its correlative responsibilities? How can this freedom be defined\nand defended ?\nPersonnel\nWhat standards should be formulated for admittance to the teaching profession?\nHow may the most effective organization and solidarity in the teaching profession\nbe brought about?\nWhat steps are necessary to secure reasonable economic and social security for\nthe teaching profession? This includes questions relating to salaries, tenure, retire¬\nment, and teacher welfare in general.\nMaterial\nHow can school buildings and equipment be planned so as to meet future develop¬\nments in educational needs and practises?\nMethod and Content of Instruction\nWhat can be done by the schools with reference to unsocial behavior, crime, and\ndelinquency? Stated positively, what can be done by the schools to promote desirable\ncharacter? What steps must be taken to secure an adequate emphasis on ideals and\nattitudes as a primary purpose of education?\nHow can parents and other citizens be made aware of the harmful effect on the\neducational program of anti-social activities, legalized, or at least permitted, by the\npublic at large?\nWhat are the most important changes which are immediately needed in the cur¬\nriculum of the public schools?\nHow can the research basic to more effective teaching methods and to more\ndesirable curriculum material be encouraged, coordinated, disseminated, and used?\n\n"}
{"page": 47, "printed_page": null, "text": "General Sessions\n\n41\n\nThe presentation of these issues, the wide discussion of their implications,\nand the preliminary statements already forthcoming in the Commission’s\npublications serve to inform the membership as to methods and policies of\nthe agency created by their Association for the exceedingly vital responsi¬\nbility of defining and clarifying a course. At every available opportunity\nthe Commission will report to the parent bodies.\nAs I have reminded you, the setting in which modern education works\nis both terrifying and inspiring. The worldwide proportions of the issues\njoined in our generation can easily carry consternation to any but the stoutest\nhearted. But the responsibility which inheres in the calling of the teacher\nis potent urge for the profession en masse and full assurance of the place in\nthe sun for education if we courageously accept the challenge and chart a\ncourse marked and guided by science and vision.\nOur endeavor to make real the traditional dream of democracy can hope\nfor consummation when we have implemented the oncoming generation to\nfulfil the ideal of competent local self-government. Making democracy safe\nis a problem to be solved close at home over the whole area of the nations\nwhich adhere to Mazzini’s immortal principle of the “progress of all\nthru all under the leadership of the wisest and best.”\nThe triumph of democracy is the development of the American child\neverywhere into the full maturity of the free self-governing being for which\nthe peoples of the earth have yearned since civilization began.\nMay I venture one more word before my final closing? This Association\ncannot escape the responsibility in the first place for a well-defined program\nof the type I have just been discussing—a program founded on great teach¬\ning, the finest which science can devise and which our experiences of the\npast support so abundantly, and a great program for the search for truth\nthat is to be found in the great research effort in the education of this country.\nIn addition to that, there is another element in this responsibility. It is the\nresponsibility for the solidarity and militancy of the profession. In no selfish\nway do we look upon education as a great cause; of course, you and I are\ninvesting our lives in it but, after all, the highest and finest idealism that can\nmotivate life is to invest with a reasonable return in so great a purpose as\nthe triumph of democracy thru education.\nLet us forget small issues, personalities, local factionism; let us forget\npetty selfishness at this tragic time, this time of great crises; let us labor to\nweld this Association into a solidarity of the profession dedicated to the\ncause of youth until every one of the million members of the profession\nactively participate in the making and the forward movement of its program.\n\n"}
{"page": 48, "printed_page": null, "text": "42\n\nNational Education Association\n\nPublic Forum\n\nEDUCATION AND DEMOCRACY\nJ. W.\n\nSTUDEBAKER,\n\nUNITED STATES COMMISSIONER OF EDUCATION,\nWASHINGTON, D. C.,\n\nLeader\n\nParticipants:\n\nThomas W. Gosling, Director, American Junior Red Cross, Wash¬\nington, D. C.\nWillis A. Sutton, Superintendent of Schools, Atlanta, Ga.; and Past\nPresident of the Association\nJohn A. Sexon, Superintendent of Schools, Pasadena, Calif.\nLucy Mason Holt, Principal, Ocean View School, Norfolk, Va.\nA. L. Threlkeld, Superintendent of Schools, Denver, Colo.; and Presi¬\ndent, N.E.A. Department of Superintendence\nW. W. Parker, President, Southeast Missouri State Teachers Col¬\nlege, Cape Girardeau, Mo.\nDr. Studebaker: There are all kinds of forums. This is one kind. It is\n\na bit more formal than many of the best, but we are making it so because of\nthe size of the auditorium and, then too, we have had no opportunity to\npractise.\nI am going to open up the subject with a formal statement of about\ntwenty minutes; then my four colleagues will present statements, following\nwhich we will have the general free-for-all discussion.\nI do not know what any of these people are going to say and they do not\nknow what I am going to say. We have not read the papers to one another,\nso it will all be strange to us, as it will be to you. We will think out loud to\none another here.\nI like to see a group like this. Let us forget there is an audience. If we\ncan, imagine we are around a table at a chop suey, talking over the problems\nof America and its destiny.\nI should like to get the audience in on this discussion. As we read our\npapers and talk here, please write out questions or brief comments; then\nsignal an usher who will bring the slip to me, and I will direct the ques¬\ntion to some member of the family. Get out your pencils and pads and get\nready to participate.\nI wish we could let people stand up and talk. That is the way most\nforums are run. Some day we will have a new invention. I understand\nthere is a man bringing one along, which will enable the chairman to flash\na ray of light on the face of the speaker and the ray of light will conduct the\nvoice to an amplifier and everyone will hear him speak, a great advantage to\nthe chairman, because he can take the light off when he wants to discontinue\nthe conversation.\nI am going to open the subject, as I suggested, on the general theme,\n“Education and Democracy.” As I glance thru various conference and con¬\nvention programs coming to my attention, I am encouraged by the increas¬\ning tendency to present discussions rather than series of long lectures and\naddresses.\n\n"}
{"page": 49, "printed_page": null, "text": "General Sessions\n\n43\n\nIt now seems to be the rule rather than the exception that the listener\nshall have opportunity to clarify for himself the meanings of the speaker thru\ndiscussion. The panel—or symposium forum—is fast taking the place of\nlengthy addresses and public monologs. This tendency itself is a good\nomen to those who are eager to preserve democracy.\nI wish I had time to outline fully the swiftly growing movement of adult\ncivic education and to report to you on the activities of your federal Office\nof Education in promoting this movement. I should like to summarize the\nscores of letters coming to me weekly from school superintendents, prin¬\ncipals, and classroom teachers expressing their desires and intentions to make\nthe educative process in their branches of education a more effective training\nground for articulate citizenship. If I had time, I should like to describe in\nsome detail the program of junior forums operating in high schools in Des\nMoines and other places.\nDuring this convention the National Broadcasting Company will relay\nto the American people a high-school forum led and participated in by\nstudents. The popularity and significance of the Town Hall of the Air\nprograms have convinced broadcasters of the vital importance of public\ndiscussion, so that on their own initiative, the National Broadcasting Com¬\npany is arranging these high-school programs. I understand the National\nBroadcasting Company intends to present a university series of a similar\nnature in the fall.\nI wish I had time to tell you about the ten forum demonstration centers\nwhich will be operated next autumn and winter by local public education\nagencies, with the aid of federal support and the active cooperation and\nsponsorship of the United States Office of Education. One of these centers\nis to operate here in Portland, with the hope that it will radiate a great\ninfluence for adult civic education thruout the Northwest.\nI can only mention but I cannot take time to recount the advances we\nhave been able to make in educational broadcasting as a means of extending\nand promoting adult education. Not only are we experimenting with the\nradio medium as an educational force in what may be described as a national\nradio workshop, but this year we have been representing the interests of\nlocal public education in all communities by urging the Federal Communi¬\ncations Commission permanently to reserve for the exclusive use of local\nsystems of education a fair proportion of the high frequency wave lengths\nas yet not allocated.\nI should like to report to you some of the aspects of the survey we have\nbeen making of the public forum movement as it is being developed under\nnumerous sponsorships. The fact that over two-thirds of the reporting forums\nin our survey were established since 1929 and one-half of them date their\nbeginnings after 1932, is indeed an encouraging indication of a growing\npopular interest in education as a means of preserving and extending de¬\nmocracy. From the hundreds of communications we are receiving, from\nlaymen as well as educators, I think it is safe for me to predict that twice\nas many forums will be sponsored in 1937 as were in operation during the\ncurrent academic year.\n\n"}
{"page": 50, "printed_page": null, "text": "44\n\nNational Education Association\n\nThose of us who want to see organized public education take the lead\nin this service for democracy, are hopeful that many of these new forums\nwill be under the auspices and management of public agencies of education.\nAnd we have reason to believe that there is a distinct tendency in this direc¬\ntion. Citizens committees and adult education councils in many places are\nreporting vigorous work in behalf of special appropriations in the regular\nschool budgets for adult civic education.\nWe have cause to indulge in a certain amount of celebration over the\ngrowing acceptance of our plea for an educational system serving the needs\nof people in our democracy from the cradle to the grave. But as a profession\nwe face real problems in attempting to serve the public welfare and the\ncause of democracy, both in regard to the organization and operation of\nformal educational opportunity for children and young people, and the\ndevelopment of the more informal but indispensable adult civic education\nplans.\nI shall not, therefore, dwell further upon the encouraging signs of new\nvitality in public education or report specifically on the national and local\nprograms now being sponsored. The Office of Education is organizing and\npublishing this material for widespread distribution.\nWhile the indications are many that people generally are imbued with\na new eagerness for understanding current affairs, and while there is an en¬\ncouraging response to this revival of social consciousness, there is at the\nsame time a marked tendency toward suppression of civil liberties without\nwhich no program of public enlightenment is possible. This tendency is\nnoticeable in the various attempts toward intimidation of the teaching pro¬\nfession to frustrate its leadership in the attack on civic ignorance.\nFrom the days of George Washington and Thomas Jefferson to the\npresent, every important leader of the people has made vital pronouncements\non the subject of education and democracy, and has advocated the principle\nof free public educational opportunity as essential to our form of govern¬\nment. In the early days of our history there was an articulate minority\nwhich honestly and forthrightly opposed democracy itself. They feared\npopular government and sought every means of preventing the direct con¬\ntrol of public affairs by the people. First they complained against the ignor¬\nance of the common people, and then they opposed the organization of the\npublic school system as a means of providing for public enlightenment.\nAs we progressed, learning the ways of democracy with the establishment\nof each new community, and as public education swept aside opposition in\nits onward march toward the great goal of equal educational opportunities,\nit became apparent to those elements, unsympathetic with the idea of\npopular self-government, that it was useless to make a frontal attack upon\ndemocracy any longer. That which could not be directly overthrown they\nsought to subvert to their own purposes in other ways. In the disguise of\ndefenders of American democracy they have organized Ku Klux Klans and\nBlack Legions to frustrate the process of free inquiry, and, therefore, of\nfreedom itself. They have tried to control the content of textbooks thru the\nindirect bribery of textbook writers with high fees for “public relations”\n\n"}
{"page": 51, "printed_page": null, "text": "General Sessions\n\n45\n\nwork. They have sought in every possible way to prevent the fair and im¬\npartial treatment of controversial questions and to force educational ad¬\nministrations to carry the propaganda of selfish interests into the classroom.\nThey have manufactured “red” scares and threatened educational appro¬\npriations.\nI could go on detailing the activities of the minority groups essentially\nantagonistic to democracy. But it is needless for me to remind you of the\nmany different tactics employed to frighten our profession and thus prevent\nit from assuming its rightful and necessary obligation for vital citizenship\ntraining in terms of the demands of a progressive democracy.\nWe may as well recognize clearly that as we venture into the field of\ncontroversy and attempt to organize an educative process for children,\nadolescents, and adults which will actually develop critical and independent\nthinking, we shall of necessity incur the opposition of those minorities which\nreally oppose democracy itself. We must be aware that such minorities exist\nand always have existed since the Declaration of Independence challenged\nthe old system of special privilege.\nI submit then for our discussion that one of the major problems of the\nteaching profession is the development of a clear policy, consistent with the\nprinciples of democracy, by which we may keep open the lines of communi¬\ncation, maintain free access to knowledge, and provide for full and free\ndiscussion of controversial questions.\nPlease note that I am suggesting that our professional policy should be\nconsistent with the principles of democracy. We must not be persuaded to\nadopt a retaliatory policy, the very policy of suppression which we oppose.\nWhile these minority groups of which I speak must not be allowed success¬\nfully to suppress the expression of opinion or the presentation of facts in\nconflict with their particular ideas, the expression of their points of view\nmust be as scrupulously protected by our profession as the rights of persons\nand groups who do not attempt to gain the acceptance of their views by\nsuppressing their opponents.\nThomas Jefferson once said in a letter: “Differences of opinion lead to\ninquiry and inquiry to truth, and I am sure ... we value too much the\nfreedom of opinion sanctioned by our Constitution not to cherish its exercise\neven when in opposition to ourselves. ... I respect the right of free\nopinion too much to urge an uneasy pressure of my own opinion on others.”\nI believe that we can pursue an aggressive policy of resistance against the\n“uneasy pressures” exercised by certain groups to prevent the expression of\ncontrary opinion, without attempting to enlist our profession on one side or\nthe other of controversial issues. Now let me suggest for our consideration\nsome of the points we might include in an educational policy adequate to\nprotect the right of the learner to learn.\nFirst it seems to me that it should be a cardinal and accepted policy of the\nteaching profession, thru its own organizations, to put up a vigorous defense\nagainst all definite encroachments on democratic rights and freedom, and\nagainst campaigns of misrepresentation designed to intimidate teachers and\nprofessors. It must be understood that the struggle for academic freedom is\n\n"}
{"page": 52, "printed_page": null, "text": "46\n\nNational Education Association\n\nnot for the benefit of teachers but rather for the preservation of the rights\nof the people to learn. Therefore, the defense plans of the teaching profession\nshould include the cooperation of all civic-minded groups.\nThere is little doubt that a powerful alignment of the organized forces\nof democracy working in understanding cooperation with great professional\norganizations passionately devoted to the cause of true education for democ¬\nracy, could successfully resist the seemingly inevitable threats to free inquiry\norganized by minorities and promoted by influences with anti-democratic\npurposes. We may well take warning from the experiences of the adherents\nto democracy in some countries abroad, and realize that active defense of\ndemocratic rights wherever and whenever they are questioned is essential.\nIt is part of our duty as public servants in a democracy to plan careful\ndefenses against the suppression of the rights of the people.\nThe importance of a defense function in a professional policy is empha¬\nsized by the uncoordinated and, therefore, ineffective defense of the school\nteachers in the District of Columbia. The ridiculous but apparently neces¬\nsary administrative procedure requiring the teachers of the District to take\nan oath each pay day stating that they have not taught or advocated com¬\nmunism in or out of school is a pertinent illustration of what may happen to\nspread confusion and intimidation among teachers generally unless means\nare established by which a national public opinion in defense of Americanism\nin education may be vigorously expressed. I am certainly not contending for\nthe establishment or advocacy of communism. But I do wish to point out\nthat the implications of the situation in the District of Columbia are of great\nsignificance to all citizens who conscientiously try to bring a definition of\neducation into harmony with our traditional concept of American democracy.\nIf democracy means freedom to inquire, to learn, to express oneself (rights\ncommonly called freedom of speech, of press, and of assemblage) ; if it is true\nthat democracy bases its hope for social progress on the theory that the gen¬\neral welfare is best served when the masses of millions of individual citizens\nare alert, are thinking critically with minds open to new ideas, are most\nfreely sharing their thoughts and inventive genius with one another over\nwide areas thru channels for intercommunication which are kept open and\nfree, then we can tolerate no dictatorial censorship of thinking and learning.\nAnd if education implies teaching which, as you and I think of it, means\nguiding a free learning process, we must not confuse the meaning of “teach”\nwith the meanings of “indoctrinate,” “propagandize,” “impose,” and “advo¬\ncate,” all of which smack of the fearful rigidities of dictatorship rather than\nof the relaxing freedoms of democracy.\nWith these conceptions of the meanings of democracy and education\naccepted, there can be no censorship of learning, either by the pressure groups\noutside the educational profession or by the impositions and advocacies of\nindividuals who are placed in the influential positions as teachers and are\ngiven the great privilege and responsibility of teaching.\nNow I realize how difficult it is to draw a clean-cut and complete line of\ndemarcation between “teach” and “advocate,” as I have used the terms. But\nthis is only to say that all processes or transactions or movements exist, not\n\n"}
{"page": 53, "printed_page": null, "text": "General Sessions\n\n47\n\nas absolute and easily distinguished wholes or separate entities, but in relative\nand frequently very subtly distributed degrees. Blatant advocacy is easily\ndistinguished from the best example of true teaching. However, where per¬\nsuasion is only slightly affected by the personal bias of the teacher, advocacy\nand good teaching tend to meet in a middle ground which is not so easy to\nlabel. It is because this is true that no set of words can be written into law\nthat will accurately and adequately define the delicate relationships of the\nfine art of teaching in a democracy. Any attempt to do so will either fall\nshort of the mark and therefore be quite impotent, or it will be so wide in\nscope as to impose an arbitrary, stultifying, and even terrifying authority\nupon both teacher and learner.\nFor these reasons the sound and practicable course to pursue is not to\nwrite into laws and regulations with sweeping effect the undefinable policies\nand rules which may be shaped into a confusion of words to govern a fine\nart, but to rely upon the growing appreciation of the art by the educational\nprofession itself. Everywhere thruout the nation educators are becoming\nincreasingly conscious of the sacredness of their trust and of their obligation\nto insure a fair hearing for the diversity of facts and interpretations of life\nas represented by the various majority and minority groups which support\npublic education.\nIn this connection it is well to recall the characteristics of the teachers\nof our country. There are approximately a million of them. As a group\nthey are definitely above average in intellectual attainment and educational\npreparation; they are probably more carefully selected than are any other\nclass of public employees; they represent in their personal lives a fair crosssection of all political, religious, social, and economic beliefs. They are\npatriotic, loyal Americans. Most of them work in inconspicuous places, but\nwith an incomparable devotion to the welfare of the nation. They are not\nperfect because they are human; as a consequence they are patient with the\nunfolding lives and tolerant of the imperfections of those whom they seek\nto inspire and guide. They are in daily contact with thirty million learners\ndrawn from all walks of life; they are, therefore, sensitive to the changing\nneeds and aspirations of all groups and to the conflicting interests of these\ngroups. They are banded together by the ideals of a profession whose sole\npurpose is to enable learners to find the truth and to make intelligent\nchoices.\nI ask citizens in general: Do the teachers of the United States need to\nbe frightened and coerced into dealing justly with their country? If so, by\nwhom? And by what token does some other group claim superiority of\nintelligence, of education, of representative viewpoints, of patriotism, of\nhuman perfection, of responsiveness to public needs, and of devotion to the\ntruth ?\nBut an effective policy for our profession must include much more than\na defense program. As a second point, I suggest a vitalization of the cur¬\nriculum itself to include more practical consideration of the real problems\nfacing democracy. We cannot be satisfied with the attainment and reason¬\nable maintenance of academic freedom for our institutions. It must be\n\n"}
{"page": 54, "printed_page": null, "text": "48\n\nNational Education Association\n\nobvious that academic freedom is closely associated with civil liberties in\ngeneral. Certainly high-school and college youth should study, as a part of\ntheir preparation for citizenship, the conditions existing with respect to\ncivil rights and the problem of preserving our liberties. They should study\nthe whole problem of mob violence, not in the abstract but in the specific\ncases occurring in their day. They should study objectively the various\nmediums of propaganda and the tactics of mass appeal. They should under¬\nstand these controlling forces in society. This is their protection as free\ncitizens. Those who are ignorant concerning the sources of information\nand propaganda cannot possibly be free.\nThere are many great issues involving the public welfare which must be\nunderstood by high-school and college students. Upon these issues there are\nhonest differences of opinion. As I have said, it is not our function as teachers\nto decide which is the right opinion. But it seems to me to be of primary\nimportance that the various aspects of these issues be understood by the\nfuture citizens of our democracy.\nIt may be argued that this policy of vigorously introducing the real con¬\ntroversial issues of our day into the classroom will subject the teaching\nprofession to a constant fire of criticism and that, therefore, these issues\nshould be avoided as much as possible. This is to argue that we protect\nour professional rights and duties by not using our rights and not performing\nour duties. The main purpose of education in democracy, as I see it, is to\nenable the average citizen to act more intelligently with respect to the\nreal problems of his day. When we neglect to perform this function of\norganizing free inquiry on these vital matters, we play into the hands of\nthe demagogs, whose only hope of establishing a dictatorship on this soil\nlies in a condition of widespread civic ignorance. It is my opinion that we\nstrengthen the defense of democratic education for the future by dealing\nspecifically and objectively with controversial issues.\nBut we have need for at least one further point in an effective policy for\nour profession. If the public schools deal almost exclusively with young\npeople, the schools’ programs and procedures may be subject to misrepre¬\nsentation and distortion by undemocratic propagandists whose ideas and\nproposals suffer by comparison with the alternatives.\nA communitywide program of adult civic education, competently man¬\naged by the same agency which organizes the educative process for children,\nwill go a long way toward gaining and maintaining public confidence and\nappreciation. Such a program, of course, creates values far beyond the\nmere protection of democratic education in the elementary, secondary, and\nhigher schools. It is, as a matter of fact, a necessity if the rank and file\nof citizens are to achieve sufficient understanding to guide their own affairs\nin our complex civilization.\nConsider for a moment how much chicanery and exploitation could be\nperpetrated upon a people who, by and large, knew nothing about arithmetic.\nThe fact is that the ignorance of some peoples concerning arithmetic and\nreading has enabled tiny minorities to control and exploit them for long\nperiods. And these tiny minorities have always resisted the attempt to teach\n\n"}
{"page": 55, "printed_page": null, "text": "General Sessions\n\n49\n\nthe people the simple tool subjects which would practically mean the libera¬\ntion of the masses. This same illustration may be applied to a civilization\non a higher plane where the complexities of modern life have not been\nunderstood by enough of the people to enable them to determine their own\ndestiny.\nWhen dictatorships have finally been imposed, it is the policy to keep\nfrom the people all facts and information, all points of view and opinions\ncontrary to the prevailing position of the dictatorship. If that is true of a\ndictatorship then exactly the opposite must be true of a democracy. It must\nbe the function of education to make available all facts, information, and\nopinions and to organize the consideration and discussion of problems so\nthat these facts, information, and opinions may be intelligently used by the\nindividuals to arrive at their own judgments and choices.\nThe problem of achieving our historic function of providing an educa¬\ntion equal to the needs of democracy should be discussed in every local\nteachers association, every parent-teacher group, and every lay organization,\ndevoted to the proposition that men and women on this continent shall\nremain free and shall enjoy equal opportunity.\n\nForum—Education and Democracy\n\nEDUCATION UNDER DICTATORSHIPS\nTHOMAS W. GOSLING, NATIONAL DIRECTOR, AMERICAN JUNIOR RED CROSS,\nWASHINGTON, D. C.\n\nWars and economic depressions are foes of democracy. When life is hard\nand security is threatened, people listen readily to the seductive overtures\nof men who promise them a way out of their difficulties. When people are\nunable or unwilling to manage their own affairs, the way is open for some\nstrong man or some small group of strong men to become masters. In return\nfor the security which they offer, these masters or dictators demand com¬\npliance with and submission to the supreme will, which is their own will.\nThey permit no divergent views. They are intolerant of opposition. They\nhave only one objective, namely, the perpetuation of the power of the\npowerful. Ultimately, they resort to harsh measures of suppression and\nthey place no restraints upon the expression of their arrogance.\nIf the heavy hand of tyranny were laid only upon adults, the wounds\nwould heal in the course of time. But such healing is no part of the plan.\nIt is necessary to regiment the young and to indoctrinate them in the\nprinciples of the new economy. And so we witness the spectacle of the\nhardening of young minds in forms and according to patterns which permit\nno freedom of choice and which prevent the operation of the laws of normal\nchild development.\nWith such policies as these, education, as you and I understand it, is\nwholly at variance. Real education encourages the free play of mind upon\n\n"}
{"page": 56, "printed_page": null, "text": "50\n\nNational Education Association\n\nall materials of instruction, including the environment. It stimulates the\nsearch for truth; it recognizes no compulsion except the compulsion of truth\nitself; it demands no compliance except that which the truth imposes. Its\nobjective is the training of the young to be free and under conditions of\nfreedom to attain security.\nIt is unfortunate that in most of our contemporary discussion, the term\n“dictatorship” is applied chiefly to political conditions in foreign lands. We\nneed to remind ourselves repeatedly that dictatorship may be found in all\nhuman relationships and that evidences of it may be found in America as\nwell as abroad. An economic system which makes a man’s earning of a\nlivelihood dependent upon the will of another; a social system which places\nrestriction upon the members of certain races and certain nationalities, and\nwhich does not grant full equality to the members of all religious faiths\ncannot be said to be free from the taint of dictatorship.\nTo maintain the integrity and the independence of thinking is one of\nthe most difficult problems of life. At every turn we encounter attempts to\nconscript our opinions. Our clubs, our social groups, our fraternities, our\npolitical parties all attempt to impose upon us certain patterns of thinking\nwhich are not our own. Only by consistent independence and sometimes\nonly by defiance can we be free men. When we submit to these compulsions\nfrom without, we yield to the most subtle and the most dangerous kind of\ndictatorship. Political and economic dictatorships may be overcome by\nforce. Dictatorship over our thinking reduces us to helpless slavery.\nUntil we remove dictatorship from the schools, we cannot with good\ngrace attack it elsewhere. We have attempts at dictatorship on the part of\nthe Congress of the United States and of state legislatures on down thru\nall the elements of the school system even to the classroom. The so-called\n“Red Rider” which Congress imposes upon the teachers of the District of\nColumbia is known to all of you. Because Congress holds the purse-strings of\nthe District, it exercises the control which invariably accompanies financial\nsponsorship. As a result, the teachers of the District are obliged each month\nto state under oath that they have not taught communism to their pupils.\nThus the restraint imposed by fear supplants the joy of free inquiry. Com¬\npulsory oaths of allegiance and compulsory salutes to the flag are flagrant\nexamples of dictatorship which some legislatures have imposed upon teachers\nand pupils. In one state, formerly honored for the liberality of its people,\nit has been possible to expel children from school or to threaten them with\nsentence to jail for refusal to salute the flag, altho the refusal was based\nupon religious scruples and was in obedience to the wishes of parents.\nThe classroom teacher movement with its justifiable demand for tenure\nlaws owes its origin to the wish of teachers to be freed from the domination\nof boards of education, of superintendents, principals, and supervisors. All\nwho are charged with special responsibility in school affairs should regard\nthis classroom teacher movement as a challenge to reexamine their practises\nfor the purpose of removing all grounds for complaint. At the same time\nthe classroom teachers themselves should make sure that in their dealings\nwith their pupils they exemplify the true principles of cooperation and of\n\n"}
{"page": 57, "printed_page": null, "text": "General Sessions\n\n54\n\nfreedom. The foundations of democratic government are laid in the homes\nand in the schools of the nation. For this reason, teachers have an unusual\nresponsibility for guiding the educational processes of liberty-loving young\nAmericans according to the best traditions of democracy.\nPolitical freedom cannot long be maintained without economic freedom.\nMany years ago Edmund Burke said of the American colonists: “They are\na litigious people. . . . They scent the approach of tyranny in every tainted\nbreeze.” We have been a liberty-loving people from the beginning. If we\nare resolved to maintain that tradition, we cannot fail to give our support\nto the aspirations of all who are seeking freedom in their individual lives.\nEconomic freedom, social freedom, religious freedom,* freedom to teach,\nand freedom to learn are desirable goals in our national life. The fairest\npromises of dictators can be nothing more than Dead Sea apples which turn\nto ashes in our hands. The enduring fruits of freedom can be won only by\nlong-continued and courageous vigilance. We must strike at tyranny\nwherever it attempts to raise its head. We must continue to “scent the\napproach of tyranny in every tainted breeze.” Until the last vestiges of\ntyranny are removed from the schools, they will be unable to fulfil the high\nmission for which they were created. Until America is wholly free, it will\nnot be the land of our dreams.\n\nForum—Education and Democracy\n\nTHE EQUALIZATION OF EDUCATIONAL OPPORTUNITY\nWILLIS A. SUTTON, SUPERINTENDENT OF SCHOOLS, ATLANTA, GA. ; AND\nPAST PRESIDENT OF THE ASSOCIATION\n\nIn discussing education in a democracy, no phase of it could be more\nimportant than the thought that each individual in that democracy should\nhave an equal opportunity according to his talents to the fullest development\nof all his possibilities.\nIt would be impossible to give to every child in the United States exactly\nequal opportunities. As long as there are superior teachers and good teachers\nand fair teachers, and as long as there are not sufficient superior teachers to\nteach all the children, therefore it evidently will be impossible to give equal\neducational opportunity to every child. Since education is largely a state\nfunction, and the various states of the Union suffer from inequality of\neconomic resources, it evidently would be impossible that every child should\nreceive exactly the same amount of money. We must also understand that\nall the children of all the people do not have the same intellectual and social\npossibilities, and the same education for each of them would render the\ndifferences between them far greater than they are even today.\nWith the above statements we are ready to consider the subject of the\nequalization of educational opportunity as a necessity in making and main¬\ntaining a democracy. There must be equalization of opportunity between the\n\n"}
{"page": 58, "printed_page": null, "text": "52\n\nNational Education Association\n\nraces. America has been called the melting pot of all the nations. Peoples\nfrom the four quarters of the earth have inhabited our territory. These races\nare divergent in their inherited and acquired characteristics, but they have\nbecome somewhat homogeneous since their coming to America where they\nhave had the opportunity of mixing and mingling together.\nWe would not for a moment say that every racial branch should receive\nexactly the same education, but we would most emphatically assert that no\nrace must be discriminated against or denied adequate opportunity to\ndevelop its various talents and abilities. If America is to be a democracy,\nif her people are to express their will at the ballot box, if all types, races,\nand colors of American citizens are to become a part of the government,\nthey must receive something like equal educational opportunities accord¬\ning to their intellectual abilities.\nEqual educational opportunity must be granted to all sections of a state,\nand if humanly possible, to all sections of a country. It is not fair to any\ngroup of people living in any section of a state to be discriminated against\nin providing educational opportunities and yet at the same time to demand\nthat they shall observe the same customs, be guided by the same laws, tried\nby the same juries, and rewarded or punished by those who maintain the\nstandards of the state. It is manifestly unjust to think of one child reared\nin very poor surroundings, taught by a high-school graduate in a school\nbuilding torn and dilapidated, poorly heated and lighted, with no equip¬\nment, with poor facilities, without library, and then demand that that par¬\nticular student shall be required to live up to the high standards which are\nexpected of a student born in comfortable surroundings, educated and\ntrained by college graduates, and completely surrounded by an environment\nof a high social order. Such a demand made by society on the part of such\na child is unjust, and the equalization of educational opportunity would\nbreak down to a great extent these formidable barriers.\nEqualization of educational opportunity demands that the children of the\nslum districts shall have something of the same advantages which are\nafforded to those living in a community of comfort and luxury. It is impos¬\nsible for the state or the school district to provide an elaborate or even com¬\nfortable home, but the municipality, the state, or the district can provide\ncomfortable, healthful, inspiring school buildings, and well-educated, welltrained, and well-developed teachers for those who have been less fortunate\nin their economic surroundings.\nIn many sections of our country the classes in the slum districts are\ndecidedly larger in number than corresponding classes in the more favored\nsections of the city. This is manifestly unjust, and the equalization of\neducational opportunity is a means by which a really genuine democracy\nmay exist even where the levels of wealth and culture seem to make such\na condition impossible.\nThe equalization of educational opportunity should mean and must\nmean, however, that the child in the ruraj community where population is\nsparse and widely distributed must have equal school advantages with the\nchild in the densely populated wealthy community of the city. We are all\n\n"}
{"page": 59, "printed_page": null, "text": "General Sessions\n\n53\n\ncitizens of one republic. The children of our people are Americans, whether\nthey live on the vast, almost uninhabited plains, or in the coves and valleys\nof the mountains. They are all subject to the same call from the same\ngovernment for protection of the state, and, in certain emergencies, to\nface the cannon and to go to war. If the state or the nation has the right\nto demand certain very definite duties of each citizen, it certainly has the\nobligation to so train and prepare each of them that each in his turn will\nhave an equal chance for success in his chosen profession and occupation,\nor for escaping death if called to the colors. The proposition that each\nchild of a democracy is entitled to something like equal service from its\nstate or its nation is so evident that it needs absolutely no elaboration, but\nit is a subject about which we have talked a great deal and which still\nremains unsettled and unsolved.\nThe National Education Association could do no greater service to the\nvarious states or to the nation than to continue its efforts earnestly and\nfaithfully before legislatures and before the national Congress to secure\nsuch legislation and such appropriations as will give to every child an\nequal opportunity to develop his inherited and acquired powers.\n\nForum—Education and Democracy\n\nFEDERAL RELATIONS TO PUBLIC EDUCATION\nJOHN A. SEXSON, SUPERINTENDENT OF SCHOOLS, PASADENA, CALIF.\n\nMany thoughtful persons are of the opinion that the time has arrived in\nthe development of public education in America, when the relation of the\nfederal government to public education must be definitely embodied in welldefined and operative policies and principles.\nPublic education has, from the very beginning of this nation, been re¬\ngarded by the people of these United States as the cornerstone of their social\nand political system. The ideal of equal educational opportunity for every\nchild—from the primary school to the university—has motivated more\ncitizens to active participation in the public affairs of this nation than\nhas any other civic idea. Evidence of this is to be found in the enrolment\nof more than thirty million youths in our public schools; in our employ¬\nment of more than a million teachers and professional workers in the field\nof education; in our investment of over six billion dollars in buildings and\nequipment; in our annual expenditure of nearly two billion dollars for\nthe operation of our schools; in our complex but loosely articulated organi¬\nzation of forty-eight state systems of public education; in our more than\none hundred thousand independent school districts, with more than three\nquarters of a million lay citizens serving as members of their boards of\ntrustees, directing, quite free from central authority or bureaucratic control,\nthe policies and practises of these wide-flung schools.\nFrom the earliest days of this republic, the federal government has\nrecognized public education as a function of this democracy, and has con-\n\n"}
{"page": 60, "printed_page": null, "text": "54\n\nNational Education Association\n\nsistently made financial contributions, either directly or indirectly, to the\nstates for the establishment and maintenance of public educational institu¬\ntions at all levels. It is not necessary at this time to enumerate the various\nacts of Congress which have appropriated funds for the support of public\neducation, but it is important that we establish, in the minds of all our\ncitizens, the basic concept that public education is a matter of first concern\nfor the federal government, and that the responsibility for the maintenance\nof an adequate system of public education is carried by the federal govern¬\nment as well as by the several states and local communities. Whatever\nauthority properly exists in this democracy of ours, rests upon the authority\nof the ballot. Whatever policies are initiated and followed in this country,\nfor the protection of the ideals, purposes, and institutions of this democracy,\nmust, in the final analysis, rest upon the full and free opportunity which\neach individual citizen has to acquire the knowledge, the attitude, and the\nwill to exercise, intelligently, honestly, and effectively, the privileges of\nsuffrage.\nThat public education is a necessary function of a government founded\nupon the principles of democracy, has been well recognized by statesmen\nfrom the earliest days of this republic. George Washington, Thomas Jeffer¬\nson, Daniel Webster, and Woodrow Wilson are but a few of our national\nleaders who have recognized that public education is a most fundamental\nconcern of this government and of the people of these United States.\nThe interest of the federal government in public education is, in fact, the\nfoundation upon which the interest of state and local systems rests. This\nis reflected, to a degree, in the great mobility of our population. The per¬\ncentage of persons living in a state other than that of birth has increased\neach decade since 1900, and there is every evidence that in future years\nthis percentage will increase at an even greater rate, and that the responsi¬\nbility for education and training for citizenship will shift, inevitably, from\nlocal to larger, and even to national, units. If the population of school age\nand the wealth available for the support of education were uniform thruout\nall the states of the nation, there would be some hope that we might, thru\nstate and local systems of support, maintain adequate educational facilities\nfor our people. But great inequalities exist.\nIn one state, the number of persons five to twenty years of age represents\nbut 25 percent of the total population, while in another state the number\nof persons between those same ages represents 41 percent of the total popula¬\ntion. If we compare the number of children of elementary and high-school\nage in these states with the number of persons of the ages from twenty-one\nto sixty-five, we find that in the first state there is only one child to 3.4\nadults, while in the second state there is one child to 1.4 adults. The state\nwith the relatively small number of children has a per capita wealth and a\nper capita income three times as great as the state with the large number\nof children. There is small wonder, then, that the first state spends for\npublic education nearly five times as much per pupil as does the second\nstate. In order to bring about comparative equality of position, with respect\nto the education of children in these two states, it would be necessary in\n\n"}
{"page": 61, "printed_page": null, "text": "General Sessions\n\n55\n\nthe first state, to double the number of children and to reduce the wealth\nand income by two-thirds.\nIn order fully to realize the wideness of the disparity in wealth, income,\nand spending ability among the several states, and among the several\ncommunities, it is necessary qnly to read figures recently released. A study\nby the National Tax Association reveals the fact that, under the most\ndefensible plan of raising revenue for the support of education, the richest\nstate in the Union would expend 16.5 percent of its tax resources for schools,\nwhile, to meet the same standards, the poorest state would have to expend\n96.5 percent of its tax resources for schools, leaving practically no revenues\nfor the support of any of its other governmental services. These disparities\nin wealth are reflected in the public schools of the several states, not only\nin the length of the school term and in the frequency with which public\nschool systems are established and maintained thruout the area, but also\nin the expenditures per pupil, the salaries per teacher, the value of school\nproperty per pupil, and many other factors which indicate clearly that,\nunder the present system of state and local support, there is the widest\ndisparity of educational opportunity for our citizens, ranging from what is\nfairly adequate in the rich states, to what is indefensibly poor and inadequate,\nin the less favored states. Careful analyses of the factors involved in the\nsupport of public education have convinced an increasing number of investi¬\ngators that the issue is not one of effort on the part of the people of the\nseveral states, but rather, in the final analysis, a question of the economic\nability of a people to pay taxes. Where people can pay taxes, they will\nsupport schools; where people cannot pay taxes, they cannot support schools.\nMuch discussion has gone on thruout America, during the period of this\nemergency as to whether the federal government has, by grants and subsidies\nsufficiently stimulated education, or whether definite federal support on a\nsubstantial and enduring basis should be established. It is inherent in the\ndevelopment of the system of public education in this country that it should\nbe subject to state and local control. Public schools should grow up as local\ninstitutions; they should be close to the people; they should be administered\nby local boards of education, elected by a vote of the people. This, however,\nshould not be interpreted to mean that the federal government should not\nrender financial assistance to the states in carrying on the services or\ninstitutions of government which are under the control and management\nof the states. Examples abound in the history and administration of affairs\nin this nation, under which the federal government has assisted the states\nwith respect to the conduct of numerous other functions without in any way\ninterfering in control.\nVery simple principles are involved in the legislation necessary to bring\nabout the situation to which I have referred. First of all, Congress may\nmake its appropriations directly to the several states, to be used by them\nfor the support of their schools in the manner in which they, thru the agency\nof their state legislature, may decide. Secondly, legislation should and must\nprovide that all control, administration, and supervision of the schools are\nreserved strictly to determination hy the several states. Thirdly, the money\n\n"}
{"page": 62, "printed_page": null, "text": "56\n\nNational Education Association\n\nallocated to the several states should be apportioned upon two bases: a flat\nper capita sum for each child between five and twenty years of age, and,\nin addition, an equalization apportionment to be allocated to the states on a\nmathematical basis, set up in the legislation in such a way as to provide\nmoney to the states according to their economic need. These bases are\nfounded upon two fundamental principles, under which the government may\nsafely participate in the support of public education in America. The first\nis that the federal government has an interest in the adequate education of\nour entire population. The second is equally simple, but equally basic, and\nit is that the federal government, as the coordinating agency should equalize\nthe resources available for the support of the schools, among the several\nstates, in accordance with their need and up to an acceptable standard.\nThese principles are basic and fundamental. Once they are incorporated\ninto legislation, the federal government not only will participate actively\nin the support of public education thru grants of money for such purpose,\nbut will, in so doing, act in accordance with those relations to the function\nof public education in the several states which are in harmony with the\nlong-established practises and traditions of this nation.\n\nForum—Education and Democracy\n\nTHE WORTH OF PERSONALITY\nLUCY MASON HOLT, PRINCIPAL, OCEAN VIEW SCHOOL, NORFOLK, VA.\n\nA thousand men march down the street: blue uniforms, white caps, heads\nup, shoulders erect, perfect time. Each row steps as one man. You cannot\ntell one man from another. But, if you analyze the parade, you will know\nthat there are no two men in it just alike. We frequently hear people say\nthat a group of people with whom they are not familiar all look alike. But\nthe most frequent remark of all is, “AH babies look alike.” They do not. A\nwhole ward full of two-day-olds, each one very pink, very wrinkled, beat¬\ning his fists and crying lustily, is different from every other one.\nMen—nations—babies, no two in any group just alike and what is it that\nestablishes our individuality and sets us each apart? It must be personality.\nWhat is personality? What is—a lot of things? How do we know when\nwe pass in the dark that this is an orange grove, that, an apple orchard, or\npeach, plum, or crab apple?\nWhat makes the rose sweet like no other sweetness? Is it the perfume\nthat pleases? So does the color, the exquisite shading, the shape, the texture\nof the petal, all of these things please. When the temperature changed from\nwarm sunshine at noon to chilly dampness at eventide and put that subtle\nchange of texture in the petals, I wonder if the rose complained like we do\nwhen the chill winds of adversity give us a chance to grow in quality?\nThe quality of understanding can come only from suffering similar ex¬\nperiences. Imagination can take us a long way but there must be a root\nstock from which our imagination can spring. Thoughtfulness for others\n\n"}
{"page": 63, "printed_page": null, "text": "General Sessions\n\n57\n\ncan come from two very different experiences. The first, when you feel\nthe thoughtfulness of another person, when a very kindly deed is done for\nyou—appreciation wells up in your heart and you seek an opportunity to\nexpress your thoughtfulness toward some other person. On the other hand,\nthere may have been a time when you did not receive the courtesy which\nthoughtfulness should prompt. Quick as a flash, the opportunity is yours to\nresolve: “Never will I allow another to feel like this.”\nMost mothers are happier than fathers. Some mothers are happier than\nothers. There are many reasons, but one most surely is unselfishness. A\nmother lives not only for her children but in her children. Yes, it is a\nvicarious living but it is full of happiness.\nSchool teachers have the most wonderful opportunity for this happiness,\nfor their supply of babies never grows up, while a mother’s all get grown.\nHow many of your teachers do you remember? Why do you remember\nthose particular ones? You do not remember her age. They were all ancient\nwhen you were little. You do not remember whether she was a blond or\nbrunette. You did not even know those words. You only knew “red-headed”\nand “old lady.”\nYou do not remember which one introduced you to “I see the cat,”\n“8 x 9,” or “Rameses, Pizarro, Marconi, or George Washington.” But, you\nremember the one who tied up your stubbed toe or who kissed your mashed\nfinger. That one was Kindness. You remember the one who saw something\nfunny the same time you did and laughed at the same moment. That one\nwas Human.\nYou remember the one who asked a certain question on examination be¬\ncause the answer was in tiny print in the crack of a folded-page. Yes? Well,\nthat was Piekayunish!\nSo, on down the line, as we touch the lives of friend or foe along the\njourney of life, we leave our stamp on each other.\nThe tale is told that in one section of our country a stranger is gaged\nby “What is he worth?” in another section “What can he do?” and in the\noldest section they still say “Who is he?”\nIt may seem that all of these points enumerated are really points of\ncharacter. Well, even so, character is what you are; reputation is what\npeople think you are—a wide difference sometimes but in the long run they\nunite. So, personality must be your wave length. That is a very comfortable\ndefinition, for it places part of the responsibility on the fellow who tunes in.\nSo that is what did it. The one who made the deepest imprint on your\nlife did not do it by might or by power but by a twinkle when we both tuned\nin on the same wave length—when we were told that Mark Hopkins on\none end of a log and a boy on the other made a university, it was but\nanother way of saying that the teacher’s personality and room to grow\nwould make a real man.\nBut who was the outstanding teacher of them all? Which one stands\nhead and shoulders above the rest? No one can answer for you, but surely\nmany of you in this section of the country remember the same one. He was\nso human, he was so understanding, he gave so much room to each indi-\n\n"}
{"page": 64, "printed_page": null, "text": "National Education Association\n\n58\n\nviduality without any partiality; he found the little bit of “genuine” in\neach of us and helped us and helped it to grow. Each one of us who had\nhim for our teacher must pass it on. You know that Louis Vernon Parrington, of the University of Washington, gave us of his personality!\nWhat is personality, anyhow? It is that very real thing which you can¬\nnot touch, which you cannot see, which you know because it is the stamp\nof God which makes you, you, and me, me, and fits each one to do his\nparticular part.\n\nThe first question I have here is directed to Dr.\nGosling: “Why should any teacher refuse to salute the flag or take the\noath of allegiance?”\nDr. Gosling: I do not know why anyone should refuse, neither why\nDr.\n\nStudebaker:\n\nanyone should do so under compulsion.\nDr. Studebaker : Another\n\none, Dr. Gosling. “What specific action do\nyou recommend to District of Columbia teachers to get rid of the Red\nRider you mention?”\nDr. Gosling: Teachers of the District of Columbia are practically help¬\nless, like other citizens of the District. Any act brought by Congress must\ncome thru the effort of all the people thru the whole country because the\nDistrict is taxed without representation; we are helpless there.\nDr. Studebaker : It was decided by the Board of Education that teachers\nwould not be required to send in those questionnaires unless they wanted to.\n“Dr. Sutton, should we not first find the technic for teaching the ideal\nof service before we teach the superior student to lead, possibly to lead for\npersonal gain, as industrial monopoly, racketeering, or even dictatorship?”\nDr. Sutton: I think above all things else, in the question of giving\nequal educational opportunity to the gifted child, we should impress upon\nhim by our teaching that he has an extra responsibility and his attitude\nought to be the very best that he can possibly give. I do think that his\nattitude and desire to serve ought to be stimulated as well as the extracurriculum activities and enrichment given to him.\n\nDr. Studebaker: Here is one I will take. “Explain the term ‘democracy.’\nIs it social or economic?”\nWell, I would be inclined to discuss it in terms of the broad social indica¬\ntion in relation to the business in which you and I are engaged, namely,\neducation. There are all sorts of points of view upon what democracy is,\nthat can be applied to all of the aspects of our lives; certainly, it can be\napplied to our economic life.\nMy own general point of view is that the controversies concerning what\neconomic democracy is will continue to be raised from now on, as they\nalways have, but the important thing for us is to keep clearly in mind and\nmake clear, if we can, what we believe democracy applied to education is.\nIf we can do this, we should be able to make with each generation those\ndemocratic economic adjustments in which most of us currently believe.\nThen it seems to me that we shall be arriving at something that resembles\n\n"}
{"page": 65, "printed_page": null, "text": "General Sessions\n\n59\n\neconomic democracy and after all, is a really fundamental thing, much\nmore fundamental than some quick panacea to remedy our economic arrange¬\nments, because once we apply the civil remedy we will still be on the roll\nfor more proposals. That is why you and I work at the really fundamental\njob of American life.\nH ere is another question: “What groups oppose democracy at the present\ntime? Where would Hearst be classified?”\n“Would you advise placing books on communism and other such litera¬\nture in high schools as a method of teaching fairly both sides of that\nquestion ?”\nWell, obviously, you would not teach both sides if you placed only com¬\nmunistic literature in the schools; you would wTant to place opposing\nliterature in the schools. The fact of the matter is, we do have in schools\nliterature which attempts to explain communism. I would like to see our\nstudents in all schools take a good square look at all of the propaganda for\nall kinds of “isms”; and I think we ought to have a curriculum on the\nstudy of propaganda.\nNow, I think it would be dangerous to put propaganda in the schools\nand let it drift around among the youngsters, just as it is dangerous to have\nit in the community public library or any other place, without any guidance.\nWe are in an age of propaganda. These great instruments for amplifying\nthe single expression of a voice so it may now speak not merely to hundreds\nbut to tens of millions; the motion picture—yes, we are in the age of\npropaganda. Why do we not frankly face it and look at it and teach it\nand let our students know what it is?\nNow, you have stated it differently in different departments of the edu¬\ncational scheme of things but we have new problems on our hands which\nwe never had before—communism, socialism, and all the other “isms” we\nare trying to find out about. I teach the propagandas and I ask the youngsters\nto discover the propagandas and to compare propagandistic statements with\n•real honest statements.\nNow, I wonder if Dr. Threlkeld over there would like to make some\ncomment on any part of the discussion.\nDr. Threlkeld: I think it is easier to participate in a discussion of this\nkind, when we find something has been said on which we violently disagree,\nbut I have not been able to do that very much.\nI would like to make a comment or two, something supplementary to\nwhat has already been said. I think Dr. Studebaker, in dealing with that\nlast question, was dealing with a very important one which we need to face\nin the administration of schools and in the development of a new point\nof view, with reference to what is the function of schools.\nOne reason why people are so alarmed over such a question as to whether\nwe should allow a book on communism to be read by high-school pupils,\nis that schools have been used as agents for propaganda so long—they have\nbeen used that way in practically every civilization.\nThe general public knows that at the present time in Italy and Germany\nthe schools are being used to effect fascism, and in Russia to put com-\n\n"}
{"page": 66, "printed_page": null, "text": "60\n\nNational Education Association\n\nmunistic philosophy into the habit, custom, and ways of thinking of the\nboys and girls.\nWe used our schools in this country in the early days to create a patriot\nto Great Britain; as an aftermath of the Revolution, our schools were\nused to establish certain points of view, rather arbitrarily. People have the\nnotion that is what schools are for and that is what we expect to do when\nwe take anything into the schools.\nIf we are going to make the schools really meetings of democratic as¬\nsemblies, we have to change the entire concept. We have to have it thoroly\nunderstood by the people that in a definitely controlled way we are going\nto see to it that every point of view that has anything back of it at all\nis going to be adequately presented and dealt with. If you can get that point\nof view established, you will find the public more tolerant of the idea of\nour bringing all these new things into the schools.\nDr. Studebaker: Mr. Parker, have you any brief comment?\nMr. Parker: I want to ask two questions, one directed to Superintend¬\nent Sutton. I should like to ask him if he would accept this proposition,\nequality of opportunity, for unequals as being democratic?\nDr. Sutton : Yes.\nMr. Parker: Thank you. I wondered if, from your statement, you\naccepted that proposition. Commissioner Studebaker very properly, I think,\nemphasized the new eagerness to understand the public. I should like to ask\nhim if he thinks it is probable that if and when prosperity returns, eagerness\nwill wane.\nDr. Studebaker: No, I do not think it will, very much. It seems to\nme that we have moved into the stage of development of American life,\nwhere what we may call prosperity will still be some distance away and\nwill be quite unsatisfactory. In other words, the shoe is beginning to pinch.\nThe frontier is gone. We cannot move out. We have to stay here and face\nour problems as a nation and, therefore, I think from now on we are going\nto see a heightened interest in the great problems of associated living.\nI have one further question that I will state. I am sorry we cannot take\nall the questions but we have tried to do our bit and we have demonstrated\na little, at least, of the way in which people can sit out in a big audience and\ntalk about these problems and do a better job educating than if they lectured\nall the time.\nHere is a perfectly fair statement: “We all agree that we should teach\nwith freedom and resist pressure groups, but how can it be done by teachers\nwith pressure groups in control of all government, including schoolboards ?”\nI imagine, myself, that we would not be discussing this question here\ntonight and in other places in this country if the problem we face were so\nsimply solved as to say that we ought to do this kind of thing in education.\nIn a general way, Mr. Threlkeld touched upon it, made the point very\nclear that we are following a great many traditions; we have all sorts of\nnotions abroad in a land of 130,000,000 people, as to what ought to be done.\nSome of them get on the schoolboards who believe that as laymen or indi-\n\n"}
{"page": 67, "printed_page": null, "text": "General Sessions\n\n61\n\nviduals, they ought to start out and dictate exactly what everybody in the\nschool system ought to think.\nOur job is one which goes partly to the education of children. I worked\npretty hard at that job for twenty years and I finally reached the conclusion\nthat about the quickest way to emancipate the child would be to set up a\nthorogoing system of education for the adults. Without dwelling upon an\nattempted answer to that question, I should say that you and I as workers\nin a great profession have a problem of exercising leadership in our com¬\nmunities with laymen, with lay groups, with all these pressure groups that\noperate outside, and with schoolboard members. One of your big jobs as a\nclassroom teacher, principal, supervisor, state commissioner of education,\npresident of a teachers college, or any other position is to get out and sell\nthe gospel of education in a democracy—clarify your own thinking! I have\nbeen trying to clarify mine for some time; I have been trying to write a\nstatement that would make my position clear on that question. I was dealing\nwith some of those statements tonight and trying to draw the line between\na teacher and a propagandist and I was trying to relate my thinking to the\nserious question as to whether or not an attempt should be made to embody\na philosophy and practise of education and democracy in the states and law,\nand when you get down to the really fine vital points, I do not see how it\ncan be done.\nI was just going to ask this: How many of you think it would be valuable\nif the discussions from the platform tonight plus these questions could be put\nin pamphlet form by the National Education Association and made available\nto you to take back to your school system to be used for the basis of discus¬\nsions in teachers meetings, parents groups, and otherwise? We will pass that\nsuggestion on.\nI think the time has come to close, so we will now stand adjourned.\nSymposia on Building a Stronger Foundation\n\nSECTION A—IMPLEMENTING THE CHILDREN’S\nCHARTER—NEXT STEPS\nVIERLING\n\nKERSEY,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nSACRAMENTO, CALIF. J AND PRESIDENT, NATIONAL COUNCIL\nOF STATE SUPERINTENDENTS,\nMRS.\n\nB.\n\nF. LANGWORTHY,\n\nPRESIDENT,\n\nPresiding\n\nNATIONAL CONGRESS OF\n\nAND TEACHERS, CHICAGO, ILL.,\n\nPARENTS\n\nSummarizing\n\nParticipants:\n\nEffie I. Raitt, President, American Home Economics Association, Uni¬\nversity of Washington, Seattle, Wash.\nA. L. Threlkeld, Superintendent of Schools, Denver, Colo.; and Presi¬\ndent, N.E.A. Department of Superintendence\nLevi T. Pennington, President, Pacific College, Newberg, Ore.\nNorman E. Coleman, Professor of English, Reed College, Portland,\nOre.\n\n"}
{"page": 68, "printed_page": null, "text": "62\n\nNational Education Association\n\nMiss Raitt opened the meeting with a discussion of the responsibility of\nthe home in implementing the Children’s Charter. She stated that the first\nand most fundamental measure of implementing the Children’s Charter is\nto use every means to improve homes and to foster parent education. She\nfeels that if children are to gain a sense of relationship to a higher power,\nthe home and church must each fulfil its function, and that consideration\nmust be given to the obligation of parents for psychological effects of the\nhome atmosphere they provide, and to the reactions to other social groups.\nShe emphasized the importance of childhood stories and books, guidance\nlater in the choice of reading, music in the home, protection against mediocre\nand pernicious movies, and above all the plane of casual family conversation\nas factors in determining the level upon which habitual intellectual activity\nis established. Miss Raitt maintains that the Children’s Charter will not\nbe fully implemented until the problem of providing material necessities\nin optimum amounts for physical well-being essential for health and for\nsocial adjustment is solved.\nMr. Threlkeld is convinced that the schools cannot do the things which\nthe Children’s Charter calls for, except as the adult public believes these\nthings should be done and is willing to support them. He stated that “it is\nthru adult education that we have the opportunity to develop the necessary\nintelligence and the necessary attitude on the part of the adult public with\nreference to the objectives of the Children’s Charter.” He discussed four\nobjectives which he thought were definitely implied by the more specific\nstatements of needs contained in the Charter: (1) a curriculum that meets\npresentday needs; (2) better home and school cooperation ; (3) a continuous\ncommunity program for childhood and youth; and (4) better integration\nof school life and life outside the school. In conclusion, Mr. Threlkeld said\nthat by adult education he did not mean necessarily a program of classroom\ninstruction of adults but that in essence it would be a program in which\npeople get together to study their common problems.\n“It would be a\nprocess by which such intelligence as we have developed concerning our\ncommon problems would be made available to all concerned and a process\nin which each one concerned would gladly use this intelligence in his own\nJiving.\nMr. Pennington first discussed the aims of the church as it faces the\nproblems of the childhood and youth of America. Then as “next steps” he\noffered several suggestions: “First, let the church genuinely recognize its\ntask—the moral and spiritual ministration to the childhood and youth of\nthe country.” He believes that this task of ministering to childhood and\nyouth should be recognized as the task of the whole church, calling for a\nmeasure of cooperation far beyond anything thus far realized among various\ndivisions of the church. Additional “next steps” were the daily vacation\nBible school; the week-day school of religious education ; the children’s serv¬\nice in connection with and in addition to the regular church service; and\n“the good old Sunday school.” He concluded with “And let the very best\nof us accept our responsibility in the church, and with convincing earnest¬\nness lay the responsibility on the best and strongest and ablest men and\n\n"}
{"page": 69, "printed_page": null, "text": "63\n\nGeneral Sessions\n\nwomen in the church, that the church may not fail in its share of the task\nof implementing the Children’s Charter.”\nMr. Coleman discussed implementing the Children’s Charter from the\nviewpoint of the community’s responsibility. He summarized his discussion\nas follows: “The Children’s Charter cannot be implemented in a day or a\ngeneration. Calling as it does for a home of love and security for every\nchild, it proposes nothing less than large-scale social and economic recon¬\nstruction so that such a home may be possible for every child. In making such\na claim for every child it calls for the individual study and special treatment\nof children, especially of those who are handicapped thru domestic or physical\nor mental misfortune. The schools with their concentration of community\nintelligence upon the problems of children are natural centers of leadership\nin demanding and preparing for the expert service that the special needs\nof children call for.”\nSymposia on Building a Stronger Foundation\n\nSECTION B—SPEEDING EDUCATIONAL EQUALITY\nCHARLES H. SKIDMORE, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nsalt lake city, UTAH,\n\nPresiding\n\nFRANCIS L. BAILEY, STATE COMMISSIONER OF EDUCATION, MONTPELIER, VT. ;\nAND PRESIDENT, N.E.A. DEPARTMENT OF RURAL EDUCATION,\n\nSummarizing\n\nParticipants:\n\nAnna Swenson, Director of High School Teacher Training Depart¬\nments, State Department of Education, St. Paul, Minn.\nElise H. Martens, Senior Specialist in Education of Exceptional Chil¬\ndren, U. S. Office of Education, Washington, D. C.\nJames H. Hope, State Superintendent of Education, Columbia, S. C.\nHoward A. Dawson, Director of Rural Service, National Education\nAssociation, Washington, D. C.\nMiss Swenson discussed the topic “Speeding Educational Equality” for\nchildren in the rural areas. “It is a challenge to America that there shall\nbe no part of this great country (1) where the children do not come under\nthe influence of some great teacher, directly or remotely, because it is physi¬\ncally impossible for them to reach any school; (2) where districts maintain\nschool only six or seven months a year; (3) where teachers are scarcely\nbeyond eighth-grade level; and (4) where schools are without libraries and\nthe textbooks are hardly worthy of the name. So long as these conditions\nexist anywhere, we have not met the challenge.” Miss Swenson described\na number .of schools thruout Minnesota where certain experiments had\nbettered the conditions. “This progress has come about and will continue\nonly as communities see the results and experience the value of good schools.\nIt is a matter of the education of_parents, school officers, taxpayers, and\npatrons. Only by making the schools as they are now organized really good\n\n"}
{"page": 70, "printed_page": null, "text": "64\n\nNational Education Association\n\nschools, can we hope to make progress in larger administrative units; better\ndistribution of school funds; high-school opportunity, with courses suited\nto varying tastes and abilities for all children.” In Miss Swenson’s closing\nremarks she urged that “we work steadily and with integrity of purpose,\nthru education, demonstration, and a wholehearted interest in the youth\nof our rural communities, to remove the obstacles that hinder progress to¬\nward equality of educational opportunity.”\nMiss Martens discussed the topic in relation to children with special\nneeds. She believes that special provisions in both content and method of\ninstruction, as well as in equipment, are needed to bring to these children\nthe opportunity to learn to live happily and efficiently. She discussed several\navenues of approach, in speeding educational equality for children with\nspecial needs: the individual educator in the school, the local school authori¬\nties, the state authorities, and national and federal agencies. Miss Martens\nfeels that the program developed for children with special needs should\ninclude: (1) special classes or other special instructional provisions, with all\nthe equipment involved, in keeping with the needs of each group; (2)\ntransportation to school for those physically unable to attend otherwise,\nand instruction at home for those physically unable to attend at all; (3)\nlocal clinical service for the physical and mental health of children whose\nbodily or emotional needs demand it; (4) well-regulated state educational\ninstitutions of a residential type for boys and girls who are totally blind or\ndeaf, who are delinquent, or who are mentally deficient, and for whom no\ncommunity facilities are available.\nIn discussing the subject of federal aid to education as the next step in\nspeeding equality of opportunity, Mr. Dawson vividly pictured the in¬\nequalities of educational opportunities by citing a series of contrasts between\nopportunities in city schools and those in rural schools. He stated that in¬\nequalities are increasing; rich states tend to have fewer children and larger\nexpenditures for schools, states have unequal spending power, some states\nwill levy high taxes and get little revenue, and poor states make greater effort\nto support schools than rich states. Mr. Dawson believes that without\nfederal aid educational inequalities are permanent. “It is apparent that the\nonly feasible method of obtaining a fair degree of educational opportunity,\nto say nothing of speeding equality of opportunity, is for the federal govern¬\nment to make substantial contributions to the states to be used by them in\nthe support of public schools.” Mr. Dawson discussed the provisions of the\nbill introduced in the last session of Congress, providing for federal assist¬\nance to the states in the support of public schools.\n\n"}
{"page": 71, "printed_page": null, "text": "General Sessions\n\n65\n\nSymposia on Building a Stronger Foundation\n\nSECTION C—ADVANCING TEACHER WELFARE\nELPHE K. SMITH, PRESIDENT,\n\nPORTLAND GRADE TEACHERS ASSOCIATION,\n\nPORTLAND, ORE.,\n\nPresiding\n\nMRS. INEZ JOHNSON LEWIS, STATE SUPERINTENDENT OF PUBLIC INSTRUC¬\nTION, DENVER, COLO.,\n\nSummarizing\n\nParticipants:\n\nDonald DuShane, Superintendent of Schools, Columbus, Ind.; and\nChairman, N.E.A. Committee on Tenure\nM. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland,\nOhio; and Chairman, N.E.A. Committee on Retirement\nEmily A. Tarbell, Vocational High School, Syracuse, N. Y.; and\nChairman, Committee on Academic Freedom of the N.E.A. De¬\npartment of Classroom Teachers\nGertrude Mallory, Franklin High School, Los Angeles, Calif.; and\nChairman, N.E.A. Committee on Equal Opportunity\nWilliam G. Carr, Director, Division of Research, National Education\nAssociation, Washington, D. C.\nThe meeting was opened with a discussion by Mr. DuShane on “Tenure\nand a Teaching Profession.” Mr. DuShane stated that teachers are threat¬\nened in many ways of which the public is not fully aware; there are in every\ncommunity those who seek to dominate the schools politically for the sake\nof jobs, school contracts, and political influence ; there are job-seekers who\nare eager to drive out experienced teachers in order to gain positions on the\npublic payroll; and short-sighted taxpayers who are willing to destroy the\nefficiency and morale of our schools for the sake of their pocketbooks. Not\nonly have tens of thousands of excellent teachers been dismissed in thousands\nof school corporations, but the efficiency and morale of the teachers remain¬\ning in service in such school systems, have been lowered or destroyed because\nof fear, intimidation, drastic salary reductions, or worry over future un¬\ncertainties. “Out of such abuses of the public service, such injuries to the\nschools, has grown an increasing demand for tenure legislation.” Mr. Du¬\nShane feels that much of the value of tenure to schools is due to its improve¬\nment of teacher morale and self-respect, the betterment in the professional\nattitude and spirit of teachers, and to a determination on the part of tenure\nteachers better to fit themselves for their work. He hopes that teaching will\ndevelop into a learned and respected profession, somewhat more self-govern¬\ning than at present, and much better paid. “If such a profession is to develop\nin America, tenure will of necessity be the foundation upon which it will be\nbuilt.”\nM iss Brookes discussed the improvement of the schools thru the estab¬\nlishment of a retirement system for teachers. She feels that such a system\ntends to attract a more virile set of people to the business, keeps such people\n\n"}
{"page": 72, "printed_page": null, "text": "66\n\nNational Education Association\n\nin the profession, and when age and affliction dull the edge of their ability,\nhelps to have them give way gracefully to a new generation of teachers.\nAccording to Miss Brookes, a retirement system which will be effective\nmust have two distinctive qualities: (1) it must be financially sound and\nactuarily stable; and (2) it must be sufficiently generous to encourage the\nteacher voluntarily to retire. She discussed the interest of the N.E.A. in\nteachers’ retirement systems as shown in its committee which has existed\nfor a number of years, and told of some of the work the committee has\ndone. She also discussed the work of the National Council of Teachers’\nRetirement Systems and stated that it is the opinion of this group that it\nshould become a department of the N.E.A., the principal object being to\nunify the efforts of those interested in teacher retirement.\nIn her discussion on “Freedom in Teaching” Miss Tarbell emphasized\nthe importance of training the student of today to think for himself, to look\nat all sides of questions, and to secure all the facts possible before he forms\nhis judgment on controversial subjects. “We advocate the right to delve\ninto living issues of the day, the right to search for the truth, particularly\nin the physical and in the social sciences.” Miss Tarbell feels that a health¬\nful sign of the time has been the increasing interest in academic freedom\nas denoted by the many editorials and articles, commencement addresses,\nradio dramatizations, and material prepared by the committees on academic\nfreedom. She discussed some of the specific cases regarding alleged violations\nwhich had come to the attention of the Committee on Academic Freedom\nof the Department of Classroom Teachers. She concluded with the state¬\nment that “with clear-visioned, straight-thinking teacher leaders in every\ncommunity, we will have academic freedom.”\nIn discussing the work of the Equal Opportunity Committee, Miss\nMallory cited a number of instances \\yhere there had been sex differentials\nin salary and where court decisions had discriminated against women. She\nalso quoted from a number of reports sent out by the N.E.A. pertaining\nto the subject of salaries, showing the differences in salaries for men and\nwomen teachers thruout the country. She feels that there is great need for\nsuch a committee, and concluded with the statement that “the educators,\nmen and women, of this nation are rightfully looking to us for leadership in\nthe solution of such vital questions as concern equality.”\nIn dealing with the topic, “Adequate Compensation,” Mr. Carr pointed\nout that education, when practised as a profession, has important compen¬\nsations in addition to those found in the pay envelope. He stated that reduced\nto their simplest terms, the problems of adequate compensation at the moment\nmay be stated in three words—restoration, reconsideration, and revision.\nHe feels that we should insist that the restoration of teachers’ salaries to the\npre-depression levels is not a favor extended to the teachers, but rather is a\nnormal, just, and businesslike procedure. “Recent studies give encouraging\nsigns of general restoration of teachers’ salaries.” Mr. Carr stated that the\nteaching profession needs to do some careful and serious thinking on the\nsalary question and to encourage the lay public to do likewise. He believes\nthat the public can be interested in adequate financial compensation for\n\n"}
{"page": 73, "printed_page": null, "text": "General Sessions\n\n67\n\nteachers working under a well-designed salary schedule, only when the\nprofession itself thinks and talks of salaries, first of all as matters of public\npolicy rather than of private advantage. In the matter of revision of teachers’\nsalaries, Mr. Carr presented two general considerations: (1) the importance\nof teacher participation in thinking thru the problems, in conducting inves¬\ntigations, in reaching wise decisions, in drafting the schedule, and in ex¬\nplaining it to the public before its adoption; (2) the necessity for building\nthe schedule in the light of all the pertinent facts.\nYOUTH’S APPEAL\nMISS WILLIE A. LAWSON, SECRETARY, ARKANSAS EDUCATION ASSOCIATION,\nLITTLE ROCK, ARK.\n\nIn every country of the world, on every inhabited isle, in the interior of\ndarkest Africa, and along the seacoast of the Malay Peninsula intermingled\nwith the peoples of all lands, there dwell certain tribes of human beings\nwhom we are pleased to call “youth.” Their tribal traits are the heritage\nof the ages.\nSome of them may have light complexions and some dark, some may have\nthick lips and others thin, their hair may be curly or straight. They may be\ntall, slender, and graceful, or short, chubby, and awkward. They may plow\nbehind an arched piece of wood drawn by a brother or from the more or less\ncomfortable seat of a farm tractor. They may wear short loose breeches or\nthe latest American-cut model. They may woo their mates to the tune of a\nmandolin under a Venetian moon or at the twist of the dial on the dash¬\nboard of a V-8 on a Kansas prairie. But still their tribal characteristics are\nfundamentally the same—courage and daring, honesty, eagerness and en¬\nthusiasm, active devotion to a cause. And there are others of no less im¬\nportance—gallant sportsmanship, everlasting idealism, and inherent romance.\nHistory indicates that this is no new tribe and these are no newly acquired\ntribal traits. And yet only recently has the world in general and the United\nStates of America in particular recognized the existence of this group, as\nsuch. Quite characteristically now that a weak place in the levee of demo¬\ncratic society is supposed to have been discovered, the floodlights have been\nturned on and the entire population above the youth deadline (twenty-five\nor thirty, according to who is speaking) has rushed to throw in the sand¬\nbags. Hundreds of books have been published recently on the subject of\nyouth; it is a rare thing to pick up a current magazine of any description\nand not find one or more articles devoted to the “problem.” Daily news¬\npapers feel that it is sheer neglect to allow a week to pass without an edi¬\ntorial on youth, and public speakers, to assure themselves of listeners, choose\nas their topics something about the “Youth of This Great Country.”\nAnd where is youth itself in all of this? If I were allowed only one sen¬\ntence in answer to this it would be, “Standing by waiting for us to quit\ntalking about them and begin to talk to them and with them.” And we might\nalso quite profitably listen to them once in a while too! But the story is longer\n\n"}
{"page": 74, "printed_page": null, "text": "68\n\nNational Education Association\n\nthan that. Youth scattered abroad in this land has sent you (at our presi¬\ndent’s request) a message by me, and I am flattered to be the voice for\n22^2 million American boys and girls between the ages of fifteen and\ntwenty-five. It was my privilege to have this assignment long enough in ad¬\nvance to make personal contacts with many groups and individuals as well\nas to secure reports from others who have touched the lives of American\nyoungsters within the last two to five years.\nThe three youth-adult conferences on which I report brought some reve¬\nlation but as was to be expected, a majority of the young men and women\nshaped their discussions according to what they thought the adult questioner\nand the audience anticipated.\nThe casual conversation with the high-school senior, the young insurance\nman, the too-young social case worker, the newly elected school superin¬\ntendent, the first-year elementary teacher, the Marquette University fresh¬\nman, the approaching-maturity newspaper reporter, the young publicity\ndirector of a state centennial celebration, the hotel chambermaid, the filling\nstation operator, etc., gave me vast stores of information.\nA thing which will have a great influence on my future thinking toward\nyouth and what I do about it as well was my visit to Hull House six weeks\nago. It was there that I felt the spirit of the great Jane Addams who will\nlong breathe her blessing on the six to eight thousand young people and\nadults who every week step upon that limestone entrance thru the doors to\nthe greatest and sometimes only security their lives have ever known. It was\nthere that the young staff member permitted us to know the various angles\nto the lives of the youth of dozens of nationalities which find in Hull House\nsome refuge. “Here is a group,” he said, “not one of whom has ever had a\njob in his life and they are all more than twenty-six years old.”\n“Here is a young fellow who belongs to a gang of fourteen and he is the\nonly one not in jail at this time. He has never been. He came here to get\nhelp in finding something for them to do when they are released.”\n“Here is a poetry and literary group. Two books published already.”\n“See that young fellow? Thru some technicality, his father was sent back\nto Europe, he is being deported to Canada, and his mother is retained in the\nhospital here.”\n“This bit of grass in this courtyard is the drawing card for many visitors.\nIt is the only grass in this part of the Chicago world.”\nHull House’s answer might be America’s, but it is not mine to answer!\nSuffice it to say, there might be a Hull House in every community in the\nland were there a Jane Addams to provide the vision and the leadership.\nThe high-school senior to whom I talked insisted that what is most\nneeded is a program to give youth guidance, training, and the opportunity\nto work. “Altho there has been much discussion,” he added, “on the desire\nof youth for responsibility, youth does not crave responsibility. . . . Re¬\nsponsibility will naturally follow after youth is given a chance to gain\na foothold.”\nHirst in the Milwaukee Youth Conference said that there are other\nkinds of guidance needed besides vocational—emotional, for instance. “We\n\n"}
{"page": 75, "printed_page": null, "text": "General Sessions\n\n69\n\nshould be concerned with the reasons why people are not happy in certain\njobs.” And Schultz, a young high-school boy in this same group said, “We\nthink of adults in another world. We must get together or we will skip a\ngeneration in development.” And when the members of this group were\nasked as to their contribution to society, this one reply stated the general\nthought of the group, “My contribution has been so far to refuse to be dis¬\ncouraged and disillusioned by the past few years.”\nThe young president of the National Student Federation of America\nstates this challenge: “I am a bit puzzled by the current usage of the term\n‘youth problem.’ There is no one problem which can be shifted upon a cer¬\ntain age group and labeled ‘youth problem’ without taking into considera¬\ntion the problem of all age groups. The problem of youth is the problem of\ndemocracy.” He too suggested relief from responsibility and a guarantee\nof an opportunity to all.\nOut of the Michigan Youth-Adult Conference came two definite recom¬\nmendations: (1) That youth should be represented on all boards of agencies\nand organizations that regulate the world in which youth lives. (2) That\nin case of threatened war a referendum of those who must fight should be\ncalled before war is declared.\nAnd from the “Youth Today” hearing in 1934 among other pertinent\nsuggestions were these: From John, “You cannot have schools with a serv¬\nice motive dominant in a social order where the profit motive rules,” and\nfrom Fred, “The next step is trying to build the service motive into our\ncivilization. You adults are supposed to be our guides but we do not know\nhow far we can trust you in this.”\nAnd this more or less plaintive cry, “Among you where are those that\ncan help us most? Will you sit down and talk to us? We are perplexed or\nwe would not ask it.” If I had had a chance to reply I would have said,\n“So are we, or we would not wait for you to ask it!”\nFrom Cambridge, Massachusetts, came a letter in April 1936 published\non the editorial page of the New York Tunes. The writer, H. R. Byers,\nrecounts rather accurately some of the activities of this generation, accusing\nus of permitting a dictatorial rule in one state by a boorish clown, of allow¬\ning a militant minority to filch for its group a billion or so dollars from the\ncitizens, of permitting state legislatures to pass laws compelling students\nand teachers to a superficial patriotism . . . and he closes with this, “I\nthink I speak for my generation when I say that we are sick to death of\nplatitudes and cliches, of flag waving and heroic attitudes, of patriotism\nthat is talked rather than felt, of Father Coughlins and William Randolph\nHearsts, of Huey Longs and Dr. Townsends, of soothing talks and accusa¬\ntions, of political parties and political corruption, and all the other para¬\nphernalia which are our unsavory heritage.”\nThe question of the place of youth in a democracy is no new one. The\ninnate characteristics of young men and women are practically the same\nthru the centuries according to older psychologists and historical records.\nBut the world into which they pass from childhood to youth is vastly different\n\n"}
{"page": 76, "printed_page": null, "text": "70\n\nNational Education Association\n\nwith each generation and because of science even more different in 1936\nfrom what it was twenty, thirty, or forty years ago. For example, there are\nmore youths. Because of immigration, sanitation, medical inspections, etc.,\nthe death-rate among the nation’s children between five and fourteen has\ndiminished approximately 25 percent in ten years.\nToo, in the homes which used to require the full-time services of one lad\nto keep the wood box filled, the ashes emptied, and the fires burning, the\nthermostat is now set and all that is necessary is brains enough to see that\nthe oil tank is kept filled. When light is desired someone presses a button.\nWhen sweeping must be done a vacuum cleaner is attached, and when food\nwould be chilled, the electric refrigerator does the work. Without a doubt\nfew of the next generation will have heard the story of the ice man!\nIn the past the scheme for women was home from birth to six, public\nschool and possibly college from six to twenty-two, motherhood or spinsterhood from twenty-two to death, with retirement at forty or thereabouts.\nToday the nursery school and kindergarten supplement the work of the pub¬\nlic school before six; after college from twenty-two to twenty-six or thirty\nthere is a job or profession; then motherhood from twenty-six to forty-five\nor fifty; and again a profession or civic work from fifty to seventy. The ques¬\ntion of retirement is entirely out of the picture.\nToday’s world provides a place for initiative and ingenuity of young\nbusiness women never known before. You have read the story of Lydia\nO’Leary who fought her way thru college in spite of the physical handicap\nof a port wine birthmark but who, unable to find relief thru medical science,\nfailed each time she applied for a job. Her ability and initiative put her to\nwork painting tally cards. In some fortunate way she accidentally found a\ncolor combination which would blot the purple. Her knowledge of chemistry\nhelped her to work out a formula on which she was granted a patent by the\nCourt of Appeals. She put her product on the market and today she not\nonly restores the physical appearance of human beings but from her office,\n551 Fifth Avenue, New York City, she sends them out with renewed confi¬\ndence and faith in life itself.\nRecently a formula was discovered for making wool from milk (which\nmakes the cows feel a bit sheepish, so the article said) and already it is being\ncommercialized in Italy, cutting off a 40 million dollar annual importation\nbill for wool.\nIt is a changed world, truly, but a growing one. The confusion, rebellion,\nand disorder which seem to have been accumulating thru the decades and to\nhave culminated between 1929 and 1933 are but growing pains. The entire\nnation has been affected and each group will have to bear its proportionate\nshare of the responsibility of readjustment to change with an interdependence\nevident thruout the whole population. Youth, however, points out some few\nproblems which seem to be giving the greatest difficulty in a readjustment\nscheme and sends individual representatives to you to ask for aid.\nWhat about religion?—I am Theodore Rowell—twenty-six years old. I\nhave a wife and a son aged two and a half. I have a steady income, a happy\nhome, plenty of congenial associates. My family is reputed to have been one\n\n"}
{"page": 77, "printed_page": null, "text": "General Sessions\n\n71\n\nof the “first families of Virginia” (probably because they could not get any\nfurther West at that time—lacked the pioneering spirit to blaze new trails—\nbut we will not go into that). To all outside appearances ours is the perfect\nsituation but within our home there is an indefinable something lacking.\nOn June 5 I read with something akin to awe that Mrs. Byrns said that\nshe could not remember a night in her married life when Speaker Byrns had\nnot knelt at his bedside to reaffirm his faith and consign himself and his\ncountry once again into the keeping of a great Spiritual Being. Why was\nthat something for her to hold to so tenaciously in her hour of tragedy?\nAnd then I read at the suggestion of a friend, Henry C. Link’s “Return\nto Religion” condensed in June 1936 Readers Digest. I quote: “For the\nAdjustment Service of New York City during 1933-34, I supervised a\npsychological study of 10,000 unemployed men and women. One of the\nfindings in this project was that the individuals who believed in religion\nor attended a church had significantly better personalities than those who\ndid not.” And now I want to know why ? What did they have that the\nothers did not possess?\nSolomon has the reputation for having been the wisest man in the history\nof mankind. We read from his lips that “a virtuous woman considereth a\nfield and buyeth it; with the fruit of her hands she planteth a vineyard;\nshe stretched out her hand to the poor; she openeth her mouth with wisdom;\nand in her tongue is the law of kindness; her children arise and call her\nblessed; her husband also and he praiseth her.” But we have been taught\nthat virtue is measured by morals, by abstinence, by prohibitions. Was Solo¬\nmon sound in attaching activity, labor, kindness, wisdom, parenthood, and\nrespect of husband, etc., to virtue? Is this religion or an attribute of it?\nOur generation has seen a nation which spends thousands of dollars to\nsend missionaries to foreign countries increase its expenditures for war\nmaterials 197 percent in seventeen years (Foreign Policy Association, New\nYork City) and this same nation supports a crime cost of between 11 and\n18 billion dollars a year—$300 and $400 a year per person for keeping\ncriminals in prison. We see in the papers that church and social organiza¬\ntions pass resolutions against lynchings, white slavery, child labor, etc., and\nlater we stand near the polls to see these churchmen and social leaders vote\nto send men and women to national and state legislatures who have been\nchosen because they will keep alive an economic order which is built around\nprofit and selfishness. An impenetrable wall appears to arise between Sunday\nand Monday making it impossible for man to carry over any of his Sunday\nprinciples and philosophy much less his Sunday deeds and activities.\nWe as youths are instinctively religious but in this day and age which is\nbuilt on the foundation of scientific interpretation we are searching for a\nreligion founded on truth and accuracy, for faith plus intelligence and judg¬\nment, for a God who can accompany us to the picture show instead of being\nconfined to the four walls of a church where we are to be enticed by the\nadults’ idea of having a picture show there, for a God we can accept and\ntalk about, for a living breathing functioning religion and we do not want\nit “jazzed.” Francis B. Sayre, Assistant Secretary of State, says, “We must\n\n"}
{"page": 78, "printed_page": null, "text": "72\n\nNational Education Association\n\ngo back to the living Christ—to the audacious, thrilling, winsome figure\nthat actually lived.” Is this true? Show us how to find Him so.\nWe will go a long way with Roger Babson in his theory that the law\nof love is the greatest force influencing mankind, that as a power for progress\nit is in a class with gravitation and electricity and that it too will become\nan eternal reality thru laboratory tests and experiments and we will agree\nwith Steinmetz that the greatest discoveries yet to come will be made along\nspiritual lines, for “some day people will know that material things do not\nmake men and women creative and powerful.” We think that the laboratory\nvariety of love requires judgment, courage, and industry as well as kindli¬\nness, patience, and self-control.\nThe time comes with every one of us, especially when we become parents,\nwhen we turn to some great power for guidance or protection or worship.\nUnless there has been a rationalization of the God theory so that it has\nbecome humanized as a part of our philosophy of life we reach out into a\ngreat emptiness and withdraw defeated.\nWe will agree that “if human life is to achieve its noblest possibilities\na greater and greater degree of contentment and savor of living should\ncome to a greater and greater number of people.” Can religion help us reach\nthis point in human progress? If so, how?\nWhat about marriage and homemaking today f—My name makes no\nparticular difference to you. I might be Sun Sen from Chinatown or Jennie\nLevine from the Ghetto or plain Sallie Brown from Ohio. The questions,\nthe needs, the demands will be the same.\nI am biologically ready for participation in adult life; nature saw to that\ncenturies ago. But society makes it impossible to participate biologically\nwithout assuming social and economic responsibility for which there is no\nplace in today’s world. A basic need in every human life is companionship.\nThe most perfect type of companionship, that is, the type which has the great¬\nest possibilities of perfection, is traditionally known as marriage. This, we are\nled to believe, is founded on the science of love between two people of oppo¬\nsite sex. They see each other, are attracted the one to the other, drive to¬\ngether, see a few shows together, save up a few dollars for a civil permit\nto unite in holy matrimony at the hands of a judge or clerk, and thus is\nlaunched another family. Simple, isn’t it?\nBut there are barriers—family attitudes, social conventions, economic\nrestrictions, sex questions, parenthood problems—and there is no education,\nno training, no guidance to help us past these. To illustrate, if possible.\nThousands of years ago among our savage ancestors, falling in love at\nadolescence was regarded as a proper and dignified proceeding, one of the\ngood and natural phases of life. It was not a matter to be jeered at or dis¬\ncouraged by shame. It was never referred to as “puppy love” and regarded\nas an outcast among human impulses. Parents might create an environmental\ncondition whereby sons or daughters might meet the types of girls or boys\nin whom they would become interested from the standpoint of building a\nfamily and this was not referred to as trying to get the daughter married off\nor casting a net for the best catch for the sons.\n\n"}
{"page": 79, "printed_page": null, "text": "General Sessions\n\n73\n\nFor a normal, uncrippled, natural development of youthful interest in\nthe opposite sex we, youth, must see each other in sufficient numbers, of ap¬\npropriate age, and with attractive personal qualities and there must be a\n“fostering” attitude on the part of adults.\nI am one of the thousands of girls working in Chicago, Denver, Dallas,\nor Atlanta. I live with my sister who has no idea of a fostering attitude now\nthat she is basking in the security of a marriage to the boyhood sweetheart\nfrom the old home town. One of the girls in our office lives in a girls’ board¬\ning home, another has an apartment with two other girls, still another boards\nwith an old lady who needed a companion. How are we to conform to social\nconventions and meet desirable companions? Or how are we to meet com¬\npanions who interest us regardless of all conventions? Would it be asking\ntoo much of these adult groups who have organized themselves into savethe-youth clubs to carry on a sort of registration center for eligibles to be\ninvestigated and recommended to each other for social engagements?\nCourtship or just dating is an expensive pastime. The boys complain of\nthe gold diggers and the girls who have apartments declare that they do not\ndare keep groceries in the pantry or they would never get a dinner out!\nAnd those of both sexes who make no complaints and who strive to bring\npleasure to each other, find it discouraging to meet the necessary costs of\ncars and shows and dinners—necessary because young people from thousands\nof homes in America have no place to entertain at home and no family co¬\noperative program of entertainment where there is room space. And this\nis quite as true in the homes of the wealthy as in the homes along the river\nfront or the railroad track. The cost of entertaining two frightens us away\nfrom the thought of providing for two permanently, of the cost of family\nupkeep. Shall we both work? If so, we can manage. But what about babies?\nWe have planned to have three and we do not want to wait until we are so\nold. Shall we give them youthful, enthusiastic, loving, and ambitious parents\nand a rented crowded apartment in which to grow up with us, or wait and\nprovide for them the security of a home with mature and settled and all-toowise parents? Answer us that one, please.\nBut Bill has the worst situation. He has a mother and seven brothers and\nsisters to support. His father, who could not “carry on any longer,” took an\noverdose of bichloride of mercury, but Bill who had nothing to do with the\nsize or condition of the family belongs to the courageous tribe of the world\nknown as youth, so he gives up the girl next door and supports “mom and\nthe kids.” Noble sacrifice, but what of Bill’s attitude toward life and his\ncontribution toward the citizenship of a great nation?\nSex does not concern us as much as it does your generation, I believe.\nFrankly, we think that many less private forms of behavior make or break\na marriage much more quickly and definitely than adjustment of sexual\nrelationships. We admit here that experience may change the opinion which\nobservation in our own and other homes has given us. Our theories as to the\nlesser importance comparatively of sex adjustment lead us to believe that\nwe can handle this after marriage, as our traditions dictate, just a little bit\nbetter even than we can the personality and economic problems. We are\n\n"}
{"page": 80, "printed_page": null, "text": "74\n\nNational Education Association\n\naware of the fact that each human being is born without knowledge of the\ncasual connection between sex and reproduction of the human race and that\nthis must be learned in some way. We prefer home, parent, or school infor¬\nmation to the method of being “alley trained” which has predominated for\nseveral generations, but home conditions where life itself is rather strenuous\nare not conducive to such teaching, parents are afraid because they them¬\nselves do not know the scientific approach and we are not interested in any\nsentimental and superficial make-believe explanation—truth and accuracy\nor nothing, thank you! What we really are pleading for is instruction along\nall lines which insure happiness in marriage. Schools are still dodging the\nreal issue, “We need to know about budget making,” “We have to be wellinformed on the care and guidance of children,” “We want to know how to\ncultivate common interests,” “What should marriage really mean?” “Is\nmarriage a terrible ordeal of discipline and adjustment or a fine and joyous\ncompanionship which promotes mental and spiritual growth?” are a few of\nthe problems brought to Arthur J. Todd, professor of sociology and anthro¬\npology, Northwestern University.\nJudge George A. Bartlett, former judge of the Reno Court, in Men,\nWomen and Conflict says, “I am convinced that it is possible to increase\nour number of happy marriages by leaps and bounds by a well-organized\nsystem of ‘marriage education’ that'will compare favorably with engineer¬\ning or medical or legal or any other form of education. ... In a recent\nsurvey of eighty-four well-known universities, only forty-one admitted that\ntheir curriculum provided in any way for fitting the individual student for\nmarriage, parenthood, and the family life” as a job, a profession, a career!\nWill the youth savers do something about this and help us to quit\nfloundering?\nEducation—And someone says “What of education?” Aye, that is where\nwe come questioningly forward not in single file but in battalions—Mary,\nBill, Sara, Tom, and all the rest of us from the forty-eight states in the\nUnited States of America. We do not understand the 1936 educational the¬\nories as compared to what actually is taking place in our public school\nsystems. For instance we hear the President of the United States say: “We\ndare not clos£ our eyes to the fact that the only way a representative form of\ngovernment can persist is thru an educated electorate. This electorate must\nbe thoroly conscious of the issues which its representatives confront. It must\nbe trained to assume its full responsibility. . . .” and we see the federal\ngovernment rushing forward with a temporary program to keep the schools\nopen which program is openly called a relief project to keep teachers from\ncontinuing in or joining the ranks of the unemployed and which program,\nit is reiterated again and again, is not based on consideration for the youth\nwho are being deprived of so-called educational opportunities. To clinch this\npolicy the funds for this enterprise are in the hands of the relief organiza¬\ntion. The state superintendent in a state which received approximately two\nand one-half million dollars from these relief funds and more than the\nordinary amount of consideration in disbursing them suggests that we softpedal any criticism of the temporary relief program since five hundred\n\n"}
{"page": 81, "printed_page": null, "text": "General Sessions\n\n75\n\nschools in this state would have closed had it not been for the allotment.\nWe young people are not convinced that an open school with a $35 a month\nteacher, no books, no supplies, poor equipment, no instructional supervision,\nin an excuse for a school building is making any contribution whatsoever\nto the happiness and progress of the youth incarcerated therein. We think\nthat a government which offers this as a palliative and refuses to consider\npermanent federal aid is using us as a cat’s paw to scorch our fingers with\nthe burning chestnuts of political favoritism. We can accept this temporary\naid in full faith only when sincere consideration is given to the question of\nequalization of educational opportunities thru permanent federal aid to all\nforms of education as it is to vocational education and when the 50 percent\nof the youth on the border line who will engage in just jobs are shown the\nsame consideration by the federal government which is today shown the 25\npercent academic group thru training for professions in land-grant colleges\nand the 25,percent who will be prepared for trades thru the vocational ap¬\npropriations, recently increased thru the George-Deen Act, I believe. We\nhear a governor say that “protection of wild life is a part of the school pro¬\ngram and can only be successfully carried out if taught there” and then we\nread his statement that the curriculum should consist of reading, mental\narithmetic, spelling, and the other academic subjects. We hear a judge state\nthat the safety program can succeed only as it is accepted as an obligation\nof the schools and we see him allow without dissent the state supervision\nprogram to be discontinued and the standards for teachers lowered and it\nseems to our inexperienced and immature minds that there is a long, long\nway between theory and practise in the world of education.\nSecond on our list of questions is an explanation of the wide divergence\nbetween the salaries of the administrator and the classroom teacher; we learn\nin our simple academic way that Jefferson’s sum of good government as\nstated in his inaugural address was “a wise and frugal government which\nshall restrain men from injuring one another, shall leave them otherwise\nfree to regulate their own pursuits of industry and improvements, and shall\nnot take from labor the bread it has earned,” but we must believe that this\ninterpretation evidently cannot apply to good government in a small school\nsystem because: (a) When a teacher gets a check for $60 in the same system\nwhere the executive gets $250 and in a public government launched forum\nwhere the directors receive $400 each while the overworked little stenogra¬\npher receives $62.50, men most certainly are injuring one another, (b)\nWhen the red tape of rules and standards and orders from the “chief” sap\nall of the initiative and enthusiasm from the individual teachers, they cannot\nbe free to regulate their own pursuits of improvement and industry, (c)\nWhen salaries of classroom teachers are cut or left at a minimum schedule\nin order to build ostentatious buildings or launch athletic programs for the\nfew to participate in and the many to applaud from the bleachers or to ex¬\nperiment with a new waxing chemical while bookshelves remain meagerly\nfilled, it is most assuredly taking from labor the bread it has earned. Shall\nwe select teaching as a profession and strive to be A’d and B’d and finally\n\n"}
{"page": 82, "printed_page": null, "text": "76\n\nNational Education Association\n\ndegreed, when we have intelligence enough to see the futility of present\nexisting conditions of the profession?\nA third thing which concerns us with regard to the question of schooling:\nWithin the last five years we have heard a thousand times the wail of a\nparent or the sarcasm of a non-college trained business man, “A college\ngraduate, yes, but at work in a filling station.” Why should a college gradu¬\nate not work in a filling station? Effective college preparation gives back¬\nground for efficient effort wherever that effort may be spent. No college\nthat I know of offers an oil magnate’s course but with the general training\noffered thru classroom study and campus association, the young filling sta¬\ntion attendant may go farther and faster than one who lacks this. A highschool senior said to a commencement speaker in May 1934, “Can’t you get\nover to our parents in some way the idea that my years in high school have\nnot been a loss just because I am a chambermaid in a hotel? Tell them I am\nhappier than the others, that I see more beauty, that I discover more of\ninterest in our patrons, that I do the same things, probably, but I do\nthem differently, and that I do not think like the rest of them do.”\nIt is easy for a lawyer to come out of an auto mechanic’s family and the\nworld stands by and acclaims, “Smart boy! What ambition!” but just let a\nlawyer’s son try to be an auto mechanic and the family pride is on the rocks\nwhile the sympathizing friends stand around in silent disapproval—so strong\nhas been the traditional worship at the professional shrine, so habituated are\nwe to put the price on the job rather than on the way the job is done.\nIt is hard to understand why one section of a state can have so much\ngreater opportunities than another section, why towns and cities may give\ntheir boys and girls opportunities which rural communities may not. Accord¬\ning to a recent educational investigation by the state planning board in\nIowa, a large majority of rural youth quit school at sixteen or younger, more\nthan half having graduated from high school; 11 percent of them lost inter¬\nest; 12.5 percent lacked money or were needed at home; 5 percent went to\nwork; 3.5 percent just disliked school; 3]/ percent had parents who ob¬\njected to more schooling; the remaining 7 percent gave various reasons.\nThese children assert that they love farm life but they do not want to be\nstifled because of it. They say that they are not going to school so long as it\nhas nothing more to offer than the one-teacher school, or that school of the\nnarrow restricted purely academic curriculum. They feel the need of social\nand emotional guidance as well as occupational. At present they declare that\nthey seem to be just a part of the landscape to some school administrators,\nboard members, and other adults and are never called on to contribute ideas\nin making plans. Of course, Iowa is only one of the forty-eight states but she\nis above the average in educational and economic advantages.\nAccording to Agnes Samuelson, president of the National Education\nAssociation:\n1925-29 farm population received about\nof the nation’s income, comprised %o\nof the nation’s women, and nurtured %0 of the nation’s children.\nIn 1930 about 21 percent of all women of child-bearing age were living on farms\nbut this 21 percent was producing 29 percent of the nation’s children.\n\n"}
{"page": 83, "printed_page": null, "text": "General Sessions\n\n77\n\nFarm people make a contribution without which the world outside of\nthe farms would soon collapse. What guarantee do they have of educational\nparity and social opportunity?\nBut even more puzzling to us of the youth tribe is the thinking underlying\nthe attitude of adult groups, teachers and laymen, regarding the place of\nyouth in a system which is of youth and for youth. It seems queer and out of\nreason to us that educators are participating enthusiastically in a plan which\nsets up an environment called nursery school, wherein a three-year-old child\nmay grow and develop normally amid natural surroundings, where he may\nhelp direct the work of the group as a part of it, where indoctrination is a\ncrime subject to immediate dismissal, and dictation is tabooed and yet the\nsame leaders who urge this program debate for hours over the question of\n“allowing” partial student government in a high school and if at all, under\nthe eagle eye and firm hand of the principal. If a move is made on the part\nof any one of us youngsters or an organized group of us to secure recognition\nwe meet responses varying from a stern, “When we need your assistance we\nwill call for it,” to a patronizing, “Nice of you to think about taking this\nresponsibility. We will give it due consideration at the next board meeting”\n—or the next session of the principal’s round table or what-not. Recently a\nnoted woman lecturer told a group of learned schoolmen how the repre¬\nsentatives of the World Court sat around a table at Geneva and discussed\ntogether the affairs pertaining to the various nations. She was offering this\nas a substitute for imposition by strong nations and war between those of\nmore or less equal strength. The listeners were enrapt at the glory of such a\nculmination of the preaching and teaching of principles of arbitration and\nideals of peace and the next week when the question of elimination of highschool fraternities came up, the big nations (schoolboard, Ministerial Alli¬\nance, P. T. A.) offered no seat around the table to the little nations (student\ngroups), not even for a hearing or a participation in the discussion!\nQuite frankly we are a bit tired of being used as victims for laboratory\nexperiments. Instead of living to learn or even learning to live, we want to\nlive now as completely and happily the first twenty-five years of our lives\nas we will the second and third twenty-five. We do not crave the responsi¬\nbility of running the municipal government, but we do believe that partici¬\npation in establishing policies and carrying out activities in schools and other\ngroups of our own age levels will better enable us to assume this responsi¬\nbility when it is thrust upon us.\nWe do not plead for a curriculum which allows us to build cities on sand\ntables, and call it a unit. Our school is our unit and we cry out to participate\nin its multifarious interests—finance, building arrangements, teacher selec¬\ntion, pupil direction, social events for pupils, and all else which forms the\nbasis of a school system.\nIn our neighbor’s yard we see a game going on which they call democracy.\nAll of the old folks are playing and the youth are sitting on the bleachers\nwatching or lolling in the grass nearby waiting to run for a stray ball.\nOccasionally one of the players shouts, “’Tis great fun, youngsters. When\nyou get old enough you may play too.” Across the street another game is\n\n"}
{"page": 84, "printed_page": null, "text": "78\n\nNational Education Association\n\ngoing on. They call it “communism.” There is much activity there and all\nof the young people are taking part with the players. Everyone seems to be\ndoing something. We look longingly toward one and then the other. From\nacross the street comes the invitation to “come on over,” not to be an on¬\nlooker but to take part. The temptation is too great. We do not want to wait\nuntil we are old and have exchanged our loyalty and enthusiasm for reason¬\ning and logic. We go because there is action and participation and not be¬\ncause we are desirous of becoming communists, whatever that is. As we join\nthe new game the adult players in the neighbor’s yard stop their game and\nshout, “Radicals! Communists!” etc., but they have not sent a cry yet of\n“Come on over, we will make room for you on our squad”—and when the\npresent Administration called in youth participants they went into a huddle\nand shook their heads over the irregularity and possible disastrous results.\n“The best possible preparation for parenthood is to live successfully in\none’s own generation” says Muriel W. Brown, parent education authority.\nAnd is not this true of all other professions, trades, and jobs as well as that\nof parenthood?\nIt is the thinking, we say, among adults which is destroying the morale of\nyouth even more than what they are doing. For instance in a June 8 release\nfrom the United States Office of Education there was this statement with\nregard to a student panel discussion as a commencement program at the\nUniversity of North Carolina, “All points of view are represented on the\npanel which was selected by the faculty in consultation with student groups.”\nIf schools are of and for students, unquestionably the panel should have\nbeen selected by student groups in consultation with the faculty. As to re¬\nsults—probably of minor importance, but quite significant of the adult’s fear\nof putting the leadership in the hands of students even in affairs which are\nconfined to student activities.\nAnd finally our attention is directed to the eighth statement in the report\nof the N. E. A. Educational Policies Commission. It struck the keynote\nof our attitude. “Educational policy is of little value until it affects educa¬\ntional practise. . . . We believe that educational policies which do not\nterminate somewhere and sometime in action are worse than useless.” But\nwe as youth become skeptical when we examine the personnel of the Educa¬\ntional Policies Commission and find no one on it representing the youth\ngroups and no one on it who would appear to be of what is usually thought\nof as the youth age. Sounds like more theory, more high sounding phrase¬\nology, more borderline indoctrination to those of us sitting on the bleachers.\nWhere are we in the great reorganization plan for secondary education in\nthe National Education Association? Where are we in the curriculum re¬\nadjustment program of Arkansas, Virginia, Mississippi, and other states?\nExamination and investigation show no direct representation in any one of\nthese groups.\nAnd yet there are 4,000,000 of us in the schools and colleges whose lives\nthese policies and methods will vitally affect and 5,000,000 more who are\nnot at work and should be under the influence of educational institutions.\nLess than half (46 percent) of high-school graduates continue schooling;\n\n"}
{"page": 85, "printed_page": null, "text": "General Sessions\n\n79\n\n24 percent are employed for pay; 28 percent are unemployed; and 2 percent\nonly are lost in the masses. Would participation in policy-making and re¬\norganization programs change these percentages in favor of more and better\nschooling for more youths ?\nIs the educational system in America in itself apart from all other groups\nset up as a representative form of government? Are we not spending the\nfirst twenty-two years of our lives under a dictatorship to be turned loose\nto live in and “run” a democracy? I merely ask the question!\nLittle has been said in this discussion about jobs and the social and political\nconditions which so vitally relate to job getting.\nI am Paul Hensley from Dallas, Texas—let us imagine. I am not so con¬\ncerned over the fact that I do not have a steady job at the present time.\nIt may be rank heresy on my part but I honestly believe that outside of the\nextremely crowded sections of the large cities youth can get work if youth\nwants it badly enough. It may not be the kind of work youth is trained for\n(if at all) or it may not pay as much as youth wants to make—but it is work\nwith remuneration and in most instances work which “taken at its tide leads\non to fortune.” As I said, I am not so concerned over the emergency eco¬\nnomic situation today, but I am deeply concerned over a social order which\nlacks confidence in my ability to hold a job and a political machine which\nprovides jobs for a select group and has no place for the masses of which\nI am one.\nI am not a representative of any one of the 70 youth organizations which\nwent before the Senate Committee on March 19, 20, and 21, 1936, to speak\nfor Senate Bill 3658 known as the American Youth Act. Nor am I affiliated\nwith any one of the 853 organizations, representing a membership of 1,300,000 youths of America, which sent official delegates to the American Youth\nCongress, July 4, 1935.\nI am just one of the other 18 million not belonging to any youth organi¬\nzation. Furthermore, I am one of the 300,000 who is out of work and not\nlooking for any instead of belonging to the 4,700,000 unemployed and seek¬\ning employment. The reason is that I do not have to work in order to eat or\ndress or play and that seems to be the only goal held up to us as an incentive\nto work. The mother of a friend of mine said recently to the son, “Well,\nyou might at least get up in the morning”; and when he replied politely\n“What for?” she had no answer. Now in China under James Yen’s educa¬\ntion program young men from fourteen to twenty-five get an education so\nthat they can go into the communities for the purpose of “working to rid\nChina of ignorance, poverty, disease, and civic disintegration”! They know\nthat they are going to be called on to organize clubs, operate wireless sets\nfor the benefit of the village, mediate lawsuits, engage in tree planting, road¬\nrepairing, anti-narcotic and anti-gambling movements, etc. But thousands\nof us in America are just mechanical parts of a social order which holds out\nno incentive to us to be anything now—our only choice is to get to be a\nso-and-so when we grow up.\nSomebody “howls” every day in the newspapers about the enormous\nburden of taxes which this generation is leaving for youth to pay. I know\n\n"}
{"page": 86, "printed_page": null, "text": "so\n\nNational Education Association\n\nthat I am right when I say that we will not object to the taxes if the money\nfrom them is used to make this a better world for us to live in for the next\nfifty years and to make us as developing citizens more capable of enjoying\nthis world. Child labor in factories or in cotton fields is much more stagger¬\ning to us and much more harmful and detestable to our generation than\nthe bills we will have to pay later on for schools and recreation camps and\nrehabilitated families.\nOf course, we do object to having to build such a huge army and navy\nbecause we hate war and openly declare ourselves against it. Some of the\nyouth groups such as National Student Federation, National Student\nLeague, American Youth Congress, etc., have gone so far as to adopt a fourpoint program for peace: (1) to support genuine neutrality legislation;\n(2) to work for demilitarization of our schools; (3) to teach the crucial\nproblems in and out of school; and (4) to*refuse to support the government\nin any war it may undertake. Many of the colleges are sending out peace\nsquads all over the country. New York high-school students are to be taught\nthe causes and prevention of war. But in the face of all this there has been\na million dollar increase for R. O. T. C.—two-thirds of the new units com¬\npulsory. This has added 30,000 to 60,000 more students to the 148,000\nalready under the War Department. We are not giving up but we do beg\nyou to give attention to this situation which you are leaving us as a dastardly\nheritage.\nThe NYA, the CCC, and the American Youth Act would lead you to\nbelieve that temporary surcease from idleness with a minimum remuneration\nsatisfied our economic demands. Be it remembered that the above solutions\nwere not our brain children but those of adults who were giving grave con¬\nsideration to the fact that we were remaining at home in idleness and thus\nbreaking down our own and the family’s morale or were wandering aim¬\nlessly behind the sign of the thumb up and down the highways of America\nand thus lowering the moral fiber of the nation at large. We feel a deep\nappreciation for the NYA not because of what it has done so much as that\nit has established a precedent in officially recognizing that youth is groping\nfor a toehold in a world rapidly shifting in economic and social values.\nThe average crime age is back to nineteen. If we had jobs which kept\nus busy and enabled us to live normally during our recreation hours would\nour daring and desire for excitement expressed in robbing, stealing, and\ngambling not be lessened ? Harry Emerson Fosdick said in a radio address\nthat ennui has caused more drunkards than thirst, more gamblers than\navarice, and more suicides than despair. We rush madly about in response to\na nervous demand to go places and do things because we are bored.\nYouth is a pioneer. Always when there has been some pioneering to be\ndone, some work which took courage and intense loyalty to a cause, age was\nno barrier. Benjamin Franklin was editing and printing the Pennsylvania\nGazette when he was twenty-three; George Washington wrote his famous\nRules of Conduct at the age of fifteen; John Quincy Adams was United\nStates Minister to France at twenty-seven ; Abraham Lincoln was elected to\nthe Illinois legislature at twenty-five; and Robert E. Lee was assistant to the\n\n"}
{"page": 87, "printed_page": null, "text": "General Sessions\n\n81\n\nChief Engineer of the United States Army at twenty-seven; Jane Addams\nwas not yet thirty when she established Hull House; Herbert Hoover was\nsent to Australia by his company when he was twenty-three years old to\ninvestigate mining interests; John D. Rockefeller was head of a commission\nfirm at nineteen; and Franklin Delano Roosevelt was Secretary of the Navy\nat thirty.\nThere seems to us to be a great renaissance ahead, an enormous unfolding\nof a social and economic concept, a gigantic shifting of the American phi¬\nlosophy of government—a pioneering job, in other words. Are we going to\nbe assigned a task in the great whole or shall we organize ourselves into\nseparate groups and forge ahead without a guidance which we need and\nwelcome ?\nAMERICA’S ANSWER TO YOUTH’S APPEAL\nROBERT GORDON SPROUL, PRESIDENT, UNIVERSITY OF CALIFORNIA,\nBERKELEY, CALIF.\n\nThe task which confronts me is not an easy one. I am not at all certain,\nin the first place, just what is meant by “youth,” nor when comes the\nmomentous yet unnoted year that one ceases to belong to the company of\nthose who are courageous and daring, honest and sportsmanlike, eager and\nenthusiastic, romantically idealistic, burning with devotion to a cause. Miss\nLawson places the deadline at “twenty-five or thirty according to who is\nspeaking”; Mr. Pitkin raised it to forty; and the publishers of Young Men\nof America must have set the upper limit at forty-five, for I find my own\nname inscribed on one of the pages of the 1936 edition. Who, then, are\nyouth and when does the age of youth begin and when does it end ? And the\n“appeal” that America is to answer—does it come from the thousands of\ncollege and university graduates who have recently been invested with\nbachelorhood, or from the still more numerous thousands of high-school\ngraduates who have just celebrated commencement? Does it come from\nthe ranks of the so-called generals whose names are listed in Young Men\nof America, or from the private soldiers tragically wandering in what is\nnow ironically described as “the army of young hoboes” ?\nIn order to set some bounds to the discussion, may I assume, as Miss\nLawson does, that we mean by youth all those who are between the ages\nof fifteen and twenty-five, in or out of school, or college, or university.\nSince we are all reasonably familiar with this group, it may be possible\nto appraise a number of their prevailing attitudes toward the social transi¬\ntion in which they find themselves. Like Miss Lawson, it has been my\nprivilege to have personal relations with many groups and individuals, so\nthat I also can speak from information as well as belief. May I select one\nor two from the company of my young friends and acquaintances, so that\nwe may compare them with those Miss Lawson has given us, and scrutinize\ntheir attitudes.\nTake the boy whom I met about a year ago when he came into my office\nto tell me that he must leave the university. His father had died suddenly,\n\n"}
{"page": 88, "printed_page": null, "text": "82\n\nNational Education Association\n\nleaving a modest insurance estate in which was a one thousand dollar\npolicy in favor of his son. The lad found himself quite without warning\nin the midst of the whirlpool of life with the following assets to sustain\nhim: youth; $1000 in cash; one ancient Ford—vintage of 1920—valuable\nonly because it provided usable, if precarious, transportation; and a priceless\ndesire to try his skill at the business of standing on his own feet and wresting\na living from the world. So he took the Ford and started on a search for a\nservice station site which had somehow been overlooked by the apparently\nubiquitous “big company’’ scouts. He found one and leased it from the\nowner for a small down payment. He then dug up a contractor, who\nagreed to build a small plant for a smaller amount of cash and a term\ncontract. Next, he hired a former student friend who was in the ranks\nof the unemployed. They gardened the lot and ere long became the staff\nof an attractive station which they kept open sixteen hours a day. Before\nmany weeks had passed, they were pumping a daily supply far in excess of\nthe average. Then came the payoff. A major company subleased the enter¬\nprise for a sum sufficient to give our youthful adventurer a net income of\n$50 a month. In due time he will own the property. Just now he is cruising\nagain in the same old Ford, looking for another sleeper.\nOne more example. A few years ago a gaunt young man with a body\ntrimmed down for battle made his way thru the university by working a\nfull shift as night watchman in a refinery. For four years he supported a\nwidowed and handicapped mother. He won the university’s medal, the\nhighest honor—and, let it be said, he was a physical chemistry-mathematics\nmajor. He then went on thru a brilliant graduate career. A few months\nafter receiving his doctor’s degree, he was stricken with infantile paralysis\nand completely immobilized from the waist down. When the first dread\nweeks had passed, he arranged to correct papers for the mathematics, physics,\nand chemistry departments. Lying all day on his back, he served one full,\nlong year at this arduous task. It was at the high tide of the “handout” era,\ntoo, and he could undoubtedly have had almost everything he needed for\nthe mere asking. Instead, he refused all save one small loan from a friend.\nThen he, too, came to the payoff. A great research chemist heard of him\nand made him his personal assistant. Slowly returning health made it possible\nfor him to go daily to the work for which he had so valiantly trained him¬\nself. His only appeal, obviously, was for a chance to keep his self-respect.\nAdmittedly those are selected cases, but they are more representative of\nthe thousands of youth whom I meet than those to whom our attention\nwas directed previously, and of which we read in sensational books, such as\nThe Lost Generation by Maxine Davis. These must not be ignored if we\nare to see the problem clearly and see it whole; if we are to solve it as\nquickly and as fully as possible. In that part of society that we have labeled\n“youth,” are various elements, just as there are in the rest of humankind.\nThere are the alert, able, and self-reliant, whom I have just been describing,\nwho stand on their own feet and ask no quarter from stern reality. There\nare the “fluttered” ones who would be no less bewildered in Utopia than\nthey are in America today, the “alibi-ers” who from childhood to the\n\n"}
{"page": 89, "printed_page": null, "text": "General Sessions\n\n83\n\ngrave will have no other asset than the ingenuity to invent excuses. Between\nthese extremes is the whole gamut of variations, presenting a cross-section\nof humanity, with its heroes and its villains, its saviors and its destroyers,\nits builders and its parasites, its leaders and its leaners.\nAgain, I cannot be sure that youth is making an appeal to America, even\ntho I hear the clamor of a multitude of voices claiming to speak in youth’s\nname. Everyone with a panacea calls on youth to build a better world,\naccording to his specifications. Should youth object to the plans or the\nmaterials he is straightway labeled as right or left, super-patriotic or unAmerican; brutal vigilante or dangerous radical. The cold fact is that\nmost of us put the “appeal” in the mouth of youth and lay claim to his\nenthusiastic support without consulting either his will or his conscience.\nOr we paraphrase “youth’s appeal” in terms of what we think youth should\nwant. And with respect to the exact nature of even these more or less\nspecious, and often spurious, appeals, who can say what it is, in the midst\nof confusion almost infinitely confounded?\n“Youth’s appeal” is one of those phrases which may mean much or noth¬\ning. If it implies that the youth of America is banded together to demand\n“a brave new world,” it means little, in my opinion, because it is not true.\nBut if it means that a very considerable number of young men and women\nare becoming increasingly conscious of the social upheaval of our times, and\nincreasingly aware of their vital interest in the events that are determining\ntheir future, then it may mean much. The real truth is that youth’s attitude\ntoward the world reflects many things: their personalities, their backgrounds,\ntheir environments, and their responses to stimuli which are offered, indeed\npressed, by those who selfishly want for their respective causes, the vigor\nand vitality of young blood. And the problems of youth today are neither\nnew nor unique. They are the age-old problems of learning to live and to\nfind a place in a world which exists for no single individual and no single\ngroup—young, old, middle-aged, proletariat, bourgeois, or aristocracy—\nbut for all its inhabitants.\nThere is no end of wishful thinking in such terms as “youth’s appeal”\nand the “youth movement.” There is something magical in the very word\n“youth.” It stirs latent memories in the breasts of the older generation, and\nfires the imaginations of dreamers and reformers. It embodies a poet’s con¬\nception and an artist’s ideal. It draws a veil across reality and lifts to the\nrealm of romance the commonplace fact of being. And the state of mind\nthat it evokes, is an almost insurmountable barrier to the very youth it\neulogizes. For youths are but human beings with all the human character¬\nistics. Courageous, daring, honest, eager, enthusiastic! Yes, youth is all of\nthese, but not all the time. There are moments, even for youth, when doubt\nchills courage, when caution tempers daring, evasion clouds honesty, and\ndespondency overwhelms enthusiasm. This ideal state of youth must find\nits everyday expression in the imperfections of human nature; as Pope puts\nit in his interpretation of Homer:\nA youth to whom was given\nSo much of earth, so much of heaven.\n\n"}
{"page": 90, "printed_page": null, "text": "84\n\nNational Education Association\n\nToo often, moreover, these Burne-Jones portraits of youth are conjured\nup, not by persons who see in youth the only hope for a shattered world,\nbut by those who plot to trade on youth’s idealism. The very youngness and\ninexperience of youths make them easy victims of those who would use them\nfor ulterior purposes; and the more high-sounding, the more flamboyant,\nthe more emotional the appeal, the easier it is to capture the young of any\nage or any nation. With them, idealism is at the peak; emotions are in full\nflood; energy runs high; hope has not yet felt the sharp pangs of defeat.\nThey lack the practical experience which must ultimately temper their\nidealism, but need not destroy it. Amongst them there is ability, excellence,\neven genius; youth often thinks more clearly than age, and does not naturally\n‘‘bear the ancient grudge.” But youth also takes the color of its environ¬\nment ; trained to believe that life is an adventure and that civilization will\nbe advanced thru their courage and resourcefulness, young people have\noften become the creatures of a ruthless state or the subservient followers\nof a self-seeking group. In a recent letter from an American student, now\nresident in a German university, there is this passage:\nThe great majority of students are sincerely in favor of the main objectives of the\nNazi program, as they see them. Their admiration for and belief in Adolf Hitler\nis as genuine as it is great; and this is not based upon fear, force, or coercion. The\nmajority do not wish a democracy—they prefer a dictatorship or a monarchy as\nthe best form of government for their people and for a nation in their particular\nworld situation. They are keenly aware of the very uncertain international condi¬\ntions. Most of them do not want war, but at the same time many believe that it is\ninevitable and not far distant.\n\nThe black-shirted youth of Italy marches with hearts attuned to the\ncommands of II Duce, and the young people of Russia sing the Internationale\nwith all the fervor of conviction. How about American young people?\nWith many of the channels of yesterday closed to them; with many in school\nonly because they can find no work; with others on relief or loafing in the\nstreets with no outlet for the energy and enthusiasm of their years, is it\nreasonable to believe that American youth is thinking any more clearly than\nthese or that it is not being similarly led astray? As a matter of fact,\nthey are; and they are being mercilessly exploited, too, by the social\nracketeers who tell them that America is not the fair land of hope and\nopportunity that, always and everywhere, it has been pictured to be. Our own\nwords condemn us for they imply our belief that the youth of other lands\nis not thinking along lines that we call good. And if asked the question,\n“When is thinking clear and by what token?” most of us, if we are entirely\ntruthful, must answer, “When it suits our point of view.”\nNevertheless, the harsh, awkward, unpleasant facts of recent years, and\nthe widespread disruption of the pattern of human society are not to be side¬\ntracked by quibbling over where youth begins and ends, by skeptically\nanalyzing the origin and reality of youth’s appeal, or by mouthing platitudes\nanent the nature of human nature. All of us, including youth, will admit\nthat young people today do face the necessity of some major adjustments\nof which the .young people of the “gay nineties” were mostly ignorant,\n\n"}
{"page": 91, "printed_page": null, "text": "General Sessions\n\n85\n\nThese adjustments are required, in large measure, because of the explosive\nwreckage left by a generation which tried to build “a brave new world”\nwith bayonets, to whose survivors came a disillusionment that belittles the\nbitterness of wormwood.\nAnd so youth in this twentieth century is facing difficulties that seem\nto wear strange and unfamiliar aspects; indeed, to youth, they seem quite\nunprecedented and quite unfair. Youth is loath to believe that present times\nrepresent an old and recurring event in man’s history. They are not wise\nenough to know that always such travail has presaged man’s attainment to\nbetter things. Therefore they are apt to be openly impatient with America’s\nanswer. For the answer of America to her youth must be today, as her ideal\nhas always been, abundant life, ordered liberty, and the right to pursue happi¬\nness with some prospect of attaining it. And the ways of reaching this\nanswer, the means of attaining this ideal, must be what they always have\nbeen—freedom and tolerance, respect for the individual, regard for the\nrights of minorities, an intelligent sense of responsibility for the common\nwelfare, respect for law and love of peace—the ways and means of\ndemocracy.\nUpon the education of American youth, lies in heaviest measure the task\nof making good this answer America has given—the answer that we know\nis the only answer. That answer cannot be given in terms of passion and\nprejudice. It cannot be reached by a route cluttered with half-truths and\ninsinuations against the government, the institutions, the organizations,\nwhich provide means for youth to keep in touch with the past and yet be\nalive to the future. To put such obstacles in the way of those who would\nlearn is wasteful and destructive, wholly unworthy of the proud title\nof teacher. Nor can the answer be found by the application of magic\nformulas, prepared by fathers, doctors, late senators, or village blacksmiths.\nThe modern world is far too complicated a piece of machinery to be operated\nsafely either by the moonstruck or by intellectual infants. Most certainly\nof all, the answer cannot be found by evolving it from the inner con¬\nsciousness, or drawing it out of a book written a hundred years ago by an\nembittered theorist, and then attempting by force to shape the world to a\npreconceived pattern.\nThe only possible way to find a solution to the discomforts of today and\nthe uncertainties of tomorrow was pointed out by Euripides more than two\nthousand years ago, and by Thomas Jefferson in the earliest days of our\nown nation. The words of Euripides were, “Who neglects learning in his\nyouth, loses the past and is dead for the future.” Thomas Jefferson stated\nthe tremendous importance of education as a social force, pleaded for it\nagain and again, and placed the founding of the University of Virginia\nalongside the writing of the preamble to the Declaration of Independence\nas one of the great achievements of his career. The platitude that democracy\ncan succeed only with citizens who possess a high degree of intelligence is\nnone the less true because it has been worn thin by repetition.\nI say these things with full realization that any answer which will meet\nyouth’s needs today must include food, shelter, and family life, as well as\n\n"}
{"page": 92, "printed_page": null, "text": "86\n\nNational Education Association\n\nintellectual satisfaction. But these can be had only if there is an open way\nfor each individual to get to the place for which he is fitted by the talents\nand skills of his natural endowments. The only way I know to keep the\navenues of advancement open is thru the opportunity for free education.\nOnly in a pioneer society is it easy for the individual to make progress of a\nsort when handicapped by ignorance. In this modern, scientific twentieth\ncentury of technical knowledges and intensive application of skills, both\nof brawn and brain, the criterion of success is, first, sound preparation, and\nthen continuous growth to something better—continuous self-improvement.\nThe race, even to get the creature comforts and material satisfactions of\nlife, inevitably will go in the future to those who enrich experience with\nwell-developed intellectual powers.\nThis education of which I am speaking, as America’s answer to youth’s\nappeal, is notably a product of its times. Holding fast to that which it has\nproved good, it is also pressing on to meet the needs of a tremendously\nexpanded social order. Education will always be deeply concerned with\nthe highest concepts that man has yet known, and will always acknowledge\ntheir vital, indispensable part in man’s very power to be a man at all.\nBut twentieth century education is also most anxiously concerned with man,\nthe social being, and with his adaptation, with all his personal foibles and\nfrailties, to an evolving, complex society. The salvation of the human race\nis less likely to be won by excessive worship of past achievements, than by\nperfecting our social and economic structure so that there will be opportunity\nfor even greater cultural monuments in the future. Twentieth century\neducation also, is detecting the relationships that should exist between the\nschool and the society for which it is a preparation—in other words, be¬\ntween the training of youth and its functioning in maturity. So would\neducation build for democracy a stable but not inflexible organization of\nmen, women, and children, willing and able to accommodate itself and its\nindividual members to the dynamic character of the world in which we live.\nIf education is to be America’s answer, it must reach all of America,\nnot only those parts of our country where wealth, or population, or brains,\nor initiative are concentrated. One of the reasons for the comparative failure\nof education up to the present time is that we have never attacked a national\nproblem on a national scale. Our separate communities have gone at the task\nlike so many termites, sealed each in its own little alley and gnawing away\nfor dear life. We recognize the need for centralization of control in phases\nof commerce which cannot be confined to one state, but we have not appre¬\nciated fully the similar and greater need in the most important interstate\nproduct of all, namely, education. We protect one state against undesirable\ngoods originating in another, but we fail to protect the United States against\nundesirable educational products originating in one or another of its various\nunits. The authority of the nation, however, is not exercised by those states\nonly where education is most clearly adequate; neither are the representa¬\ntives who legislate the terms of the authority chosen only by the people\nof the most advanced states. Obviously, it would seem, America must\ndistribute education more equitably than at present, for the intellectual\n\n"}
{"page": 93, "printed_page": null, "text": "General Sessions\n\n87\n\nstrength of the nation cannot be much greater than the intellectual strength\nof its weakest states.\nEducation, if it is to be an effective answer to youth’s appeal, must be\ndevised to train followers as well as leaders, to raise the level of mass\nintelligence to the point, if possible, where each may be a wise leader in\none field and a clear-eyed follower in many. This will be a staggering task\nbut in a democracy there is no alternative. Young people at present are\nperforce staying in school longer because of lack of employment, and de¬\ncreasing hours of labor and old age pensions (tho not at $200 a month)\nstress the need for adult education and wise guidance in the use of leisure\ntime. These demands upon education will, of course, be offset to a certain\ndegree by the relatively stable period into which, all population studies\nindicate, we are passing. The population of the elementary schools is, in\ngeneral, stationary or decreasing. The high schools are filled but the reservoir\nfrom which they draw has reached its maximum. This will result in a\ndiminished number of high-school entrants shortly and of college matri¬\nculants eventually. Nor is our present position so consolidated that we need\nadd only a few years to the present school period, for we are now educating\nno more than two-thirds of our boys and girls up to the age of eighteen.\nThe American Youth Commission estimates that not more than 60 percent\nof those of high-school age are actually enrolled in high school. This means\nthat we must provide secondary education for at least 50 percent more than\nwe now do. This high-school group is far more important, in my opinion,\nthan those who seek collegiate education without regard to their fitness for\nthat academic routine. America’s answer to youth’s appeal is not going to\nbe fulfilled by inordinately increasing facilities for the economically and\nintellectually fortunate at the expense of those who are less fortunate.\nEspecially is this true when, as is too often the fact, educational facilities\nfor the academic high-school graduate are provided in total disregard of the\nneeds of the community. All of us recognize that one of the faults of our\neducational system is the standardization of courses primarily aimed at\npreparation for the traditional university. That fault will, of course, be\ndeepened and intensified by the further establishment, at every crossroad,\nof small colleges attempting to duplicate university offerings as closely as\npossible. We need a greater diversity of paths in our educational landscape,\nand we are not going to meet the situation by pouring more concrete on the\nhighway that leads to white-collar jobs.\nThe education that will respond to youth’s insistent call must meet the\ndemands of the spirit as well as of body and mind. It must recognize and\nteach that there are needs and desires utterly beyond the satisfactions of\nscience and materialism. Neither scientific progress nor technological ad¬\nvancement are prophylactics against decay. The social order is not built\nwholly upon economic foundations, nor can it be interpreted purely in\neconomic terms. Nations die when their ideals wear out, when the spirits\nof their people weaken and flag. Civilizations totter when their foundations\nare economic rather than moral, when the profit-making motive is not\nsubordinated to the ideal of human service. Aristotle said long ago: “The\n\n"}
{"page": 94, "printed_page": null, "text": "88\n\nNational Education Association\n\ngood of man must be the end of the science of politics. To secure the good\nof a single individual is better than nothing. But to secure the good of a\nnation or a state is a nobler and a more divine achievement.”\nTo realize these things is to be sensitive to the spiritual issues of existence,\nwhether or no “the God theory has become humanized as a part of the\nphilosophy of life.” Every man rates things according to some scale of value,\nand the thing he places at the top, the thing to which he gives the right of\nway, that thing becomes to him his god. There is no man without a god\neven if he sees its image only in the looking glass. So also, there is no “new\nethics,” “new morality” needed, only, sometimes, new applications of old\nprinciples. No true religion has ever been founded upon morals, abstinence,\nand prohibitions. But courage, veracity, love, honor, temperance, faithful¬\nness, magnanimity, are principles which pass over readily from Sunday to\nMonday and flourish even within the four walls of a church. They are\nvirtues not by chance or commandment but because men thru the long\nprocess of trial and error have found them to be indispensable factors of a\ntolerable life. America’s answer to youth in the field of religion must again\nbe the old, old answer: Man cannot live by bread alone. Let each one of yon\nbuttress himself with a reasonable faith, and into your lives will come a\nsense of peace, and power, and plenty. Neither bludgeoning nor cajoling\n\nwill convince anyone of this truth. Each of us must find his own salvation,\nbut few there are who will “reach out into a great emptiness and withdraw\ndefeated.”\nIf young people are not to be misled and exploited by false leaders prey¬\ning upon their idealism; if they are not to be stifled by watchful adults,\nforever diagnosing their imagined problems and encouraging their distress,\nthen thru education there must be nurtured in them that natural selfreliance and independence of action which is, perhaps, their most valuable\nattribute and thru which they may be strong to meet the tests of an age\nof crisis. So, and so only, will youth move by the painful route of experience\ntoward the restraint of pride and greed. So, by trial and error scientifically\ndirected, they will learn what can and cannot be done with human material.\nSo, by patient review and studious planning, they will work toward the\nproduction and distribution of wealth on terms of greater justice. Weighing\nand appraising every suggestion, taking time to come to reasoned conclusions,\nyouth will reject the “isms,” one and all. Even in the confusion of tongues\nwhich surrounds them today, they will be aware that the “brave new world,”\nlike the Kingdom of God, must begin within themselves. Already the con¬\ncern which self-styled youth-savers evidence is little short of nauseating to\nthem. They begin to be suspicious of sympathy and hear the beating of the\nwings of an ancient truth: “Unless a man be master of himself he can never\nrule a city; unless he is disciplined, trained, self-controlled, self-reliant, he\ncan have no effective part in building a better state.”\nYouth could ask no better gift from America than this quiet, calm\nassurance that it is the master of its fate, the captain of its soul. Once he\nknows that, the boy becomes a man, a king, and a mason, and straightway\nhis palace is begun. No answer which does not further this process in the\n\n"}
{"page": 95, "printed_page": null, "text": "General Sessions\n\n89\n\nmind and soul of youth can possibly be right, and no answer is so likely to\nfurther it as education. The only chance of failure lies in the possibility that\nteachers may spend themselves in a furious and futile attempt to reform\nthe social order instead of bending their efforts to the building of intelligent,\neffective, forward-looking individuals. The church, the school, the college,\nand the university share a sublime role in human progress, the awakening\nand development of the intellectual and spiritual life of man. Without such\nenlightenment the ideal commonwealth is impossible and Utopia becomes\nmore than ever a myth.\nI hear no mass appeal from youth today for “isms” or panaceas, even tho\ntheir idealism, as always, renders them sensitive to the reforms which are\nso often in the vanguard of the thing called “progress.” In them “hope does\n• not seem slain.” The baneful brand of disillusionment has not yet been\napplied. If American education fulfils its destiny it will create a vast and\never-increasing army of informed, restrained, courageous, independent\nyouth. Of such is the stuff from which new worlds are made.\nTo the appeal of America’s youth I would return the challenge of the\nbuilding of a “brave new world.” I would say to them: The obligation and\nthe opportunity are enormous. The call of the hour is for leadership, sympa¬\nthetic in its understanding, tolerant in its outlook, and dynamic in its cour¬\nage. Do not let yourselves be embittered by the disappointments of your\nelders, or your buoyant confidence impaired by their suspicions. Do not per¬\nmit your judgment to be clouded by their inferiority complexes. They are\npaying the penalty of their mistakes; see that you profit by them. Above all,\ndo not be content with contemplative inaction. Do not be content merely to\ninterpret the world, or even to complain about it. Go out to change it.\nBut remember that there is a difference between change and destruction.\nIf you can keep our American system of government successfully working,\nas it has worked since the days of its beginnings with Washington and\nFranklin, you will be keeping clear the way to the land of promise. Your\nreward will be a greater, finer, and richer America than we have yet known.\nFor whether America shall be exalted, or debased depends wholly upon\nAmerica’s citizens and the quality of their leadership. To those who will\naccept the challenge to keep faith with America, America offers still an\nopen road that leads straight ahead and ever upward.\n\n"}
{"page": 96, "printed_page": null, "text": "National Education Association\n\n90\n\nSymposia on Improving the Program\n\nSECTION A—DEVELOPING DISCRIMINATION IN THE\nUSE OF NEW TOOLS\nG. W. KIRN, PRINCIPAL, ABRAHAM LINCOLN HIGH SCHOOL,\nCOUNCIL BLUFFS, IOWA,\n\nPresiding\n\nWILLIS L. UHL, DEAN, SCHOOL OF EDUCATION, UNIVERSITY OF\nWASHINGTON, SEATTLE, WASH.,\n\nSummarizing\n\nParticipants:\n\nBen H. Darrow, Director, Ohio School of the Air, State Department\nof Education, Columbus, Ohio\nA. G. Crane, President, University of Wyoming, Laramie, Wyo.\nArthur S. Garbett, Educational Director, West Coast Division, Na¬\ntional Broadcasting Company, San Francisco, Calif.\nMrs. Gladys L. Potter, State Department of Public Instruction,\nSacramento, Calif.\nAn interesting and enlightening part of Mr. Darrow’s discussion on the\nuse of films in the classroom was the showing of twenty scenes chosen from\nteaching films which illustrated time lapse photography, animated drawings,\nand telescopic and miscroscopic photography. Mr. Darrow stated that the\nmotion pictures are the swiftest, most effective teaching tool yet devised.\nHe believes that one of the greatest needs of education in America today is\nthat the intelligentsia of the movement—the big shots—stop doing things of\nlesser portent and really bring motion pictures in, complete in coverage and\nconstancy of use. He feels that this can be done if parents, teachers, and\nschool executives everywhere promote it simultaneously, giving film makers\ncourage to produce, and cutting the cost of distribution so that the cost\nto schools will be small—as small as the use of textbooks. He thinks the\nmotion picture should take over much of the load of information giving\nand liberate the teacher to do the priceless part of teaching. “The priceless\npart of teaching is the leading of bands of explorers into every domain of\nuseful human activity.”\nMr. Crane opened the discussion on “Radio, the Assistant Teacher,” by\nraising several questions: What use have schools already made of radio?\nWhat greater uses can schools make of radio ? What are the difficulties and\ndangers involved in using present broadcasts in classrooms? What can\nteachers and administrators do to promote the use of broadcasting in schools?\nWhat may broadcasting mean to American culture thru the years ahead ?\nIn suggesting answers to some of these questions, Mr. Crane cited instances\nwhere the public schools have used radio successfully as a supplement to\nclassroom instruction. He thinks the results of certain experiments have\njustified the radio’s extension and expansion. “As technic improves, as\nfacilities become more universal, as listening sets improve, so will the use¬\nfulness of this new medium increase.” He feels that school broadcasts\ndirected by educators can be put on the air as readily as commercial pro-\n\n"}
{"page": 97, "printed_page": null, "text": "General Sessions\n\n91\n\ngrams, and that the need is for programs specially designed for school\nuse and sponsored by educators whose motives and competence are unim¬\npeachable. Mr. Crane stated that teachers can experiment with the use of\nradio in their classrooms and out of this experimentation will come success¬\nful devices for others to adopt. He suggested that teachers form educational\ncommittees to study the use of broadcasting in schools. He concluded with\nthe following: “Education by radio is going on all about us. . . . There is\nappearing in American homes the finest products of American culture in\nscience, in literature, and in music. The schools can aid in cultivating an\nattitude on the part of children which is appreciative of the best, which\nwill make this new instrument not a mere toy for casual entertainment but\nan instrument for spreading culture.”\nIn his discussion of music, Mr. Garbett stressed the fact that music has\nlong been called a universal language, but never before has it had such\nuniversal distribution. “Radio now is compelling us to recognize music as\na factor in life of far greater importance than it ever was before.” The\nwholly new thing that radio is doing is to bring a flood of music into homes\nin which it has hitherto been wholly lacking, said Mr. Garbett. His twenty\nyears’ direct experience with mechanically reproduced music has taught him\nthat never before have people been so eager for knowledge about music.\nHe believes that sooner or later our increasing curiosity about music will\nbring increased knowledge; and with increase of knowledge will come a\ndesire to produce more .a music of our own. The creative integration of\nmusic with other subjects in the life of the modern school seems to Mr.\nGarbett to be one of the most important movements of modern times.\n“Soon we shall begin making our own contributions, creating our own\nmusical forms and patterns; and so, with our increased leisure time, we\nshall be able to offer to a distraught world our own share of musical beauty,\nexpressed in our own national idiom.”\nAccording to Mrs. Potter, the goal of the teacher of literature in the\nprogressive school is to establish an enduring love for good books. In her\ndiscussion of “Children’s Literature,” Mrs. Potter emphasized the fact that\nit is the function of the literature teacher to create book lovers. In order to\nput the right book in the hands of the right child, the teacher must have a\nwide knowledge of books and the librarian must have a wide knowledge of\nchildren. Mrs. Potter believes that the enthusiasm of the teacher is one of\nthe most important elements in stimulating the interest of children in\nliterature. “The goal in the teaching of literature is joy in reading now\nand the continuance of this joy into adult life. This joy can be assured only\nby providing adequate, attractive books suited to the interest and the reading\nability of each individual.” Mrs. Potter suggested using Pleasure Readmg\nfor Boys and Girls as a booklist. This list was published by the California\nState Department of Public Instruction and was compiled by a large com¬\nmittee of county, city, and school librarians, supervisors, teachers, and\nadministrators. “There can be no higher work than awakening children to\na knowledge of the beautiful and the cultivating of an enduring love for\ngood books.”\n\n"}
{"page": 98, "printed_page": null, "text": "National Education Association\n\n92\n\nSymposia on Improving the Program\n\nSECTION B—MEETING NEW NEEDS ON THE\nELEMENTARY LEVEL\nCAROLINE WOODRUFF, PRINCIPAL, STATE NORMAL SCHOOL, CASTLETON, VT.,\n\nPresiding\nNELLIE LIND, PRINCIPAL, STEDMAN SCHOOL, DENVER, COLO.,\n\nSummarizing\n\nParticipants:\n\nM rs. Nina H. Brown, Professor of Elementary Education, Simpson\nCollege, Indianola, Iowa\nBernice Baxter, Director of Elementary and Junior High School In¬\nstruction, Oakland Public Schools, Oakland, Calif.\nL. S. Tireman, Professor of Education, University of New Mexico,\nAlbuquerque, N. Mex.\nJames T. Worlton, Assistant Superintendent of Schools, Salt Lake\nCity, Utah\nM rs. Brown opened her discussion with the statement that the new\nneeds of elementary education center about change. “It is the time of prepa¬\nration for growth in spite of set-backs and external changes all about.”\nBecause of the fact that children leave school at such an early age, Mrs.\nBrown thinks this preparation for growth must come while the child is in\nthe elementary school in order to give him the habits and attitudes that will\nenable him to fit into clean, democratic government. She believes that every\nchild should have the opportunity to love, imagine, adventure as he goes\nthru life, and to live a larger, better life for having had the opportunities of\neducation so far as he can profitably take them. Mrs. Brown feels that\nthe greatest need is for a loyal, upright sort of citizenship. She stated that\nthe second need that the elementary school must face is that of building\nmorale to lessen the tendency to go into crime and to make life and property\nsafer. A third need that faces the school as never before, said Mrs. Brown,\nis for guidance that will develop all angles of the child’s nature; a fourth\nneed is that every child may learn to appraise his merits and correct his\nweaknesses.\nIn her talk on “Some Things We Know about Child Development,”\nMiss Baxter presented facts pertaining to the physical growth of children.\nFor example, information relating to the physical growth of the six- to\nnine-year-old child indicates that his whole physical make-up requires ac¬\ntivity. During this time speech, the acquisition of concepts and ideas, as\nwell as the more purely motor abilities, depend for their development upon\nexercise and practise. During the later years of childhood, nine thru twelve\nor thirteen, the motor aspects of growth are still prominent. The intellectual\ninterests are assuming more and more importance, but the period is one\nof great physical activity, according to Miss Baxter. While still in a forma¬\ntive stage of physical and emotional growth, the child is faced with the\nnecessity of adjusting previous learnings to the demands of an ever-enlarging\n\n"}
{"page": 99, "printed_page": null, "text": "General Sessions\n\n93\n\nsocial world. The strain is great and home and school must work together\nclosely to guide the child in his first steps toward personal independence and\nsocial adjustment. Miss Baxter believes that educational practises are being\nmodified to meet the mental maturity of pupils. “The findings of child\ndevelopment studies are giving us a source of information which promises\ndefinitely to affect educational procedures.”\nMr. Tireman discussed the contributions of research to the improvement\nof classroom technics, citing numerous studies and their results in the\nfields of English, arithmetic, and reading. He believes that research can\nalways be defended upon the ground that it is worthwhile for its own sake.\nHowever, in the field of education, Mr. Tireman thinks its chief justifica¬\ntion is that it contributes to the improvement of some phase of the instruc¬\ntional program. Hundreds of men and women are spending long hours in\npatient and methodical effort to find the truth, and Mr. Tireman declared\nthat teachers must not fail in their obligation to apply these findings to their\ndaily work.\nMr. Worlton discussed the question, “What should be the criteria for\nselecting curriculum content in order to meet new needs?” He contends that\nchild development is an outgrowth of child activities and can be directed\nand guided only by means of determining and controlling his experiences.\nThe content of the curriculum may be defined as the sum total of all the\nexperiences which the child has under the direction and supervision of the\nteacher; therefore, according to Mr. Worlton, its selection and organiza¬\ntion are the most important functions of teaching. He believes that cur¬\nriculum content should be selected which will comply with rigid criteria\nestablished to safeguard the interests of society and those of the child as\nan individual. Mr. Worlton stated that an effective curriculum content\nshould: (1) involve significant race culture; (2) be selected with reference\nto its value in giving the child an understanding of presentday society;\n(3) appeal to the interests of children and, if possible, serve their immediate\nneeds; (4) be of high potential value in adult life; (5) contribute to the\npurposes of society in maintaining the schools and to the developmental\nneeds of children; (6) be in harmony with the spirit of democracy; (7)\ndevelop in pupils such understandings, appreciations, attitudes, and auto¬\nmatic responses as are necessary for participation in constructive social life;\n(8) give the child the widest possible range of experiences suited to his\nmaturity; (9) be selected with reference to individual differences among\nchildren in interests, in abilities, and in the capacity to learn; (10) make\nprovision for continuous, consecutive, and cumulative growth thruout school\nlife; (11) be selected in terms of its value in developing independence and\npower; and (12) contribute to the child’s mental and physical health and\ndevelopment.\n\n"}
{"page": 100, "printed_page": null, "text": "National Education Association\n\n94\n\nSymposia on Improving the Program\n•#\n\nSECTION C—FORUM DISCUSSION—MEETING NEW\nISSUES ON THE SECONDARY LEVEL\nWILL C. FRENCH, SUPERINTENDENT OF SCHOOLS, LONG BEACH, CALIF.,\n\nLeader\nParticipants:\nHilda Maehling, President, Indiana State Teachers Association, Terre\nHaute, Ind.\nMary B. McAndrew, Superintendent of Schools, Carbondale, Pa.;\nand President, Pennsylvania State Education Association\nAlbert M. Shaw, Hollenbeck School, Los Angeles, Calif.; and Westtern Regional Director, N. E. A. Department of Classroom\nTeachers\nEdward O. Sisson, Professor of Philosophy, Reed College, Portland,\nOre.\nPayne Templeton, Principal, County High School, Kalispell, Mont.\nFred W. Traner, Professor of Education, University of Nevada,\nReno, Nev.\nThe forum discussion was opened by the leader, Mr. French, who stated\nthat during the past three hundred years of remarkable progress of secondary\neducation in America some real issues have developed. He added that this\nwas accentuated by recent sharp and rapid change in society itself, and that\nmany people now believe that until some of these most critical issues are\nthought out, not fought out, further progress is suspended. Mr. French\nannounced that the purpose of the forum discussion was to aid in defining\nand resolving some of these issues and would be based upon the recently\npublished Report on the Orientation of Secondary Education by Briggs.\nBy agreement the group decided to concentrate their discussion on the\nseventh issue in the report—the one dealing with the form or organization\nof the curriculum as basic for today—with other related issues of the report\nconsidered onlv as thev have a bearing on the new curriculum.\nM iss Maehling made suggestions as to the methods of familiarizing\nteachers and principals with the report and getting them to agree that a\nnew curriculum is desirable. She believes that the one sure way to acquaint\nall the teachers with the report is to have a central committee to make\na clear-cut statement of aims and objectives and to outline briefly the work\nof this committee. This printed material should then be put into the hands\nof every city and county superintendent with specific instructions not only\nto distribute the folders but to see that discussions are held concerning\nthem. Other suggestions for disseminating the information were: a series\nof articles relating to the report might be prepared for the N. E. A. Journal,\nwith similar ones for all the state publications; all allied organizations and\ndepartments of the N. E. A. could be furnished with material for publica¬\ntion in their bulletins and journals; lay magazines could be utilized; organ-\n\n"}
{"page": 101, "printed_page": null, "text": "General Sessions\n\n95\n\nizations friendly toward education—Phi Beta Kappa, A. A. U. W., business\nand professional women’s organizations, and similar ones—would be glad\nto publish articles furnished by this national committee; and prominent\nspeakers might appear before state association meetings and large groups\nof teachers. Miss Maehling believes that it will be only after much discussion\nthat the vast throng of teachers will become familiar with the new issues.\nIn speaking on “The Core of the Curriculum,” Mr. Shaw stated that\ninstead of one core, it would seem that we need several cores in our new\ncurriculum. He feels that much of the work which has formerly been given\nin college and university may well be carried down to our secondary schools\nin perhaps a somewhat simplified form. In our new courses, continued Mr.\nShaw, we will group around our basic categories much of the good material\nin our present curriculum—but we need some new courses, new material,\nand new methods of presentation. Mr. Shaw recommended the open forum\ntype of class discussion with an occasional written paper to help in train¬\ning in English, for expression, and for logical arrangement. He presented\na few suggested categories such as political or civic concepts, business, in¬\ndustrial, practical arts, scientific, technical, world affairs, cultural, social\nand economic, and avocations. He recommended that popular try-out courses\nbe offered in a variety of activities suggested in the outline, some of which\nmight be elected later for more thoro study. Mr. Shaw suggested that for\nthe type of pupil to which a program of physical activities would have the\ngreater appeal, a curriculum made up largely of this class of work should\nbe provided, the purely mental type of activity should be rather incidental\nor reduced to a minimum, ahd all work adequately supervised.\nREMOVING JUVENILE DELINQUENCY\nELEANOR R. WEMBRIDGE, FORMER REFEREE, CLEVELAND, OHIO,\nJUVENILE COURT, LOS ANGELES, CALIF.\n\nWhen I am speaking to teachers, I know that I have an audience that\nunderstands without explanation what is meant by a problem child. As you\nall know, this is a child who does not fit into the regular school routine,\neither in studies or in behavior. Every school has some of these problem\nchildren. Whereas all of them do not have to go to court, by any means,\nalmost all who do go to court have been problems in school before they got\narrested and were brought in by the police. Take them altogether they\nmake up a lost legion of unhappy children, gradually growing out of sorts\nwith society and everyone in it. And the first sign that a new recruit is\nabout to join this wretched army is truancy. Persistent running away from\nschool is as sure a sign that a child is becoming antisocial, as a temperature\nis a sign that he is developing a fever. The average child prefers to go\nwhere other children are—namely, to school, even tho he grumbles about\nit and longs for vacation. To refuse to go means that school, instead of\nhelping him to express himself, humiliates him so much that he can no\nlonger bear it. This feeling of shame may come from countless causes with\na child, just as it does with grown people. Boys and girls who cannot dress\n\n"}
{"page": 102, "printed_page": null, "text": "96\n\nNational Education Association\n\nlike other children; who have no money for books or fees; who are ashamed\nof their family, their looks, their homes; who are oversized, or undersized;\nwhose teeth, eyes, or general health are poor; or who cannot keep up with\nthe regular grade work and are ashamed to be the dummies of the class\nusually become truants. One juvenile court officer told me that as soon\nas long division appeared in the fourth grade, the first set of truants began\nto walk out, and appear in court. A few more ran away from school when\nfractions, decimals, grammar, and written papers appeared. Some children\nas well as adults become confused and repelled when education leaves the\nactual objects of the early grades and shifts to the study of objects, by means\nof notebooks, dictionaries, and essays. All these study devices are so many\nscraps of paper to them. All such objects as metal, wood, cloth, engines, food\nmaterials, or money lose their vitality for certain types of minds, when\ninstead of being handled they are read about from paper. I have known\nboys so completely baffled by paper work that they deliberately stole from\na fruit peddler so that they could be sent to what they called the “bad boy”\nschool, and thereby get into a machine shop. I have also known of a girl\nwho ran away from school and insisted that she would run away again if\nshe had to keep working examples that she did not understand and never\nexpected to do the rest of her life. “How often do you have to do algebra?”\nshe asked me. I had to admit that I lived most of my life without its aid.\nThis girl wanted to he a hair-dresser. Running away and getting arrested\nseems an awkward and roundabout route to a machine shop or a beauty\nparlor—especially as the runaways are more than likely not to land in\ntheir destination, hut in some scrape that will tuin their future. Few of us\ncan put up with constant humiliation. Yet most court children have known\nlittle else. In their clumsy and uninstructed way they hunt for satisfaction\nand relief in the most dangerous places, not only to their own destruction\nhut to the destruction of others, as well. The schools of the country are\ndoing a colossal piece of work as it is, but they should do more. And the\npublic which has so much at stake, should give them the moral and\nfinancial backing necessary to do it.\nNo school child should be allowed to fight the handicap of imperfect\nhearing, vision, or teeth. Every child needs proper food, clothes, and recrea¬\ntion, and should not be humiliated in receiving it. In their formative years,\nchildren should be convinced that organized society is their friend and not\ntheir enemy, and that paper intelligence is not all that is needed to lead\na good life. The ancient Persians believed that the essentials of education\nwere to know how to ride a horse, and to tell the truth. I know plenty of\nyoung people, who (to bring this maxim up to date) would be better off if\nthey learned to drive considerately and to tell the truth, than if they\nunderstood percentage or could diagram a sentence. Better to be kindly and\nhonest, and forsake paper work in the fourth grade, than to be a college\ngraduate and be a crook. The ultimate object of education in a democracy\nis to make thoughtful and responsible citizens, capable of governing them¬\nselves. But neglected children who crowd the juvenile courts, instead of the\ngrade school, pass to the police and criminal courts instead of high school.\n\n"}
{"page": 103, "printed_page": null, "text": "General Sessions\n\n97\n\nThey find in the workhouses and prisons to which they are sent, the most\nexpert teachers in theft, safe-cracking, banditry, vice, kidnaping, and\nmurder. These courses are easier to learn than historical dates or foreign\nlanguages. And it is now too late to teach them kindliness and honesty. The\ncitizens that might have been, have now developed from unwholesome\nchildren into public enemies, who exist only to be hunted and shot down\nlike vermin.\nI appeal therefore to the teachers: Never belittle your calling. To teach\nin these chaotic times is more than a profession. It is a crusade. No matter\nwhat work your scholars can or cannot do, keep them in school working at\nsomething useful. Hunt up a runaway as you would hunt lost sheep. Adjust\ntheir difficulties at home. Keep the playgrounds open, and the recreation\nsupervisor on the payroll. Figure out what you would want your own child\nto have, and see that other children have it. It takes patience, but there is\nno other way. The nations of the world have weighed democracy in the\nbalance, and most of them have decided that it is impractical. They insist\nthat self-expression and development are not for the average citizen, but\nonly for the dictator. He alone can be trusted to rule the state. The United\nStates is committed to the opposite faith. But this can survive only if all\nits citizens are trained in the higher integrity, if not the higher learning.\nThe world has thrown down the gauntlet to America’s faith in the common\nfamily and its children, and to democracy’s conviction that the school and\nnot the dictator shall be their teacher. No juvenile court, however good,\ncan take the place of the school. It was an advance for the last generation to\nestablish such courts. It will be a greater advance for the schools and courts\nof the future to work together, to make any court for children unnecessary\nin the United States.\n\nPIONEERING IN HUMAN ACHIEVEMENT\nREVEREND RALPH W. SOCKMAN, PASTOR, CHRIST CHURCH, NEW YORK, N. Y.\n\nA few years ago our American novelist, Louis Bromfield, made one of his\ncharacters, a young man in the Middlewest, say something like this: “My\ngrandfathers came into this wilderness to conquer and subdue it. It was a\nland filled with savages and adventure. I, too, must have my chance. I am of\na race of pioneers, but I have no frontier.”\nIn that remark Mr. Bromfield expressed the spirit of restlessness which\nhas characterized our post-war generation. The force of the statement is\nespecially felt as we meet here in this convention at the western terminus\nof the Oregon Trail. We are standing in the footprints of the pioneers who\nestablished our American commonwealth. But now the wilderness is cleared ;\nthe roads are laid ; magnificent cities like Portland have replaced the frontier\ntowns. My own trip here by airplane makes vivid the contrast between the\nhorse-and-buggv era and the age of streamlined trains and skyways. We\nhave come a long way since the time when Horace Greeley could counsel\nyoung men to go West and grow up with the country. The West has grown\n\n"}
{"page": 104, "printed_page": null, "text": "98\n\nNational Education Association\n\nup. The geographical frontiers are gone. The great open spaces no longer\nfurnish safety valves for the unemployed or the untamed.\nThe frontiers of today are to be found in the realms of human advance¬\nment. The easy outlets of free land and geographical spread now having\nbeen closed, the time has come for us to grow up with ourselves. We must\nfind new resources within our own personalities, new materials thru our\nphysical sciences, new adjustments by means of our social sciences. The\nsafety valves of the old frontier have been replaced by the melting pots of\nthe great cities. And the near future will reveal whether the result is to be\nexplosion or a finer expression and enlargement of life.\nMany guides and guideposts are pointing the way to our new human\nfrontiers. The writing of Alexis Carrel’s book, Man, the Unknown, and\nthe popular attention which it has received are evidences of our awakening\nto the fact that there are unrealized possibilities to be explored and developed\nwithin our own individual natures. We are determined to get more out of\nlife. We want more enjoyment thru our bodies. We are lengthening the\nspan of active life. More people are alive at sixty than in the days of our\ngrandfathers and what is more interesting, they are more alive at sixty.\nThe current interest in health, the amazing growth of medical research,\nthe new prestige of psychiatry, the church’s widening concern in the matter\nof healing—all give hope of an expanding personal life.\nWith medical science lengthening our active years, economic science must\nprovide better security and opportunity for our maturity and old age. What¬\never may be the merits or defects of the Townsend Plan, the interest in such\na proposal shows the rising popular demand for a more satisfying social\ninsurance. It would seem a healthier emphasis, however, if we were to stress\nthe opportunities of old age activity rather than pensions for old age retire¬\nment. A Christian social order can certainly be devised which will provide\nuseful activities for the years which our medical skill is now prolonging.\nIt does not seem good economy to put people on the shelf at sixty any more\nthan to plow under crops.\nFamily life offers another frontier for human advancement. With all\nrespect for the “good old-fashioned home,” it was not good enough. Our day\nwith its new education and independence of woman demands something\nmore than the home gave our grandmothers. The modern woman is not\ncontent to be a child-bearing housekeeper. Homemaking must become a\ncareer as challenging to the intellect and resources of womanhood as are\nthe careers open to women outside the home.\nToward this end, some progress already made points the way to further\npossibilities. Better instruction before marriage and child-birth is paving\nthe way for healthier child culture. Birth-control, which should be safe¬\nguarded if possible from selfish motives, may help mightily in protecting\nchildhood from poverty, overcrowding, and inadequate parental care.\nMothers, whose children are grown, are now finding a wholesome outlet\nfor their creative energies in community and political activities; but much\nremains to be done to deliver middle-aged post-graduate mothers from\nfatuous and empty leisure. Here adult education has an expanding field.\n\n"}
{"page": 105, "printed_page": null, "text": "General Sessions\n\n99\n\nThe frontiers of business and industry should be looked upon as labora¬\ntories for working out new ways of cooperation rather than as battlefields\nof competition. If the energy now spent in class struggle for possession were\nturned to devising ways of better production and distribution, we should\nbe freed from the paradox of land going to waste and millions going with¬\nout work. The cure cuts deeper than political partisanship. We may turn\npolitical parties in and out of office without relief. We must get down to\nthe problems of technological adjustment.\nInternational relations furnish a frontier which we must explore whether\nwe wish to or not. The United States cannot keep out of world wars by\nmere isolation or neutrality. While we should not play with fire by mixing\nin the smouldering hates of Europe, we should let the other nations know\non what basis we will cooperate for the prevention of the conflagration of\nmurder in war. Perhaps we should begin by regional associations of nations\nwhose areas are contiguous and whose interests are kindred. Why not have\na Pan-American League of Nations?\nBurdening people with taxes to build huge armaments which will be\nscrapped tomorrow as out of date is a futile preparedness which inevitably\nleads to war. The present mad race for armaments will involve the world,\nincluding ourselves, in war during the present school generation.\nIn pioneering on these new social frontiers, there are certain principles\nwhich should guide us.\nFirst, we should conserve the experience of the old pioneers for the sake\nof our new experiments. We need a perspective like that given by the\nchauffeur’s mirror, which enables the driver to see what is behind him\nwithout turning his eyes from the road ahead. We need this historical\nperspective for the very purpose of safeguarding our “left turns.” Sometimes\nin turning to something socially new, we are wrecked by old fallacies com¬\ning down the road from the past, carrying new license plates.\nFor instance, our government should be ever devising new ways of meet¬\ning our complex problems, but it would be reaction rather than progress to\nturn into fascist or communistic theories which have been tried in the past\nand found wanting. It is fortunate for the United States that the Russian,\nItalian, and German experiments have had time to disclose their defects\nbefore they caught the imagination of our American masses.\nA second guiding principle for our new pioneering is that we should\npreserve the spirit of independence amid the necessities of interdependence.\nIn other nations we have watched movements start as a desire for liberty\nand then develop into a new tyranny. Shall it be so here ? There are certain\nsinister trends toward fascist dictation, such as the red-baiting by pseudo¬\nhundred-percent Americans and the movement for teachers’ oaths, which\neducators must fight before they are throttled by them. If we lose the spirit\nof individual initiative, freedom, and responsibility, we shall have cut the\nnerve of our whole body politic.\nA third pioneering principle for our social advance is that we must main¬\ntain the old virtues of our founders but with new frontiers of application.\nWhen we teach honesty, we must sharpen its point and lengthen its range\n\n"}
{"page": 106, "printed_page": null, "text": "100\n\nNational Education Association\n\nso that it makes itself felt in Wall Street as well as in the village store,\nin our long-range corporate life, it is so easy to cheat people whom we can¬\nnot see. When we inculcate the Golden Rule, we must sensitize the imagi¬\nnation so that the people who try to apply it will have a sympathetic idea\nof what they would want done to them if they were in the other fellows’\nplaces. Too many try to practise the Golden Rule without imagination and\nthereby make it sheer irritation. One of our troubles is that the subtlety\nof our temptations has outrun the sensitivity of our consciences. We need\neducation to help our sense of sin catch up with our new opportunities for\nsin.\nA fourth principle for our new pioneering is that we should recover our\nlocal loyalties in the midst of our larger outlooks. By our modern means of\ncommunication we are gaining world views and hearing the world’s voices.\nBut along with this enlarging horizon has gone a loosening of the old\n“settler spirit” which built America.\nWe have begotten a kind of chain-store mentality which mistakes move¬\nment and size for progress and happiness. The landless nomads of our city\napartments and the fluid masses of factory workers lack that permanence\nwhich developed our civic institutions. In our desire to erase the label of\nprovincialism we have been heaping sarcasm and scorn on Main Street.\nBut let us remember that it is Main Street rather than Broadway which\nmakes and keeps America.\nSymposia on Strengthening the Relationship\nbetween School and Community\n\nSECTION A—COORDINATING THE FORCES FOR\nCHILD SAFETY\nn.\n\nd.\n\nshowalter,\n\nstate\n\nsuperintendent\n\nOLYMPIA, WASH.,\nJOSEPH\n\nROSIER,\n\nPRESIDENT,\n\nof\n\npublic\n\ninstruction,\n\nPresiding\n\nFAIRMONT STATE TEACHERS COLLEGE,\n\nMONT, w. va. ; AND PAST president of the association,\n\nFAIR¬\n\nSummarizing\n\nParticipants:\n\nWorth McClure, Superintendent of Schools, Seattle, Wash.\nCharles H. Elliott, State Commissioner of Education, Trenton, N. J.\nMarian L. Telford, Educational Division, National Safetv Council,\nNew York, N. Y.\nWilliam Knoelk, Assistant Superintendent of Schools, Milwaukee,\nWis.\nMr. McClure, speaking on “Responsibility of the Schools for Child\nSafety,” stated that conditions warrant and the public expects the assump¬\ntion of responsibility for traffic safety education in American schools, par¬\nticularly in the high schools. He cited numerous instances where it has been\ndemonstrated that traffic safety education in schools is entirely feasible for\nhigh-school students as well as for those in elementary and junior high\n\n"}
{"page": 107, "printed_page": null, "text": "General Sessions\n\n101\n\nschools. Mr. McClure believes that a well-rounded program of safety edu¬\ncation probably should include (a) systematic instruction at stated times\nin cause and prevention of traffic accidents including traffic regulations;\n(b) incidental cooperation of teachers in such subjects as art, English,\nscience, and public speaking; and (c) liberal opportunity for participation\nof the high school and other bodies for sharing responsibility to the extent\nof their capacity for the promotion of safety in the school community. He\npointed out that a well-rounded program of safety education should be based\non a study of local community conditions and should aim at a grasp of the\nbroader aspects of the problem including the angles of engineering and\nstrict law enforcement. Mr. McClure concluded with the statement that\nimportant as is the immediate reduction of traffic accidents, of even greater\nimportance is it that the enthusiasm of youth be enlisted in the solution of\nthe traffic safety question, that youth be trained in methods of personal and\ngroup investigation, and experienced in cooperative attack upon traffic safety\nproblems.\nIn his discussion on “New Developments in Safety Education,” Mr.\nElliott emphasized six points as follows: (1) A comprehensive safety pro¬\ngram must impart information about hazards, must make boys and girls\nconscious of these hazards, and must supply them with adequate informa¬\ntion adapted to their ages from as great a variety of sources as possible; (2)\nit must provide for the development of ideals for the protection of others,\nideals of personal safety, and ideals of cooperation so that the provisions\nfor safety which are made in the community may be utilized to the fullest\nextent; (3) the program must bring into bold relief for boys and girls the\nnecessity for cooperation, teach them how to work with other individuals\nand with groups to the end that they may do their part in the development\nof safety; (4) the program must offer opportunity for training in those\nsituations which present hazards so that they may develop habits of safe\nbehavior in the complex situations which are presented to them daily; (5)\nthe program must include provisions for adequate reporting of all accidents\nthat happen to children enrolled in all the schools; and (6) it must place\nemphasis upon character training. Mr. Elliott declared that character is a\nmost important part of the individual who is safe to live with and who\nwill assist in making our world more safe. Reliability, thoughtfulness for\nothers, courage, and responsibility are ideals which must be developed as\nmotivating forces in any program of safety education. Mr. Elliott feels\nthat they will be continually reenforced and further developed thru those\npractises which insure the finest recognition of the rights of others, the\nobligation to be helpful to those less well endowed, and the determination\nto remove the accident conditions that confront us in our complicated\nsociety.\nMr. Knoelk had as his topic, “Next Steps in Coordinating the Forces\nfor Child Safety.” He stated that considerate courtesy, reasonable restraint,\nand good housekeeping habits are still desirable virtues, and that these traits\nare traits of action and their worth is measured not by the profession but\nby the conduct of people. Being safety conscious means that we dedicate\n\n"}
{"page": 108, "printed_page": null, "text": "102\n\nNational Education Association\n\nourselves to these and similar habits, asserted Mr. Knoelk, and it does not\nmean being fearful or pusillanimous. “Safety is practised so that we may\nbe more zestful in work and more sanely venturesome in our play.” Mr.\nKnoelk believes that the test of any high-school subject is not the written\nexamination that follows; he believes that the actual testing of any pro¬\ngram is not done by teachers in the schools. “The real measure of the\neffectiveness of this course in safety is the way you act in traffic, in the\nhome, and in the field; and the aid you give at all times to make living\ntogether safer and happier for all.”\nMr. Rosier believes that the schools of the country have a responsibility\nin the protection of human life because they deal so largely with social and\nmental adjustment. He stated that educationally we need to learn how to\nlive in the presence of the danger of human life that has been created by the\nmodern machine; the continual destruction of human life can be stopped\nonly by a nationwide education and training of the young and the placing\nof a larger obligation of responsibility upon those who operate all of these\nmodern inventions that are so prolific in accidents. If the teachers of our\nnation could become conscious of what accidents are doing to the childhood\nof our nation, Mr. Rosier thinks they would make a real contribution to the\nsolution of the problem. He feels that the safety problem cannot be solved\nby traffic police or by any perfunctory methods that may be adopted by any\ntown or city. “It must be solved by universal intelligence among the people.”\n\nSymposia on Strengthening the Relationship\nbetween School and Community\n\nSECTION B—UTILIZING LAY COOPERATION\nJ. C. COCHRAN, SUPERINTENDENT OF SCHOOLS, SAN ANTONIO, TEXAS; AND\nMEMBER, EXECUTIVE COMMITTEE, N.E.A. DEPARTMENT OF\nSUPERINTENDENCE,\nJOHN\n\nCALLAHAN,\n\nSTATE\n\nPresiding\n\nSUPERINTENDENT\n\nMADISON, WIS.,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nSummarizing\n\nParticipants:\n\nFrank Miles, Editor, Iowa Legionnaire, representing Ray Murphy,\nNational Commander, American Legion, Des Moines, Iowa\nWilliam McKenzie, Member, Portland Board of Education, Port¬\nland, Ore.\nM rs. William Kletzer, President, Oregon Congress of Parents and\nTeachers, Portland, Ore.\nWalter D. Cocking, State Commissioner of Education, Nashville,\nTenn.\nMr. Miles spoke on the subject of utilizing lay cooperation by creating\nunderstanding. He opened his discussion by giving a brief history of the\nAmerican Legion together with its aims and purposes. He said that the one\n\n"}
{"page": 109, "printed_page": null, "text": "General Sessions\n\n103\n\nword which probably best defines all of the aims, ideals, and purposes of the\nAmerican Legion is “Americanism”—the same kind of Americanism that\nour forefathers established when they wrought this Republic of free men.\nHe emphasized the point that the Legion’s program of Americanism is not\nmerely to combat communism and everything which resembles it but to\nsponsor many other worthy activities which are being promoted by the\nLegion’s very fine and efficient Americanism Division at the national head¬\nquarters. Some of these are: community service, in which each one of the\n11,300 posts is urged to do at least one constructive, worthwhile thing in\nits community every year; junior baseball, by which the Legion seeks to\ndevelop the character of its more than 400,000 participants and thereby\ncombat crime; highway safety; youth movements, which include the spon¬\nsorship of part of the Scout troops, and the squadrons of sons of the Ameri¬\ncan Legion; patriotic holidays; flag etiquette; and education. Mr. Miles\ntold of the origin of American Education Week and of some of the cele¬\nbrations, and concluded with descriptions of other educational activities\nsponsored by the American Legion.\nWith the hope of assisting other communities to strengthen the relation¬\nship between the school and the community, Mr. McKenzie gave a survey\nof the problems which had arisen in Portland, together with the manner\nin which they had been met. Mr. McKenzie stated that in Portland a few\nyears ago a very definite resentment had grown up because of the large\ninvestment in the schools and the short time they were in use. He feels that\nthe almost continued use of the schools for any and all public service is the\nonly way to eliminate the feeling of resentment and misunderstanding. It\nis his opinion that this feeling exists in every community in this country\nwhere any effort is made to prevent the absolute free public use of school\nfacilities. Mr. McKenzie said that every superintendent, supervisor, prin¬\ncipal, or teacher he had talked with had told him that he or she believes\ntheir policy of the free use of the school facilities has been of great help in\nbringing about a better understanding between the schools and the people\nof the community. He pointed out that living in the age we do, it is finally\ngoing to be necessary to establish a publicity bureau to furnish to the papers,\nluncheon clubs, chambers of commerce, and all other civic bodies, informa¬\ntion regarding .all matters of interest pertaining to the operation of the\nschools. He believes that no schoolboard or educational staff is going to\ncontinue long any practise which cannot stand the light of publicity.\nMr. Cocking discussed the question of how best to utilize lay coopera¬\ntion in the future. In his judgment, the future of public education in Amer¬\nica is largely bound up (1) in the intelligent planning and organization by\nthe teachers of America, and (2) thru the intelligent understanding and\naction on the part of the laymen of the nation. He considers the public\npress, the public forum, the radio forum, and the ballot box as the more\nimportant media thru which lay groups can organize and work. Mr. Cock¬\ning believes that one of the obligations before the school teacher is to plan\nso that adequate opportunities are present for lay groups to become defi¬\nnitely interested in the problems of public education, and to do something\n\n"}
{"page": 110, "printed_page": null, "text": "National Education Association\n\n104\n\nabout them. Mr. Cocking visioned in the future, not a group of teachers\nappealing for justice to a local board of education, to a state legislature,\nor to a national Congress but rather a group of alert and understanding\nlaymen demanding of organized government—local, state, and national—\nadequate educational facilities for their communities, so that the demo¬\ncratic way may be preserved, American institutions continued, American\nideals preserved, American objectives secured, the rights of all guaranteed,\nand happiness and welfare for all the people obtained.\n\nSymposia on Strengthening the Relationship\nbetween School and Community\n\nSECTION C—BROADENING COMMUNITY HORIZONS\nANNIE C. WOODWARD, HIGH SCHOOL, SOMERVILLE, MASS. ; AND CHAIRMAN,\nN.E.A. COMMITTEE ON INTERNATIONAL RELATIONS,\nW.\n\nP.\n\nKING,\n\nSECRETARY,\n\nK.E.A.,\n\nLOUISVILLE,\n\nKY. ;\n\nPresiding\n\nAND\n\nPRESIDENT,\n\nNATIONAL ASSOCIATION OF SECRETARIES OF STATE TEACHERS\nASSOCIATIONS,\n\nSurnmarizing\n\nParticipants:\n\nUel W. Lamkin, President, Northwest Missouri State Teachers Col¬\nlege, Maryville, Mo.; and Secretary General, World Federa¬\ntion of Education Associations\nElias Arnesen, San Francisco State College, San Francisco, Calif.\nH. M. Woodward, President, Utah Education Association, Brigham\nYoung University, Provo, Utah\nMr. Woodward, in his discussion on “Public Opinion and World Peace,”\nemphasized the fact that the enlightened social conscience is never a success¬\nful match for emotional public opinion so long as the social conscience\nallows the war forces a free and unrestricted hand to stimulate war psychol¬\nogy. It would seem to Mr. Woodward that our hope for immediate results\nlies along two possible paths—first, in a program to curb the war propagan¬\ndists in their use of the powerful stimulating agencies which serve to in¬\nflame public opinion; and second, in a program to utilize the same and other\nagencies in an attempt to produce and sustain public opinion in favor of\npeace. The obstacles in either of these programs are going to be difficult to\novercome, yet it is Mr. Woodward’s belief that much can be done if as a\nbody we see clearly the elements involved and plan definitely to cope with\nthem. He thinks we must fix in the mind of the child a knowledge of the\nforces which produce war, their names and their localities, a knowledge of\nthe methods they use, with a detailed description of the agencies thru which\nthey work, that the future youth and adult will be on the alert to detect\nany insidious propaganda. He believes that we must develop an enlightened\nisocial conscience that will be a match for emotional public opinion. “We can\n\n"}
{"page": 111, "printed_page": null, "text": "General Sessions\n\n105\n\ndo this only by making our detail so clear and so complete that the child\nis fortified against the onslaught of misrepresentation.”\nIn his summary of the addresses, Mr. King gave briefly the high-lights\nof the Oxford Conference, which had been discussed by Mr. Lamkin,\nstating that the Oxford adventure in World Friendship established one\nclear truth, namely, that any solution of international conflicts is dependent\nupon three factors—understanding, appreciation, and sympathy. He believes\nthat all of these may be developed thru education. “Thru understanding\nwe may come to know the social, political, and economic facts concerning\nthe nations. Thru appreciation we come to realize that each nation has its\nown special gifts to bring to the storehouse of culture, its own contribu¬\ntion to make thru its art, its literature, its science, and its industry, its own\ninherent characteristics which are of distinct value to humanity. Both\nunderstanding and appreciation may be developed along intellectual lines\nbut an equally important factor, that of sympathy, can be developed only\nthru association with men. . . . Thru association and education we can\ndiscover many common virtues and ideals which will tend to bind peoples to¬\ngether regardless of their diversities of race or religion, color or philosophy.”\nAfter further remarks regarding the addresses given at the meeting, Mr.\nKing concluded with the statement that if our feet are to be guided by\nthe light of the past we shall surely remember that all the great causes\nwhich looked to the eradication of human and social ills have been won\nonly after long and tedious toil and waiting upon the slow processes of\neducating the masses. “All the precious and priceless privileges which we\nenjoy today are the results of innumerable efforts of men who dreamed and\nlabored for ages.”\n\nSymposium on Evaluating 'National Issues\n\nREPRESENTING THE DEMOCRATIC PARTY\nHONORABLE PAUL V. MC NUTT, GOVERNOR OF INDIANA, INDIANAPOLIS, IND.\n\nThe militant and victorious democracy of the nation goes to the people\nin the campaign of 1936 on the record, a record of worthwhile achieve¬\nment, of devoted, honest, intelligent, and statesmanlike service. It enters\nthe conflict filled with the spirit of Woodrow Wilson when he said, “We\nshall fight for the things which we have always carried nearest our hearts—\nfor democracy, for the right of those who submit to authority to have a\nvoice in their own government.” It reenlisted with the President when\nhe said: “In America we are waging a great war. It is not alone a war\nagainst want and destitution and economic demoralization. It is a war\nfor the survival of democracy. We are fighting to save a great and precious\nform of government for ourselves and for the world.” It is the lot of the\nDemocratic party, the oldest continuously existing political instrumentality\nin America, to be called to power in periods of national crises. It has\nplayed a potent part in every political and economic development since the\n\n"}
{"page": 112, "printed_page": null, "text": "106\n\nNational Education Association\n\nend of the eighteenth century. It is the party of liberal tendencies and of\nprogressive tradition. History has demonstrated conclusively that it is the\nonly party from which action along those lines can be expected. The op¬\nportunity to serve when the need is greatest has been accepted as a high\nprivilege by the Democratic party. Such service has demonstrated the\ngenuine and indisputable greatness of democratic principles, the value and\nessential soundness of democratic doctrines, and the inspiring fineness of\ndemocratic achievement.\nThis is not a static world. Our traditional political opponents thought\nit was. They held fast to old theories and were at a loss when the old\ntheories did not meet the demands of the new day. They had not had a\nconstructive or new idea in half a century. They were entirely unmindful\nof the factors which control our well-being. The people revolted and swept\nthem from power.\nWhenever the nation has been confronted with unprecedented situa¬\ntions, calling for unprecedented willingness to consider unprecedented pol¬\nicies, it has placed the Democratic party in the seats of government. In\nevery instance the party has proved its capacity to meet crises, safeguard\nthe liberties of all citizens, and provide a way of life congenial to our\npeople. The last three years give adequate proof. They have been long\nyears to Republicans out of power. They have been short years to a grate¬\nful people on the road to recovery.\nThe immortal Woodrow Wilson, who was historian and prophet as\nwell as statesman, said, “Whenever the United States forgets its ardor for\nmankind, it is necessary that a Democrat should be elected President.” A\nDemocrat was elected President in 1932 and will be overwhelmingly re¬\nelected President in 1936. Called upon during this critical period, the\nDemocratic party produced an inspiring leader, the greatest peace-time\nPresident in the history of the nation—Franklin Delano Roosevelt.\nThree short years ago last March all enterprise was paralyzed, all con¬\nfidence was gone. So deep and so widespread was the demoralization that\nrecovery by the old methods of individual initiative and piecemeal adjust¬\nments had become impossible. There was not merely a financial panic.\nThere was a political and a moral panic. In every town the banks were\nclosed. In almost every community the treasury out of which the unem¬\nployed had to be fed was empty. In Washington, the Congress and the\nExecutive were in a hopeless deadlock. Nowhere was there any organized\npower standing around which the people could rally.\nIt was under these conditions that a new leader took command. He made\nit his first business to prove to the people that they had in Washington a\ngovernment that could govern. In the first three months he implanted that\nconviction jn the minds of the American people and in the minds of all\nthe world.\nOur people had seen the Congress and the Executive so deadlocked that\nalmost no measures could be enacted. They had lost hope not only in their\nown ability to meet the crisis but in the ability of anyone to do anything\nabout anything. That was the very essence of the crisis. To overcome it, the\n\n"}
{"page": 113, "printed_page": null, "text": "General Sessions\n\n107\n\nPresident, inspired as few men have been in our age, drove thru a whole\nseries of great measures in record-breaking time, thus serving notice on\neveryone that the government was restored to full vitality. Everybody\nknew that there was vigor where there had been weariness, unity where\nthere had been disunity, the power to act where there had been deadlock.\nThe impression was driven home that there was no vested interest so\npowerful that it could block the action of government, that there was\nno dogma so deep-seated that it could prevent a bold experiment, that\nthere was no important group of people whose problems the government\nwas not prepared to take in hand. A Democratic President and a Demo¬\ncratic Congress saved the day. Three short years ago last March we found\nourselves in disorderly, panic-stricken mobs and factions. By June of that\nyear we had become again an organized nation, confident of our power to\nprovide for our own security and to control our own destiny. It was a\ntriumphant achievement under the leadership of one of the truly great men\nof the century, Franklin Delano Roosevelt.\nAnd now the opposition, socialists, communists, fascists, reactionary Re¬\npublicans, and that last infirmity of political minds, the Liberty League,\ntaken together an unholy alliance of Bourbons and Bolsheviki, would\ncrucify him.\nOn what charges would they try him?\nThey say that he has betrayed the pledges upon which the Democratic\nparty sought and received public support. The facts are that he has per¬\nformed the platform pledges as an open-minded study of the 1932 Demo¬\ncratic platform and of the party’s record since March 1933 will clearly\nreveal. Consider, for example, the following planks quoted directly from\nthat platform:\nWe advocate the extension of federal credit to the states to provide unemploy¬\nment relief wherever the diminishing resources of the states make it impossible\nfor them to provide for the needy. We advocate the spread of employment by a\nsubstantial reduction in the hours of labor, the encouragement of the shorter week\nby applying the principle in government service. We advocate planning of pub¬\nlic works. We advocate unemployment and old-age insurance under state laws.\nWe favor the restoration of agriculture, the nation’s basic industry; better financing\nof farm mortgages thru recognized farm bank agencies at low rates of interest\non an amortization plan, giving preference to credits for the redemption of farms\nand homes sold under foreclosure; extension and development of the farm co¬\noperative movement and effective control of crop surpluses so that our farmers\nmay have the full benefit of the domestic market; the conservation, development\nand use of the nation’s water power in the public interest. We advocate the pro¬\ntection of the investing public by requiring to be filed with the government and\ncarried in advertisements of all offerings of foreign and domestic stocks and bonds,\ntrue information as to the bonuses, commissions, principal invested, and interests\nof the sellers. Regulation to the full extent of federal power of (a) holding com¬\npanies which sell securities in interstate commerce; (b) rates of utility companies\noperating across state lines; (c) exchange in securities and commodities. We\nadvocate quicker methods of realizing on assets for the relief of depositors of sus¬\npended banks, and a more rigid supervision of national banks, for the protection\nof depositors, and the prevention of the use of their moneys in speculation to the\ndetriment of local credits. We advocate the repeal of the Eighteenth Amendment.\n\n"}
{"page": 114, "printed_page": null, "text": "National Education Association\n\n108\n\nWe\n\nadvocate\n\nthe\n\ncontinuous\n\nresponsibility\n\nof\n\ngovernment\n\nfor\n\nhuman\n\nwelfare,\n\nespecially for the protection of children.\n\nThe foregoing are fifteen of the salient pledges in the Democratic plat¬\nform of 1932. No one can deny, within the record, that these have been\nfaithfully performed. The opposition chooses to ignore this great body of\nconstructive achievements. Those who lightly assert that the Administra¬\ntion has “scrapped” or “side-stepped” the 1932 platform do so because\nthey have never read or else have forgotten the contents of that document.\nThey wilfully disregard or seek to suppress essential evidence on the mat¬\nter. Furthermore, these critics, who now clamor loudest about the Demo¬\ncratic platform of 1932, are, for the most part, self-avowed enemies of its\nevery proposition for social security and human rights.\n“But,” these prosecutors say, “what about the planks on a reduction of\nnational governmental expenditures and an annually balanced budget?”\nThese two have not been carried out. There were unavoidable and com¬\npelling reasons why they could not be carried out. But even if we put\nthem unconditionally on the negative side of the sheet, do they blot out\nall else that the Roosevelt Administration has done? Do they alter the\nhistoric fact that the President and the Congress grappled heroically and\neffectually with an economic crisis which has been described as causing\n“more domestic damage than our participation in the World War”?\nDoes failure to reduce governmental expenditures and to balance the\nbudget outweigh the millions of human lives rescued from starvation and\ndespair, or totally offset the renewed faith and courage which a brave lead¬\nership inspired when men’s hearts were sinking? Does it set at naught the\nfact that in three short years of the New Deal, as compared with the last\nthree of the old deal, unemployment has declined 30 percent; cotton,\nwheat, and corn have increased in farm value 100 percent; listed stocks\nhave advanced 134 percent in value; and listed bonds 22 percent? Grant¬\ning that national governmental expenditures have increased, is it either\ngood sportsmanship or good sense to take no account of the human values\nand the business values which such increases have undergirded, revitalized,\nand restored?\nThe voices that now berate the Roosevelt Administration for not stick¬\ning to the letter of the platform’s economy plank were not calling for re¬\ntrenchment in the lean grim days of 1933. The Liberty League magnates\nwhose possessions then were being guarded by government loans said never\na word about “reckless spending.” Faced with the alternative of saving\nmoney or saving people, President Roosevelt and the Congress chose the\nhumane, the prudent, the honorable, the American course of saving people.\nThey say that the President has usurped the powers of the Congress, a\nphrase hoary with age.\nThe fact is that since the beginning of the nation the presidents of the\nUnited States have been denounced either as usurpers of power or as weak¬\nlings. Thank God, President Roosevelt is no weakling. A weakling would\nhave perished, and the nation with him, in the storm and stress of the last\nI\n\n"}
{"page": 115, "printed_page": null, "text": "General Sessions\n\n109\n\nthree short years. History shows that the Congress is alternately denounced\nas a menace because of the seizure of power by assertive blocs or as the\nweak and willing tool, the rubber stamp, of a chief executive. The real\ndifference is in the leader and is aptly shown by a comparison between the\nvacillating ineffectiveness of Hoover and the vigorous guidance of Roosevelt.\nThey say that the President has flouted the integrity and authority of\nthe Supreme Court. The fact is that during our one hundred and fortyseven years of existence as a nation the Supreme Court has declared sixtynine acts of the Congress unconstitutional. Only twenty-two, or less than\none-third, were passed by Democratic Congresses. On the other hand, Re¬\npublican Congresses, which we are now told are the guardians of the Con¬\nstitution, passed forty-two, or over 60 percent. Four were passed by a\nRepublican Senate and a Democratic House and one by the first Congress,\nwhich was non-partisan. The twenty-seven Republican Congresses have\npassed almost twice as many unconstitutional acts as the thirty-three\nDemocratic Congresses since the birth of the nation. During General\nGrant’s term alone a Republican Senate and a Republican House passed\nalmost half as many unconstitutional acts as have every Democratic Sen¬\nate and every Democratic House in our entire history. The record speaks\nfor itself. The Constitution has fared better at the hands of Democrats\nthan it has at the hands of Republicans.\nThey charge that additions to the national debt have enslaved our chil¬\ndren. The fact is that no account has been taken of the increase in values\nand income during the period in which our national debt has increased.\nOne of countless illustrations will be sufficient to prove the point. On\nApril 1, 1933, the value\" of all stocks listed on the New York Stock Ex¬\nchange was $19,914,893,000. On April 1, 1936, three short years later,\nthe value of the stocks listed on ,the New York Stock Exchange was $51,667,867,000. This means that the value of these stocks increased in three\nshort years a total of $31,752,974,000 or $214,000,000 more than the\ntotal national debt. In this same period there was a rise in the value of\nlisted bonds amounting to $11,253,000,000, making a total increase in the\nvalue of stocks and bonds alone of approximately $43,000,000,000, not\ntaking into account all unlisted and over-the-counter stocks and bonds. In\nother words, the Wall Street gamblers could sell their holdings today,\npay the entire national debt, and be $11,467,000,000 better off than they\nwere April 1, 1933. During the same three short years the spendable in¬\ncome of the people of the United States increased from $39,545,000,000\nin 1932 to $62,988,000,000 in 1935. Thus has a Democratic Administra¬\ntion, to use the words of the Republican national platform, “bred fear\nand hesitation in commerce and industry and prolonged the depression.”\nThey charge that under President Roosevelt the administration of relief\nhas been partisan and incompetent. The fact is that when the history of\nthe Roosevelt Administration is written, the chapter which deals with relief\nwill command a place of honor above all the rest. It is the business of gov¬\nernment to make those adjustments which guarantee to every employable\nman or woman the right to earn an honest living. In working out the\n\n"}
{"page": 116, "printed_page": null, "text": "110\n\nNational Education Association\n\nphysical, mental, and moral salvation of millions of people, the govern¬\nment has been discharging a sacred responsibility. If it be partisan to de¬\nclare that the cheeks of little children shall not grow gaunt, that the next\ngeneration shall not approach manhood and womanhood with memories of\nstark privation and with souls filled with bitter rebellion against a system\nwhich took no account of human values, then the administration of relief\nhas been partisan. If it is incompetent to make certain that citizens do not\nsuffer for lack of the material necessities of life, then the administration\nof relief has been incompetent. The record shows that the administration\nof relief has been impartial, intelligent, constructive, and effective. The\nonly partisan feature has been the outcry of the opposition. The only in¬\ncompetence. has been in the effort of the opposition to devise a better\nmethod of meeting the emergency.\nWe have met the emergency. Out of this temporary necessity has grown\na permanent program of social security, based on the philosophy that the\nright to live implies the right to have the means to sustain life. Without\nthis, liberty is a mockery and happiness a sham.\nThis program represents a great forward step in meeting the obligation\nof government to the unfortunate, the physically handicapped, and those\nwho have suffered under the lash of economic stress.\nThere is neither partisanship nor politics in the enactment or the ad¬\nministration of this program. The Social Security Act represents the best\nthought of our time as applied to these problems. This is a first step toward\nbringing simple justice to the weak, the helpless, and the unfortunate.\nWhat has been done is a record of achievement and of humanitarian effort,\na record of the preservation of every standard, every ideal, every tradition\nof true Americanism. Not as partisans, but as good neighbors we have kept\nthe faith. All we have done and will do is not politics but patriotism. It\nis Christianity in action.\nOur opponents sing that they “are trampling out the vintage where the\ngrapes of wrath are stored.” The grapes of their wrath are sour grapes.\nThe charges made are based on bitterness, hate, and jealousy. The verdict\nof a grateful people will be the overwhelming election of Franklin Delano\nRoosevelt as President of the United States. Real Americanism will not\nforsake an outstanding leader for an unknown, who would be lost in a\ncrowd of three despite the fact that he has been blessed by Hearst and\nanointed with the oil which covered the Harding Administration.\nThree weeks ago, what is left of the Republican party held a conven¬\ntion. In the dull, lifeless, and futile Cleveland meeting the delegates staged\na few mechanical demonstrations, gave the “salute to the dead” to one Her¬\nbert Clark Hoover, who abandoned his role as “chief peeker around the\ncorners” to become the nation’s scarecrow—adopted a platform and se¬\nlected a ticket, both of which can be described by a short couplet: “Back\non the rocks with Landon and Knox.”\nThe Republican national platform is so full of compromises, hedges,\ncontradictions, and straddles that the candidate had to repudiate parts of\nit before the newspapers could put the document in type. This is merely\n\n"}
{"page": 117, "printed_page": null, "text": "General Sessions\n\n111\n\na new device in the performance of the ancient Republican trick of being\non all sides of all questions at the same time.\nThe Democratic party met in a wildly enthusiastic and entirely har¬\nmonious convention at Philadelphia last week. They nominated their can¬\ndidate by acclamation and adopted a platform which is the New Deal. It\ndoes not retreat. Neither does it plunge forward with reckless promises.\nWhat it says, it means. What it promises is already in the process of ac¬\ncomplishment. It makes no apologies or evasions. It states in clear broad\nterms the policies of the New Deal.\nBy adopting that platform the Democratic party became by declaration\nwhat it already was in fact, the liberal party, the party which fights for\nhuman rights above property rights.\nCompare it with this year’s Republican platform and you will see that\nthe Democratic party has charted a course for America while the Republi¬\ncan party can produce only weasel words and carping.\nTake for example the matter of the interpretation of the Constitution,\nThe Republican platform has nothing but laudation for the Supreme Court\nand empty phrases with which it seeks to wrap itself in the Constitution.\nThe Democratic platform says: “The Republican platform proposes to\nmeet many pressing national problems solely by action of the separate\nstates. . . . Transactions and activities which inevitably overflow state\nboundaries call for both state and federal treatment. We have sought and\nwill continue to seek to meet these problems thru legislation within the\nConstitution. If these problems cannot be effectively solved by legislation\nwithin the Constitution, we shall seek such clarifying enactments as will\nassure to the legislatures of the several states and to the Congress of the\nUnited States the power to enact those laws. . . . That is, we propose\nto maintain the letter and spirit of the Constitution.” That is clear; the\nDemocratic party does not intend to see the country wreck itself. If res¬\ncue is prevented by the Court’s interpretation of the Constitution, then it\nwill go to the people and ask them to save themselves by amending the\nConstitution.\nJames Wilson of Pennsylvania, a member of the Constitutional Con¬\nvention in 1787 and later a justice of the United States Supreme Court,\nsaid in the Convention: “Where do the people look at present for relief\nfrom the evils of which they complain? Is it from an internal reform of\ntheir government? No, sir. It is from the national councils that relief is\nexpected. ... A private citizen of a state is indifferent whether power be\nexercised by the general or state legislatures, provided it be exercised mostly\nfor his happiness.” One wonders if James Wilson, who was one of the best\nfriends the people had among the framers of the Constitution, had a\nvision of 1933, when with pathetic eagerness the people turned to the\nnational government in their quest for happiness.\nCompare the two planks on currency.\nThe Democratic plank is: “We approve the objective of a permanently\nsound currency so stabilized as to prevent the former wide fluctuations\nin value which injured producers, debtors, and property owners on the\n\n"}
{"page": 118, "printed_page": null, "text": "112\n\nNational Education Association\n\none hand, and the wage-earners and creditors on the other, a currency which\nwill permit full utilization of the country’s resources. We assert that\ntoday we have the soundest currency in the world.”\nThe Republican plank is: “We advocate a sound currency to be pre¬\nserved at all hazards. We oppose further devaluation of the dollar. We\nwill restore to the Congress the authority lodged with it by the Constitu¬\ntion to coin money and regulate the value thereof by repeal of all the laws\ndelegating this authority to the Executive. . . .”\nIn his telegram to the convention, the Republican nominee defined a\nsound currency as one backed by and convertible into gold. He then hedged\nthe issue by declaring that the proposed change should be made “when\nit can be accomplished without penalizing our democratic economy and\nwithout injury to producers of agricultural products.” Everyone realizes\nthat there can be no return to the gold standard under present conditions\nwithout “penalizing our democratic economy and without injury to pro¬\nducers of agricultural products.” The Republican nominee did not dare\nadvocate an immediate return to the gold standard. His declaration on\nthe subject evades the issue by the use of language which clearly shows\nhe does not believe it safe and practicable to reestablish at this time a gold\nstandard currency.\nThe Democratic party recognizes that it is an essential function of the\ngovernment to hold the purchasing power of the dollar at a fairly stable\nlevel which will do justice between debtor and creditor and give the wageearner his just reward. The Roosevelt Administration has already pro¬\nvided the machinery for federal control of dollar purchasing power thru\nthe Banking Act of 1935 as well as thru the Stabilization Act of 1933.\nBefore these acts were passed, the government had no control of the\npurchasing power of the dollar. It trusted to the old unrestricted gold\nstandard, which proved ineffectual in recurrent periodic depressions, until\n1933 when we suffered a complete collapse of our economic structure.\nWhile many were ruined in these many panics, a lucky few came out\nricher than ever; they were the money changers who were able to take\nadvantage of the fluctuations in the purchasing power of the old gold dol¬\nlar. Roosevelt drove “the money changers from the Temple”; Landon\nwants to invite them back. The Democratic party is against control of our\nmonetary system by the predatory and selfish few.\nCompare the two platforms on unemployment:\nThe Democratic platform says frankly, “We believe that unemployment\nis a national problem and that it is the inescapable problem of the govern¬\nment to meet it in a national way.”\nThe Republican platform returns to the old Hoover “let them sell ap¬\nples” theory, when it advocates “removal of restrictions on production and\nabandonment of all New Deal policies as a sure cure for unemployment.”\nWas the memory of the Republican platform drafters so short that they\ncould not remember Hoover’s plea to leaders of industry to employ more\nworkers than they needed, in the face of dwindling demands for their\n\n"}
{"page": 119, "printed_page": null, "text": "General Sessions\n\n113\n\ngoods and mounting deficits? Did they remember how these industrialists\nresponded to the President’s plea with payroll slashes?\nLook at the treatment of foreign affairs by the two platforms:\nWhat is the answer to the great question, “How can America remain\nneutral in the next war?” The Republican platform does not even men¬\ntion a neutrality plan. The Democratic platform says: “We pledge our¬\nselves to work for peace and to take the profits out of war, to guard against\nbeing drawn by political commitment, international banking, or private\ntrading, into any war which may develop anywhere.”\nAnd so the comparisons go, plank by plank—item by item. Boil it down\nand the Republican platform offers the old deal, the revelry and evil of\nthe Harding regime, the inaction of the Coolidge Administration, and the\nvacillation and ineffectiveness of the Hoover experiment which brought this\ncountry into leaderless uncertainty and economic chaos.\nAs I said in the beginning, the Democratic platform is the New Deal,\nwhich means recovery in all the basic values of life and the reestablishment\nof the American way of living, by humanizing the policies of the federal\ngovernment as they affect the personal, financial, industrial, and agricul¬\ntural well-being of the American people; which means that government\nin a modern civilization has certain inescapable obligations to its citizens\namong which are: (1) protection of the family and of the home and of\nthe school; (2) establishment of a democracy of opinion for all the peo¬\nple; (3) aid to those overtaken by disaster. Which will you choose? I for\none cast my lot with the President of the United States in his effort to\npromote the safety and happiness of the people and to save democracy for\nourselves and for the world.\nSymposium on Evaluating National Issues\n\nREPRESENTING THE REPUBLICAN PARTY\nBURTON L. FRENCH, FORMER CONGRESSMAN FROM IDAHO, MIAMI UNIVER¬\nSITY, OXFORD, OHIO\n\nA bit ago as I was coming into the hall, a dear lady who is a delegate to\nthis convention said to me, as it was remarked I would be one of the\nspeakers, “Well, thank God, tonight we shall have politics discussed in an\nunderstandable fashion.” I immediately said, “Thank God for the greatest\noptimist in the world.” And then I could not help but reflect upon the\nreal basis for the suggestion of the dear lady when she told me that in the\nlast one hundred years her state had always gone Democratic, and it is no\nwonder to me that she wanted politics discussed in understandable language.\nI congratulate the National Education Association upon the magnificent\nwork that it has accomplished during the past three-quarters of a century.\nIt is characteristic of your zeal for truth, and your devotion to republican\ninstitutions that you have invited the great political parties of the country\nto have a place upon your program, and while I hold no public office, and\ndo not speak with authority, I shall undertake to make a brief interpreta-\n\n"}
{"page": 120, "printed_page": null, "text": "114\n\nNational Education Association\n\ntion of the subject you have assigned me, “The Platform and Policies of\nthe Republican Party.”\nIn spite of the sinister meaning that the thoughtless attach to the word\n“politics,” that word in its finest sense has bearing upon the fundamental\nrelationships of people, and with the policies that have to do with the civil¬\nization in which we live.\nFirst of all, may I say frankly, that while I shall endeavor to interpret\nsomething of the ideals of the Republican party, I have no unkind criticism\nto make of the other parties whose representatives will appear before you.\nPolitical parties stand for principles and policies of government, and the\nproblem that will address itself to every thoughtful member of this audi¬\nence, is whether or not the policies that are sponsored by one party or an¬\nother invite most reasonably the support of the citizens looking to the com¬\nmon good. A platform was drafted by the Republican party in its national\nconvention in Cleveland, June 8 to 12. With the platform you may or\nmay not concur. But you must concede that it is clear, definite, and concise.\nI realize that in forty minutes I can give but a brief outline. In doing\nso, I shall ask you to consider three factors (tho in part they overlap) :\n1. The relationship of the individual to government\n2. The relationship of the government to economic problems\n3. The relationship of the United States to a world of nations.\n\nThe Relationship of the Individual to Government\n\nI shall ask you to consider first the relationship of the individual to the\ngovernment. We do not live alone. We live as units among many people\n—people of different standards, people who want to do what is right by\ntheir families and by their neighbors, and people without respect for gen¬\nerally accepted rights of others. These latter are in the minority, and yet\nthey form a part. This latter group modifies the attitude of you and me\ntoward government. Yet all of these people—the good and the bad—have\ninterests that are in common, have what we are pleased to call rights, that\nmost people within the United States believe should be respected.\nHad I been called upon to address this-convention in 1915, or at any time\nwithin a score of years prior to that date, I should have dwelt lightly\nupon the fact that the Republican party stands for representative govern¬\nment because I should have assumed this thought to be self-evident. For the\nsame reason I should have omitted to emphasize that the Republican party\nbelieves in keeping fresh in the minds of people the principles of free speech,\nfreedom of religious worship, free press, and the other Constitutional guar¬\nantees that were of first magnitude one hundred and fifty years ago, not\nforgetting local self-government.\nDuring the last few years, however, times have changed. Reaction from\na despotism of a czar in Russia has been superseded by despotism of a class.\nReaction against liberal and representative government in Germany and\nItaly has brought arbitrary rule of Hitler and Mussolini, and has wiped\nout popular government. In America, men of courage in other years have\n\n"}
{"page": 121, "printed_page": null, "text": "General Sessions\n\n115\n\nexpressed doubt as to the wisdom of republican institutions, and timid men\nhave been willing to surrender freedom of mind, freedom of soul, freedom\nof political action, release from the general guarantees, touching the rights\nof man, if only they may have some sort of gratuity from the federal gov¬\nernment. Others would place our educational institutions in strait-jackets.\nOther earnest men have thought that the way out is thru organizing\nthemselves into some sort of superstate—a great secret society, whose mem¬\nbers wear masks, and who assume to determine the duties and liberties of\ntheir fellow citizens.\nBecause of this reaction, it is imperative that you know the attitude of\nall the great parties of the United States, who ask for your suffrage, upon\nthe question of Americanism, upon the question of representative govern¬\nment, upon the question of whether or not the party stands for the princi¬\nples to attain which our government was born. I tell you frankly that the\nRepublican party stands uncompromisingly and unflinchingly for these prin¬\nciples and for representative government. It denounces, as it would denounce\nthose who place false signals upon a rocky shore where ships pass by, the\nlights that are held out to attract the attention of the people of our land,\nto groups who stand openly or covertly for the overthrow of true democracy.\nOur country -must either go forward or it must retreat. The Republican\nparty believes in progress, but it believes in orderly progress.\nAmendments to the Constitution—The Republican party regards the\nConstitution as the great bulwark of American liberties. But it recognizes\nchange. Ours is a dynamic world; it is not static. Following the series of\nearly amendments to the Constitution, the last one of which was approved\nby the Congress in 1803, no amendment was adopted modifying the or¬\nganic law until during the administration of Abraham Lincoln in 1865.\nSince then, ten amendments to our Constitution have been made, and an¬\nother is now pending, the Child Labor Amendment, which lacks but the\nratification of a few states to become effective. Nine of these bear the names\nof Republican authors, and all but one of them passed the Congress of the\nUnited States when one or both branches were governed by Republican\npresiding officers. I recall, thus briefly, this historic record to answer the\ncharge that the Republican party does not believe in change.\nCivil Service—The relationship of the individual to the state cannot be\ncompletely considered unless brief attention be given to the status of all\nwho are charged with responsibility of government. In representative gov¬\nernment, it is presupposed that public officers, in legislative and adminis¬\ntrative positions, reflect in a broad way popular thought. This is the es¬\nsence of true democracy. But it is not supposed that the hundreds of thou¬\nsands of employees of the government, who are not the policy-making of¬\nficers, should be the slaves of those who are charged with responsibility.\nYears ago, this very system was denominated as the “spoils system.” To\nprevent this corrupt practise the merit system was created. It had attained\nits highest flower four years ago under President Hoover, when more than\n80 percent (80.1 percent in 1932) of the employees of the federal govern¬\nment were under Civil Service. Today, less than 60 percent are so em-\n\n"}
{"page": 122, "printed_page": null, "text": "116\n\nNational Education Association\n\nployed. The Civil Service is being challenged by those who should be its\nfriends. The Republican party stands for the restoration of the Civil Serv¬\nice, and the candidate of the Republican party for President, Governor\nLandon, has in forthright language, indicated his purpose to extend the\nmerit system to all federal employees who are not officers of policy-shaping\ncharacter.\nSo then, the Republican party on the matter of the political relationship\nof the citizen to state and nation, stands for representative and local gov¬\nernment under the Constitution, orderly change in that organic charter of\nour liberties, respect for law, and an efficient and honest Civil Service.\nThe Relationship of the Government to Economic Problems\n\nThe second relationship that I want you to consider is that of the gov¬\nernment to economic problems. I realize that, in part, the different broad\nfactors I have suggested, overlap. But we may conceive of a society, or at\nleast, people, among whom there is no respect for personal effort; a society\nin which there is no personal ownership of the simplest things of life, the\nexclusive right to tent or shelter, or the right to a pillow upon which the\nmember would place his head. We may think of property as belonging to\nno one, or rather, that would belong to the man who might possess the\ngreatest physical strength. Or, again, we may think of a society where the\ngovernment assumes economic control and ownership of everything—all\nkinds of property, which, after all, are the fruits of human labor; we may\nthink of a government which tells the individual what he must do from\nday to day, and that garners into a common storehouse for common use\nthe products of the citizens of the state.\nBetween these extremes, we may think of a society where the individual\npossesses much of the fruits of his labor—property which he has earned or\nwhich in some recognized fashion has come to him thru gift or bequest. We\nmay think that in that same society the state might own and operate, or it\nmight regulate and control the larger activities that have to do with basic\nwealth, properties that might be called “elemental” in character. As a mat¬\nter of fact, all the political parties within the United States that are of\ngeneral significance, occupy this middle ground.\nSome of you in this convention have come 3000 miles within a period of\nfour days or maybe less. This would have meant a trip of as many months\nwhen the city in which we are assembled had its beginning. You have read\ntoday of the happenings on the other side of the world less than one hour\nago. As you came into this chamber you paused; you heard the spoken\nvoice or songs over the radio from the capitals of Europe. In science, in edu¬\ncation, in a thousand ways that were undreamed of by the founders of the\nRepublic, we have gone forward. These steps mark the advance of civiliza¬\ntion. We are on our way, and the progress that we have made and which\nhas been made in the past one hundred years in America, and which in that\none hundred years transcends the progress of the preceding ten thousand\nyears, is the advancement that has been made under a government wdth\nfree institutions, where the individual unit of society has been permitted to\n\n"}
{"page": 123, "printed_page": null, "text": "General Sessions\n\n117\n\nenjoy, in part, the fruits of his own toil, the benefits to be derived under a\npatent to a device that he had discovered, or the profits that might come to\nhim under a copyright to a book that he had written, which was the child\nof his brain and of his energy. Save as the state may limit him, these are\nhis to use, for his family’s benefit, for him to use against the day of mis¬\nfortune, for him to use in perpetuating the factors of civilization. Remem¬\nber, then, that this progress has been made by people who have recognized\nthat there is an elemental factor which separates the humankind from the\nbrute—an elemental factor which causes the individual to do his best for\nthose who are near and dear to him, or for honor, or for objects that he\nloves and cherishes that will benefit the race. This elemental factor is what\nI have chosen to call the “profit-motive urge.”\nOne of the fundamental differences that separates people along political\nlines within the United States is the extent to which profit-making motive\nshall have to do with the development of our civilization. There are those\nwho believe in the simple principle of Thomas Jefferson that the least gov¬\nernment is the best. There are others who believe that practically all of\nthe business should be taken over by government. The Republican party\nin its practise and in its professions has never accepted either view. The\nRepublican party recognizes that the state, the nation, must have a part\nin the orderly development of our programs,,but that in very large measure\nthe soul of progress lies not with the government but with the citizen. It\nis the citizen who aspires; it is the citizen who invents; it is the citizen\nwho writes the book, who composes the song; it is the citizen who estab¬\nlishes the home; it is the citizen who loves and is loved; it is the citizen\nwho fights for his country; it is the citizen who, after all, is the unit in the\ngreat development in science, in mechanics, in agriculture; it is the citizen\nwho gives leadership, under the protection of the state, in the production of\nthat which is most worthwhile in the world in which we live.\nThis is not a criticism of our civilization; it is rather a boast. The in¬\nspiration for our culture, for our advancement, begins with the individual;\nit begins at home, in sacrifice, in toil, in joy, in stress, and in hazard; it\nmeans self-preservation, it means self-improvement, the home, the fireside,\nthe nation. The privilege of private initiative that can claim reward, the\nRepublican party would preserve.\nGovernment regulation and control—At the time the Republican party\nwas born, competition in transportation and in all lines of business ac¬\ntivity could be relied upon, in large part, to protect the average citizen.\nThen came the era of amalgamation, of organization, of the application of\nmechanical devices and new processes to production, in such degree that\ncompetition began to be pushed aside as the factor that in the middle of\nthe last century was able to protect the consuming public.\nThere is no one who cannot fail to see the advantage of a limited num¬\nber of railroads in contrast with the multitude of short railroad lines, each\none limited to a comparatively small capital. You came to this convention,\nsome of you 3000 miles, and you changed cars but once or twice—an in¬\nfinitely better arrangement, it was, than if you had changed cars a hun-\n\n"}
{"page": 124, "printed_page": null, "text": "118\n\nNational Education Association\n\ndred times. There are advantages in concentration. These advantages must\nbelong to the masses of our people, and these advantages can come thru\nthe regulation by the state. The Republican party in 1884, first of all great\norganizations, recognized that the railway business of the country had\nreached the point where the state must take a hand, and it included in its\ndeclaration of faith a living provision, demanding federal control.\nThe first step in carrying out this program occurred in the Act of 1887,\nwhen the Interstate Commerce Commission was established. This Act\nmarked the beginning. The Townsend-Esch Law, the Elkins Act, the EschCummins Act—these are the most important laws that mark the develop¬\nment of legislation looking to the control of interstate public service activities,\nand that pointed the way to the control of intrastate public service business to\nbe handled by the states themselves. It may be that all has not been done that\nwill be necessary to meet the situation, but the Republican party stands\ncommitted to the policy of governmental regulation of public service insti¬\ntutions of America—the railroads and other transportation lines, telegraphs,\ntelephones, electric light and power activities, pipe lines, express companies,\nthe radio—in such way that private initiative and public service, under\nadequate supervision, may go hand in hand.\nThe principle of federal control is not limited to public service insti¬\ntutions. During the era that witnessed the amalgamation of railroad lines,\nthere was witnessed the organization of business establishments in other\nfields. Instead of hundreds of manufacturers of plows, or hats, or shoes,\nor woolen goods, as existed in the middle of the last century, a few came\nto be the dominant factors in each particular line. A new type of property\nhad developed, great institutions, representing wealth and power. Com¬\npetition was being stifled. It was the Republican party that furnished\nleadership, and the Sherman Anti-Trust Law of 1890 paved the way for\nmeeting the problem. But here again it was found that thru organization\nsometimes advantages appeared that could not be so well attained by the\nsmall business. Then came the Federal Trade Commission, and the appli¬\ncation, in part, of the principle that originally was enunciated with respect\nto public service institutions of controlling organization to the advantage\nof labor and the consuming public. In the Cleveland convention, the Re¬\npublican party reaffirmed its faith in the doctrine that monopolies are\ninimical to highest well-being, if left uncontrolled, and that the problem of\nconsolidation of wealth must be met either thru efficient anti-trust policies\nor thru regulation and control.\nThe Republican party, in brief, believes that it is not sin for the individual\nto own his home, to exercise frugality, to acquire property. It believes that\nthe profit-making motive has been a factor that has inspired and led on the\nhuman race to greater and still greater attainments. But the Republican\nparty believes, on the other hand, that there are certain human rights above\nproperty that the government, representing the citizen, has the right to\ncontrol; has the right to prevent monopoly; has the right to own, where\noccasion may require, properties of whatever kind they may be, with the\nend in view that these properties be made to serve not a limited number,\n\n"}
{"page": 125, "printed_page": null, "text": "General Sessions\n\n119\n\nbut the masses of the people of our country. The progress that has been\nmade by the human race from the time man lived in caves and dressed in\nskins, on thru the days of the tallow candle and the spinning wheel to the\npresent, has been made thru what has been called the “profit-motive urge,”\nthe individual striving to make the conditions in which he found himself,\nbetter for his home, better for his community, better for the country in\nwhich he lived.\nMoney and banking—In exercising the power of the federal govern¬\nment toward economic problems, there are points of contact that must not\nbe overlooked. Some have been mentioned in the Constitution; some, whether\nmentioned in the Constitution or not, are so important that upon them there\nmust be party policy. The Constitution placed within the Congress of the\nUnited States the power to coin money, and to regulate the value thereof.\nThe Republican party, in its platform, reaffirms its belief that this power\nshould be restored to the Congress.\nIf money is a measure of value and a medium of exchange, then nationally\nor internationally it should no more be permitted to fluctuate in value than\na yardstick should be permitted to have different lengths in different stores\nor on cloudy days. By way of illustration, I remind you that by action of\nthe present Administration the value of the dollar has been reduced more\nthan 40 percent, and I ask the members of this audience to reflect whether\nor not their salaries have been increased to correspond.\nTariff—What is the attitude of the Republican party upon the tariff?\nThe members of this audience are teachers, and if they were to ask the\nchildren of the public schools of the United States above the sixth grade\nwhat political party has consistently advocated a protective tariff, the answer\nwould be one great chorus, “The Republican party.” The answer would\nscore a perfect mark. Thru the maintenance of a protective tariff policy,\nthere has been built up in the United States a standard of living, a type of\ncivilization that by contrast with the standard of living elsewhere finds no\nparallel. Strike down the duties upon our farm products, and our markets\nwould be filled with the cheap products from abroad, and our farmers\nwould be on the way toward peasantry. Strike down the duties upon many\nof our manufactured products, and we reduce in that instant the wage of\nthe American laborer, the standard of living that surrounds his home, and\nmaybe, in addition, we throw him out of employment.\nIn the administration of the policy of the protective tariff, conditions\nhave not remained static. To meet this situation, the Republican party\ndevised the doctrine of a flexible tariff, conferring upon the President of\nthe United States and the Tariff Commission authority within certain\nbounds to adjust the tariff schedules in meeting new and unforeseen\nsituations. But the Republican party does not approve of the tariff juggling\nof the last three years, and it condemns the reciprocal trade agreements that\nhave been made. I have not time to review at length the record; briefly,\nmay I say that when we reduced farm acreage within the United States,\nand curtailed production, we furnished a demand and a market for products\nproduced abroad. We imported from foreign countries into the United\n\n"}
{"page": 126, "printed_page": null, "text": "120\n\nNational Education Association\n\nStates in 1935, 34,000,000 bushels of wheat; 41,000,000 bushels of corn;\n10,000,000 bushels of rye; the same of oats; 22,000,000 pounds of butter;\nand 48,000,000 pounds of cheese. During the first three months of 1936,\nunder a new reciprocal trade agreement, we imported into the United States\n33,000 head of cattle from Canada, in contrast with 16,000. during the\ncorresponding months of the year before. It is difficult to see how this\narrangement is beneficial to the farmers of the United States.\nAgriculture—Born in the heart of the great agricultural area of the\nWest, the Republican party during the years of its history has recognized\nthat the greatness and the soundness of the American nation cannot be\ndivorced from a successful and prosperous agriculture. Cities may fail, yet\nagriculture would survive; but if agriculture should fail, the cities would\nperish. The interest of agriculture must continue to claim the sincere and\nfrank cooperation of the government. The Republican party does not believe\nthat the highest well-being of the farmers of America or of a consuming\npublic lies in a national promotion of scarcity, and thereby the encourage¬\nment of peoples of other countries to produce in still greater abundance,\ncommodities that America curtails. More than that, destruction of foods\nand other commodities cannot be the right answer when millions of the\nworld’s people are in hunger and in need of the bare necessities of life.\nBetter balancing of production and better distribution are essential factors.\nCooperative marketing, the building up of markets within the United\nStates thru development of payrolls and thru protecting the home market\nfor American farmers—these are the immediate ends that must be realized,\nand to attain which, the Republican party stands committed.\nNatural resources—The protection of the natural resources of the United\nStates is as necessary for the nation as is the care of the home and garden\nof one of its citizens. This is not a new doctrine to Republicans. Ours is\na favored nation, with tremendous natural resources. In heroic fashion\nTheodore Roosevelt led the way with his outstanding policy of conserva¬\ntion of the natural resources, and this doctrine has been amplified and\nexpanded under Republican administration and commends itself to Re¬\npublican thought in this great hour.\nBudget—No individual can for long spend more than he earns without\ncoming to grief; and no aggregation of individuals in the form of a gov¬\nernment may do that which the individual citizen may not do in this regard.\nBetween 1921, following the World War, when the Republican party came\ninto power, and March 4, 1933, Republican administrations reduced the\nnational debt from approximately $26,000,000,000 to $20,973,350,964.\nOur national indebtedness has increased enormously since that date until\nit stands (as of May 15, 1936) at $31,541,000,000, or an increase of slightly\nmore than $10,600,000,000. The Republican party pledges itself to stop\nthe folly of uncontrolled spending, and to bring the costs of government\nwithin the income. The tax burden upon the people of the United States\nchallenges thoughtful consideration. In 1913, it was slightly under $3,000,000,000 for federal, state, and municipal purposes. It is now slightly more\nthan $17,000,000,000 annually, or about $685 for every family of five.\n\n"}
{"page": 127, "printed_page": null, "text": "General Sessions\n\n121\n\nThere can be no escape from the sharing of the tax burden by every citizen\nof the Republic. The Republican party, however, thru the years it has been\ncharged with responsibility, has believed that the heaviest part of the tax\nshould be borne by those who are most able to pay. Accordingly, in repeated\ntax laws, Republican Congresses and Republican administrations have\nfavored the placing of the heaviest tax on commodities that were purchased\nby people of wealth, on what we choose to regard as luxuries, and on\nincome taxes in the higher brackets.\nThe Republican party believes in thrift and economy upon the part of\nthe people collectively, just as it does upon the part of the individual citizen.\nNo way has yet been discovered by which the bank account of the individual\nmay remain intact, when the drafts upon the account exceed the deposits.\nAnd no government can continue the indefinite program of living upon\nborrowed money. The time has come when we must cast into the discard\nthe twin doctrines of disaster: economy of scarcity and scarcity of economy,\nin the transaction of our nation’s business.\nIndebtedness to the United States—During the World War, the United\nStates loaned vast sums of money to foreign countries. These sums, together\nwith interest, and less some $2,000,000,000 heretofore paid, aggregate\napproximately $12,000,000,000, or equivalent of $500 for every family of\nfive in the United States. The Republican party, in its platform, pledges\nitself to earnest effort, looking to the payment of this vast sum.\nLabor—What is the attitude of the Republican party toward labor? As\nin other matters, the answer to this question lies in part in past accomplish¬\nments, and in part, in present declarations. In the platform adopted three\nweeks ago, the Republican party pledged itself to the rights of labor to\norganize and to bargain collectively. But it further indicated its support\nof the program for state legislation to abolish sweat shops and child labor,\nand its cooperation with state compacts to protect women and children,\nwith respect to maximum hours, minimum wages, and working conditions.\nThere was some question, in view of the recent decision of the Supreme\nCourt on the problem here involved, of the power of the state in the matter\nof legislation touching maximum hours and the wages to be paid. That\nthere might be no misunderstanding, the candidate of the Republican party\nfor President, Governor Landon, sent a telegram to the convention, in which\nhe declared that if the program to which the convention had committed\nitself could not be carried thru within the Constitution, he favored amend¬\ning the Constitution that the power might be conferred upon the states.\nSo much for the immediate. The whole history of the Republican party has\nbeen one of friendship to labor. It took leadership in abolishing slavery,\nwhich curse was the greatest check upon the program of bettering the condi¬\ntion of all men who toil, whether free or slaves. It has taken leadership in\nlegislation among the states for shorter hours in industry, for industrial\ninsurance, for the prevention of abuse, and exploitation of child labor, in\nrequiring the use of safety devices, in bringing about healthful surroundings\nin mines and factories, in abolishing sweat shop conditions, as is indicated by\nthe laws of the states that are normally Republican. More than that, con-\n\n"}
{"page": 128, "printed_page": null, "text": "122\n\nNational Education Association\n\nstantly the Republican party has been insistent upon the policy that it can\nhelp labor in most practical material ways by fostering national policies that\nfurnish employment; for regardless of wholesome laws, touching hours of\nlabor, touching wage scales, touching conditions of employment generally,\nlabor is denied that which it should have, unless there can be a pay check at\nat the end of the day.\nRelief—What does the Republican party think of relief and security?\nRelief is necessary only when conditions are abnormal. Affording relief to\nmeet an emergency must go hand in hand with working out a program by\nwhich the emergency will disappear. The Republican party insists that the\nnecessities of life must be provided for the needy, and hope must be restored,\npending recovery. It insists that federal grants-in-aid must be made upon\ncooperation with the states and local governments; that these grants shall be\nadministered by non-political agencies, selected upon a basis of merit and\nfitness. In a land of plenty, people must not suffer.\nThe economic program is wrong. Relying upon recent figures of the\nInternational Labor Organization of Geneva, of which the United States\nis a member, 50 percent more people within the United States are out of\nemployment than in all the other nations of the world combined, where in\nany one nation unemployment exceeds 100,000. The people of our country\ndo not want aid; they want opportunity. Especially is this true of the youth\nof our land. Opportunity attends proper economic adjustment.\nSecurity—With the upheaval that has occurred in the industrial world,\nwith the shifting of populations from widely scattered areas so that a\nmajority are in populous centers, with the development of industrial\nprocesses, machinery, and specialization in industry, the nations of the world\nare confronted with the problem of security toward the individual when he\nmay become incapacitated in his chosen field, or when the arbitrary bars\nof age may overtake him. This is a problem that has been met too tardily.\nReal security is possible only when our productive capacity is sufficient to\nfurnish a decent standard of living for all American families, and to provide\na surplus for future needs and contingencies. But society has an obligation\nthat goes beyond this, an obligation to promote the security of people by\naffording some measure of protection against involuntary unemployment\nand dependency in old age. In part, thru industrial accident and retire¬\nment laws of the nation and of the states, in which the Republican party\nhas taken a leading role, and in part, thru retirement provisions of industrial\norganization, the problem is being approached. But it has not been met.\nThe employment insurance and old age annuity sections of the present\nSocial Security Act are unworkable, and deny benefits to about two-thirds\nof our population, including professional men and women, and all those\nengaged in agriculture and domestic service, and the self-employed. In\nthis great program, the Republican party invites the cooperation of the\npeople of America in providing security that is real, and not a so-called\nsecurity that is of the stuff of which dreams are made.\nTime prevents me from referring to the forward-looking program of the\nRepublican party upon many other problems; the development of foreign and\n\n"}
{"page": 129, "printed_page": null, "text": "General Sessions\n\n123\n\ndomestic commerce, our reclamation, forest, and public domain programs,\nour policy in insular affairs, retirement provisions for federal employees,\nassistance to educational and other scientific movements, the purification of\nelection procedures, and many others.\nLandon and education—Reference has been made to President Roosevelt\nand his friendship for education. Of course we are glad. Then may I refer\nto the attitude of Governor Landon upon this same great subject? In\nKansas Governor Landon is known as the friend of education and the\npublic schools.\nIn 1932 when an amendment to the constitution of Kansas was proposed\nlimiting the tax levy that could be made for the public schools to 10 mills\nit was Alfred M. Landon who led the fight in cooperation with the teachers\nof the state to defeat the amendment. The amendment was defeated and\nLandon was made governor.\nGovernor Landon, when he came into office, saw the hundreds of weak\ndistricts in the state with from one to five children of school age. Under\nhis leadership a measure was passed providing for voluntary consolidation.\nThis measure has meant the temporary suspension of several hundred\nschools thru consolidation with other districts, thus giving the children of\nthese smaller districts better opportunity for education, and giving to the\nteachers better pay.\nThe Relation of the State to the World of Nations\n\nThe third great factor upon which the people of the United States have\na right to demand that political parties be frank, is their attitude touching\nthe policy that will be pursued by the United States with respect to foreign\nnations.\nOn this question, the position of the Republican party is not in doubt. It\nhas consistently adhered to the doctrine that the greatest strength and\ninfluence of America lies in refusing to become entangled in the mesh of\ninternational politics. The Republican party, in its platform, has turned\nits face against membership in the League of Nations and the Court estab¬\nlished by the League. It has reiterated its opposition to entangling alliances\nin foreign affairs. The Republican party is more definitely committed to\nthis program in view of lack of respect for pledged words upon the part of\nthe great powers. Treaties have been broken; obligations under the League\nof Nations have been violated; and until nations can comprehend that\nsolemn obligations are made to be kept, they must expect the distrust and\naloofness on the part of other nations.\nThe parallel—As comparisons are made by speakers and by publicists offorms of government, most attention seems to be given by critics to the\ncontrast of mistakes that have been made by the United States, with\nsuccesses under some other system. I welcome the so-called deadly parallel.\nContrast for a moment, however, what has been attained under our type of\ngovernment, and thru the economic policies that have guided our way. The\npopulation of the world is 2,057,800,000, and of the United States,\n\n"}
{"page": 130, "printed_page": null, "text": "124\n\nNational Education Association\n\n126,000,000, or 6 percent. Yet, mark the contrast in the comforts of life\nfound in the American homes, when measured by the meager attainments\nof peoples of other lands. The United States has 6 percent of the population\nof the world, yet it has 43.5 percent of all the radio receiving sets; the\npeople of the United States have 53 percent of all the telephones; 71 percent\nof all the automobiles; more than 50 percent of all bathtubs; and more than\n20,000,000 American homes are'lighted by electricity, including more than\n743,000 homes of our farm population. Is it not a matter of pride, the\ncontrast that can be made and must be made of the kitchen and its equip¬\nment ? Of farm machinery and its use? Of railways and other means of\ntravel ? Of letters that are written ? Of newspapers that are read ? Of\nmagazines that are published? Of popular education? Of libraries? Of\nopportunity for culture and advancement of the humblest citizen of the\nland? Of contrast, indeed, with the limited conditions that exist along the\nsame lines in so many other nations of the world ? I do not mention these\nthings by way of boastfulness, but rather that you consider them, and the\nforces that have produced them, when you are asked to make a change.\nThe teachers of the public schools—Finally then I pay homage to the\nteachers of the public schools of America, upon whom more than upon any¬\none else, other than the fathers and the mothers within the home, is reposed\nthe development of our civilization. You are the ones who guide the falter¬\ning steps of childhood; you are the ones who inspire and encourage the\nambitions and enthusiasms of youth; you are the ones who hold in check,\nwho modify and restrain their impulses that are a part of all growth, so\nthat they may be directed along lines that are worthwhile.\nYes, but as applied to government, How? What can we do? These are\nquestions that we who are teachers ask.\nI do not believe that you invited representatives of the different political\nparties within our country to be upon your program essentially for the\npurpose of clarifying your thoughts that you may return to your homes\nbetter Republicans or Democrats or Socialists. You are interested in a\ngreater objective; you are interested more, as teachers, in leading the\nyouth of our land into the proper ways of thinking, of reaching ends in\ngovernment that will be sound and wholesome, and in having a part.\nThe teacher in the public schools who influenced me most was a Demo¬\ncrat from the sunny South, but he did not advise me to be a member of any\npolitical party. He did teach me to think, to have a part in government,\nto be interested in affairs of state. And for his great comprehension of\nsimple duty, I have erected a shrine in my heart to the memory of S. M.\n. McCroskey. Faithful teacher of my youth, I hope he is in this audience\ntonight.\nThe teacher weakens his influence when he closes the door to all else\nother than his own political faith; our schools can no longer serve the state\nwhen they become subservient to some class or group or cult. Our schools\ncannot serve the state best when they are commanded what they shall do;\nour schools must be free. The schools of Italy and Germany and Russia are\n\n"}
{"page": 131, "printed_page": null, "text": "General Sessions\n\n125\n\nrequired to be the pattern of the state; this condition must not be permitted\nin America.\nI am a Republican, but I should believe it not in accordance with soundest\npractise for the teachers in the schools to endeavor to make Republicans out\nof the children under their direction. The teacher, as I see it, must not teach\n“isms”; he must teach the children to think, to have a part. I am listed as\na teacher of government. A few weeks ago, one of the fine young men of a\ngroup under my direction came to my office and said: “You have urged us\nto have a part in government, but after my recent experience, I do not see\nanything that the individual can do that is worthwhile. I tried to help over¬\nturn the political machine in my home city, which has not been giving good\ngovernment, but we failed.”\n“Oh,” I said, “assuming that you were right, and I know your ideals are\nclean, election to office is not necessarily victory. What a pitiable country\nwould be ours if you could turn things bottom-side up overnight! If you\ncould do this thing with your fine enthusiasm, it would be possible for some\nReinzi to come along tomorrow, and by promises and by sophistry, that\nyour conscience would not permit you to use, turn the world into some other\ncourse, and then again, on a succeeding day, some Danton or Robespierre\nwould turn it back again, and maybe set it on fire in doing so. You are in too\nbig a hurry; you cannot see the wheels of the world spin round; you are\ndealing with human nature, and in this world the laws we make and the\nadministrations themselves do not play the greatest part; we are governed\nby habit, we are governed by custom, we are governed by tradition.”\nFour years ago, I was in France, and I talked with an outstanding\nFrenchman, whose name, were I to mention it, you would recognize. He\nspoke of the glories of America, and he spoke, in discouragement, of his\nown land. “Your people are stable; your people are ruled by a steady and\nconstant public opinion. But in France,” he said, “we are afraid of the\ncoup d'etat, the coup d'etat, the man on horseback, you know.” And I\nrecalled the six or eight revolutions that have swept France since America\nwas born. I remembered the guillotine; I remembered Danton and Robe¬\nspierre ; and I remembered the days of terror.\nMy fellow teachers, the more serious the problems of government are,\nthe greater must be our stability of purpose, the deeper must be our interest\nin, and our devotion to government. “The most powerful thing in the\nworld,” said Hugo, “is an idea when its time has come.” I believe that the\nteachers of America are realizing the responsibility which is theirs. I turned\nto the splendid student who was in my office, and I said: “You can do some¬\nthing better than overturn your city government in a single day; you can\nshape thought; you can keep interest awake; you can inspire the habit of\nparticipation in public affairs, that with an enlightened people, will make\npermanent good government, not only in the city in which you live, but\ngood government in our states, good government in our nation, and justify\nagain this government of ours in leadership in a distracted world in ways\nthat are worthwhile.”\n\n"}
{"page": 132, "printed_page": null, "text": "126\n\nNational Education Association\n\nSymposium on Evaluating National Issues\n\nREPRESENTING THE SOCIALIST PARTY1\nNORMAN THOMAS, SOCIALIST CANDIDATE FOR PRESIDENT, NEW YORK, N. Y.\n\nThis is a world of poverty in the midst of potential abundance. It was\nso even in the times of Coolidge to which the Liberty Leaguers and some\nRepublicans vainly hope to return. In 1929, according to the Brookings\nInstitution, we could have produced enough to raise every family income in\nAmerica to the $2000 level without cutting any at the top. There were then\n16.4 million families with incomes less than $2000. Instead of doing better\nafter 1929 our system entered a depression from which we have not yet\nemerged. “But that was the fault of the old deal,” some of you will want to\nremind me.\nWell, what of the New Deal? Ten to twelve million are still unem¬\nployed ; profits increase while wages stand virtually still; relief in New\nYork City—when it is relatively high—is 40 percent below the allowance\nper family of private charity budgets; a terrifying burden of debt, a\ngeneral program of subsidizing scarcity—at great expense—and calling it\nprosperity! That we, like many other nations, are better off than in 1932,\nis true. That we have achieved true prosperity or that what we have will\nlast, no honest and intelligent man dares to affirm.\nThe machinery which might be used to conquer poverty is used to make\nwar steadily more destructive. In a new world war there can be no victory,\nonly degrees in defeat and misery. Yet for a new war the world, the United\nStates included, frantically prepares. We who have least cause for alarm\nlead the world in absolute and relative increase in armament since 1914\nand in the total of our military expenditures. The steady drift is to\ncatastrophe, and the question is, Will that catastrophe come thru new eco¬\nnomic collapse or our participation in a new world war?\nIn the midst of this disintegration of the old order, our boasted American\nliberties suffer. I need not remind this audience of the significance of\nloyalty oaths and inquisitions into teachers’ beliefs. Teachers know in gen¬\neral the significance of the revival of the K.K.K. in the flogging belt in\nFlorida, the despicable Black Legion in Michigan, Ohio, and .elsewhere,\nVigilantes in California—where Mooney and Billings are still in jail—\npeonage in the cotton country, terrorism in Arkansas.\nTo deal with this deep-seated sickness of the body politic we have from\nthe old parties neither proper diagnosis nor adequate cure. All of their\nplanks assume that with minor changes all will be well. They are not\nspecific about their minor changes. Republicans are nowadays for some\nsocial welfare work, but only under a program of states’ rights. (Big\ncorporations are not afraid of the states!) At bottom, however an incon1 Due to the strain of campaign work, Mr. Thomas was unable to edit the stenographic report\nof his address. The abstract of his address, as submitted by him before the convention, therefore,\nis being used.\n\n"}
{"page": 133, "printed_page": null, "text": "General Sessions\n\n127\n\nsistent platform may disguise the fact, the Republican party, or the dominant\nforces in it, is the party of special privilege, the ally of Hearst and the\nLiberty League, all of whom seek to identify liberty with the right to\ngrab what you can and keep what you grab.\nRoosevelt has made the Democratic party profess nobler ideals and to\ntry certain reforms more or less favorable to the workers within the capi¬\ntalist system. But without great success. At the end of five rowdy days spent\nby a rubber stamp convention, the majority of them office holders, in making\na noise, the President accepted nomination in an address full of noble ideals\nunrelated to a specific program. This “friend of labor,” endorsed by many\nlabor leaders, was nominated by Judge Mack of Poughkeepsie who recently\ngot a sweeping injunction against the Amalgamated Clothing Workers. He\naccepted the nomination from the chairman of the convention, Senator\nRobinson of Arkansas, beneficiary and political protector of the worst form\nof exploitation in America, the cotton planting system. Against terrorism\nin Arkansas, peonage, whipping as a means of keeping workers in order—\na white woman was one victim—neither Senator Robinson nor the President\nhas spoken out.\nAmong the conspicuous Democrats at the convention was my distin¬\nguished opponent on the platform, Governor McNutt of Indiana, author\nof a version of military law which deserves the name, “Hoosier Hitlerism.”\nFor more than two years in Sullivan County, and for about six months in\nVigo County, he maintained a little dictator, Major Weimar, with power\nto prevent “egress and ingress” from the counties, to order military arrest\nwithout right of appeal to habeas corpus, and to forbid all meetings “even,”\nto quote the Terre Haute Star, “church meetings, lodge meetings, and\nbridge parties.” And this is New Deal liberty! No wonder the platform\ndeals in generalities and uncertainties even in the matter of Constitutional\namendment.\nTwo other major parties, the Communist and this new Union party, set\nup by Father Coughlin, are allies, willingly or unwillingly, of the major\nparties. Strangely enough, the Communists, still holding that sometime we\nmust follow the Moscow road, have decided that the issue now is democracy\nor fascism and they are running a campaign to beat Landon by driving\nRoosevelt a little farther to the left. The Lemke crusade, principally for\nsoft money and inflation, with Santa Claus promises of something for\neverybody, all within the rules of the profit system, expresses real and\nwell-justified discontent, but its effect will be to help Landon.\nTo all this we Socialists say: You gentlemen with your reforms, good,\nbad, and indifferent, have not diagnosed the disease properly. The primary\ntrouble is not old deal or new, more money or less. It is the capitalist\nnationalist system with its outworn loyalties and institutions. You cannot\nhave abundance in this machine age without planning for abundance. You\ncannot plan to produce or share abundance as long as profit for owners—\nincreasingly absentee owners—is your god. Profit depends upon exploitation\nof workers with hand and brain. It depends upon relative scarcity. Planned\nabundance requires social ownership—not of consumers' goods, the house\n\n"}
{"page": 134, "printed_page": null, "text": "128\n\nNational Education Association\n\nyou live in, your automobile, your violin, your saw and hammer but of\nthe great natural resources and the principal means of production and\ndistribution, emphatically including not merely a central bank of issue, but\nthe whole banking system. We must deliberately set out to see that every\nfamily worth holding together at all must receive the $2500 a year minimum\nthat modern technology makes possible. Above that, reward should be\naccording to deed, not ownership. Able-bodied adults must expect to live\nby well-rewarded work.\nSocialized industries should be self-administered under boards represent¬\ning the workers in the industry, the technicians, and the consumers. Over\nall these should be a national planning council, a board of strategy in the\nwar against poverty. Prosperity as well as peace depends upon making some\nfunctions of planning international in a federation of cooperative common¬\nwealths.\nAs matters now stand, in the interest of peace and order and equity\nbetween different classes of owners, we propose moderate compensation for\nowners of property first socialized. But this will be accompanied by a capital\nlevy tax amounting to expropriation in the higher brackets. Such a tax is\nthe best alternative to an inflation ruinous to wage and salary workers.\nIt is for this new way of life and social organization that we fight. While\nwe fight for the Socialist society we do not forget men’s immediate needs:\nSocial security for the aged, the unemployed, the sick\nPublic housing to conquer slums and give work\nThe assertion of real civil and religious liberty for all races and the right of all\nworkers to organize and bargain collectively\nA peace program: neutrality, taking profit out of war and preparation for war,\na drive for disarmament and against imperialism\nA constitutional amendment to make democracy constitutional by giving Con¬\ngress full power to legislate for the economic and social well-being of farmers,\nworkers, and consumers. Unlike the old parties, we know without further delay\nthe danger of judicial supremacy and we have a remedy.\n\nThis is Socialism, the answer to the problems of the Machine Age, the\nfulfilment of the hopes of the patriots and sages.\n\nSupplementary Statement by Paul V. McNutt\n\nFirst of all, in view of the references made by these distinguished gentle¬\nmen who are appearing on the platform with me, one of whom had some¬\nthing to say about the equality of opportunity which comes thru education,\nand the other who had something to say about education in Kansas—may\nI invite them both to Indiana, where during this depression not a school\ndoor has been closed, not a term shortened below eight months, not a\nteacher for whom salary funds have not been provided!\nI invite them to come and to see that we do have equality of opportunity\nand education in Indiana. We believe in it. We will support it with all\nthat we have. I was surprised at what Professor French had to say about\nrepresentative government, but it seems to me that today the most outstand¬\ning characteristic of American people is the interdependence of the people—\n\n"}
{"page": 135, "printed_page": null, "text": "General Sessions\n\n129\n\nthe manner in which they make their living and the conditions of their\nsocial life which throw them all together.\nWhile we have had little notions of state sovereignty, it is true that that\nhas been employed in times gone by to set them apart, and it sounds legal,\nbut it has led to serious stress in the national life. The people have grown\nto desire greater centralization, integral control. The most powerful argu¬\nment that emanates from the fact is that persons, and the financial interests\nassociated with them, fight against that control and employ the doctrine of\nstate sovereignty not to protect them but to set it at naught, because the\nconflict with immediate forces is plainly visible. Because this particular\nstrain upon the structure did not exist when the Constitution was written,\nan impression is being created that our difficulties are right in conflict between\ntwentieth century conditions and an eighteenth century charter of govern¬\nment. The interests of 1787 felt the need of a strong central government.\nThey created such a government. Power was never felt lacking with the\ngovernment until the American democracy began to use the government to\ncontrol the great property interests. The denial of power always comes\nfrom those who do not want power exercised for the benefit of all the\npeople. Like the prophets of old, if it is necessary to go back, those who\nduring the past hundred years have used the doctrine of states’ rights to\nprotect such institutions as slavery and child labor, now labor to exploit\nthe consumer, all in the name of liberty. And regularly, employers have used\nthe doctrine of states’ rights as their defense.\nDuring the past fifty years, the great corporation has used that doctrine,\nand the due process of laws clause of the Fourteenth Amendment, to build\nup a legal front on financial control which has increasingly regimented the\nAmerican people.\nThere was one other thing which Mr. French had to say which was sur¬\nprising, and that had to do with what he called the “profit-motive urge,”\npointing out that that is the thing which has brought a high standard of\ncivilization. You understand how that hunger throws off little messes of\npottage; but if you will look at our people, down deep into them, you will\nfind down below the greed and the lust and the treachery, that there is\nsomething worth saving, and it is your business to save it and it is the busi¬\nness of government to save it, as well.\nJesus of Nazareth knew that and died that men might be saved. What we\nare fighting for now, as we have been thru the years, is the right of people\nto live decently; the right of people to earn a living; the right to safeguard\nthese institutions which we know are the fundamentals of liberty, and the\ngreatest of these institutions, as you know, I believe, is the American public\nschool system. Under this institution we can move forward in orderly liberty\nand secure for our people the competence to which all of them are entitled.\nSupplementary Statement by Burton L. French\n\nWhen I heard my good friend, Norman Thomas, pay his compliments\nto the two great political par es that the people have entrusted with the\nresponsibility of government fi r so long a time, and as he made reference\n\n"}
{"page": 136, "printed_page": null, "text": "130\n\nNational Education Association\n\nto both alike in his objections, I am reminded of the bridge playing mother\nwhose little son, Johnnie—the only child she had—came home one day\nfrom Sunday school and said: “Mama, what is Heaven like?” And she said:\n“H eaven, son, Heaven—Heaven is like home when you are away in school\nand when your daddy is at the office.”\nWhat a wonderful place this world would be if we all could be idealists\nand if there could come true the promises that we heard! I honor Mr.\nThomas for his idealism. I honor him for his writings. I have read his books,\nbut when it comes to the question of the “profit-motive urge”—when it\ncomes to the problem of what it is that drives men on, I do not at all agree.\nI should like for Mr. Thomas to give just a moment to this thought. He\nsays that Republicans and Democrats borrow from Socialism. As I went thru\nthe library and scanned volume after volume of Mr. Thomas’ writings I\nfound that in all but one of them there was a copyright by the publisher.\nWas Mr. Thomas borrowing from the profit-motive doctrine of Republi¬\ncans and Democrats? What is a copyright? It is a guarantee of monopoly\nto the author or publisher. I do not condemn; rather, I hope Mr. Thomas\nhas been rewarded for his industry and labor. He deserves to be.\nAgain, the gentleman spoke in fine words and idealism of what can be\naccomplished under a social program—the program of Socialism. But, re¬\nmember that under any system you have the same human equation, the\nsame men and women governed by that strange mixture of strength and\nweakness. I submit that whatever of good for the masses of our people can\nbe attained thru government ownership, the same benefits can be accom¬\nplished by regulation and control. Aye, more, for the profit-motive urge\nwill drive men on to greater and more glorious achievements.\nAgain, the method of taxation to which my friend refers, is another leaf\nlifted from the pages of Republican policies during the seventy years of\nRepublican administration. We believe now and have believed in placing\nthe greater burden of tax upon those who are most able to pay, whether it\nbe on the larger income, the inheritance, or the luxuries that those of wealth\ncan buy.\nIt seems to create a, sense of superiority to be a member of a party which\ndoes not have responsibility, and, when, therefore, one may say with con¬\nfidence what this world ought to be. If conditions go wrong in Russia\nunder what was supposed to be Socialism, it is not Socialism, it is Com¬\nmunism. If conditions go wrong in Germany or Great Britain, it is not\nSocialism; it is those who, under the guise of Socialism, have betrayed the\ntrust in them. If Socialism goes wrong in the United States it is not because\nof Socialism, but because of other political parties bothering with and wrong¬\nfully applying that which, Socialism should have been entrusted to do itself.\nFinally, there is one brief thought that I would leave with this fine audi¬\nence tonight. Our government is what the men and women of America\nmake it. The pendulum in other lands has swung from tyranny of despot\nto tyranny of mob and back again. Macaulay of Great Britain nearly one\nhundred years ago feared that this would be the portion of America within\na century. It need not be. Ours is a government of law and orderly processes;\n\n"}
{"page": 137, "printed_page": null, "text": "General Sessions\n\n131\n\ncur government is and should be representative of the people. Dictatorships\nof tyrant or of mob are foreign to our ways of thinking. There is one golden\nkey: Let the masses of the people of our splendid land be informed upon\ntheir government; let them have a part; let them have an abiding interest\nin citizenship—this, and I shall not fear. Then will our government be\nsecure, and under that simple program will it carry on thru the years, extend¬\ning blessings of good government to peoples of this and other lands and to\nthe children of the ages that are now unborn.\n\nSupplemental~y Statement by Norman Thomas\n\nPerhaps I expected too much. I hoped that Governor McNutt might not\nonly answer my charges against military law in his state but explain what\nnew laws the Democrats contemplated. I hoped Professor French would\ntell us what the Republicans are going to do—not what they have done or\nwhat they do not like that the Democrats have done. But Professor French\nwas chiefly concerned about the copyright on my books. If no one—let us\nsay, Andrew Mellon—ever got more out of private ownership under capi¬\ntalism than I or any other author got out of copyrights without exploiting\nothers no one would worry much about fighting capitalism.\nIt would appear that Rooseveltism worries the Professor, I think unduly,\nlest it lead to dictatorship. It is because I want true and enduring democracy,\npolitical and economic, that I am a Socialist.\nThe Republican spokesman, like most defenders of capitalism, had much\nto say about the profit motive as incentive to progress. Perhaps it was at one\nstage of economic development. But today who gets the great profits? The\nengineer? The scientist? The inventor? Even the great executive? No,\nthe speculator, the manipulator, the master of finance and capital. Why\ndo the rest of us work? Partly because we must; partly as the scientist and\nthe engineer, because of a great creative urge; partly for a reward of work—\nnot of ownership; partly because of the service motive or the principle of\nmutual aid. There is nothing in human nature to prevent our giving\ngreater play to these motives than today when the answer to the question,\n“What did these men do to win such wealth?” is “They did us.”\nThere are many unanswered questions in my mind after hearing the dis¬\ntinguished of the old parties. Where, for instance, are the money changers\nwhom Roosevelt drove out of the Temple today? Not, most of them, in\njail or the poorhouse. Why is the stock-market booming again if the money\nchangers are in disgrace? Why did the New Deal government fix up the\nhanks and give them back to the bankers to see if they could do it again ?\nWhy should a system be good under which Oscar Johnson, a high official\nof the AAA, received for the plantation which he manages over $300,000\nfor not planting cotton at a time when share-croppers go in rags? He helped\nwrite the law; we paid the taxes. These things and the things that pertain\nto peace are the things my associates should have discussed.\nSocialism, they have told us, is impractical. It is true that there is as\nyet no truly Socialist society fully achieved. But Socialism is practical and\n\n"}
{"page": 138, "printed_page": null, "text": "132\n\nNational Education Association\n\nit is on the march. I am a Socialist, not a Communist, very critical of some\nthings in Russia. But I ask you to read the Webbs’ account of that great\ncountry and see how much has been done. Or consider the influence of\nSocialist ideals and the pressure of Socialist organization in other European\ncountries, notably the Scandinavian, or in our own Milwaukee.\nThe marvel of history is the awakening of the workers. It is a Socialist\nawakening. It has brought with it moments of doubt and hesitation. But\nin it is our hope—a hope that in America we must help to realize while\nyet there is time to escape the dark night of new war and fascism.\n\n"}
{"page": 139, "printed_page": null, "text": "J^ife Membership \"Dinner\n*\n\n"}
{"page": 140, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nAs early as 1863 the regulations of the Association provided that a per¬\nson eligible to become an active member might also become a Life Member\nby paying an additional fee. However, comparatively fezv took advantage\nof the privilege until 1926. In 1884 and again in 1921 special efforts were\nmade to increase the number of Life Members but with little success.\nPrior to 1926 there were less than two hundred Life Members.\nAt the Philadelphia- convention in 1926 the officers of the Association\napproved Secretary Crabtree's recommendation to permit the payment of\nthe Life Membership fee on the instalment plan, ten annual payments of\nten dollars each, with the understanding that these payments zvould go\ndirectly into the Permanent Fund, a lasting contribution to the zuork of\nthe Association. This put Life Membership zvithin the reach of the aver¬\nage teacher's budget and Life Membership in the Association became at\nonce a democratic and popular professional possession. To date, 5592\nLife Memberships have been issued of which 209 were issued during the\npast year.\nThe custom of holding a Life M ember ship Dinner on Monday evening\nof the annual convention zvas inaugurated at Atlanta, Georgia, in 1929\nand has been continued each year with growing interest and enthusiasm.\nThe follozving have presided on these occasions:\n1929\n1930\n1931\n1932\n1933\n1934\n1935\n1936\n\nAtlanta, Georgia, Ucl W. Lamkin\nColumbus, Ohio, E. Ruth Pyrtle\nLos Angeles, California, Carroll G. Pearse\nAtlantic City, Nezv Jersey, Thomas E. Finegan\nChicago, Illinois, Rose A. Pest a\nWashington, D. C., Frank W. Ballou\nDenver, Colorado, Willis A. Sutton\nPortland, Oregon, C. A. Hozvard\n\n[134]\n\n"}
{"page": 141, "printed_page": null, "text": "AN INSTITUTION OF GROWING SIGNIFICANCE\nT. D. MARTIN, DIRECTOR OF MEMBERSHIP, NATIONAL EDUCATION\n\nT\n\nASSOCIATION, WASHINGTON, D. C.\nhe eighth life membership dinner was\n\nheld at the Multnomah\nHotel, Portland, at 5:30 Monday evening, June 29. Honorable C. A.\nHoward, state superintendent of public instruction in Oregon, presided.\nPresident Samuelson presented the official greetings of the Association to\nthe three hundred and ninety Life Members assembled and Dr. John W.\nStudebaker, United States Commissioner of Education, delivered an inspir¬\ning address on the subject, “The Value of Professional Organizations.” The\ndelegates from Hawaii, under the leadership of Mrs. Phoebe Amoy, fur¬\nnished an unusually interesting program of Hawaiian music and dances.\nThey also presented each guest with distinctive individual favors. A local\ncommittee, of which Ada McLaughlin served as chairman, assisted with the\ndecorations and general arrangements.\nSecretary-Emeritus Crabtree presented President Samuelson with the\nHonorary Life Membership which goes to each president of the Association.\nPRESENTATION OF LIFE MEMBERSHIP TO PRESIDENT\nAGNES SAMUELSON\nJ. W. CRABTREE, SECRETARY EMERITUS, NATIONAL EDUCATION ASSOCIATION,\nWASHINGTON, D. C.\n\nI know of no honor more greatly appreciated, and of no duty more pleasant\nto perform than that of presenting this Honorary Life Membership in the\nNational Education Association to our worthy president, Agnes Samuelson.\nI am well acquainted with the people and with conditions where Miss\nSamuelson grew up. She lived on the Iowa side of the Missouri River and I\nlived on the Nebraska side. We were reared in essentially the same pioneer\nenvironment, only I was a generation or two ahead of her. I saw more buf¬\nfaloes, wolves, and Indians than she was privileged to see. I was early enough\nto know and appreciate many of the settlers on her side of the river—and\nwhat sturdy, fine citizens they were! They had all come out West so that\ntheir children could grow up with the country.\nI almost knew her when she was a pupil in the schools. Some of the grad¬\nuates of my normal school were her teachers. Especially since she became one\nof the most outstanding women in the nation, they point with pride to the\nfact that “Miss Samuelson was a pupil of mine.” They actually claim some\nof the credit for her success. Would I not be justified in claiming a share of\nthe credit myself because of having sent her such fine teachers?\nJust a year ago at a Life Membership Dinner when I told of my mother’s\nhaving sent me back to the spring for another pail of water because I had\ndropped pebbles in the first one, I thought I could see that Miss Samuelson\nenjoyed the fact that I had to make the second trip. So when called upon to\n\n[135]\n\n"}
{"page": 142, "printed_page": null, "text": "136\n\nNational Education Association\n\ntake part on the program here this evening, I thought it would be an easy\nmatter to get some sort of a pebble story about her. Then it occurred to me\nthat in that gumbo soil at Shenandoah there was not a pebble to be found\nfor miles around. Realizing that there is no better way of getting the inside\non one than to talk with old settlers back home, I tried that plan on Miss\nSamuelson. Here is the nearest that I came to getting anything:\nOne old-timer said: “Yes she is a mighty big woman and what I like best\nis that she doesn’t know it.”\nAnother said: “She was so popular with the young men that I thought\nshe might be picked up any day by one of them, but I guess she really wanted\nto care for a larger family.”\nAnother said: “The maddest I ever seen Aggie was when old man Brown\nsaid she had to whip the children in her school. I tell you she came mighty\nnear lickin’ him.”\nOne neighbor said: “She diets. That is the queerest thing I have heard\nabout her.”\nI might really make something out of that about dieting were it not for the\nfact that the doctor thinks I should diet also, instead of going about eating\neverything. As you readily see I am handicapped in getting hold of capers\nof any kind on her. Whether you talk with people at the state capital where\nshe serves, or with the citizens of her home town, you hear only of her re¬\nmarkable successes. If she ever threw pebbles around or if she ever failed in\nany examination, the whole citizenship of the state has forgotten about it.\nThis analysis of her case shows that she is most worthy of the honor about\nto be conferred upon her.\nWe will now ask Miss Samuelson to stand to receive the highest recog¬\nnition which can be conferred by the organized teaching profession. Let me\nfirst call upon representatives of Hawaii, that part of this nation which holds\nthe highest membership record, to place the symbolic lei about her shoulders\nas a mark of highest honor and esteem, not only representing the teachers\nof the Islands but those of all America, and with them let me call upon rep¬\nresentatives of Oregon, the state most noted for beautiful flowers, to place\nher in a setting of beauty in harmony with her personality and the beauty\nof her character.\nM iss Samuelson—Now State Superintendent of Public Instruction of\nthe great state of Iowa; outstanding in her work as teacher and county super¬\nintendent; for several years the nation’s most noted leader in movements\nto promote rural education and rural welfare; patient, wise, and skilful ad¬\nministrator; devotee of learning; upright worthy citizen; friend of youth,\nof parents, and of teachers; loyal to the interests of her profession, her state,\nher nation, and of mankind!\nMiss Samuelson, in recognition of these attainments, merits, and services,\nI do by the order of the officers of the National Education Association con¬\nfer upon you what I shall call the Honorary Life Membership Degree. And\nin token of such bestowal will you please accept this key with the grateful\nappreciation of 5000 life members and of more than 200,000 active members\nof the National Education Association.\n\n"}
{"page": 143, "printed_page": null, "text": "Rational Council of Cducation\n\n"}
{"page": 144, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nThe national council of education was organized in 1880, growing\n\nout of a fapcr read by Thomas IV. Bicknell before the Department of\nSuperintendence. The active membership of the Council consists of 60\nmembers chosen by the Council; 60 chosen by the Board of Directors of\nthe Association; and three chosen by each of the Departments of the Asso¬\nciation. For constitution and bylaws, see proceedings, 1906: 608-11.\nThe officers of the Council for the year 1936-37 are: president, Wil¬\nliam C. Bagley, Professor of Education, Teachers College, Columbia Uni¬\nversity, Nezv York, N. Y.; vicepresident, Lida Lee Tall, President,\nState Teachers College, Towson, Md.; secretary, Chari O. Williams,\nField Secretary, National Education Association, Washington, D. C.;\nexecutive committee i Anna Laura Force, Principal, Lake Junior High\nSchool, Denver, Colo, (term expires 1937); Margaret Kiely, Principal,\nBridgeport City Normal School, Bridgeport, Conn, (term expires 1937) ;\nA. L. Threlkeld, 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:l -67\n1885:405-551\n1886 -.259-331\n1887 -.255-328\n1888 -.251-321\n1889 -.345-440\n1890 -.287-364\n1891 -.275-378\n1892 -.745-806\n\n1893 -.925\n1894 -.593-678\n1895 -.430-509\n1896 -.393-470\n1897 -.317-583\n1898 -.489-588\n1899 -.380-529\n1900 -.297-364\n1901 -.349-499\n1902 -.306-408\n1903 -.301-376\n\n1904 -.333-377\n1905 -.271-340\n1906 -.607-623\n1907 -.329-454\n1908 -.313-500\n1909 -.331-435\n1910 -.307-375\n1911 -.331-476\n1912 -.499-605\n1913 -.355-424\n\n1914:293-404\n\n[ 138]\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\n\n1928:221-262\n1929 -.229-274\n1930:199-245\n1931 -.275-311\n1932 -.221-257\n1933 -.225-266\n1934:229-262\n1935 -.225-248\n\n"}
{"page": 145, "printed_page": null, "text": "THE TEACHERS COLLEGE VERSUS THE LIBERAL ARTS\nCOLLEGE IN THE EDUCATION OF TEACHERS\nO. R. LATHAM, PRESIDENT, IOWA STATE TEACHERS COLLEGE, CEDAR FALLS,\nIOWA,\n\nLeader\n\nParticipants:\n\nI\n\nAdele Land, Associate Professor of Education, University of Buffalo,\nBuffalo, N. Y.\nMargaret Kiely, Principal, Bridgeport Normal School, Bridgeport,\nConn.\nW. E. Peik, Professor of Education, University of Minnesota, Minne¬\napolis, Minn.\nFranklin M. Underwood, Assistant Superintendent of Schools, St.\nLouis, Mo.\n\nMiss Land stated that if it is true that the\nsociety in which we live is gradually developing toward greater collec¬\ntivism yet with a desire in this country, at least, to retain personal integrity\nand individuality, if we must prepare teachers to teach in a complex indus¬\ntrial society, then the programs of education for teachers must include not\nmere technics but a study of those elements in social living which will lead\nto understanding, appreciation, and ability to act with intelligence. Miss\nLand representing the liberal arts college point of view discussed the fol¬\nlowing points: (1) the state is responsible for the establishment of standards\nand the regulation of the supply and demand of teachers; (2) a teacher\nneeds a broad general education as a basis for any professional study which\nmay be carried on; (3) the teacher needs specialized preparation for the\nfield in which he is to teach beyond what general education can give him;\n(4) the teacher needs professional education which will give him the needed\nknowledges and skills to teach children on whatever level of work he may\nbe; (5) the program for the education of teachers must be organized with\nstudent teaching as the core to give students enough pre-service controls to\nassure what the survey speaks of as a “safety minimum” of teaching; (6) the\neducation of teachers should be directed to develop the prospective teachers\npersonally and socially as well as professionally; (7) effort should be made\nto select the best students for teaching; (8) an integrating philosophy of\neducation and a truly professional attitude should permeate the whole pro¬\ngram and be developed in the students. She concluded with the statement\nthat if it is true that the problem of educating teachers is growing more and\nmore complex, and if it is true also that many types of individuals are needed\nin teaching to give greatest spread of education to growing children, and if\nit is further true that there is no conclusive evidence in favor of any group\nas such, it would seem that the effort should be toward a synthesis of ac¬\ntivity and of contributions of the two institutions entering the training field\nfrom two different points of approach and not an elimination of either.\nN her opening remarks\n\n1 139 1\n\n"}
{"page": 146, "printed_page": null, "text": "140\n\nNational Education Association\n\nIn supporting the contention that the professional school is, at the present\ntime, unquestionably superior, Miss Kiely enumerated the following points:\n(1) the conception out of which the professional school has evolved is more\naccurate than the liberal arts school in relationship to the purposes of teacher\npreparation; (2) presentday social demands for teaching service are more\naccurately anticipated and satisfied by professional school policies than by\nliberal arts policies; (3) the professional school gives today a larger promise\nof growth than does the college of liberal arts. Miss Kiely believes that a\ndecision as to the relative efficiency of the two types of training must be made\non the basis of the thoroness and accuracy with which institutions are ac¬\ntually meeting the acknowledged goal of teacher service, or as to the surety\nwith which they are approaching that goal. Personal experience of Miss\nKiely in investigating the question has convinced her of the superior efficiency\nof the well-trained professional school graduate over the well-trained lib¬\neral arts school graduate—the advantage reckoned in terms of actual class¬\nroom performance and teacher influence upon pupils. Miss Kiely believes\nthat the liberal arts college, fundamentally unsound in its philosophy of\nteacher preparation recognizing a divided interest in its policy, has practi¬\ncally exhausted its possibilities as a teacher-training agency. “The teachers\ncollege is fundamentally sound in conception. It has merely scratched the\nsurface of its possibilities for teacher education.”\nMr. Peik stated that the advantages of the teachers college may be sum¬\nmarized as being found in better training school facilities, closer supervision\nand guidance of practise teaching, more attention to and belief in the value\nof the professional elements of training, broader educational aims beyond\nsubjectmatter aims in all courses taught, closer articulation of teaching field\npreparation with the needs of the situation, and better orientation of the\nfaculty on teacher education thru wider teaching experience and more study\nof educational problems. Mr. Peik believes that the general trends of arts\ncollege advantages are scholastic; the general trends of teachers college ad¬\nvantages are professional. “Each needs strengthening in the other’s area of\nadvantage before either becomes the ideal place for the preparation of teach¬\ners.” Mr. Peik feels that on the whole the liberal arts college will have to be\nwilling to become still more vocational and professional in its education of\nteachers, or, if unwilling to modify the traditional point of view about sup¬\nplying only a liberal culture, it must be willing then to relinquish its tradi¬\ntional function of educating teachers. He thinks to do the job of teacher\npreparation better it will need campus training schools to bring about closer\ncooperation with local schools. He concluded with the statement that teach¬\ners colleges cannot claim superiority as teacher-preparing institutions until\nthey attain and then exceed the scholastic superiority of the arts college.\n“For the present, let each be given a chance to show what it will do to re¬\nmove its deficiencies. Let each spur the other to higher standards. Then\neliminate the weak.”\nMr. Un-derwood centered his discussion around the two questions, “What\nare the needs of the teacher?” and “What are the true and ultimate ends of\neducation?” He feels that the contribution of the teachers college, purely on\n\n"}
{"page": 147, "printed_page": null, "text": "National Council of Education\n\n141\n\nthe cultural side, has something not to be found in the contribution of the\nliberal arts college. Another contrast between the offerings of the liberal\narts college and the teachers college, for the teacher, according to Mr.\nUnderwood, is found in the fact that the liberal arts college primarily teaches\nsubjectmatter, while the teachers college primarily teaches “professional¬\nized” subjectmatter. In discussing the vocational aspect of the work of the\nteachers college, Mr. Underwood stated that scholarship alone will not make\na good teacher; a teacher needs to know not only what to teach and why, but\nhe must acquire an enthusiasm and inspiration for the work of teaching, and\na training in the technics of teaching and learning. He believes that these\nlatter objectives are fundamental and essential and are becoming increas¬\ningly important and significant to the teacher. Mr. Underwood believes that\nthe teacher has need for both the teachers college and the liberal arts col¬\nlege in his preparation, but the teacher will continue to rely on the teachers\ncollege as long as the liberal arts college assumes a critical rather than a\nfriendly attitude of cooperation with the teachers college. The future of\neach is bright, if each can be brought to a point of common understanding\nand mutual appreciation and recognition, each of the work of the other.\nA TRIBUTE TO DR. ADELAIDE STEELE BAYLOR\nJ. C. WRIGHT, ASSISTANT COMMISSIONER FOR VOCATIONAL EDUCATION,\nU. S. OFFICE OF EDUCATION, WASHINGTON, D. C.\n\nThere is little that I can tell members of the National Council of Educa¬\ntion about Miss Baylor that they do not already know.\nShe served as secretary of the Council over a period of seventeen years.\nI may note that that was quite characteristic of Miss Baylor. It was char¬\nacteristic of her that she should continue long in any service which she\nundertook, and that she should assume definite responsibilities and be ex¬\npected to contribute definite services in any group with which she became\nassociated. She did that as a member of the staff of the Federal Board for\nVocational Education, of which she wTas virtually a charter member. She\ncame to the Board in 1918, and five years later was appointed chief of the\nHome Economics Education Service. In this position she continued until\nher retirement October 30, 1935—one may say until she passed away, since\nher death occurred a few weeks later, on December 18.\nIn recognition of her achievements and qualities of service and leadership\nmany honors were conferred upon her.\nWe have heard much of late of a planned social economy. I think we\nmay say that Miss Baylor lived a planned life—a life planned in the only\nway in which any life can be planned and in which few lives are in fact\nplanned. Looking back over the record of her achievements, wTe find them\nall falling into a consistent whole. Her diverse interests were all rooted in\nthe development of her one single dominating interest—homemaking edu¬\ncation for girls and women.\nThe record in this matter is clear. Miss Baylor was born in Wabash,,\nIndiana, where she received her elementary and high-school training. She*\n\n"}
{"page": 148, "printed_page": null, "text": "142\n\nNational Education Association\n\nbegan her collegiate training at the University of Michigan; completed her\nwork for the Bachelor of Philosophy degree at the University of Chicago;\nand received the Master of Arts degree from Columbia University. As a\ngraduate of Chicago University she received honorable mention for excel¬\nlence of work, and with her master’s degree from Columbia she received\na special diploma for supervision of home economics education.\nIn 1928, Stout Institute of Menomonie, Wisconsin, conferred upon her\nthe well-deserved honorary degree Doctor of Science in Home Economics\nEducation.\nShe was an honorary member of the home economics fraternity Omicron\nNu, and national honorary member of the professional home economics\nfraternity Phi Upsilon Omicron. She was a member of the League of\nAmerican Pen Women and a member of the American Association of Uni¬\nversity Women, serving at one time as president of the Indiana branch of\nthis association.\nShe was a member of the Education Committee of the National League\nof Women Voters; chairman of the Literature Committee of the National\nFarm and Garden Association; chairman of homemaking in the National\nCongress of Parents and Teachers; a member of the advisory board of\nParents’ Magazine; honorary life member of the American Vocational\nAssociation; member of the American Home Economics Association; mem¬\nber of the Department of Superintendence of the National Education Asso¬\nciation; past president of the National Council of Administrative Women\nin Education; and was actively associated with many other groups.\nShe was an effective writer and an accomplished lecturer on educational\nsubjects, and was the author of a number of books for children.\nOf her long and distinguished service as a member and as secretary of\nthe National Council of Education you already know. These many diverse\nactivities and associations were, as I have noted, all incidental to her\ndominating life-long interest in homemaking education. She served each\ngroup with which she became associated. She was one of the elect few whose\npersonality, alert intelligence, unfailing courage, self-confidence, and per¬\nfect poise on all occasions were of national consequence. She was a tireless\nworker in her field. Under her leadership home economics education won\ndeserved recognition in our secondary-school system.\nMore particularly I can pay tribute to Miss Baylor as a co-worker of\nmine during more than fifteen years. I early learned to appreciate her\nsound judgment and her tact in dealing with administrative problems.\nWith all these known achievements to her credit, she will, I think, never¬\ntheless live in our thoughts and in the thoughts of all who came in contact\nwith her not primarily as a marvelous teacher, leader, and administrator,\naltho she was all that, but rather as Dr. Adelaide Steele Baylor, a person¬\nality which cannot be analyzed, because it was a complex living influence\nand was something which, while essentially individual, nevertheless be¬\nlonged to and served the nation as a whole.\n\n"}
{"page": 149, "printed_page": null, "text": "National Council of Education\n\n143\n\nTHE CONTRIBUTION OF ADELAIDE S. BAYLOR TO THE\nHOME ECONOMICS MOVEMENT\nLOUISE STANLEY, CHIEF, BUREAU OF HOME ECONOMICS, U. S. DEPARTMENT\nOF AGRICULTURE, WASHINGTON, D. C.\n\nMovements, like people, take form and change their course under the in¬\nfluence of strong personalities associated with them. So Ellen H. Richards\nstrengthened this movement we call home economics by directing into it\nclosely related streams of scientific knowledge. Caroline Hunt in Revalua¬\ntions gave us an underlying philosophy which tended to deepen its channel\nand guide its flow as she asked us to concern ourselves with “the bearing\nupon life of the teachings of home economics.” Martha Van Rensselaer\nwith a background of rural teaching helped direct this stream of useful\nknowledge so as to carry the message of better living to the rural home.\nAnne Richardson, coming later into vocational home economics with a\nbackground of college teaching, saw that the stream going out to our teacher¬\ntraining institutions was enriched in content, and later showed the contri¬\nbution of this home economics movement to parent education and education\nfor family life.\nAnother whose strong personality played an important part in shaping\nthis rapidly growing movement has recently passed on. Adelaide Steele\nBaylor brought a different background of experience to home economics,\nfrom any of those mentioned above. And she, too, has left a contribution,\nat a time when just her contribution was needed. This movement was\ngrowing rapidly. More channels were needed to get its stored supplies to\nthose who needed them, at the time they needed this knowledge, and in the\nform to be most useful.\nComing to the movement as Miss Baylor did, experienced in public\nschool teaching and administration, she saw the great need for home eco¬\nnomics teaching with its useful contribution in both content and method.\nShe was able to interpret home economics to school administrators and\nhelp them to see its importance in the education of our youth. She showed\nits place in the curriculums of our public schools and its usefulness in the\nintegration of more abstract subjectmatter with life situations. Her deep\nunderstanding of schools and their problems, and a vision which enabled\nher to see the educational needs of the future as well as of the present, are\nillustrated in her writings on the place of home economics in the public\nschools.\nIn a discussion before the Texas State Education Association, in Decernber 1928, in calling attention to the rich content of home economics, she\nsaid: “There is a fine educational content in home economics unsurpassed\nby that in any other field of education. It is a content that is not only theo¬\nretical but practical in its application to improved living and is based upon\nthe responsibilities and activities involved in the maintenance of homes and\nfamily life. . . . The richest materials of every phase of biological, physical,\nand chemical science are inseparably tied up with the content of home eco-\n\n"}
{"page": 150, "printed_page": null, "text": "144\n\nNational Education Association\n\nnomics. No less true is this of the materials of social, economic, and esthetic\nfields, while research at as high a level and as purely scientific as that re¬\nquired elsewhere is necessary to secure the educational content for home\neconomics instruction,” and she pointed out to the home economist the\neducational value of the immediate bearing of home economics upon life\nsituations, necessitating careful study of home problems and selection of\ncontent to meet these. Thru solution of these immediate problems she would\nbuild a background for solution of more ultimate goals.\nMay I quote again: “The principles involved in the selection and use\nof the content are superior from the standpoint of mental development as\nwell as physical development. Such selection and use require first of all\ncareful surveys of the needs of families and communities and call for the\nset-up of both immediate and ultimate goals, the accomplishment of the\nformer leading in a fairly clear and definite way to that of the latter. The\nmost progressive principles of education must be applied in this work if\nthese goals are achieved and tests and measurements devised on a thoroly\nscientific basis to determine outcomes of teaching and their relation to the\ngoals or objectives of the work.\n“Notwithstanding the fact that the field of home economics education\nentails as much abstract thinking and scientific research as any other field\nof education, its goals demand the translation of these into concrete, simple\nterms and activities applicable to daily living and to the layman.”\nTo the educator in general she pointed out that “the value of home\neconomics education in drawing education away from the wholly abstract\nto the at least partially concrete, from just theory to some practise, from\nthe wordy ideal to a touch of the real, from formalism to individual needs\nand abilities, has been and continues to be immeasurable.”\nGuiding, as Miss Baylor did, the development of home economics for\nhomemaking under the conditions set up in the Vocational Education Act,\nshe saw this homemaking job in its social and economic setting and not\nin narrow activity terms. She was firm in her stand thru all discussions of\nvocational and general home economics for the need of so-called cultural\ncontent in training for homemaking. She has left in the curriculums for\nvocational schools a content which has a real bearing on life and training\nfor home living, and at the same time is of general cultural value.\nM iss Baylor had an unusual ability to analyze a situation and select the\nwise approach in the solution of administrative problems. She felt strongly\nthe need for adaptation of curriculums to changing social and economic\nconditions and recommended the use of home visiting by the teachers of\ncommunity surveys, and of an advisory committee of homemakers to keep\na check on changing conditions which should be met by changing content,\nmethod, and equipment for home economics teaching.\nStill more her broad outlook on life and her freedom from the hamper¬\ning influence of narrow specialization in a special field helped her to see the\ncontribution of home economics in broad terms and use the various related\nstreams to supplement as needed the more narrowly interpreted home eco¬\nnomics content.\n\n"}
{"page": 151, "printed_page": null, "text": "National Council of Education\n\n145\n\nBut background and outlook on life were not the only contributions.\nMiss Baylor thru her rich personality, strong qualities for leadership, a\nwillingness to give freely of herself, had built up an able staff in Washington\nand in the states, to give guidance to the flow of home economics teaching\nin the public schools as it went out thru the different agencies. She had the\nattributes of a strong administrator in the wise use and guidance of those\nabout her.\nShe has built for us channels carrying home economics to various school\ngroups needing these teachings—day school, evening school, and part-time\ntraining, for youth and adult—channels that have been confined to certain\nfields of usefulness because of the requirements set up in the Vocational\nEducation Act under which she worked. Those of us who have looked on\nsee a wider application of this heritage. Let us see that the vitality and\nadaptability she saw in this home economics movement is more widely\napplied; that sympathetic state supervision developing the best in home\neconomics teaching be extended; that opportunities for conferences and\nworking together reach all concerned with home economics teachings in\nthe schools. This is the contribution of Adelaide Steele Baylor to home\neconomics, and it is the obligation she has left with us.\n\nHOW THE PROFESSION CAN COOPERATE WITH THE\nOFFICE OF EDUCATION\nJ. W. STUDEBAKER, UNITED STATES COMMISSIONER OF EDUCATION,\nWASHINGTON, D. C.\n\nThe historic functions of the Office of Education as stated in the laws\nestablishing the Office and adding to its services need to be interpreted in the\nlight of current educational problems.\nLaws defining the functions of the Office of Education delegate to it the\nauthority to “collect and diffuse information and otherwise promote the\ncause of education thruout the country”; to make “appropriations for the\nsupport of the instructional program of land-grant colleges”; and to pro¬\nmote vocational education and rehabilitation.\nAs educational problems are becoming more national in scope, the promo¬\ntion of education calls for greatly increased support for the Office. Increased\nsupport will enable it to render service in those fields which are most in¬\ntimately identified with the public interest.\nThe teaching profession should use its influence to assure the observance\nby the government of the principle that the federal service to schools and\ncolleges should follow regularly constituted educational channels. Organized\npublic education must be kept free from partisan political influence and from\ncontrol by other vested interests. Education is a profession with its own clear\nresponsibilities and its own ethical codes, and persons unacquainted with the\nprofessional aspects of education should not be in positions of executive re¬\nsponsibility in carrying out programs of education.\nFunctions which the Office of Education should include are as follows:\n\n"}
{"page": 152, "printed_page": null, "text": "146\n\nNational Education Association\n\n1. Conservation—Programs of conservation of soils, forests, minerals, and wild\nlife\n2. Fine arts—Encouragement of wholesome leisure-time activities, thru instruction\nin the schools\n3. Library service—Recognition of the library as an essential instrumentality of\nadult education\n4. Adult education—Increased services to adults thru general education and thru\npublic forums, thus encouraging intelligent participation in government\n5. Education by radio—Provision for radio programs of an educational and\ninterpretive nature.\n\nThe possibilities of radio as an educational medium are as yet little appre¬\nciated. This is a held in which the Office of Education has distinct interests,\nand one which should by no means be neglected in a consideration of means\nto advance the interests of education thruout the country.\nDEMOCRACY AND THE PROFESSION OF TEACHING\nA. DUNCAN YOCUM, PROFESSOR OF EDUCATION,\nPENNSYLVANIA, PHILADELPHIA, PA.,\n\nUNIVERSITY OF\n\nLeader\n\nParticipants:\n\nGeorge S. Counts, Professor of Education, Teachers College, Colum¬\nbia University, New York, N. Y.\nFred J. Kelly, Chief, Division of Higher Education, U. S. Office of\nEducation, Washington, D. C.\nJohn K. Norton, Professor of Education, Teachers College, Columbia\nUniversity, New York, N. Y.\nIn discussing his theses on “Is the United States Public School System\nGrowing Undemocratic or More Democratic?” Dr. Yocum stated that there\nare three ways in which the American public school system can grow undem¬\nocratic: (1) it may be undemocratic in its beliefs and its ideals, such as re¬\nsolving that democracy is as yet or for the time being—impliedly, perhaps,\nonly as yet or only for the time being—the best form of government; (2) it\nmay be undemocratic in its administration and by teaching undemocratic\ndoctrines; and (3) it may be undemocratic merely in its failure to teach\ndemocratic essentials effectively enough for them to control individual and\ngroup conduct. Dr. Yocum believes that in attempting to apply each of these\ndeterminants of the democracy or lack of democracy in the public school, and\nof the democracy or lack of democracy in the life of which it is a part and\nfor which it is seeking to prepare its pupils, it is necessary to have as the\ncommon measure of all three, a definite and inclusive knowledge of what\ndemocracy definitely and inclusively is. However it may be defined philo¬\nsophically or scientifically, so far as it can be depended upon as a common test\nof conflicting social interests, economic solutions, and political practises, it\nis what American leadership currently accepts and agrees upon as essential\ndemocracies because they are known to contribute to the continued existence\nand growth of a nationwide cooperation for a continually broadening com¬\nmon welfare.\n\n"}
{"page": 153, "printed_page": null, "text": "National Council of Education\n\n147\n\nDr. Yocum feels that democracy essentials are not determined by the\nsocial sciences, but themselves determine whether or not the efficiencies re¬\nsulting from the social sciences and the natural sciences as well, are being\nusefully applied. Among those agreed upon by the national leaders who re¬\nsponded to the questionnaire submitted by the old Committee on the Teach¬\ning of Democracy, are three which, under the stress of the present national\nemergency and of accompanying economic and political trends, are in grave\ndanger of being irreparably interfered with and impaired: (1) the duty and\npractise of equivalent return; (2) the right to an individual compensation\nproportionate to personal effort, risk, or achievement; and (3) a leveling up\nwhich is dependent upon self-qualification thru highest effort and a growing\nappreciation of human worths and finenesses of worth. For the time being\nthese particular essentials appear to be not only an irreducible democracy\nminimum, but, as such, the supremest outcome of an instruction which will\nfail in every other fundamental purpose if they are not effectively taught.\nDr. Yocum concluded his discussion with the statement that if the America\nwe love is to continue to exist, and if the democracy in which we as Ameri¬\ncans believe is to grow truer and more complete, essential democracies must\nbe taught and taught thru instruction complexes irresistibly more powerful\nthan those of chance.\nFollowing the presentation of Dr. Yocum’s theses, Dr. Counts opened the\ngeneral discussion, taking for his topic, “How Much Democracy in the\nSchools.” It would seem to Dr.‘Counts that an efficient educational system\nreaching the entire population is essential to the life of any modern indus¬\ntrial state, with its close integration, high mobility, and advanced technology.\nHe feels that the schools may be used to promote either democracy or\nautocracy; that American educators should know which it is they are doing.\n“They must not be satisfied with the mere expansion of the school program;\nthey must keep before themselves constantly the question of the content and\nsocial implications of that program.” He believes that the conception of the\nfundamental equality of all men can mean little in human affairs, if it fails\nto find expression in the ordinary arrangements of life—in government, in\nsocial relations, in economic conditions and practises. While the American\npeople have never had anything approaching a pure democracy, Dr. Counts\nthinks that they have enjoyed more democracy than any other great nation\nin modern times. However, he contends that altho admirable advances have\nbeen made in the public school, they will not go far toward preserving and\ndeveloping American democracy—that the school must face the social prob¬\nlem in a thorogoing fashion.\nDr. Kelly centered his discussion around three questions: Can the social\nstudies be so taught that they are undemocratic in their instruction out¬\ncomes? If they are to meet the present national and international situation,\nshould not all of them strongly emphasize equivalent return, extra individual\nachievement with proportionate compensation? If they are to meet the pres¬\nent national and international situation, should not all of them strongly\nemphasize the development of the universal and growing appreciation for\nessential human finenesses and worths as the final determinants of the mate-\n\n"}
{"page": 154, "printed_page": null, "text": "148\n\nNational Education Association\n\nrial common welfare and of a democracy which is a growth and a leveling\nup? His answers in brief fall under five statements:\n1. The major responsibility of social scientists at present is to observe critically\nhow each social, economic, and political policy is actually working out in practise,\nrecord and disseminate their findings, encourage experimental set-ups, and to try\nout theories under the most favorable conditions.\n2. The only foundation upon which permanent democracy can be built is truth.\nTeachers may properly make known the views they hold, but such views should be\nstated as such with frank acknowledgment of the contrary evidences.\n3. I hesitate to believe that we have reached the critical situation in this country\nwhich justifies catechising social science teachers as to their particular beliefs so\nlong as they have the essentials of a teacher—adequate scholarship, intellectual\nhonesty, and devotion to their jobs.\n4. It has been my understanding that education is now moving to reduce the\nemphasis on artificial rewards and incentives and to substitute an appreciation of\none’s duty and a satisfaction in a higher reward than material compensation. I\nhave hoped that progress was being made in changing the center of gravity from\ngetting to giving, from demanding to serving, from self to neighbors. I am aware\nthat such a trend does not make justice obsolete.\n5. I am for developing those appreciations for essential human finenesses and\nworths just as far as possible in the hope that the worth which we have been wanting\nto attach to material achievements may take a somewhat lesser place in our basket\nof values.\n\nIn Dr. Kelly’s opinion the public schools of the United States are in general\ngrowing more democratic. “Teachers are not required to be uniform in their\nbeliefs even respecting minimums of social theory. Neither do the teachers\ntend more uniformly to emphasize equivalent return and proportionate com¬\npensation.”\nDr. Norton discussed “Characteristics of and Progress toward Demo¬\ncratic School Administration.” He stated that the organization and the\nspirit of administration of a system of schools cannot be separated from the\neducational product and social contributions made by that school system. He\nbelieves that schools which are organized and which operate according to\nan autocratic pattern will inevitably mold both teachers and pupils in ways\nof thinking and acting which are compatible with an autocratic social system.\nLikewise a school administration which is essentially democratic will tend\nto create teachers and pupils familiar with and cordial toward the ways of\ndemocracy. “In short, we hold that the ways in which the school proceeds\ncannot be separated from its goals.” In answer to the question, “What are\nthe characteristics of a school system which in organization and administra¬\ntive procedure promises to make the largest contribution to the attainment\nof the democratic ideal, under the conditions existing in the United States?”\nDr. Norton stated the following: If a school system desires to contribute\nsignificantly to the evolution of a genuinely democratic society, it must be so\norganized and administered that it: (1) encourages the maximum practical\ncontribution, on the part of all who are concerned, to the development of\nits general purposes and administrative procedures; (2) continuously and\nrealistically reexamines its purposes and practises in the light of the com¬\nmon good and of the scene in which it is functioning; (3) encourages the\n\n"}
{"page": 155, "printed_page": null, "text": "National Council of Education\n\n149\n\nmaximum possible development on the part of all who are concerned with\nits operation of those qualities which permit them to work effectively in a\ndemocratic institution; (4) respects the individual and human personality;\nand (5) meets the demands of efficiency and achieves acceptable results.\nIn closing the discussion Dr. Yocum emphasized that the American school\nand every other available educational agency must teach democracy essen¬\ntials so compellingly that a controlling love of them and faith in them will\napply them as an acid test to every change and to the effect of every change.\nCAN UNIVERSAL SECONDARY EDUCATION BE MADE\nSOCIALLY PROFITABLE?\nANNA LAURA FORCE, PRINCIPAL, LAKE JUNIOR HIGH SCHOOL,\nDENVER, COLO.,\n\nLeader\n\nParticipants:\nWillis L. Uhl, Dean, School of Education, University of Washington,\nSeattle, Wash.\nH. D. Sheldon, Research Professor of History and Education, Univer¬\nsity of Oregon, Eugene, Ore.\nF. L. Stetson, Professor of Education, University of Oregon, Eugene,\nOre.\nE. H. Hedrick, Superintendent of Schools, Medford, Ore.\nLyle W. Ashby, National Education Association, Washington, D. C.\nJohn F. Brady, Chief Deputy Superintendent of Schools, San Francisco,\nCalif.\nIn opening the discussion Mr. Uhl stated that to yield universally profit¬\nable social benefits, secondary schools must take three steps: (1) they must\nclarify and adopt socially defensible aims; (2) they must select materials\nand activities or methods that conform with these aims; and (3) they must\nformulate standards and evaluate or measure the progress of pupils in terms\nof these aims. He believes that the social profit of secondary education de¬\npends on the adoption and execution of plans that emphasize social values.\n“When such values are sought, the possible contributions of each subject of\nstudy must be examined and the desired contributions must be regarded as\na composite guide to social and personal adjustment of pupils.” He feels\nthat the lack of cooperation between pupils and teachers in the school’s pro¬\ngram for improvement seems to be due largely to the school’s traditional\ntendency to provide improvement in almost everything except that which\nmost immediately concerns the pupil, namely, his own personal and social\nadjustment as a youth. It is his opinion that while traditional subjects can\nbe reorganized and redirected to yield more obvious immediate returns,\nschools must attend more diligently to other matters, if universal social profit\nis to accrue. Among other matters, and in addition to many valuable extra¬\ncurriculum activities, are the pupils’ own social problems, such as getting\nalong with others—home relationships, social problems of the neighborhood\nand school; capitalizing their individual differences, personal inventories;\n\n"}
{"page": 156, "printed_page": null, "text": "150\n\nNational Education Association\n\nand such problems as manners, morals, mental hygiene, character, and citi¬\nzenship. Mr. Uhl believes that without increased per capita cost, secondary\neducation cannot be made socially profitable universally. He contends that\nby increasing school expenditures sufficiently to employ the best teachers\nnow available and purchasing needed equipment, this social profit can be\nincreased. “In a broad sense, secondary education is socially profitable to\nall adolescents, but it is not as profitable as America can afford to make it.”\nIn his discussion, Mr. Hedrick considered two additional questions: What\ndo we purpose to do in this universal secondary education? How do we pur¬\npose to do it? He emphasized the fact that if we are to set out to make edu¬\ncation more universally profitable we must plan if we hope to arrive; we\nmust have our major aim and our minor aims definite enough to be under¬\nstandable, approachable, and our efforts toward them appraisable. He dis¬\ncussed the character of our program in secondary education in the past, as\ncompared with what it is now. After discussing the two extremes, he stated\nthat one might say that in the twenties we were too much guilty of teaching\nknowledge without function. Today, he is afraid we are trying to teach\nfunctions without knowledge, and attitudes without ideas. “When we have\nplanned a secondary education whose universal application will be deemed\nsocially the most profitable I feel that it will partake of both the extremes.\n. . . For one thing, I predict that we are not going to abandon organized\nfields of subjectmatter which man has been building up ever since he emerged\nfrom the cave, and thru which he has built and organized his world, any\nmore than we are going to abandon the classification of books in our li¬\nbraries.” Mr. Hedrick believes that secondary education in the past has been\nworth more than it has ever cost. He believes, also, that its worth can be\ngreatly increased. He does not feel that we were all wrong in the twenties,\nneither does he feel that we are all right in some of the proposals in 1936.\n“The presentday reaction against overdepartmentalization and non-func¬\ntional subjectmatter of the twenties, will, I believe, be most beneficial. When\nthe tumult and the shouting of extremists, who always infest every move¬\nment, have died, we shall have with us just about the right antidote for\nwhat ailed us ten years ago.”\nMr. Ashby believes that universal secondary education can be made so¬\ncially profitable: (1) if we can cast off our stereotyped notions of what\nconstitutes the secondary school and its program; (2) if we develop a new\ngeneration of theorists, administrators, and teachers with sufficient social\nvision and courage to develop systematic, scientific, far-reaching plans and\nto make the school a more dynamic social institution closely related to the\nlife around it; (3) if the public can be persuaded to invest generously in\ncontinuous large-scale experimentation and the dissemination of the results\nof such studies; (4) if we can make it ever more clear that equality of edu¬\ncational opportunity does not call for identity of educational opportunity;\nand (5) if means can be found for providing a sufficiently differentiated\nprogram in the smaller communities. He believes it can be made socially\nprofitable, for: (1) by such a program we can reduce or prevent the huge\ncost of negative correctional institutions that will inevitably rise in the wake\n\n"}
{"page": 157, "printed_page": null, "text": "151\n\nNational Council of Education\n\nof neglecting the positive development of our youth; (2) our elementary\neducation furnishes insufficient preparation for life in the complex world of\ntoday; (3) judging by the past, indications are that the continued exten¬\nsion of secondary education will be socially profitable; (4) the mobility of\nour population calls for uniformity in educational opportunity in all sec¬\ntions; and (5) human resources have never been developed to anywhere near\ntheir potentialities.\nMr. Brady believes that America has no alternative, that she is committed\nto the education of her youth of secondary-school age. “Seventy percent of\nthe boys and girls of high-school age in America are now enrolled in school.”\nHe feels that from a purely material point of view universal secondary edu¬\ncation will pay for itself times over, provided, of course, that the content\nand methods and procedure of such a program of secondary education are\nproperly adapted and appropriately administered. He continued with the\nstatement that to be socially profitable, universal high-school education must\nadapt its standards so that each type of pupil may receive the best education\nof which he is capable, whatever the grade of that education may be. Mr.\nBrady considers that secondary education of the masses is the best means\nthe state has of orienting the individual, to enable him to take a richer and\nmore significant view of the experience of the race and to place him within\nthe purview of its philosophy and its ideals. He believes that it is essential\nthat the citizen be educated to live happily, and at the same time construc¬\ntively. He concluded with the statement that our educational practises must\nbe broadened and liberalized with the purpose of cultivating in the hearts of\nthe masses “an appreciation of all finenesses and worths.” “To measure the\nvalue to a democracy of a citizenry thus prepared is to answer the question,\nCan universal secondary education be made socially profitable?”\nSECRETARY’S MINUTES\n\nSt. Louis, Missouri\nFirst Session, Friday Afternoon, February 21, 1936\nThe meeting of the National Council of Education was called to order by the\npresident, William C. Bagley, at 2:15 p.m. in the Adam Room of the Hotel Statler.\nSince the topic for discussion at the June 1935 meeting was not concluded at that\ntime, it was voted by the Council to continue at the first session of the February\n1936 meeting\n\na\n\ndiscussion\n\nof “The\n\nTeachers\n\nCollege\n\nVersus\n\nthe\n\nLiberal\n\nArts\n\nCollege in the Education of the Teachers.” Participating in the discussion were\nAdele Land, associate professor of education at the University of Buffalo; Margaret\nKiely, principal of the Bridgeport (Connecticut) Normal School; W. E. Peik,\nprofessor of education at the University of Minnesota; and Franklin M. Under¬\nwood, assistant superintendent of the St. Louis schools, who filled the place on the\nprogram of Henry J. Gerling, superintendent of the St. Louis schools, who could\nnot be present. (A brief summary of the discussions appears in the preceding pages.)\n\nSecond Session, Saturday Morning, February 22, 1936\nThe second session was called to order by the president at 9:30 a.m. in room 104\nof the Hotel Statler. At this session high tributes were paid to the life and serv¬\nices of the late Adelaide S. Baylor by J. C. Wright, Assistant Commissioner for\n\n"}
{"page": 158, "printed_page": null, "text": "152\n\nNational Education Association\n\nVocational Education, United States Office of Education, and Louise Stanley, chief\nof\n\nthe\n\nBureau\n\nof\n\nHome\n\nEconomics,\n\nUnited\n\nStates\n\nDepartment of\n\nAgriculture.\n\n(These tributes appear in full in the preceding pages.)\n“How May the Profession Best Cooperate with the Office of Education?” was\ndiscussed in the remainder of this session. The discussion was led by J. W. Studebaker.\n\n(Dr.\n\nStudebaker’s paper is printed\n\nin the\n\npreceding pages.)\n\nJoy Elmer\n\nMorgan, editor of the Journal of the National Education Association, participated\nin this discussion.\n\nThird Session, Saturday Afternoon, February 22, 1936\nThe last session was called to order by the president at 2:15 p.m. in room 10+ of\nthe Hotel Statler. “Democracy and the Profession of Teaching” was the theme for\nthis session, which was presided over by A. Duncan Yocum, professor of education\nat the University of Pennsylvania. Leaders in the discussion were George S. Counts,\nprofessor of education at Teachers College, Columbia University;\n\nFred\n\nJ. Kelly,\n\nchief of the Division of Higher Education, United States Office of Education; and\nJohn K. Norton, professor of education at Teachers College, Columbia University.\n(A brief summary of the discussions appears in the preceding pages.)\n\nPortland, Oregon\nFirst Session, Saturday Morning, June 27, 1936\nIn the absence of the president, and at his request, the first session of the meeting\nof the National Council of Education was called to order by Anna Laura Force of\nDenver, Colorado, at 9:45 a.m. at the Multnomah Hotel. “Can Universal Secondary\nEducation Be Made Socially Profitable?” was the theme for the morning discussion\nand was presented by Willis L.\n\nUhl, dean, School of Education, University of\n\nWashington,\n\nfollowed\n\nHedrick,\n\nOregon,\n\nLyle\n\nand\n\nby\n\nE.\n\nH.\n\nsuperintendent\n\nW. Ashby, of the National\n\nEducation\n\nof\n\nschools,\n\nAssociation.\n\nMedford,\n(A\n\nbrief\n\nsummary of the discussions appears in the preceding pages.) Miss Force discussed\ninformally the various points of view presented by the speakers, and added several\ninteresting ones of her own. John F. Brady, chief deputy superintendent of schools,\nSan\n\nFrancisco,\n\nCalifornia,\n\nwas\n\nscheduled\n\nto\n\nparticipate\n\nin\n\nthe\n\ndiscussion,\n\nbut\n\nbecause of a misunderstanding he was unable to be present. His paper was filed\nwith the secretary.\nOther participants in the discussion were Thomas W. Gosling, national director\nof the Junior Red Cross; Carson W. Ryan, educational director, Indian Service,\nUnited\n\nStates\n\nDepartment of the\n\nschools,\n\nAtlanta,\n\nGeorgia;\n\nInterior;\n\nWillis\n\nA.\n\nSutton,\n\nsuperintendent\n\nof\n\nand Milton Bennion of the University of Utah, who\n\ncalled upon Dr. Uhl for further exposition of his theses.\nL. A. White, superintendent of schools, Minot, North Dakota, contributed a point\nof view somewhat at variance with the idea of universal education on the secondaryeducation level as now generally accepted.\nIt was moved by Dr. Gosling that, since L. H. Pechstein who was to present the\nresolutions was not present, resolutions be dispensed with\n\nat this meeting.\n\nThe\n\nmotion was seconded, and carried.\nThe report of the Special Committee of the Council To Sponsor a Conference on\nInstructional Materials, altho not presented at the meeting because of the absence\nof the chairman, J. B. Edmonson, dean of the School of Education of the University\nof Michigan, was filed with the secretary and appears as follows:\nReport of Special Committee\nAt the meeting of the National Council of Education in Minneapolis in Febru¬\nary 1933 a special committee was authorized to sponsor a conference with the\npublishers of instructional materials. There had been two previous conferences\nwith\n\npublishers\n\nunder the\n\nauspices\n\nof\n\na\n\nspecial\n\ncommittee\n\nof the\n\nNational\n\n"}
{"page": 159, "printed_page": null, "text": "153\n\nNational Council of Education\n\nSociety for the Study of Education. These conferences were byproducts of the\nThirtieth Yearbook, Part II, entitled The Textbook in American Education\nwhich was presented at the Detroit meeting of the Society in February 1931,\nbut the officers of the Society did not believe that it could justify the policy of\nfollowing up a research yearbook with a series of conferences. As chairman of\nthis earlier committee I presented the problem to the Council, and action was\ntaken to take over the work initiated by the Society. The membership of the\ncommittee appointed by President W. C. Bagley of the Council was as follows:\nH. C. Bruner, Albert Si Cook, William John Cooper\n\n(deceased), Thomas W.\n\nGosling, J. M. Gwinn, Ernest Horn, Charles H. Judd, E. E. Oberholtzer, Joseph\nH. Saunders, S. D. Shankland, Paul Stetson, R. O. Stoops, Frank M. Underwood,\nand J. B. Edmonson, chairman.\nAt the meeting of the Conference at Atlantic City in February 1935, P. A.\nKnowlton of the Macmillan Company submitted a report of a committee on\nappraisal of the Conference. Part of his report was as follows:\n1. That the present informality of the meetings be preserved and that the\nresponsibility for the conference, assumed in the past by the National Council\nof Education, be maintained by that organization in the future.\n2. That the utility of the Conference to education is limited by the preponder¬\nance of publishers over schoolmen; a fairly equal balance is desirable.\n3. That future plans should be such that some degree of continuity and per¬\nmanence be provided for.\nMr.\n\nKnowlton\n\nthen\n\npresented\n\nthe\n\nrecommendations\n\nof\n\nthe\n\nCommittee\n\nas\n\nfollows:\n1. That the affiliation of the National Council of Education be maintained so\nlong as it is permitted by the National Council.\n\n2. That a steering committee be authorized to arrange for the annual con¬\nferences and program and in other ways govern the activities of the organiza¬\ntion. The steering committee is to consist of the chairman of the National Council\nCommittee together with five other members to be appointed by the chairman,\nsome to serve one year and some to serve two years, and one of the members to\nserve as secretary-treasurer; two of the members to represent the educators and\ntwo to represent the publishers.\n3. To secure more representative attendance of schoolmen it is recommended\nthat the secretary write the presidents or chairmen and the secretary of the Na¬\ntional Education Association, the Department of Superintendence, and of all or¬\nganizations and affiliates whose programs are announced in the program of the\nFebruary meeting.\nThe foregoing recommendations of the Committee were offered in the form\nof a motion which was duly seconded and passed without dissenting vote.\nThe last meeting of the Committee was held in St. Louis in February 1936,\nand was attended by a representative group of members of the Council, school\nsuperintendents, and representatives of publishers. The theme of the Conference\nwas “The Textbook and Educational Progress,” and Professor N. B. Henry of\nthe University of Chicago acted as the presiding officer. The program included\npapers by Mowat G. Fraser, University of Michigan, Gertrude Whipple, assistant\nsupervisor, Los Angeles, California, Charles FI. Judd, University of Chicago,\nW. W. Coxe of Albany, New York, Superintendent Frank A. Jensen of LaGrange,\nIllinois, George Buck of Newark, New Jersey, and Paul Rankin of Detroit.\nMay I advise that it is the genuine desire of the members of the conference\nto have the Council continue its special committee to sponsor the conference?\n\nSecond Session, Saturday Afternoon, June 27, 1936\nThe afternoon session was called to order by Anna Laura Force at 2:15 o’clock\nat the Multnomah Hotel. The subject for discussion was “What Is the Place of\nAdult Education in the American Program?” R. E. Rutledge and Edward O. Sisson\ngave interesting talks on this topic but presented no papers. Mrs. Inez Johnson Lewis,\n\n"}
{"page": 160, "printed_page": null, "text": "154\n\nNational Education Association\n\nstate superintendent of public instruction of Colorado, spoke of adult education as\nthe “silver lining” of the depression. H. V. Holloway, state superintendent of public\ninstruction of Delaware; Mrs. Mary C. C. Bradford, former state superintendent\nof public instruction of Colorado; and Mr. Rutledge, who was again called upon\nto\n\ndiscuss\n\nprograms under\n\nstate and federal funds, participated further in the\n\ndiscussion.\nE.\n\nRuth Pyrtle,\n\nformer\n\npresident\n\nof the\n\nNational\n\nEducation\n\nAssociation\n\nand\n\nschool principal of Lincoln, Nebraska, gave an interesting talk of her recent travels\nin Russia and Italy.\nOther participants in the afternoon discussion were Maude E. Aiton of Washing¬\nton, D. C.; W. G. Beatty of Oregon; and Thomas W. Gosling of Washington, D. C.\nAgnes Samuelson requested that she be permitted to withdraw from the Member¬\nship Committee and that Mrs. Margaret M. Smith of Denver be put in her place.\nMiss Samuelson’s request was granted.\nCaroline Woodruff made the following report for the Membership Committee:\nMembers for the term of six years to succeed themselves:\nJohn W. Abercrombie, Montgomery, Ala.\nCornelia S. Adair, Richmond, Va.\nJohn W. Carr, Murray, Ky.\nFrank W. Freeman, Chicago, Ill.\nWil Lou Gray, Columbia, S. C.\nFI. V. Holloway, Dover, Del.\nA. B. Meredith, New York, N. Y.\nWillis A. Sutton, Atlanta, Ga.\nMembers to fill unexpired terms of deceased members:\nMrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver,\nColo., for Adelaide Steele Baylor.\nC. A. Howard, State Superintendent of Public Instruction, Salem, Ore., for\nChari es Car roll.\nRoy Hatch, New Jersey State College, Trenton, N. J., for A. Duncan Yocum.\nFor Vicepresident:\nLida Lee 'Fall, Towson, Md.\nFor member of Executive Committee:\nAnna Laura Force, Denver, Colo.\nFor Temporary Secretary for one year:\nChari Ormond Williams, Washington, D. C.\nFor Membership Committee:\nEdgar G. Doudna, Madison, Wis., to succeed Henry Lester Smith.\nMrs. Margaret M. Smith, Denver, Colo., to succeed Agnes Samuelson.\n\nJoseph Saunders\nHenry Lester Smith\nMrs. Margaret Mendenhall Smith\nCaroline S. Woodruff, Chairman\nMembership Committee\nThe motion to adopt the report was seconded, and unanimously carried.\nA letter from William C. Bagley, president of the National Council of Education,\nconcerning the\n\nreorganization of the\n\nNational\n\nEducation Association was\n\nread.\n\nIn line with this letter, E. Ruth Pyrtle moved that the National Council of Education\nrequest the Committee on Reorganization of the National Education Association to\nchange the National Council in a way that will give it a significant function to\ndischarge in the life and work of the Association. The motion was seconded and\nunanimously carried.\n\n"}
{"page": 161, "printed_page": null, "text": "Departments of the ^Association\n\n'\n\n"}
{"page": 162, "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\nS up e rin tendence.\nAnother great forward step zvas taken in 1921 when departments were\ngiven larger 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\norganization may be found in the historical note at the beginning of the\nsection devoted to the department in question. The list of departments\nwith years of organization is as follozvs:\nThe growth of departments\n\nADMINISTRATIVE WOMEN IN EDUCATION.\nADULT EDUCATION.\nART EDUCATION.\nBUSINESS EDUCATION\n\n.\n\nCLASSROOM TEACHERS.\nDEANS\n\nOF WOMEN.\n\nEDUCATIONAL RESEARCH.\nELEMENTARY SCHOOL PRINCIPALS.\nKINDERGARTEN-PRIMARY EDUCATION.\nLIP READING\n\n.\n\nMUSIC EDUCATION\n\n.\n\nRURAL EDUCATION\n\n.\n\nSCHOOL HEALTH AND PHYSICAL EDUCATION.\nSCIENCE INSTRUCTION\n\n.\n\nSECONDARY EDUCATION\n\n.\n\nSECONDARY SCHOOL PRINCIPALS.\nSOCIAL STUDIES.\nSPECIAL EDUCATION\n\n.\n\nSUPERINTENDENCE\n\n.\n\nSUPERVISORS AND DIRECTORS OF INSTRUCTION.\nSUPERVISORS AND TEACHERS OF HOME ECONOMICS.\nTEACHERS COLLEGES.\nVISUAL INSTRUCTION\n\n.f.\n\nVOCATIONAL EDUCATION.\n\n[156]\n\n1922\n1921\n1922\n1892\n1914\n1918\n1920\n1921\n1884\n1926\n1884\n1907\n1894\n1894\n1886\n1928\n1925\n1920\n1870\n1928\n1920\n1925\n1922\n1875\n\n"}
{"page": 163, "printed_page": null, "text": "DEPARTMENT OF\n^Administrative Women in\nEducation\n\ni\n\n"}
{"page": 164, "printed_page": null, "text": "HISTORICAL NOTE\nThe national council of administrative women in education was\n\norganised 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 organisation the Council has held two meetings a year, one\nduring the convention of the Department of Superintendence in February,\nand another during the annual meeting of the Association in the summer.\nAt the Atlantic City meeting application was made to the Board of Direc¬\ntors for the admission of the Council as a Department and favorable action\non the application was taken by the Representative Assembly on Friday\nmorning, July 1, 1932.\nThe officers of the Department for the year 1936-37 are: president,\nMary Elisabeth O'Connor, Supervisor of Elementary Schools, Board of\nEducation, Natick, Mass.; vicepresident, Mrs. hies Johnson Lewis,\nState Superintendent of Public Instruction, Denver, Colo.; secretary,\nMrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver,\nColo.; treasurer, Elisabeth Wells Robertson, Superzisor of Art, Board\nof Education, Chicago, III.; directors, Kate Bell, Head, Department of\nMathematics, The Lezuis and Clark High School, Spokane, Wash.; Mrs.\nEdith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk,\nVa.; Sue M. Powers, Superintendent, Shelby County Schools, Memphis,\nTenn.; Agnes Samuclson, State Superintendent of Public Instruction,\nDes Moines, Iowa; Annie C. Woodward, Somerville High School, Somer¬\nville, 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[158]\n\n1935:251-254\n\n"}
{"page": 165, "printed_page": null, "text": "SECRETARY’S MINUTES\n\nPortland, Oregon\nBoard Meeting, Sunday Morning, June 28, 1936\nThe meeting was called to order by the vicepresident, Mrs. Inez Johnson Lewis,\nwho in the absence of Mary Elizabeth O’Connor, presided over the sessions held\nduring the summer National Education Association gathering.\nThe minutes of the previous board meeting were approved as read. Members\npresent were: Mrs. Inez Johnson Lewis, vicepresident; Mrs. Margaret Mendenhall\nSmith, secretary; Kate Bell, director; Annie C. Woodward, director; and Cornelia\nAdair, auditor.\nThe following were invited to meet with the board: Caroline Woodruff, chairman\nof constitution committee; Emma Griebel and Miss Baker, Portland, Oregon, com¬\nmittee in charge of arrangements for midsummer luncheon and program; and\nMrs. Blandford, president of the Portland branch. Letters from Mary Elizabeth\nO’Connor, Sue Powers, and Elizabeth Wells Robertson explained their absence from\nthe board meeting.\nThe report of the local committee, Emma Griebel, chairman, on luncheon plans\nfor Wednesday, July 1, was made and accepted with expression of appreciation\nfor work of the committee. Report follows:\nLuncheon at Benson Hotel on June 30, at 12:15 p. m.\nSeated at head table, officers, honor guests, and guest speakers.\nMotion made to reimburse local committee for expense incurred in arranging\nfor the carrying out of luncheon plans and program. Motion carried.\nMiss Bell of Spokane, speaking for the Inland Empire Group, moved that reports\nof the two meetings, February and June, be prepared by secretary and sent to all\ncity or county units where dues were paid to 1934 at the close of the summer meet¬\ning, and that expense incurred by secretary in sending these reports be allowed and\ntreasurer be authorized to send check to cover such expenses. Motion seconded by\nMiss Woodward, and carried. Motion to include report of treasurer, carried.\nCaroline Woodruff notified the board that the report of her committee on changes\nin the constitution and bylaws was ready and would be presented at the postponed\nbusiness meeting following the luncheon.\nKate Bell, appointed to make a special report on the study undertaken by the\ndepartment, “The Status of Administrative Women in Education”—namely, a re¬\nport concerning the possibility of using the research department of a western\nuniversity—recommended the study by Jessie Short on “Economic Status of Women”\nfor consideration; suggested the study of material gotten out by the Women’s Bureau\nand the Children’s Bureau in Washington, D. C.; called attention to Reed College\nbulletin on The Study of Administrative IVomen in Education; and finally urged the\ncommittee to continue this work without delay.\nMiss Bell’s report was accepted.\nMoved by Miss Woodward that at the time of sending reports of this meeting\nto affiliated organizations, these organizations be invited to send to the secretary\ninformation and suggestions relating to the problem under consideration—“The\nStatus of Administrative Women in Education.” Seconded by Miss Bell. Motion\ncarried.\nMeeting adjourned.\n\nLuncheon Conference, Wednesday Noon, July 1, 1936\nThe meeting was opened at 12:15 p. m. in the Tyrolean Room at the Benson Hotel.\nIt was called to order by the vicepresident, Mrs. Inez Johnson Lewis, superintendent\n[159]\n\n"}
{"page": 166, "printed_page": null, "text": "160\n\nNational Education Association\n\nof public instruction, Denver, Colorado. Anna Laura Force, of Denver, responded\nto the greeting extended by Grace DeGraff of Portland, Oregon.\nThe topic for discussion was “The Status of Women in Administrative Work.”\nLeaders in the discussion were Mrs. Mabel Holmes Parsons, professor of English\nat the University of Oregon, Eugene, and Mrs. Richard F. Scholz, dean of women\nat Reed College, Portland. Mrs. Parsons presented the need for aggression on the\npart of women acting as heads of departments or assistants to heads of departments\nof education in schools and colleges. Women are, as her studies along these lines\nshowed, equally capable but not equally recognized when positions and salaries\nare offered.\nMrs. Scholz led the group further afield—stressed the need of more active and\nmore general participation on the part of women in civic and community affairs—\nnoting that the status of women in educational administrative work would be\nimproved by wider contacts.\nChari Williams, field secretary of the National Education Association, and Agnes\nSamuelson, president of the N. E. A., closed the discussion, each bringing a challenge\nto the group and urging more definite preparation for the job and a more intelligent\nparticipation in all fields of endeavor related to education.\nFollowing the program, the postponed business meeting was called to order,\nminutes of previous conference were read and approved, and the subject for con¬\nsideration, revision of bylaws, was presented by Caroline Woodruff, chairman of\nthe committee on bylaws.\nThe report of Miss Woodruff’s committee was adopted by sections. This resulted\nin changes necessitated by the admission of the Administrative Women in Education\ngroup to the position of a department of the N.E.A.\nMeeting adjourned.\n\n"}
{"page": 167, "printed_page": null, "text": "DEPARTMENT OF\n<lAdult Education\n\n"}
{"page": 168, "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 zvas changed to the Department of Adult Edu¬\ncation. See proceedings, 1924:566.\nThe officers of the Department for the year 1936-27 are: president,\nMaude E. Ait on, Administrative Principal, Webster School, 10 th and II\nStreets, N. W.,, Washington, D. C.; vicepresident, George C. Mann,\nChief, Division of Adult and Continuation Education, State Department\nof Public Instruction, Los Angeles, Calif.; secretary, Frances K. Wetmore, Director, Adult Education, Board of Education, Chicago, III.;\neditor, Bulletin, Caroline A. Whipple, State Department of Public\nInstruction, Albany, N. Y.; treasurer, Jessie M. Robbins, 1201 Six¬\nteenth Street, N. W., Washington, D. Cexecutive committee: L. R.\nAlderman, Chief, Service Division, United States Office of Education,\nWashington, D. C. (term expires 1938); Marguerite H. Burnett, State\nDirector of Adult Education, lltli and Washington Streets, Wilmington,\nDel. (term expires 1938).\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\n1925 -.337-353\n1926:329-371\n1927 -.293-334\n1928 -.263-304\n\n1929:277-316\n\n1933 -.275-308\n\n1930:249-274\n1931 -.315-341\n1932 -.263-281\n\n1934:273-296\n1935:255-270\n\n"}
{"page": 169, "printed_page": null, "text": "Group Discussion\n\nVALUES IN THE NATIONAL PROGRAM OF\nAMERICANIZATION\nROBEN J. MAASKE, STATE DIRECTOR OF ADULT EDUCATION AND AMERICAN¬\nIZATION, STATE DEPARTMENT OF EDUCATION, SALEM, ORE.,\n\nLeader\n\nAs seen by foreign consuls—Robert C. Closterman, German consul,\nPortland, Oregon: In no other country in the world is citizenship so\neasy of acquisition and so fruitful in privileges and advantages, as in the\nUnited States. This fact is recognized by foreign consuls who see in the\nprogram of Americanization an opportunity for their respective peoples to\nbecome assimilated into the stream of American life. At the same time we\nforeign consuls recognize that the foreign-born citizen brings with him a\ncertain native cultural background and from it can make a contribution to\nthe life of this country in return for the many advantages of citizenship\noffered to him.\nAs seen by the parent-teacher association—Mrs. F. W. Blum, Oregon\nCongress of Parents and Teachers: The principles upon which the parentteacher association organization is based involves the principles of Ameri¬\ncanization in their broadest aspects. In our Americanization work in\ncooperation with the public schools, we have kept uppermost the necessity\nof promoting close contacts with the homes of the foreign born and of\npromoting goodwill among the different nationalities.\nFrom the standpoint of the American Legion—George L. Koehn, Oregon\nstate commander, American Legion: Since the frontiers of America are\ncoming to an end, there must necessarily be careful limitation and selection\nexercised in connection with admitting additional foreign-born persons to our\ncountry. The American Legion sees many values in Americanization, particu¬\nlarly from the standpoint of the assimilation of the foreign born into Ameri¬\ncan life. To that end it has cooperated in the program of Americanization thru\n(1) assisting in the promotion of Americanization work and classes; (2)\nsponsoring American Education Week programs for adults as well as chil¬\ndren in the schools; and (3) placing emphasis upon the fine opportunities\nof citizenship in our American democracy.\nFrom the standpoint of problems of law enforcement—George L. Rauch,\nstate chairman of Americanism, Oregon: The problems of law enforcement\ninvolving foreign-born persons are ones which the American Legion has at¬\ntempted to remedy thru its support of criminal syndicalism law’s and other\nmeasures designed to exclude those persons and minority groups attempting to\nchange radically the system of American government. To that end work in\nthe Americanization classes, as well as the broader program of Americanism\nof the American Legion, has in it values which tend to unify the American\npeople into a whole citizenry, imbued with a love and appreciation of this\ncountry and its ideals.\n\n[163]\n\n"}
{"page": 170, "printed_page": null, "text": "164\n\nNational Education Association\n\nSociological values of the assimilation of the foreign born—Mae Faith,\n\nAmericanization teacher, Portland, Oregon: To secure significant socio¬\nlogical values of Americanization, the foreign-born person must be brought\nto realize his important place within American life and to become not an\nindividual member of a local foreign community but an active American\ncitizen participating in American life side by side with the native-born citi¬\nzen. For that reason the teacher of the Americanization class must not only\nbe an excellent teacher but must be a sympathetic friend and counsellor.\nFrom the standpoint of the public schools—C. A. Howard, state super¬\nintendent of public instruction, Oregon: The type of examination for admis¬\nsion to naturalization conditions the teaching of foreign-born persons in\ncitizenship classes. The tendency expressed here to emphasize an acquisition\nof understandings and appreciation of our country and the principles upon\nwhich it has been established is highly significant. It will permit teachers of\nAmericanization classes to be concerned not merely with teaching the skills\nof reading and writing, but with appreciations, attitudes, and understand¬\nings. The teaching of the foreign born considered in this light gives an\nexcellent opportunity to lay a foundation which will permit a continual and\nsatisfying adjustment to American life.\nMethods in the teaching of Americanization classes—Frederick M. Lash,\nWPA director of education, Washington: From the beginning, the direct\nmethod in teaching should be employed with the foreign born. Thru this\nmeans, the student is easily interested and begins to have a satisfying feeling\nof progress. The direct method is diametrically opposed to the translation\nmethod which conveys the meaning of the new language to the mind of the\nstudent by giving equivalent expressions in the native tongue. Experience\nhas shown that the teacher should (1) present subjectmatter of real and\nlive interest to the student; (2) utilize material within the student’s compre¬\nhension and experience; and (3) teach in a functional way, as the needs\narise, the fundamental facts of grammatical structure necessary to the intel¬\nligent use of the language. The following are pertinent points to aid the\nAmericanization teacher in utilizing the direct teaching method:\n_\n\n1. Make the verb the “soul of the sentence” and bring in other names of things\nnaturally.\n2. The inelasticity of the vocal organs of the older foreign-born person makes\nit rather impracticable to attempt to eliminate the foreign accent.\n3. Frequent repetition of phonic drills aids correct pronunciation and secures dis¬\ntinct enunciation.\n4. As one learns to do by doing, so one learns to speak English by continually\nspeaking it.\n5. Stimulation of interest and motivation in the lesson can be secured by\ndramatization.\n6. Following presentation of new words, their meaning should be made clear\nthru necessary drill.\n7. Pupils should be taught to analyze new words thru picking out familiar\nelements.\n8. Interest is immediately aroused thru using familiar words such as those found\non signs, advertisements, newspapers, books, etc.\n9. When a basic list of words has been learned and a learning procedure estab¬\nlished, the student is then ready for some type of beginning book suitable for adults.\n\n•\n\n"}
{"page": 171, "printed_page": null, "text": "165\n\nDepartment of Adult Education\n\n10. Oral reading should be employed only when the pupil has mastered certain\ntechnical difficulties of pronunciation and when there is something outstanding about\nthe reading matter.\n\nIn the Americanization classes the following aims should be kept in\nmind: (1) elimination of illiteracy; (2) development of interest and ca¬\npacities to aid the student in shouldering his own responsibilities and meet¬\ning community problems; (3) education in the proper use of leisure time;\n(4) leading the student to seek a higher plane of living and increasing his\nability to transact his business more intelligently; (5) developing independ¬\nence in thinking; and (6) developing a desire to study problems which\nwill result in a better informed citizenry.\n\nTHE\n\nFURTHERANCE OF UNITY AMONG THE PEOPLE\nOF WIDELY VARIANT RACIAL ORIGINS\n\nDANIEL W.\n\nMAC CORMACK,\nTION\n\nAND\n\nUNITED STATES COMMISSIONER OF IMMIGRA¬\n\nNATURALIZATION,\n\nWASHINGTON,\n\nD.\n\nC.\n\nInstead of confining my remarks, as I had proposed, to the new citizen¬\nship program of the United States Immigration and Naturalization Service,\nI should like to talk on the objective toward which that program is directed\n—the furtherance of unity among the people of widely variant racial origins\nwho contribute to the making of America.\nToday the outlook in the world is dark; the tides of nationalism run\nhigh. Will we, in the crises which will confront us in the near or distant\nfuture, be torn by dissensions arising from our national origins or will we\nface the future not as Polish-Americans or Italian-Americans or GermanAmericans but as Americans—non-hyphenated, unafraid, inspired by devo¬\ntion to America and its institutions, not by love of the country of our racial\norigin or by hatred of its enemies? Are we to cling to the fundamental prin¬\nciples of our American democracy, or are we to yield to those who would\nimpose upon us a canned, devitalized patriotism from which the spirit has\nfled leaving only the empty form?\nAre we to listen to those who would raise in this country the red flags\nof racial or religious prejudice, or are we to hold fast to the doctrine of our\nfathers that all men are created free and equal; that there shall be no\nabridgment of religious freedom, freedom of speech, of assembly, and of the\npress?\nTo me there can be but one answer to these questions: America, Amer¬\nican principles of government, and American institutions must and shall\nprevail.\nBut let us not make the mistake of assuming that our American insti¬\ntutions and our civil liberties are so firmly established that they cannot be\noverturned; let us not make the mistake of assuming that we will arrive at\nour ideal of a united American people by the naturalization of a few million\nforeigners. There is much more to be done if we are to realize these ends and\nupon you, the educators of America, devolves in great part the responsibility\n\n"}
{"page": 172, "printed_page": null, "text": "166\n\nNational Education Association\n\nfor the protection of our American institutions and for the inculcation of\nthose principles which will make us spiritually, as we are now physically, the\nUnited States of America.\nWe are, in this Service, primarily concerned with the four and a half\nmillion people of foreign birth in this country who are aliens in the technical\nsense, that is, persons who have not as yet become citizens.\nIn the citizenship program that we have outlined and which will be\ndiscussed here today, we have attempted to facilitate these people in their\nprogress toward citizenship, and by changing the emphasis in naturalization\nexaminations from pure memory tests to an understanding and appreciation\nof the principles of our government, we have attempted to guide the train¬\ning for naturalization so that it will make for an infinitely better citizen¬\nship. Instruction for citizenship should be so directed as to promote a true\nunderstanding of our form of government and to preclude the possibility of\napplicants giving lip service to the American system while retaining in their\nhearts a preference for other forms.\nWe cannot, however, expect true devotion to America and to American\ninstitutions from a group which feels itself the victim of prejudice, intoler¬\nance, and discrimination. Our treatment of the foreign born must be such\nas to convince them of what we know to be true, the essential justice and\nhumanity of our people. The application of justice and humanity to our\ntreatment of the alien calls for no mawkish sentimentality. It may, and in\nfact does, in certain respects, call for greater severity.\nWe in this Service have for the last three years been engaged in a con¬\ntinuous study of the alien problem and of the measures necessary for its\nsolution. We found as a first requisite for a satisfactory approach to the\nproblem that there should be an elimination of the false problems raised in\nconnection with the alien by the demagog who stoops to make political cap¬\nital out of the suffering of human beings and the honest fanatic whose hatred\nof any breed other than his own beclouds his judgment. We found, however,\nthat while there was no semblance of truth in many of these false problems\nincluding the fantastic exaggerations as to the numbers of aliens who have\nentered or remained in the country illegally, there were certain real alien\nproblems.\nWe found that the laws dealing with the alien criminal were hopelessly\ndefective and that at least 20,000 alien habitual criminals who should be\ndeported cannot be deported under the existing law. We also found that\nwhile any judge or even a police court magistrate can stop the deportation\nof an alien criminal, not even the President of the United States can stop\nthe deportation of an alien who is not a criminal, and that as a consequence\nthe deportation policy of the United States in the case of aliens of good\ncharacter was resulting in barbarous and inhuman family separations\nunworthy of a civilized nation. Husbands were torn from their wives and\nchildren, wives from their husbands, and even children from their mothers’\narms. It was not unusual for families to be separated between three or four\ncountries, the father deported to one country, his wife to a second, some of\nthe children to a third, and the remainder of the children, born in the\nUnited States, to be kept here.\n\n"}
{"page": 173, "printed_page": null, "text": "Department of Adult Education\n\n167\n\nIn the interest both of the alien and of the United States, we recom¬\nmended to the Congress the passage of the Kerr-Coolidge Bill, H. R. 8163,\nS. 2969, which will permit the deportation of three times as many alien\ncriminals as are deportable under the present law, will strengthen the\nhands of the Service in the apprehension and deportation of aliens who enter\nillegally, and will at the same time permit of a measure of humane discretion\nin dealing with the deportation of aliens of good character, particularly in\ncases where these cruel family separations are involved.\nThis legislation was endorsed by the American Federation of Labor, the\nAmerican Bar Association, the International Association of Police Chiefs,\nthe National Catholic Welfare Conference, representing the views of the\nCatholic clergy, the National Councils of Catholic Women and Men, the\nFederal Council of the Churches of Christ in America, more than 2200 of the\nleading Protestant bishops and clergymen of the country, and by the prin¬\ncipal associations of the foreign born in the United States. It was also\nendorsed by the United States Chamber of Commerce and the General\nFederation of Women’s Clubs at the last conventions of these organizations.\nA filibuster prevented action on the Bill at the last session of Congress. We\nare, however, informed that it will be brought up as soon as the new Congress\nconvenes.\nIn the field of naturalization we are going forward along the same lines.\nThe new citizenship program will unquestionably make for better citizens.\nWe are giving serious consideration also to the costs of naturalization with\na view to their reduction if that be found desirable.\nIt is to the interest of the country and to the interest of the foreign born\nthat aliens who take up their permanent residence here should be citizens, and\nyour effort should be directed toward giving them all possible assistance in\nthis respect.\nThis does not mean that any encouragement should be given to those who\nseek to force naturalization on the alien and propose the deportation of all\naliens who do not become citizens within a certain period. Citizenship in the\nUnited States is not to be held or awarded so lightly. It is a boon to be\nconferred on the worthy and not a penalty to be assessed as a condition of\nremaining here.\nThere is just one more word that I would like to say in conclusion. While\nwe must necessarily adhere in our examination of applicants for citizenship\nto the specific requirements of the law and to resist, as far as we may, any\nattempts to impose conditions not required by Congress, we nevertheless\nrealize that it is to the advantage of the country and to the advantage of the\nalien that he not only be given the training necessary to pass the examinations\nfor naturalization but that he be given the educational training needed to\nassist him in improving his economic and social position in the community.\n\n"}
{"page": 174, "printed_page": null, "text": "168\n\nNational Education Association\n\nIMPLICATIONS OF THE NEW PROGRAM FOR THE\nEDUCATION OF ALIENS PREPARING FOR\nNATURALIZATION\nMAUDE E. A1T0N, PRINCIPAL, WEBSTER AMERICANIZATION SCHOOL, WASH¬\nINGTON, D. C. J AND VICEPRESIDENT OF THE DEPARTMENT\n\nWhen D. W. MacCormack released Bulletin 25/127 of January 1,\n1936, in which he stated the results of a two-year study in the practise of the\nService concerning educational and other requirements for naturalization, it\nwas hardly considered a challenge to adult schools in which were organized\ncitizenship classes for petitioners for naturalization. The educational impli¬\ncations, however, are so deep and wide that we as teachers are only just\nperceiving their importance.\n“The law requires,” he says, “that the applicant shall have behaved as a\nperson of good moral character, attached to the principles of the Constitution\nof the United States.”\nHerein lies the bewildering problem. We cannot learn by rote a principle;\nwe cannot force attachment to it. We cannot be bid to be loyal. Our situa¬\ntions develop certain attitudes. To feel equality, to respect the supremacy of\nthe law, to understand the principles involved in the theories of represent¬\native democratic government, to sense the Constitution as a living document\nthat provides within itself for orderly change; to appreciate the basic human\nrights which have driven men on from time immemorial, these are the atti¬\ntudes that we, the school people, are called to help the applicant for citizen¬\nship to develop.\nHis love of each of these principles may be more highly developed than\nour own or he may be unaware that they even exist. It may be simply done\nif in our adult classes we set up a “doing program” instead of a listening\nprogram. Our progressive schools thruout the country are carrying out such\nprograms for children.\nClasses of adults choosing their own officers, sending their own delegates\nto meetings, seriously studying the needs and problems of their own imme¬\ndiate communities, offering solutions to these problems and thru the solu¬\ntions studying the many implications in city government would be a step in\nthe right direction.\nThe project of one elementary class was the need of a playground in their\nneighborhood. Why? Health and safety of their children. How? All the\ninvolved processes of appropriation and taxation come into view. What\ncould each one of the class do about it ? See people, send representatives to\nmany organizations, get health reports telling of the benefits, decide which\npolicy to pursue.\nWhat is the teacher’s place in this picture? He stands more or less in the\nbackground ever awake to the need of lifting out the principle of govern¬\nment involved and applying it to the action of the class.\nIt seems so obvious and is so generally accepted in good teaching that the\nwonder is we have not tried it out in preparation of petitioners for citizenship\nlong ago. But the fact remains that, with a few outstanding exceptions, men\n\n"}
{"page": 175, "printed_page": null, "text": "Department of Adult Education\n\n169\n\nand women coming to citizenship classes are sitting still mumbling incanta¬\ntions of how old a man must be before he can be a Senator, and many facts\nthat should be only the byproducts of actual understanding.\nCan we accept the challenge of the Naturalization Service and so order\nour adult classes that attitudes toward and understanding of government\nbecome realities in the lives of men and women who come to us for help and\nguidance?\nWHAT IS HAPPENING TO YOUTH?\nRICHARD R.\n\nBROWN, ASSISTANT EXECUTIVE DIRECTOR,\n\nNATIONAL YOUTH\n\nADMINISTRATION, WASHINGTON, D. C.\n\nI suppose this question, “What is happening to youth?” has been asked\nby the older generation since time immemorial. Sometimes it has been asked\nin a tone of detached interest, at other times in a tone of bewilderment, and\nat still other times in a tone of definite moral and political disapproval. But\ntoday a deeper note of anxiety than usual is to be found in the voices of those\nwho are asking about what is happening to youth. It is a troubled note, born\nof the social and economic insecurity of our day. It was inevitable that the\nschool and college graduates of the past six years should feel discouraged\nabout the prospects of getting a job. That they had the ability and the will to\nwork no longer counted to any great extent. Forces which only the organ¬\nized efforts of society could control had seriously limited the number of\neducational and work opportunities. Young people discovered that, tho\nseemingly unique and individual, their problems had their roots in the basic\nsocial and economic maladjustments which affect us all.\nThere is no panacea for creating opportunities for youth any more than\nthere is a panacea which will create opportunities for the rest of us. There\nis no youth problem which we can separate from our many other problems\nand say, “Solve this and all will be well with youth.” Rather are there cer¬\ntain problems more generally confronted by youth than by any other age\ngroup. There is the problem first of acquiring an education when the family\nincome is limited and odd jobs are scarce; second, of selecting a vocation\nwith the most promising future for which one is well fitted; third, of getting\na job while lacking any significant amount of work experience; fourth, of\ngetting work in private industry when there are so many others, especially\nheads of families to whom preference is often given, already seeking jobs;\nand, finally, of finding ways in which to use leisure time most advan¬\ntageously.\nThe other highly industrialized countries of the world have instituted\nspecial programs to meet these youth problems. The program of the National\nYouth Administration of the United States of America has been built along\nbroadly decentralized lines, with local authorities and youth service agencies\ncooperating to give youth more nearly the opportunities of making its own\nway which other generations have had. More than half of its activity is\nconcerned with making it possible for youth to take advantage of the oppor¬\ntunities in the field of education. In May there were approximately 419,000\nstudents thruout the country receiving NYA wages for work done on stu-\n\n"}
{"page": 176, "printed_page": null, "text": "170\n\nNational Education Association\n\ndent aid projects. At this time it was estimated that there were nearly three\nmillion young people from sixteen to twenty-five years of age whose families\nwere on relief—which meant that to them, broadly speaking, the process of\ngetting an education was luxury, and work a necessity. High-school aid—\nwhich was limited at first to young people on relief but later was broadened\nto include other needy students—was thus a godsend to such youngsters.\nThe program also includes many other young people in need of assistance.\nFrom the very start, regardless of the relief status, all college and graduate\nstudents who could show that without financial assistance they would be\nunable to continue their education, were eligible for student aid. Further¬\nmore, it is possible for 10 percent of the workers employed on NYA work\nprojects to come from families not on relief, and of the 7000 young people\nwho applied for jobs thru the twenty-four NYA junior placement services\nin March and April, 88 percent were of the non-relief group.\nThe plight of the hundreds of thousands of jmung men and women who,\nhaving finished their schooling during the depression years, have been trying\nindustriously but futilely to assume the responsibilities of adult life con¬\nstitutes probably the most tragic of youth’s problems. These young persons\nhave been growing old in years but have failed in a large measure to mature.\nFor them the knowledge and self-reliance that can come only thru working\nat a regular job, thru experiencing life’s heights and depths, and thru know¬\ning all sorts of people under all sorts of circumstances, is a mocking will-o’the-wisp still to be attained. For them the natural impulse to stand on their\nown feet, to marry, and to have a home of their own has been aggravatingly\nthwarted. They have been spending the best years of their lives under a\ncloud of dependency, uncertainty, and unfulfilment. A job to such young\npeople is more than a means of earning a living. It is a means towards the\nrestoration of self-confidence and of the sense of participating and having a\nsignificant place in the social and economic life of the community.\nI should also like to call your attention to the way in which training and\nwork have been blended in many of the student aid and work projects.\nCollege and graduate students, whenever possible, are being given research\nor laboratory work in the field of their concentration. But there are work\nprojects, too, which help prepare young people for special fields. Thus, with\nthe cooperation of the Southwestern Louisiana Institute, young men are\nbeing employed on the NYA one-third-time basis in a plant nursery which\nis providing plants for parks, playgrounds, and public highways. At the same\ntime, in their off hours, these young men are being trained in such work as\ndairying, creamery operation, and farm mechanics. In several states, with\nthe forestry departments acting as co-sponsors, young men are working on\nprojects under expert supervision, and as a result of the experience and train¬\ning, are becoming qualified for regular positions in the forestry service.\nYoung women are receiving special training thru work in nursery schools\nand on sewing projects. There are also individual projects, such as that set\nup in Pennsylvania, under which a girls’ vocational and social center is\ngiving a three-month course in domestic service and is assisting the place¬\nment bureau in finding positions for those who complete the course. After\n\n"}
{"page": 177, "printed_page": null, "text": "Department of Adult Education\n\n171\n\nthe first six months it is expected that this project will be self-supporting.\nAt this point there arises the most difficult problem of all—the problem of\nfinding jobs for those who have completed their education and work train¬\ning. The NYA has proceeded with the utmost caution in approaching this\nthorny problem. It has not the slightest intention of turning youth into a\nprivileged class that is entitled to jobs at all costs. Nevertheless there are\ncertain beginners’ jobs that may rightfully be considered youth’s. There is\nalso, according to a steadily increasing number of reports, a great shortage\nof skilled labor. The NYA, in its junior employment services, its appren¬\nticeship training program, and its work projects, is taking full cognizance\nof these two significant facts.\nIn dealing with the problem of using leisure time, of which many of our\nyoung people have so much, the NYA program places considerable empha¬\nsis on recreational and library projects. The gymnasium or the athletic field\nis obviously a far better place for idle youth than the street corner. The\nability to do one thing well—whether it be playing baseball or acting plays—\ndoes wonders towards restoring and maintaining self-confidence. It is an\nimportant aid, as George K. Pratt has pointed out, in keeping men and\nwomen mentally balanced even when other things go wrong. NYA recreation\nprojects have been in large measure designed to supplement and extend the\nexisting facilities of the local communities as well as the services provided\nby their youth agencies.\nProbably the majority of students go to college believing that the main\npurpose of education is to increase their earning capacities. The result is\nthat not only do they become dissatisfied after graduation when they do\nnot land a white collar job, but they fail to develop that keen interest in\nlife’s varying and fascinating aspects which is so essential to their future\nhappiness. But now that a seven-hour working day can yield a large enough\nincome to purchase many other things in addition to the basic necessities of\nlife, now that most of us are dependent upon the efficient functioning of a\nmyriad of mines and mills, factories and railroads, stores and delivery serv¬\nices for the production and distribution of the things we consume, our basic\nphilosophy must undergo a corresponding change. It is becoming more and\nmore important that we impress upon youth the fact that work is not so\nmuch an end in itself as it is a necessary interlude to the things which\nwe enjoy and which interest us. They must begin to prepare themselves now\nfor a rich personal life as well as a happy and effective working life.\nOne of the principal reasons, I suppose, why we are interested in knowing\nwhat is happening to youth today is because we want to get some idea of what\nis going to happen to youth tomorrow. In my opinion rather much the same\nthing is going to happen to youth as will happen to the rest of the age groups.\nThere will, however, doubtless be special differences in keeping with the\nanalysis I have made of youth’s problems. In addition, there are two factors\nparticularly applicable to youth that may make an even greater difference—\nyouth’s lack of a definite position in society, and youth’s impatience.\nI realize probably better than you how hard it is to generalize about\nyouth. At one end of the scale it is an adolescent in its middle teens; at the\n\n"}
{"page": 178, "printed_page": null, "text": "National Education Association\n\n172\n\nother end it is a full grown man or woman just entering upon adult life.\nFurthermore, the rate of maturity varies considerably. There are sixteenyear-olds who are almost completely mature. There are twenty-four-yearolds who are unbelievably immature. Nevertheless I think it can fairly be\nsaid—and in recent years it has, unfortunately, become more and more\ntrue—that young people, even at twenty-four, have few, if any of the respon¬\nsibilities that go with a job, home, and family. This means they are a\nvolatile element in society. Having no definite place, they have everything\nto gain by a change in the established order and nothing to lose. When this\nfactor is considered along with youth’s natural impatience and youth’s desire\nfor action, the responsibility which lies upon the educators can be seen to be\nvery great indeed.\nDemocracy depends largely upon the classroom for its strength and vital¬\nity. Democracy demands an intelligent citizenry, able to think clearly, to\nsift out the truth from propaganda, to discount falsifications of facts and the\nwhims of personal prejudices, and to make wise decisions. A democracy is\nthe most civilized form of government there is; and it functions best when\nand where its citizens are best educated.\nDemocracy to be preserved can never be taken for granted. It is not\nsomething which we can put off and on as easily as an overcoat. It is some¬\nthing to be striven for; and to be maintained at a high level, a high degree of\nintelligence, effort, courage, and faith on the part of its citizens is required.\nThese are truths which each generation as it has come along has had to\nlearn. It was never before so important, however, that these truths should\nbe impressed upon youth. For inevitably the wave of dictatorships, which has\nswept the world in the last ten years, has had its repercussions in America,\nand has sounded a challenge to youth, a challenge to education, a challenge\nto civilization, which cannot be ignored.\nCOMMITTEE ON TECHNICS OF ADULT EDUCATION IN\nPUBLIC SCHOOL PROGRAMS\nROBERT C.\n\nDEMING,\n\nSUPERVISOR\n\nOF\n\nADULT EDUCATION,\n\nSTATE\n\nDEPART¬\n\nMENT OF EDUCATION, HARTFORD, CONN.; AND CHAIRMAN\nOF THE COMMITTEE\n\nThis report is concerned with the work of a committee preparing a report\non technics in adult education in public school programs to meet what the\ncommittee believes to be a need for a systematic account of thinking and\npractise in this area. The members of the committee are:\nMary L. Guyton, State Department of Education, Boston, Mass.\nRuth Kotinsky, National Council of Parent Education, New York, N. Y.\nWil Lou Gray, State Department of Education, Columbia, S. C.\nL. R. Alderman, U. S. Office of Education, Educational Division of WPA, Washing¬\nton, D. C.\nA. W. Castle, State Department of Education, Harrisburg, Pa.\nFrank W. Cyr, Columbia University, New York, N. Y.\nHerbert Sorenson, University of Minnesota, Minneapolis, Minn.\nG. L. Maxwell, Educational Division of WPA, Washington, D. C.\n\n"}
{"page": 179, "printed_page": null, "text": "Department of Adult Education\n\n173\n\nLyman Bryson, Columbia University, New York, N. Y.\nNed H. Dearborn, New York University, New York, N. Y.\nRobert C. Deming, State Department of Education, Hartford, Conn., Chairman.\n\nThe report must of necessity concern itself with the plans of the committee\nand the technic it adopts in approaching the subject. A dictionary definition\nof technic means “the methods by performance of any act.” It thus implies\nin the very definition that methods as hereafter described must be based on\nactual experience in education or administration, and it is upon this basis\nthat the committee has approached its problems.\nWith a committee personnel so widely scattered geographically and with\nsuch a variety of special interests in adult education, it was essential that in\napproaching a task liable to consume a year or more in preparation that\nthese steps should be taken: (1) the areas of interest to be covered be defined ;\n(2) a selection be made of committee members to cover each area; and (3)\nan outline of the procedure to be followed in each area be agreed upon.\nThese steps have all been taken by several conferences and much corre¬\nspondence in the past three months, and the results have been exceedingly\ninteresting. We have not sacrificed individual initiative or any differing\nphilosophies of adult education on the altar of regimentation, but have asked\nthat such differences be plainly indicated by each member of the committee.\nLet us begin with the third and last step on the above list, concerning the\nprocedure to be followed in each area. It was agreed that:\n1. The specific problem should be defined with a careful description of the area\nto be covered.\n2. The situation or environment presupposed for treatment should be clearly\ndescribed with all its difficulties and opportunities, whether the report be on\ncommunity organization or class instruction or pupil instruction.\n3. The objectives of the technic used should be given in each area and its relation\nto the underlying philosophy as defined in the prolog for the whole report. If there\nare differences in opinion relating to the underlying philosophy, these, too, should\n'be clearly stated.\n4. The methods or technics suggested for the solution of the particular problem\nshould be next in order. Here would be the body of the report for each area, the\nreal meat of each contribution.\n5. In each area there should be indicated, where possible, some proof or criteria\nof success that might be applied.\n6. Each report should contain its own list of reference material or bibliography.\n7. Each report should be signed by the chairman and committee for that area.\n\nSteps numbers one and two outlining the contents of the report and assign¬\ning the committee members thereto, have been completed. It was agreed that\ncommittee members, many of whom have interests and experiences con¬\ntributing to areas other than that to which they are assigned, should feel\nfree to give contributions to other committees. It was also agreed that the\nentire project does not include adult education for university or higher\nprofessional levels. Herewith follows the content to be covered and the sub¬\ncommittee appointed to prepare it.\nProlog—By Ned H. Dearborn who will, herein, describe the purpose\nand underlying philosophy of the adult education movement, containing of\nnecessity some reference to the history and need of adult education. This,\n\n"}
{"page": 180, "printed_page": null, "text": "174\n\nNational Education Association\n\nin a sense, will be the keynote of the entire report, the core of purpose about\nwhich all contributions will be made.\nChapter I—Will deal with “Technics in Administration” including in\npart the problems peculiar to foreign-born communities. This chapter will\nconsist of two sections.\nSec. 1: The Arousing and Organizing of Community Interests, and the Cooperation\nwith Present Programs, by Ruth Kotinsky.\nSec. 2: The Selecting, Training, and Supervision of Personnel, the Organization of\nGroup Work, and the Equipment and Location of Facilities, by A. W. Castle\nassisted by George Maxwell.\n\nChapter II—'Will deal with “Technics of Adult Instruction” and will be\n\ndivided also into two sections.\nSec. 1: The Use of Adult Psychology, Interests, and Capacities, with the Instruc¬\ntion of Adults as Compared with that of Children, by Herbert Sorenson\nassisted by Lyman Bryson and Robert C. Deming.\nSec. 2: Informal Methods of Adult Instruction, by Robert C. Deming, assisted by\nHerbert Sorenson.\n\nChapter III—On “Procedures for Special Groups” is limited to two sec¬\n\ntions only, the two in which unusual technics are used.\nSec. 1: Adult Elementary Education, Its History, Future, Special Technics, and\nMeasures of Accomplishment, by Mary L. Guyton, assisted by Wil Lou\nGray. The “direct method” of instruction will be referred to incidentally in\nthis section. The emphasis will be on other technics of significance in this\narea.\nSec. 2: Coordinating the Youngest Adults to the Program, by Frank W. Cyr.\n\nChapter IV—“The Use of Materials for Instruction in Adult Educa¬\n\ntion,” by Thomas Fansler and Mary Ely.\nChapter V—“The Criteria of Success,” by Lyman Bryson of Columbia\nUniversity.\nThe above outline sums up the plans of this committee on technics, with\nall the assignments but those on the use of materials actually completed.\nIt is the hope of the committee that the report will be completed by Octo¬\nber next. Its availability will depend on the financial resources which are for\nprinting and distributing.\nSUMMARY OF GROUP DISCUSSIONS\n/ Universities and Adult Education—Alfred Powers, dean, General Extension\nDivision, Oregon State System of Higher Education,\nEugene, Ore., Leader\nAdult education is the field not exclusively of the university. The public\nschools have done a worthy service, but university laboratories are practi¬\ncally the only places really open for research. Adult education has been\nregarded as a field in which any good-natured person could teach, but three\nrequisites are essential: a good mind, a fine nature (personality), and the\nbest kind of training. Standards must be set and recognized, but adult edu-\n\n"}
{"page": 181, "printed_page": null, "text": "Department of Adult Education\n\n175\n\ncation is not to be put in a strait-jacket. The university has the extraordi¬\nnarily important job of supplying the technics of higher learning to those\nwho are going to teach in the field of adult education.—Leon J. Richardson,\ndirector of extension division, University of California, Berkeley, Calif.\nRecreation—John F. Bovard, dean, School of Physical Education, Univer¬\n\nsity of Oregon, Eugene, Ore., Leader\nBetter and more intelligently directed recreational activity is needed in\ntwo types of community—the big cities and the very small towns. In cities the\ntask is apparently left to commercial agencies; in the smallest places nothing\nwhatever is done to teach the correct use of leisure. Organized education will\nbe called upon to play the largest part in providing the needed leadership and\nfacilities. Instead of planning the schools and school buildings for the use of\nchildren only and during only a small part of the day, why not dedicate\nthem to the use of the whole community? Experts in the various aptitudes\nare the persons to handle the detailed work, but the person to evolve the\nplans must be a person of vision who can see the problem as a whole.\nLibraries and Adult Education—Judson Jennings, librarian, Public Library,\n\nSeattle, Wash., Leader\nIt is difficult to see how there can be any adult education without a\nlibrary; it is a huge reservoir from which adult educators are all drawing,\nand an intelligent librarian is the engineer who keeps that reservoir fresh\nand vital. The reservoir is not any good unless there are channels going\nout from it to the adult educator and the people with whom he works.—\nAnne Mulheran, librarian, Public Library, Portland, Ore.\nSECRETARY’S MINUTES\n\nPortland, Oregon\nBusiness Meeting, Tuesday Afternoon, June 30, 1936\nThe business meeting of the Department was held at 4 o’clock with the president,\nMarguerite H. Burnett, presiding. Barbara Miller was appointed to act as secre¬\ntary in the absence of Robert C. Deming, secretary of the Department, who was\nunable to attend the meeting.\nThe minutes of the last meeting were adopted as printed in the 1935 Proceedings\nof the National Education Association. The report of the Membership Committee\nwas presented by the chairman, Barbara Miller. It showed a membership, as of\nJune 3, of 869 persons representing 41 states, the District of Columbia, and\nCanada, a gain of 30 percent over 1935-36 and the widest geographical distribution\nof membership in the history of the Department. It was the result of a membership\ncampaign conducted with the cooperation of state and local directors of adult educa¬\ntion by a Membership Committee working out from the office of the president.\nThis campaign involved sending out personalized letters and the distribution of\n100,000 folders describing the nature and scope of the Department’s program to 1000\nformer members of the Department, to all state superintendents of public schools,\nto all state directors of adult education, and to superintendents of schools in all\ncities of 30,000 or more population.\nThe ten states having the largest membership were New York, 237; Washington,\n90; California, 63; Texas, 52; Utah, 43; South Dakota, 41; Rhode Island, 41; Dela¬\nware, 41; Virginia, 39; and Connecticut, 36.\n\n"}
{"page": 182, "printed_page": null, "text": "176\n\nNational Education Association\n\nBy action of the Executive Committee taken in October 1935, membership in the\nDepartment was made to include a subscription to Adult Education—A Service\nBulletin. Thru the cooperation of the American Association of Adult Education a\nsubscription to the Journal of Adult Education was made available to all active\nmembers of the Department, and to the first three hundred applicants for associate\nmembership.\nThe report of the Committee on Publications was presented by Maude E. Aiton\nfor the chairman, Caroline A. Whipple. It indicated that, in accordance with the\naction taken at the Denver meeting, the temporary arrangement by which a section\nof the Journal of the American Association of Adult Education was used as a service\norgan for the Department was terminated in October 193 5, and plans were adopted\nby the Executive Committee to resume the policy of issuing a separate publication\nfor that purpose to be known as Adult Education—A Service Bulletin. Caroline A.\nWhipple, who had edited the section in the Journal, was appointed editor in charge\nof the separate publication. She was empowered to employ a limited amount of\nprofessional help and to have the assistance of an editorial board and a group of\nassociate editors. The bulletin was to be issued as a quarterly service publication\ndevoted to the needs of teachers, supervisors, and administrators, particularly in\nthe field of public school adult education. In it there would be space for a discussion\nof technics and materials, book reviews, description of work in progress thruout the\ncountry, news notes from the field, notices and reports of meetings and conferences,\nteachers forum, excerpts from current periodicals, and occasional articles of a\ngeneral nature. Regional representatives, appointed by the president, would gather\nand edit material collected from different sections of the country.\nProblems connected with the inauguration of the new plan made it possible to\npublish only one issue of the bulletin this year. Plans for 1936-37 call for its publi¬\ncation in October, January, April, and June.\nThe Carnegie Corporation, on recommendation of the American Association of\nAdult Education, has supplied $1000, of which $400 has been devoted to the new\nbulletin and $600 to subscriptions to the Journal to be distributed to members of\nthe Department. The bonds of interest and sympathy between the N. E. A. Depart¬\nment and the Association that have resulted from working together during the\ntwo years of joint publication still hold firm, and will, it is hoped, continue to add\nstrength to the work of both organizations.\nThe report of the treasurer for the fiscal year 1935-36 showed a balance on June 1,\n1935, of $208.55. Receipts amounted to $2709.81 of which $1293.75 was from mem¬\nbership dues, $400 from the Appropriation Account, $1000 from the Carnegie Cor¬\nporation, and $16.06 from adjustment of excess charges. Disbursements amounted\nto $1955.95, distributed as follows: secretarial services, office of the secretary of the\nN. E. A., $115.75; Denver Council of Adult Education, $3.50; service bulletin\n(Ruth Kotinsky), $28.19; travel, $135.09; stationery and supplies, $44.51; printing\nand multigraphing, $94.14; telephone and telegraph, $66.96; postage, $116.06; re¬\nfunds, $4.50; adjustment of cash included in January receipts, $147.25; and sub¬\nscriptions to Journal of Adult Education, $1200. The balance on May 31, 1936,\namounted to $962.41.\nThe report of the Committee on Resolutions was accepted as presented by the\nchairman, Roben J. Maaske, and recommended to the Committee on Resolutions\nof the National Education Association.\nThe report of the Nominating Committee was presented by the secretary in\nthe absence of the chairman, R. W. Tallman. The report was accepted as presented\nand the officers nominated by the Committee were declared elected. (See Historical\nNote, p. 162.) The incoming president was presented by the chairman as a person\nof vision and experience whose knowledge of the work of the Department and its\npurposes made her well qualified to carry forward its program.\n\n"}
{"page": 183, "printed_page": null, "text": "DEPARTMENT OF\niArt Education\n\n"}
{"page": 184, "printed_page": null, "text": "HISTORICAL NOTE\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 1936-37 are: president,\nGrace M. Baker, Head, Division of Arts, Colorado State College of Edu¬\ncation, Greeley, Colo.; vicepresident, Muriel V. Sib ell. Head, Art De¬\npartment, University of Colorado, Boulder, Colo.; secretary-treasurer,\nMrs. Dora B. Hatfield, David Hill High School, Akron, Ohio.\nThis Department meets once a year in July. Facts relating to the estab¬\nlishment of this Department and the record of meetings are found in ear¬\nlier volumes of proceedings as follows:\n1933:309-310\n\n1934\\297-299\n\n[ 178]\n\n1935 \\271-274\n\n"}
{"page": 185, "printed_page": null, "text": "IDEALS OF JAPANESE ART\nJIRO HARADA, LECTURER ON JAPANESE ART AND CULTURE, UNIVERSITY\nOF OREGON, EUGENE, ORE.\n\nI\n\nN the West—in America and Europe—Japanese art has been repre¬\n\nsented by her color-prints. These wood-block prints are known as\nukiyo-ye, which means pictures of the floating or transient world as they\ndeal with genre subjects showing manners and customs of the people, and\nare known also as nishiki-ye, signifying that they are profusely colored to\nsuggest silk brocade. These color-prints, as such, came into existence in\nJapan as the art of the common people about two and a half centuries ago.\nMost of these prints were turned out in enormous numbers and sold very\ncheaply. Often they found their way into the homes of the upper class\nof people also, but merely as playthings of women and children, and they\nfailed to win the favor of the intelligentsia and the art-loving class of Japan.\nThey have not been considered in the same level with painting.\nIt is the people of the West who hirst discovered beauty in our colorprints, and it was mainly thru these color-prints that their appreciation of\nJapanese art has been developed. Our appreciation of Japanese art should\nnot end with color-prints, tho some of them do have admirable qualities,\nbut we should go on to the greater works of art our country has produced\nin order to be thrilled with joy and be inspired and elevated to higher planes\nof thoughts.\nThe highest ideal of the painter in Japan, as was the case in China also,\nhas been to represent everything he painted in its right relation to the\nInfinite. Whatever he painted, be it a human figure, an insect, or a plant,\nhe has tried not only to depict the object itself but to suggest or imply also\nits relative position in the scheme of the universe, revealing it, however\ntrifling in form, as in right proportion to the Infinite. Not only in painting,\nbut also in other forms of the art of Japan—such as sculpture, landscape\ngardening, tray-landscapes (bon-kei and bon-seki), designs on pottery or\nlacquerware, or even the flower arrangement—this supreme aim manifests\nitself.\nThus the Japanese painter is essentially idealistic or impressionistic, in\nthat, whatever the style, he aims on one hand to paint the poetic sense of\nthings rather than their mere outward appearance, and on the other to\nimpart tangible reality to the spiritual quintessence of the things he feels.\nThe artist endeavors to suggest the life and the spirit of the thing rather\nthan to paint its form. He often sacrifices the similitude of the object he\npaints in order that he may better reveal the spirit. He studies the subject\nhe intends to paint in order to understand it thoroly, and then transfers his\nimpression to the silk mainly from memory, to bring out its inner qualities,\nthe qualities showing its life and its position in relation to the higher laws.\nAt every turn we see nature in its eternal manifestation, revealing to us\nthe evanescence of life and our artists have always tried to depict the truth\n[179]\n\n"}
{"page": 186, "printed_page": null, "text": "180\n\nNational Education Association\n\nand beauty of it in the changing phases of nature. The great tea-master,\nRikyu, must have fully realized the beauty of this aspect in nature when he\ninstructed his son as to how a garden-path should be cleaned. The teamaster’s son was bidden one day to clean the garden as guests were expected\nfor tea. He swept and watered the garden-path and reported to his father\nthat his bidding was done, but his father told him to try again as the work\nwas not satisfactory. After a while he returned and said:\n“Father, I have swept the garden three times. Not a broken twig or a\nstray straw to be removed anywhere, and the water is sprinkled well over\nthe stepping stones, stone lanterns and trees, and the moss is sparkling with\nverdure. There is nothing more I can do.”\n“There isn’t? You little idiot, stand here and watch what I can do.”\nSo saying the father passed quickly over the stepping stones and shook a\nbranch of the maple-tree by the stone lantern, scattering the golden and\ncrimson leaves over the ground covered with fresh green moss.\n“There,” said the master pointing to the wonderful autumnal brocade\nthus created, “that is the way to clean the garden-path.”\nThis story, simple as it is, seems to convey a great deal of what goes in to\nmake up Japanese taste, what we consider to be of real art. It seems to sum\nup our attitude toward nature, the attitude of our artists toward their\nwork; and it affords a glimpse of the ideal of Japanese art.\n\nART IN RURAL EDUCATION\nFLORENCE TILTON, SUPERVISOR OF ART, STATE DEPARTMENT OF EDUCATION,\nST. PAUL, MINN.\n\nThe expansion of art education has been all too slow. It has been a series\nof separate attempts of great individual leaders who have brought about\nadvancement here and there. As yet we cannot truthfully say that art is an\nintegral part of elementary education in America. There are still too many\nuntouched areas; too many spots where there is no pattern of organization\nshowing clearly. In almost every state of the Union the spot most neglected\nin art education is the rural school. The history of that phase remains to be\ndeveloped before the life of art education in any state can be thought of as\nan entity.\nAfter much study of art curriculums I have formulated a set of objectives\nand suggested procedures I feel are especially suited to one-room schools.\nThe best general statement of objectives I have found is that given in the\nSouth Dakota curriculum, “To develop in the individual the ability to meet\nintelligently the art problems which confront him in daily living.” That\nstatement is applicable to art teaching in any situation. It is in the analysis\nof the fundamental concepts, the enrichment opportunities and the con¬\ncomitant learnings that we find the differentiation between urban and rural\nart education. It is to attain accurately the best analysis that we need greatly\nthe assistance of the scientific education worker.\n\n"}
{"page": 187, "printed_page": null, "text": "Department of Art Education\n\n181\n\nThis general statement of objectives for art education in the elementary\nschool I would further divide into the following factors: to teach art in rela¬\ntion to environment; to develop ability to make choices in good taste thru\nchoosing experiences; to develop freedom of imagination thru creative ex¬\npression ; to understand art as a factor of our cultural heritage; to develop\nhobbies for leisure-time pursuits; to develop those technical skills and in¬\nformation essential to the child as a child, for the accomplishment of his\nexpression thru art media.\nTurning from the objectives to the problems especially difficult to con¬\nquer in rural art education we could list a few of these as (1) inadequate\nteacher preparation in the arts; (2) lack of supervision; (3) limited finances\nfor providing materials; (4) crowded programs; (5) inadequate space and\nequipment; (6) poor curriculums, lack of illustrative material and teaching\nhelps of the right kind; and (7) lack of sympathy and understanding of\nthe subject on the part of administrative officers of the school, parents, and\ngeneral citizenship in the rural community.\nWhat can we of the Department of Art Education of the National Edu¬\ncation Association do to advance art education in rural America?\nFirst, we can organize to become a strong force in bringing about a De¬\npartment of Art Education in the United States government. We can\ndemand an adequate survey of elementary art education in the United\nStates. We can foster in each state an organization of art teachers that shall:\n1. Work for state supervision of art\n2. Sponsor a strong loan library where pictures can be made available for\nloaning to small schools\n3. Demand art speakers at conventions\n4. Foster traveling art exhibits\n5. Make available to isolated schools the knowledge and abilities of persons\nemployed by the state in tax-supported institutions of the state\n6. Demand a study of existing conditions in art teaching\n7. Demand the invention of educational devices which shall show individual\nteachers the condition of their art work\n8. Demand scholarly curriculum helps which shall be suited to actual needs and\ninterests\n9. Demand adequate materials, illustrative helps, and equipment for the teaching\nof art\n10. Work toward supervision of art for all elementary schools whether rural or\nurban.\n\nIt is largely in the hands of the art teachers to bring these things to pass.\nIf we do not work for them how can we hope for more extended informa¬\ntion on the part of educators and administrators? Too often we merely\ndeplore the situation; passive regret never brought improvement. Active\nunited effort on the part of an interested minority has changed the history\nof the world.\n\n"}
{"page": 188, "printed_page": null, "text": "182\n\nNational Education Association\n\nART IN A REORGANIZED PROGRAM IN SECONDARY\nSCHOOLS\nMAY GEARHART, SUPERVISOR OF ART, PUBLIC SCHOOLS, LOS ANGELES, CALIF.\n\nThe reorganized program in the modern school definitely recognizes the\nimportance of art in the core curriculum. The problem before us involves\nthis question, How may art keep its identity and at the same time become\nan integral part of the basic courses? Broadly speaking, art teachers may\ncooperate in two ways: either by using the problems of the basic courses as\nprojects in the regular art class or by actually bringing the basic course\nclasses to the art room for observation and discussion of illustrative mate¬\nrial having in itself real esthetic value. Pupil discussion leading to creative\nappreciation is a most valuable outcome in terms of art and living.\nFew teachers of social studies are prepared to guide students in the dis¬\ncovery of art values. This very necessary part of the interrelatedness of\nthings is dependent on establishing a successful partnership with art teach¬\ners. In the past, academic teachers generally used illustrative material for its\nhistorical content. To recognize art principles to be of equal importance\nwith factual knowledge is a recent development. A unified type of perform¬\nance is now being undertaken whereby an art teacher and a teacher of a\nbasic course work together often with the same class at the same time. Not\nonly factual knowledge is recognized but time is given for discovery and\ndiscussion of art principles.\nOne of the happy results of this awakening to art values on the part of\nthe whole faculty is the growing interest in the appearance of the class¬\nroom. Committees of students bearing the responsibility of the “interior\ndesign” of rooms and halls enjoy the experience and profit by it.\nArt appreciation is coming into its own because of new fields of oppor¬\ntunity opening thru fusion. The change in the curriculum from subject\nfields to child interest areas strengthens this situation, giving opportunity to\nboys and girls to interpret art in terms of their own interests and experiences.\nJAPANESE GARDENS\nJIRO HARADA, LECTURER ON JAPANESE ART AND CULTURE, UNIVERSITY OF\nOREGON, EUGENE, ORE.\n\nRocks have always played a very important part in our landscape gar¬\ndens. They have generally been considered indispensable in our gardens\nwhatever form they may take. There are very important gardens in Japan\nwhich rely almost entirely upon rocks for their beauty and significance. The\nimportance these rocks assume in our gardens seems to have grown with\nthe introduction of the Zen sect of Buddhism at the end of the twelfth cen¬\ntury. It was soon after this that a great effort was made to inculcate in gar¬\ndens the spirit which permeates the black monochrome drawing, an ideal¬\nistic style of painting in which the subtlest of color gradation is suggested.\n\n"}
{"page": 189, "printed_page": null, "text": "Department of Art Education\n\n183\n\nNot only the designs of gardens expressed the hidden ideals of Zen, but\nalso the rocks themselves were extremely suitable for expression of these\nideals. As the painter tries to express beauty and gradation of color, the subtle\neffect of light and shade given by various textures in different materials in\na single stroke of a black line, so the landscape architects try to do the same\nwith rocks in the garden. The people have learned to appreciate beauty in its\nsubtlety in rocks. Some artists have designed gardens as they would paint\nlandscapes, using different rocks to get effects similar to those secured by\npainters with brush strokes. Not only what the shape suggests, be it a moun¬\ntain with a stream or an island with a sandy beach, but the subtle beauty of\nthe surface of these rocks has been greatly valued. The surface gains by cen¬\nturies of watering a sort of patina, a quality that time alone can give. Some\nare covered with beautiful moss or lichen. In using these rocks in the garden,\nthe artists not only place great importance on the value of each individual\nrock for its shape and texture, but they have always valued their beauty in\ngroups as well. The people try to group them as if they were trying to sculp¬\nture in these rocks a mountain or a range of mountains in the garden.\nAgain, some have taught us to regard earth as the emperor, rocks as his\ncounselors, and water as his subjects. Water flows from the mountain along\nthe path as willed by earth, but wherever the way is obstructed the water\naccumulates in a pond. When the water is too strong and the mountains too\nweak, the latter will fall, even as an empire falls when the subjects are too\nstrong and unbridled. To prevent this it is necessary to strengthen the moun¬\ntains by using rocks, even as the emperor assembles wise counselors to assist\nhim.\nYears of study have enabled our garden artists to classify these rocks ac¬\ncording to their shape generally into five classes. First is the kind of rocks\nmore or less tapered at the top and bulged at the bottom. Second is the kind\nwhich is taller than the first with a substantial body. The third is the kind\nwhich is somewhat flat. The fourth includes those rocks with projections,\nand the fifth those of a declining form. The first is often used as the guardian\nrock of the garden, and the second in forming a waterfall. These five rocks\nmay be grouped in various ways, different combinations expressing different\nmoods. They can be placed in groups of two, three, or five. Successful group¬\ning of these rocks requires great art.\nAttention may be called to the fact that the landscape garden is often\ntaken to represent the whole universe, symbolized by the five elements:\nearth, water, fire, wind, and ether (chi-sui-ka-fu-ku). Earth is represented\nby hills and islands, and suggested by yellow color; water, by the pond and\nsuggested by black; fire, by the flowers of the trees and grasses and suggested\nby red; wind, by the invisible power which causes the flowers to bloom and\nscatter and suggested by white; ether, by the color of the leaves of the trees\nand grass which is intangible and suggested by blue.\nThere are different kinds of gardens: gardens with artificial hills and\nflat gardens; dried-up landscape gardens; and the gardens for the cha-no-yu\nroom. There are different styles of treatment: shin (formal), gyo (less for¬\nmal), and so (informal). Whatever the type or style, it has always been the\n\n"}
{"page": 190, "printed_page": null, "text": "184\n\nNational Education Association\n\naim of the Japanese artist to construct the garden so as to bring man close\nto nature in its precincts. That has been the ultimate purpose of Japanese\ngardens, for the realization of which all sorts of efforts have been made.\nReligious teachings, philosophical doctrines, and even superstitions have\nbeen used in the desperate struggle to make the garden a fitting abode for\nnature and for man to elevate himself spiritually and see himself in right\nproportion to the Infinite.\n\nSECRETARY’S MINUTES\n\nPortland, Oregon\nFirst Session, Monday Afternoon, June 29, 1936\nIn the beautiful auditorium of the Portland Art Museum, the seventh meeting\nof the Department of Art Education of the National Education Association was\ncalled to order at 2 o’clock. In the absence of the president, Grace M. Baker of\nGreeley, Colorado, presided. The attendance was most gratifying, the number\npresent filling the auditorium to capacity at both meetings. Representatives from\nseventeen states, three United States possessions, and three foreign countries were\npresent.\nPreceding the official program Mrs. Dora B. Hatfield, secretary of the Depart¬\nment, made a plea for larger membership in the organization and requested that\nthose in attendance register and pay dues at the close of the meeting.\n\nBusiness Meeting, Tuesday Afternoon, June 30, 1936\nMrs. Hatfield read a report of the meetings held in Denver, Colorado, June 28-29,\n1935, and in St. Louis, Missouri, February 25-26, 1936. Following this, the report\nfrom the Nominating Committee was presented by the chairman, Catherine Tyler,\nof Lake View High School, Chicago, Illinois. Motion to accept the report of this\ncommittee was presented and carried. (See Historical Note, p. 178.)\nLeo Fairbanks of Corvallis, Oregon, moved that a council of five members repre¬\nsenting the five regional art associations of the United States be appointed to assist\nofficers of the Department of Art Education in determining policies and making\nplans for general proceedings of the organization. The motion was carried\nunanimously.\nMeeting was adjourned.\n\n"}
{"page": 191, "printed_page": null, "text": "DEPARTMENT OF\n'Business Education\n\n"}
{"page": 192, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of business education was created in\n\nresponse to a\npetition read at the meeting at Saratoga Springs, Nezu York, July 12;\n1892, f rom the Business Educators’ Association, requesting admission as\na department of thd National Education Association. The Business Edu¬\ncators’ Association was organized in New York City in 1878. Its constitu¬\ntion was revised for acceptance by the Department of Business Education\nand may be found on page 958 of the proceedings of 1894.\nThe officers of the Department for the year 1936-37 are: president,\nErnest A. Zelliot, Associate Professor of Education, University of Den¬\nver, Denver, Colo.; first vicepresident, Lola Maclean, Educational Di¬\nrector, Detroit Commercial College, Detroit, Mich.; second vicepresi¬\ndent, Ida Granberg, Kelso High School, Kelso, Wash.; secretarytreasurer, Mrs. Frances D. North, Western High School, Baltimore,\nMd.; editor, Herbert A. Tonne, Assistant Professor of Education, New\nYork University, Washington Square East, New York, N. Y.; execu¬\ntive committee: Joseph L. Kochka, Woodrow Wilson High School,\nWashington, D. C. (term expires 1937); Mary Stuart, Brighton High\nSchool, Brighton, Mass, (term expires 1937); Benjamin R. Haynes,\nUniversity of Southern California, Los Angeles, Calif. (term expires\n1937) ; Jessie Graham, Associate Professor of Commerce, State Teach¬\ners College, San Jose, Calif, (term expires 1938); C. D. Cocanower,\nHead, Department of Commerce, Phoenix Junior College, Phoenix, Ariz.\n(term expires 1938); Ruby Perry, Allen High School of Commerce,\nNew Orleans, La. (term expires 1939) ; Elmer E. Spannabel, Pittsburgh,\nPa. (term expires 1939).\nThis Department meets once each year in July. Facts relating to the\nestablishment of this Department and the record of the meetings are found\nin earlier volumes of proceedings as follows:\n1892: 31\n1893:787- 807\n1894:957- 994\n1895 :862- 890\n1896 :791- 835\n1897:792- 824\n1898:556- 892\n1899 -.998-1030\n1900:542- 581\n\n1901-.721-757\n1902 -.644-701\n1903 -.719-752\n1904 -.709-736\n1905 -.669-705\n1906 -.637-639\n1907 -.877-903\n1908 -.871-906\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[ 186]\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\n1935 :275-284\n\n"}
{"page": 193, "printed_page": null, "text": "PRESIDENT’S ADDRESS\nRAYMOND C. GOODFELLOW, DIRECTOR OF COMMERCIAL EDUCATION, PUBLIC\nSCHOOLS, NEWARK, N. J.\n\nW\n\nE are chiefly concerned with commercial education. Commercial\n\neducation is divided into three major branches: the private business\nschools, the secondary schools, and the institutions of higher learning. The\nemphasis today, and rightfully so, is placed in the secondary field.\nThe time has come when the Department of Business Education should\nfunction as the great clearing-house for commercial education in this country.\nFrom its beginning in 1894 until the present time, the Department has\nmade a definite contribution to business education. During the past five\nyears the Department has functioned in a more definite way than hereto¬\nfore. This is due in a large part to the publication of the Quarterly. This is\nthe first year in the history of this or any commercial association where\nevery state has been represented in its membership, and I believe that in the\nfuture the value of the Department lies in its ability to direct research and\nassist in the solution of commercial problems at all levels.\nThe college and university, the secondary school, and the private business\nschool all have their place in training and developing business workers and\nleaders in the field of business education. There should be greater cooperation\nand a closer correlation of the work of these divisions.\nCommercial education presents the greatest challenge in the history of\nsecondary education. Two million young men and women are enrolled in\ncommercial courses. If education is to function best for these students, the\nbasic subjects—bookkeeping, shorthand, and typewriting—must be de¬\nveloped in harmony with modern business practise. Habits and skills basic\nto these subjects must be mastered and reasonable standards set up and\nmaintained. The strength and value of commercial education today depend\nto a large degree upon the thoro mastery of subjectmatter, broadly inte¬\ngrated with the social and economic studies that are naturally related and\nthat make up the broad background of business education.\nFrom the standpoint of secondary commercial education, I am not unduly\nconcerned about placing every student who completes the commercial course.\nI feel that the knowledge obtained by commercial students should be the\nkind that wdll be of value to them thru life and not the type that many of us\ntook in our high-school days.\nThe subjects of salesmanship, marketing, and advertising have received\nconsiderable attention in recent years but much work remains to be done\nbefore these courses can function effectively.\nThe colleges and universities have made a very fine contribution to the\ntraining and preparation of commercial teachers. I believe that some courses,\nhowever, could be improved materially if the subjectmatter was more clearly\ndefined and more thoroly understood by the young men and women pre¬\nparing for the commercial teaching field.\n\n[ 187]\n\n"}
{"page": 194, "printed_page": null, "text": "188\n\nNational Education Association\n\nIt is indeed a great privilege to have the opportunity of coming to the\ncity of Portland for this meeting of the Department of Business Education.\nAn exchange of ideas helps us to reconstruct our own ideas and the more\nintelligently we do this, the more real will be the progress in our so-called\nprogressive program.\n\nPaTiel Discussion\nPUBLIC HIGH SCHOOL; PRIVATE BUSINESS\nSCHOOL; COLLEGE\nRAYMOND C. GOODFELLOW, DIRECTOR OF COMMERCIAL EDUCATION, PUBLIC\nSCHOOLS, NEWARK, N. J. ; AND PRESIDENT, DEPARTMENT\nOF business education,\n\nLeader\n\nParticipants:\nMiss Ray Abrams, Principal, Joseph A. Maybin School for Gradu¬\nates, New Orleans, La.\nJ. Evan Armstrong, President, Armstrong College, Berkeley, Calif.\nHerbert A. Tonne, New York University, New York, N. Y.\nErnest A. Zelliot, University of Denver, Denver, Colo.\nMary Stuart, Brighton High School, Brighton, Mass.\n•\n\nThe panel discussion was opened by Mr. Goodfellow who stated that\nthe arguments presented would seek to clarify the ideas of leading educators\non some of the controversial points perplexing a large group of commercial\nteachers. In Mr. Goodfellow’s judgment, the Department of Business\nEducation is the one organization that is definitely national in scope and\ncognizant of all types of business education. “It is the clearing-house for\nthe many ideas existing in the minds of commercial educators thruout the\ncountry.” He is convinced that business conditions in this country are on\nthe ascendency and that commercial teachers should keep their “ears to the\nground” and do everything in their power to keep step with the progress\nthat will take place in the revival of trade and commerce as it affects the\noncoming generations.\nIn discussing the topic, “Should the commercial department in a second¬\nary school take into account the occupational distribution of the community\nwhich it serves?” Miss Abrams stated that continuing to give highly special¬\nized, vocational, commercial training in the high schools to students who\nwill not find immediate clerical employment is misdirecting student time\nand taxpayer money. She believes that commercial training for consumer\nreasons, for better participation in a social economic world, for personal\nreasons, is in itself justifiable, but emphasizing the vocational objectives\nwhen the opportunity for the application of hard-earned skills and business\nknowledge is either far removed or not likely to be made is a policy in need\nof adjustment. “When the local situation shows the need for and the definite\nvariety of duties needed in the performance of general clerical jobs, the\nhigh-school curriculum should set up a program to consider the problem\n\n"}
{"page": 195, "printed_page": null, "text": "Department of Business Education\n\n189\n\nin all its phases.” She concluded with the statement that to ignore the\nchanges in occupational distribution, the opportunities for employment\nwithin the community, and the need for such training which will satisfy\nthe demands of business and of youth is to fall short in responding to the\ncalls of our day, our generation, and our profession.\nMr. Armstrong discussed the question, “Should private business schools\nincreasingly restrict the enrolment to high-school graduates?” Pie is con¬\nvinced that the adoption of this standard is but the preliminary step to rais¬\ning standards generally. The out-worn practise of registering students .\nevery week, curriculums that are haphazardly organized, and poorly staffed\ninstitutions must give way to the requirements of a new day. He believes\nthat if it is a weak and out-worn practise for private schools to take students\nwith two years of high-school preparation and train them for business, it is\njust as fallacious for the public schools to do the same thing. Mr. Armstrong\nbelieves that a study of the situation thruout our country will show that\nvocational training is being transferred from the secondary to the collegiate\nlevel, hence the need for a g&od general education before starting vocational\npreparation.\nMr. Tonne said that it seemed to him there is only one answer to the\nquestion, “Should commercial courses in the high school be accepted for\ncollege entrance credit?” and that is “yes.” He believes that the people who\nare in charge of administration of the colleges simply cannot ask for any\nspecific type of knowledge other than the basic English and arithmetic and\nsimilar skills, together with an attitude toward work and the ability to\nthink. He feels that many of the people who are in commercial work think\nthey are not going to take any work in college. Many of them find they want\nto go after they have had the commercial work. “If you close the door to\ncollege for them by making it necessary for them to take a great deal more\nsecondary work, you are, I think, hindering their progress.”\nMr. Zelliot discussed the question, “Should the various schools of busi¬\nness continue to stress especially men’s occupations, or should their curric¬\nulums be extended to include women’s occupations as well?” He feels that\nan increasing number of the collegiate schools of business are answering in\nthe affirmative for us, at least in part, by opening some or all of their courses\nto women. He believes that the business woman of today needs something\nmore than stenographic ability, machine skill, filing technics, and office\nroutine. He stated that for a long time we have had professional training\nfor women, leading to the coveted collegiate degree in nursing, dietetics,\nlibrarianship, and the applied fine arts. He thinks that in a similar way\nprofessional training in the field of business and on the collegiate level needs\nto be available for women. “Whether this should be thru existing courses,\nor thru the addition of special courses; whether in existing institutions or\nin segregated schools, are points outside the scope of this particular con¬\nsideration. Doubtless all of them are, and will be, increasingly employed.”\nMiss Stuart opened her discussion on “Are there any really reliable\nguidance technics for directing students into the various commercial curric¬\nulums?” with the statement that at the present time we have no reliable\n\n"}
{"page": 196, "printed_page": null, "text": "190\n\nNational Education Association\n\ntests that can be used alone for guidance in directing students into the\nvarious commercial curriculums. She believes the most successful technic\nat the present time is to allow, if possible, an exploratory period with defi¬\nnite prerequisites. She contends that the first year of a continuous subject\nshould be a trial period and no pupil should continue the second year with¬\nout an A or B grade for the first year’s work. She feels that the serious\nmistake made in the past has been to allow pupils in commercial courses\nto continue in a subject when they are C material. She stated that with\nthe development of more scientific tests and careful preparation for subjectmatter in terms of required prerequisites we hope that the products of\nour commercial departments will reach the standards set up for us by\nbusiness.\n\nIS COMMERCIAL EDUCATION VOCATIONAL?\nSAMUEL E. FLEMING, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nSEATTLE, WASH.\n\nIn my department for administration I have ten schools. Nine of them\nare cosmopolitan high schools. One is a vocational school. I am interested\nin the cosmopolitan high school—in the commercial work of the cosmo¬\npolitan high school. I am interested as well in business education in that\nvocational school and also, of course, industrial education on a vocational\nbasis. I came up out of a social studies department, not out of a vocational\ndepartment at all, altho my lot has been cast for a good many years, more\nor less-midway between general education and vocational education. As far\nas I am concerned, personally, I find no conflict whatever between the two.\nThere is a place, and a big place, for general education. There is a place,\nand a big place, for vocational education. One is no substitute for the other,\nand I think the sooner we make this line of demarcation and stick to it, the\nsooner we are going to find our correct sphere and we are all of us going to\nwork happily in that sphere.\nSeveral years ago, we organized what we call the Thomas A. Edison\nVocational School. As the result of a survey which our supervisor made\nwith the Office of Education we established certain standards for voca¬\ntional education. In the first place, we would not train for any occupation\nfor which there was no local outlet. In the second place, we would not\ntrain, as far as we could determine, in excess of the numbers that could be\nabsorbed in each occupation. We would train only young people who had\ndemonstrated their capacities to do the work after they were trained.\nHaving set up these standards, I am willing to tell you that there is one\nschool that has observed these standards, and I might go on to say we apply\nthese same standards ultimately to commercial education on a post-graduate\nlevel selecting only young people who have demonstrated their fitness as far\nas can be determined ahead of time for that training; training only for\noccupations that actually exist; training by teachers who, themselves, had\n\n"}
{"page": 197, "printed_page": null, "text": "Department of Business Education\n\n191\n\nthe feel of the job; a course of study based upon job analyses with commit¬\ntees out of the occupations to guide and direct; a placement system and care\nthat we did not train more dictaphone operators, for instance, than there\nwas a demand for, or bookkeeping machine operators, or stenographers or\nany one of the six or seven definite lines for which we provided training.\nWe call that vocational education, and I call that kind of commercial edu¬\ncation, vocational.\nOrdinarily I believe in eliminating all possible factors of failure that\nwe can predict, resolving all doubts in favor of the student. I believe in\nremoving all of the factors we can possibly remove before a young person\nmakes any investment. We often see men and women coming out of college,\nhaving put in the best years of their lives, having made an investment in\nmoney, only to be sadly disappointed because they are not employable even\nafter trained because of some disqualifying factor which could have been\nknown in advance. So I trust we will analyze this problem; we will not\nworry about our jobs; we will not be concerned about the size of our de¬\npartments; we will be more concerned about the quality of our products\nand we will not worry if it appears that some subject that we have been\nteaching, presumably with commercial emphasis, is reallocated to some\nother department, which, in the light of our newer point of view, should\nhave it. Commercial education can be vocational and I think it ought to\nbe vocational.\n\nWHAT ECONOMIC SYSTEM DOES BUSINESS WANT?\nR. B. HEFLEBOWER, ACTING DIRECTOR, SCHOOL OF BUSINESS ADMINISTRA¬\nTION, STATE COLLEGE OF WASHINGTON, PULLMAN, WASH.\n\nAfter decades of primary concern with immediate business problems of\ntheir own, business men are now much concerned about the economic sys¬\ntem as a whole. They suggest plans for expansion, they hold meetings on\ntaxation, they contribute to various “defense” organizations, all because\nthere are indications of strong tendencies to remold the economic system.\nWhat kind of economic system does business really want? Business men\nworship laissez faire—but condemn competition! They say they do not want\nmonopoly! What do they want? The economic system might be (a) com¬\npetitive, (b) monopoly capitalism, or (c) government controlled. Combina¬\ntions of these three are possible, altho some “hybrids” are unstable. Our\npresent system is not a pure type; it is a conglomerate of decreasing competi¬\ntion and increasing monopoly and government control.\nIf a business is to be automatically controlled thru the “price system”\nrather than by monopoly or government, competition must be restored in a\nlong list of industries and occupations from which it has disappeared. If\nmonopoly is the natural order for an industry, it must be placed under social\ncontrol or ownership. We have learned a lesson—monopoly obstructs the\noperation of the whole system.\n\n"}
{"page": 198, "printed_page": null, "text": "192\n\nNational Education Association\n\nSelf-government of industry as advocated by a large group in this coun¬\ntry leads to monopoly capitalism. It is doubtful whether such a system can\nlong exist; it probably will be only a step toward government control. Such\na last step business does not want—if, in fact, it really wants monopoly\ncapitalism.\nUnder a democracy, education is the way to work out a program. Highschool and college students and business and professional people need educa¬\ntion on economic questions. Plans for voting $25 a month to each adult and\nsimilar movements are based on economic ignorance. Describing government,\nbanks, corporations, and markets is not enough. Their social implications and\ntheir unsolved problems must be considered. And by education we do not\nmean indoctrination or propagandizing. Upon this basis we can build a solu¬\ntion, if the solution is to be the product of human intelligence. Otherwise,\nwe drift and trust to luck.\n\nDEVELOPMENT OF BETTER UNDERSTANDING BETWEEN\nBUSINESS LEADERSHIP AND SCHOOL LEADERSHIP—\nFROM THE POINT OF VIEW OF BUSINESS\nE. B. MC NAUGHTON, PRESIDENT, FIRST NATIONAL BANK OF PORTLAND, ORE.\n\nWhen I was first asked to talk about this subject I contacted numerous\npeople—the man in charge of personnel in our bank, the man in charge of\npersonnel in the United States National Bank, and others in large industries\nin Portland—and I corresponded with other people in San Francisco, who\nin turn questioned some of the people there in the oil companies and the\nbanks and larger institutions. Boiled down, it comes about to this: Consid¬\nering the product that you get, you do a first-rate piece of work, and con¬\nsidering the work that they are asked to do when they come to us, they do\nit very well.\nMost of these young people, however, when they come to us are walk¬\ning in their sleep—literally walking in their sleep, filled with daydreams that\nthey have picked up at the movies—and they have not come to the point of\nkeeping their minds exercised. Now, you teachers can make it easier for\nthem and increase their chances in business if you will develop a system by\nwhich these youngsters can be graded on such qualities as initiative, aggres¬\nsiveness, thoroness, and sociability—or ability to get along with other peo¬\nple. If you can only give them a little understanding of what industry ex¬\npects of them, what they may expect to earn in various occupations, and\nwhat opportunities for advancement are found in different lines of business,\nyou will save them many of the heartbreaks and disappointments that they\nexperience when they get out into the industrial world. They are entitled\nto their chances, but we do not have the opportunity to do much sorting\n* with sympathy; that is your job.\n\n"}
{"page": 199, "printed_page": null, "text": "Department of Business Education\n\n193\n\nDEVELOPMENT OF BETTER UNDERSTANDING BETWEEN\nBUSINESS LEADERSHIP AND SCHOOL LEADERSHIP\nWITH REGARD TO THE STUDY OF BUSINESS IN\nTHE SECONDARY SCHOOLS\nJOHN F. BRADY, CHIEF DEPUTY SUPERINTENDENT OF SCHOOLS,\nSAN FRANCISCO, CALIF.\n\nIncreasingly, business educators have accepted the philosophy and the\nchallenge of vocational education. Classes are now taught by those who are\nthoroly qualified and in most cases by persons who have actually had the\nfeel of business experience and whose chief aim is to prepare each boy and\ngirl trained in their classes to be able to find employment in the fields for\nwhich they have been trained. Business education in the days ahead cannot\nescape the evaluation of its worth in terms of the vocational competency of\nits product.\nThe challenge in this field is great, indeed, and many barriers must be\nmet. Chief among these is the chasm which separates the business leader from\nthe school planner. Incalculable good will result if some constructive means\nis discovered which will encourage business leaders and educational leaders\nto sit around a table and help solve their common problems. There are many\nopen avenues of cooperation between business men and teachers that promise\nfruitful results in promoting understanding of each other’s point of view.\nWhen an educator addresses some service club on some phase of educational\ntheory or practise concerning which the members wish to be informed and\non which he is somewhat of an authority, we have the relation of conscious\ninstructor and conscious learner set up just as in the classroom, and when\na man of business speaks to a school group he becomes the instructor and im¬\nmediately both profit by this interchange of responsibility. When business\nman and teacher rub elbows in organizations like service clubs and learn to\ntalk each other’s language a great step in mutual understanding is taken.\nThere will always be, of necessity, some disagreement between leaders of\nbusiness and school leaders as to content and methods of courses. Undeniably\nthe one is prompted by a profit motive and the function of the other must\nbe to stress social service and betterment. Business is not a social institution\nin the sense that the home, the church, and the school are. The attempts to\nconciliate these points of view will cause many an anxious moment. But if\nthru conference and understanding and mutual planning by school and busi¬\nness, our business courses that lead directly to an occupational terminus can\nbe restated and revitalized so that the transition of the boy or girl from\nthe academic atmosphere of the schoolroom to the bustle of the business\nworld might be made less destructive to the morale of the youth and more\nsatisfying to the present needs of the employer, then indeed we will have\nreaped a rich reward. The challenge has been made. Dare we refuse our\ncooperation ?\n\n"}
{"page": 200, "printed_page": null, "text": "194\n\nNational Education Association\n\nPRIVATE BUSINESS EDUCATION\nJ. EVAN ARMSTRONG, PRESIDENT, ARMSTRONG COLLEGE, BERKELEY, CALIF.\n\nIn speaking for the private business schools of this country on the issue\nbefore us, it is my firm conviction that a better understanding between\nbusiness leaders and educators generally involves a twofold process—a\nfuller realization on the one hand by business leaders of the true function\nand place of education in the extension of the boundaries of industrial and\nbusiness achievement and a better comprehension by all educators of the\nprocesses, functions, and social significance of business and industrial service.\nOnly by a mutual interchange of experience and respect between these two\nimportant groups will we find real progress.\nIt is accordingly the conviction of leaders in private business education\nthat business and. industrial surveys to discover the definite training prob¬\nlems of each community will enable our private institutions to render a\nservice the value of which will be unquestioned. These surveys should be\nmade at frequent enough intervals to insure the up-to-dateness of our pro¬\ncedures. They should show not only the range of occupations and occupa¬\ntional opportunity, but also furnish reliable data with reference to each\njob and the mental and other traits essential for it.\nIf our private schools, then, are to do their part in improving the rela¬\ntions with business, they must render an increasingly better service. They\ncan save business both time and money by exercising a higher process of\nselectivity—taking only those students who are high-school graduates and\nwho have potentially the right personality and other traits for the objectives\nfor which they wish to train. In this way the private business schools may\nand are rendering a service matched by no other business training institutions.\nWith an understanding of local needs and with reliable specifications\nfor each training job, with the best interest of each student at heart, the\nprivate school in its work of student guidance is not only serving business,\nbut also is rendering an invaluable help to our youth in directing them into\nappropriate vocational fields. Recognizing the evolution that is constantly\ntaking place in our social and economic life in the complication of the very\nprocesses of living, our private schools are constantly revising and improving\ntheir service and raising their standards.\nIf we are to cope with the complex problems of our economic order which\nhave challenged our finest thinking in the past few years, we must offer\ninstruction which will familiarize our students and the future business\nleaders with the major functions of modern business. In like manner, it\nis very important that our future leaders have some understanding of prob¬\nlems in the field of production. Again, knowledge of the general problems\nof distribution is essential to business and industrial progress. And, finally,\nif we are to train the youth of this day to take their place as leaders tomorrow,\nwe must give them some opportunity to study the significance of depart¬\nmental, functional, and general control. The science of selecting the right\nman for the right place in the organization must ever command a larger\nplace in the constructive thinking of our leaders.\n\n"}
{"page": 201, "printed_page": null, "text": "DEPARTMENT OF\nClassroom Teachers\n\n"}
{"page": 202, "printed_page": null, "text": "HISTORICAL NOTE\n\nheld its first session at the\nSt. Paul meeting, July 8, 1914. It zuas 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 July\n1922. For amendments see proceedings, 1923: 578; 1929: 365; 1931:\n390-91; 1932: 333-34. The Department of Classroom Teachers cooper¬\nates with the National League of Teachers’ Associations..\nThe officers of the Department for the year 1936-37 are: president,\nAlbert M. Shaw, Box 885, Arcade Annex, Los Angeles, Calif.; vicepresident, Mrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J.;\nsecretary, Frances Jelinek, Room 150, Hotel Wisconsin, Milwaukee,\nWis.; director ex officio, Mary C. Ralls, 6529 Jefferson Street, Kan¬\nsas City, Mo.; regional directors : Eastern Region, Emily Tarbell, 235\nGlenwood Avenue, Syracuse, N. Y. (term expires 1937); Midwestern\nRegion, Mrs. Myrtle Hooper Dahl, R. D. 2, Mound, Minn, (term ex¬\npires 1938) ; Western Region, Elphe K. Smith, Box 22, R. D. 1, Tigard,\nOre. (term expires 1939).\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 af 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 -.375-392\n1920 -.343-355\n1921 -.399-406\n1922 -.683-691\n1923 -.569-620\n\n1924 -.460-499\n1925 -.365-402\n1926:393-423\n1927-.353-390\n1928 -.325-352\n\n[ 196 J\n\n1929 -.335-368\n1930:293-307\n1931 -.359-392\n1932 -.303-335\n\n1933 -.327-355\n1934 -.313-344\n1935 -.285-310\n\n"}
{"page": 203, "printed_page": null, "text": "AROUND THE YEAR WITH THE PRESIDENT\nMARY C. RALLS, E. C. WHITE SCHOOL, KANSAS CITY, MO.\n\nA\n\nnother year has gone down the trail of time. We\n\nhave finished weavl ing our pattern of a happy, successful year. We have accomplished\nmuch and succeeded well; we have given courage and enthusiasm to the\nchildren entrusted to our care. Only in the knowledge that we have done a\nnoble task well and that the boys and girls who have come under our influence\nare happier, finer, and better citizens because our guidance has taught them\nappreciation of the worthwhile things in life, can we find compensation.\nWe have worked to build up the ideals upon which the progress of our\nnation must depend, the ideals of culture, cooperation, and better citizen¬\nship. We have given these young people a broader outlook on life, and a\nbetter understanding of their fellow men. We have given service, loyalty,\nand cooperation to our professional organizations and to our communities.\nWe have become broad thru the understanding of the problems of others;\nloyal thru cooperation and participation in our own associations; and\ntolerant in all things.\nWe have been passing thru a period in which all the fundamental con¬\ncepts of experience have been weighed in the balance. We never stand still;\nwe either go forward or backward. It has always been so, and always will\nbe to the end of time. We have gone forward this year. As the nation\napproaches economic recovery we hope that unity is becoming stronger in\nour profession. From this unity let us branch out into greater and broader\nthings as citizens of the world struggling to know the truth. And finding\nthis truth we shall realize happy years of service—to our schodls, to our\nprofession, and to our country.\nThere is a deeper purpose in life than merely earning a living. This high\npurpose includes service and contributions to the lives of others. Only as\nwe are able to surmount the rough places; only as we are able to carry thru\nour ideas and ideals, in spite of obstacles, are we really fulfilling our highest\nfunction. As someone has said, “When we look down the long avenue of\nthe future and see the good there is for each one of us to do, we realize after\nall what a beautiful thing it is to work, and to live, and to be happy.”\nIn reviewing this past year, I have found teachers everywhere standing\nloyally together with courage in their hearts. I have met teachers who are\nstrong and have given me strength. I have met teachers with courage who\nhave added to my courage. I have found teachers with faith who have made\nmy faith stronger. There are teachers who strive for ideals and have helped\nme to keep mine. We have continued to work unselfishly and still with the\nspirit of sacrifice for the welfare of the children and for our professional\nassociations.\nOur best work is done in an atmosphere of appreciation, cooperation, and\nsupport. We must have the feeling of security. We must be free from\nfinancial worries; we must have salaries adequate to meet the demands we\n[ 197]\n\n"}
{"page": 204, "printed_page": null, "text": "198\n\nNational Education Association\n\nare called upon to meet, and to make possible the improvement necessary\nfor efficient work; we must have suitable tenure regulations and a retirement\nplan which will enable us to enjoy old age with sufficient income. No school\nis stronger than the teacher in the classroom. The strength of the teacher\nis determined largely by the conditions under which he works.\nTeachers are more optimistic now than at any time since pre-depression\ndays. Many things which suffered reduction several years ago, are being\nrestored—salaries, partially or completely, increments, supplies, books, and\nrepairs on buildings. All of these things make us know that education in\nAmerica will go forward to greater heights than ever before.\nOne of our aims for this year was to inform our rural teachers of the\nbenefits derived by the concerted action of an organized group. This was\ncalled the “Samuelson Plan,” established to interest the rural teachers in\ntheir districts, to show them the many advantages of organization, to give\nthem information concerning their economic status, and to strengthen in\nthem the courage which comes from group action. Many of our city associa¬\ntions have helped with the plan and new county, district, and small-town\nassociations have been formed. Thus the rural teacher has been able to\nextend his usefulness and has striven to reach his idealized goal.\nThe midwinter conference of the Department of Classroom Teachers,\nheld during the meeting of the Department of Superintendence in St. Louis,\nwas most successful. Mary B. Womack, chairman of the local committee,\nand her efficient members, cooperated in the planning of the social affairs\nand in arranging the necessary details for the meeting. The St. Louis teachers\nproved themselves charming hosts. We gratefully acknowledge their help\nand cooperation.\nThe tea on Sunday afternoon, on the roof garden of the Statler Hotel,\nbrought many friends together for a social hour. Baskets of jonquils and\ntulips on the tea tables gave a breath of spring to the occasion. The luncheon\non Wednesday, in the Gold Room of the Jefferson Hotel, was delightful.\nIt was the largest we have ever had in point of attendance. One of the out¬\nstanding features was a thirty-minute broadcast, over a nationwide hook-up\nfrom Portland, Oregon, in which the Mayor, the Governor of the State,\nand other prominent citizens participated and welcomed all members of\nthe National Education Association to the summer convention. Credit for\narranging the broadcast and for its success is due Edith P. Darling, chair¬\nman of the radio committee of the Portland Grade Teachers Association.\nAt the luncheon, George Willard Frasier spoke on the theme of our con¬\nference, “What Classroom Teacher Organizations Can Do To Meet the\nNew Demand in Education.” It was an inspiring address and was received\nwith genuine enthusiasm.\nIn December a commission to be known as the Educational Policies Com¬\nmission, sponsored jointly by the National Education Association and the\nDepartment of Superintendence, was appointed for the purpose of planning\na long-term educational program. It consists of twenty members, the presi¬\ndent of the Department of Classroom Teachers being a member ex officio.\nAt the meeting of the Commission, held at the Stevens Hotel in Chicago\n\n"}
{"page": 205, "printed_page": null, "text": "Department of Classroom Teachers\n\n199\n\nMay 8 to 12, the chairman, Alexander J. Stoddard, presented the general\npurposes of the conference, namely, to secure advice on certain social\nand economic problems relating to the financing of education; and to find\nout what is being done by important national committees relative to the\nobjectives of education.\nSome of the general recommendations made were: that the Educational\nPolicies Commission should utilize its unique opportunity to serve as an\nagency for interpreting and promoting the best educational thinking among\nboth lay and professional groups, and should provide adequate machinery\nfor this service; that it should seek to encourage schools and school systems\ncontinuously to evaluate their work in the light of all their objectives; that\nit should formulate educational objectives that can be adopted very generally\nthruout the country.\nThe Commission will encourage action, based upon the best judgment\nand the most reliable information that can be secured from a careful survey\nof facts and opinions from all parts of the country. It is not to be a research\nor standardizing agency. It seeks, thru cooperative means, to develop for\nAmerican education long-term policies which will merit the united support,\nnot only of the profession, but of all citizens.\nIt was decided to seek the assistance of a thoroly representative group of\neducational leaders who will act as consultants and aid the Commission in\nthe following ways: by expressing opinions on issues or problems submitted;\nby raising issues to be considered; by disseminating information relating\nto the work of the Commission, especially recommendations and decisions;\nby reporting the conclusions of important committees; and by helping in\nany other manner to improve and make more effective the work of the\nCommission.\nThe Department feels that the program of the Educational Policies Com¬\nmission will succeed only to the extent in which classroom teachers, quali¬\nfied both educationally and professionally, participate in the policies and\ndeliberations of the Commission because, in the final analysis, it is the\nclassroom teacher who must in a large measure put the policies over.\nMuch field work has been carried on by the officers but since the list of\nconferences held during the year is published in the annual report, 1\nshall touch upon this work only briefly here. A perusal of the list will show\nthat many towns and cities have been visited and we hope that this direct\ncontact with local leaders has brought the Department much nearer to them.\nToday is not possible without the yesterdays. I want to pay tribute to\nthe services of our past presidents, the masons who have laid the foundation\nupon which we are building for the future. Each one has passed on to her\nsuccessor the brightly gleaming torch of service—-a service wTell done for\nthe teachers, the children, the profession, and the community.\nWhen I look over my work during the past year, as president of the\nDepartment of Classroom Teachers of our great National Education As¬\nsociation, I experience a deep feeling of gratitude and, shall I say, humility,\nthat this duty with its honored privilege has been mine. I should like to\nexpress my appreciation for the gracious hospitality and the many courtesies\n\n"}
{"page": 206, "printed_page": null, "text": "200\n\nNational Education Association\n\nextended to me everywhere as I visited with teachers, principals, superintend¬\nents, and school children. It is with pleasure that I recall the many enjoy¬\nable functions held in my honor and the beautiful flowers and gifts which\nadded so much to my enjoyment.\nIt is with gratitude that I acknowledge the generous and considerate\naction of my own board of education in granting me leave of absence in order\nthat I might devote part of my time to the conference work and other\nactivities of the Department. At this time, too, I wish to express my appre¬\nciation to my superintendent, George Melcher; my principal, Inez L. Mack;\nthe members of the E. C. White faculty and parent-teacher association;\nalso to the members of my own local associations, for courtesies, words of\nencouragement, and assistance thruout this year. It has been the assurance\nof their love and loyalty, their faith and trust in me which has given me the\ncourage to carry on.\nI especially wish to express my appreciation to Secretary Givens for his\nfriendly guidance and understanding, and to Mr. Allan, Mr. Shankland,\nand Mr. Booker for their invaluable service, as well as all the members of\nthe NEA staff. The Director of the Division of Classroom Service, Agnes\nWinn, and her efficient assistants, Beatrice Tomlinson and Betty Parker\nDiamond, have been especially helpful and cooperative in every possible\nway in carrying on the activities of the Department. I wish to particularly\nthank them.\nAnd to you, my fellow officers, I extend my sincere thanks for your loyal\ncooperation. It is your devotion, your service to the teachers of the nation\nthat is reflected in the American teachers who will add power to the battle\nfor the security of the child and the welfare of the teacher. We shall carry\non to victory not for ourselves alone, but for the boys and girls—the future\ncitizens of America. We shall succeed, for “there is no defeat except from\nwithin. There is really no insurmountable barrier save our own inherent\nweakness of purpose.”\nI have given of myself and of my time toward an ideal which shines like\na beacon light, beckoning all of us who have faith in the powers of truth\nto glorify our everyday living; but in doing so I have received inspiration\nfor my own soul many times multiplied. It is said that there is always some¬\nthing reciprocal in the meeting of personalities; and if before I began my\nduties my enthusiasm was on the plat&aus of endeavor, I can truly say it is\nnow on the mountain tops, by reason of the touch of those great spirits with\nwhom I have progressed just a little further toward the goal of universal\nrecognition of the efforts of the classroom teachers.\nHe ‘was only a teacher, hut ‘where they pen\nDeathless records of heroes’ deeds\nThere on the roster of noblemen\nThe humble name of a teacher leads!\n\n"}
{"page": 207, "printed_page": null, "text": "Department of Classroom Teachers\n\n201\n\nProposed Budget for 1936-37\n1. Part-time for President.\n\n$ 1,000.00\n\n2. Conference and field work of officers, including travel,\nhotel expenses, etc.. .\n\n1,700.00\n\n3. Convention expenses, including travel, hotel, etc.\n\n2,200.00\n\n4. Local clerical expenses for officers, including postage, cleri¬\ncal help, etc.\n\n300.00\n\n5. Yearbook Committees, including travel expenses of com¬\nmittee members.\n\n1,200.00\n\n6. Printing, including News Bulletin, Yearbook, folders, sta¬\ntionery, etc.\n\n2,500.00\n\n7. NEA office expenses, including clerical services, office sup¬\nplies, postage, and telegrams.\n\n1,100.00\n\n8. Part payment of convention expenses for a teacher of a\nrural school located at the greatest distance from the place\nat which annual convention is held.\n\n100.00\n\n$10,100.00\nRecommendations\n1. Conferences: That the conference program be greatly expanded to\nreach remote and untouched territory.\n2. State Departments of Classroom Teachers: That the organization and\ndevelopment of departments of classroom teachers in each state be pushed\nvigorously. The use of the aims and resolutions of the Department of Class¬\nroom Teachers of the National Education Association is recommended for\nstudy by state groups.\n3. (tSamuelson Plan”—Rural Teachers: That the Department work out\na definite program to help and encourage the rural and small-town teachers\nto form their own organizations.\n4. Classroom Teachers in State Conventions: That local organizations\nare urged to request their state association officers to place classroom teachers\non convention programs.\n5. Speakers Bureau: That the practise of publishing a speakers bureau\nannually be established as a service to local and state groups desiring class¬\nroom teachers as speakers.\n6. Advisory Council: That the Advisory Council be made a more effec¬\ntive part of the Department, and that a member from each state classroom\nteachers association be on the Council.\n\n"}
{"page": 208, "printed_page": null, "text": "202\n\nNational Education Association\n\n7. Organization Pamphlet: That the pamphlet now in the hands of a\ncommittee be finished and ready for distribution in the early fall.\n8. Neivs Bulletin: That the publication of five issues be continued. The\nissues during this year have been splendid and very helpful. The editors,\nDaisy Lord and Agnes Winn, deserve the highest praise.\n9. National Meetings: That the Executive Board give serious considera¬\ntion to the problem of providing more time for the meetings of the Depart¬\nment during the winter and summer conventions and that the officers not\nallow other committee work to interfere with the meetings of the Executive\nBoard.\n10. Part Payment of a Rural Teacher s Expense: That part payment for\nconvention expenses, to the amount of $100, continue to be given each year\nfor a teacher in a rural school, located at the greatest distance from the\nplace at which the annual convention is held, as provided in the Depart¬\nment’s budget.\n11. League College: That expenses of the members of the Executive\nBoard who care to attend League College be paid.\nA SOCIALLY SIGNIFICANT CURRICULUM\nPAULINE MERCHANT, PRESIDENT, DEPARTMENT OF CLASSROOM TEACHERS,\nCALIFORNIA TEACHERS ASSOCIATION, SOUTHERN SECTION,\nGARDEN GROVE, CALIF.\n\nA socially significant curriculum is an ever-changing and diversified one.\nIt is inductive and democratic. Its purpose is to give boys and girls as wide\nas possible an acquaintance with the activities of society. Such a curriculum\nis child centered. Purely abstract or descriptive work is of no value. Educa¬\ntion must provide a stimulus to activity. Learning activities can best be\ndrawn from human experiences and human relations.\nSocial education should be primarily concerned with ideals and must\nbroaden objectives. Further curriculum adjustment to meet changed social\nand intellectual composition of our population must come. Major concern\nshould be with consumer needs, leisure pursuits, broad social and cultural\ninterests, and everyday living.\nLack of employment and the increase in the age at which young people\nbegin gainful occupation make it socially essential that opportunities for\nmental, physical, and cultural growth be extended beyond the age we have\nbeen accustomed to think necessary. Mental and social hygiene demand\nmuch more adequate education for use of leisure time.\nEducators believe that youth must have adequate education to meet the\nchanging order which involves: (1) a new economic system; (2) reorgan¬\nized politics; (3) a modified program of finance; (4) a readjusted agricul¬\ntural and industrial system.\nEducation should be thru activity. No activity or interest should be chosen\nunless it has social significance. Subjectmatter becomes important educa-\n\n"}
{"page": 209, "printed_page": null, "text": "Department of Classroom Teachers\n\n203\n\ntionally only when it contributes to the development of the individual.\nWith this accomplished, programs suited to the maturation of each growing\nperson will be projected and constantly checked. Facts and information of\nvalue should be the meat of the curriculum, but the effective use of such\nshould be determined by the need of the individual.\nTeacher preparation should be broad and deep. A subject taught should\nbe merely the starting point that leads in many directions. Boundary lines\nbetween subjects should be penetrated. Teachers should be primarily diag¬\nnosticians. The final test of teaching is whether the stimulus that is aroused\ntransforms itself into power. During periods of educational hysteria teachers\nmust be alert to safeguard essential values in the educational process.\nCharacter building is infinitely more important than information gather¬\ning. The core of worthy education must be basically spiritual, for we need\ndeeper satisfaction and more lasting values than current materialism.\nThe conventional curriculum does not equip one to become an effective\nmember of a changing social order. Social changes are so rapid and so un¬\npredictable that education should be more concerned with living the good\nlife in the present than with preparation for the uncertainties of the future.\nPossibly those endowed with only a mediocre ability should be provided\nwith a program consisting almost entirely of physical and manipulative\nactivities, with emphasis upon ability to work together. Perhaps the job\nof the schools should be creation of a rich, many-sided personality for\nAmerican youth.\nNEW PROGRESSIVE MOVEMENTS\nD. E. TEMPLE, PRESIDENT, TULSA CLASSROOM TEACHERS ASSOCIATION,\nTULSA, OKLA.\n\nNo more fitting theme could have been chosen for this meeting than\n“The Teacher Moves Forward” and certainly no more fitting place could\nhave been chosen to discuss such a topic than the western frontier of these\nUnited States. For here we see the stopping place in the march of civilization\nacross this continent, and here also, we can realize that it is time to stop and\nlook back over our progress to the West. By doing this, we should be able\nto discern the new progressive movements that I have been accorded the\nprivilege of discussing with you.\nThe Committee on Social-Economic Goals of America of the National\nEducation Association made a significant statement when it said, “The brief\nspan of one hundred and fifty years cannot have extinguished the zeal of\nthe people of the United States to establish justice, insure domestic tran¬\nquillity, promote the general welfare, and secure the blessings of liberty to\nthemselves and their posterity.” As we look back over our march of progress\nto the West, these things seem more important than ever for no longer\nis it possible by simply going West to secure these virtues, because our\ndesirable public lands long ago passed into the hands of private owners\nunder the operation of the Homestead Act of the early sixties. This means\n\n"}
{"page": 210, "printed_page": null, "text": "204\n\nNational Education Association\n\nthat if justice is established, if domestic tranquillity is insured, and if the\ngeneral welfare is promoted, it must be done no longer on an individual\nbasis but rather on a group basis. The President of the United States has\neven gone farther than this by deploring sectionalism and by asking for a\nsolution of our problems by national action. We shall not stop here to\ndiscuss the merits of local or national action. It is sufficient that we recognize\nthat the trend of the present day is toward group action and that there is a\ntendency for these groups to become larger. This being so, what are the\nimplications for education in general and what new progressive movements\nare arising and must arise to meet the new situation ?\nThe first movement, I believe, will be a reappraisal of our economic\norder. For years we have stood by and allowed things to take place in the\nbusiness world that should never have been tolerated. Yet, only a few\nraised their hands in disapproval. I have an idea that most Americans visioned\nthemselves as millionaires and hesitated to place on the statute books any¬\nthing that would prevent their accomplishing this in the quickest manner\npossible. It is unnecessary to point out that presentday business is dominated\nby various forms of the corporate structure, and that the growth of large\ncorporations represents primarily an expansion in administrative and man¬\nagerial powers. The Research Bulletin of the National Education Associa¬\ntion, entitled “Modern Social and Educational Trends,” contends that the\ngrowth of the number of corporations, their increasing power, and the\nexpansion of the number of owners provide vital materials for the school\ncurriculum. This bulletin further states that an examination of the history\nof the particular corporations is illuminating as to the ethics which have\noften characterized our developing economic structure. From such studies\nstudents will understand why government has often found it necessary to\nintervene in the public interest.\nFurther exploration should be made into the types of governmental\nmachinery that have been developed to supervise business. It will also be\nincreasingly necessary for students to understand the principles of wise\ninvestment. The stock-market crash in 1929 revealed in many cases the\nfailure of the American people to distinguish between investing and gambling.\nThe federal government’s efforts to prevent unwise speculation and unsafe\ninvestments should be understood by those who will eventually be members\nof the investing public. Again, the problems of wealth and income must\nbe given considerable attention. It is only in this way that students will\nhe able to participate in shaping intelligent public policies.\nSecond, there will be a changing attitude of society toward labor. Many\nteachers have found too many pupils unsympathetic to labor, despite the\nfact that a majority of them will be affected by conditions outside as well as\ninside their own occupations. It seems that too many parents instil in their\nchildren a dislike for labor, particularly labor organizations, by holding out\nthe hope that with an education, one can rise above being a mere laborer.\nSuch thinking overlooks reality just as many students today, upon entering\nhigh school, enrol for college entrance courses when there is. a very slight\npossibility they will ever enter a college. By so doing, they fail to get some\n\n"}
{"page": 211, "printed_page": null, "text": "Department of Classroom Teachers\n\n205\n\nof the very valuable courses that every high school offers to students who\nhave no hope of entering college. With such a condition confronting us, it\nshould be the duty of the social studies classes to understand the status of\nwage-earners. Think what a lucrative field this can be. Among the problems\nthat can be considered are labor unions, industrial disputes resulting in\nstrikes and lockouts, workmen’s compensation, minimum wage laws and\nsimilar legislation.\nI believe that as teachers, we will be more proficient in teaching and\nunderstanding the labor field if we have a better knowledge of the rise\nand growth of our professional organizations. Our colleges and universities\nare turning out teachers every year with no knowledge of the great struggle\nby members of the profession to raise the status of education. A teacher\nwho understands and has worked in our great professional organizations\nis in a much better position to sympathize with and encourage other classes of\nour people to raise their standards of living by common action.\nThe third movement will be the proper use of our natural wealth. The\nnatural wealth of the United States consists of our forests, minerals, water,\nand agricultural lands. The use made of these resources affects the welfare\nand the standard of living of the people. Our natural endowment has been\nrich indeed, but we have been following a rather wasteful policy particularly\nwith regard to our mineral, agricultural, and timber lands. The federal\ngovernment has inaugurated a movement to stop this wasteful policy, but it\nis going to be necessary for our public schools to develop and sustain a public\nopinion in favor of a proper utilization and conservation of these resources\nof nature. A fitting topic for the schools to discuss is the reckless exploita¬\ntion of our natural resources by private interests. In this connection it should\nbe noted that proper utilization of land has a direct bearing on school sup¬\nport, for depletion of nature’s resources leaves local districts without suffi¬\ncient wealth to support a proper school system.\nFourth, leisure is no longer the privilege of the few. Leisure takes two\nforms—active and passive participation. The schools must take the lead\nin providing active recreation thru cooperation with playgrounds and other\npublic agencies. Stress should be laid on those activities that carry over into\nadult life. A special problem for education is the promotion of the physical\nand mental health of the teachers. This Department has made a survey\nlooking toward this end. It is useless to talk of promoting worthwhile use\nof leisure by children unless teachers are able and can follow recreational\npursuits. The tendency of today to increase teacher load is certainly danger¬\nous to teacher health. In the passive types of recreation, the school should\nattempt to improve tastes and appreciations.\nFifth, the extension of the program of the schools to prevent crime is\nassuming great importance. Employment opportunities for youth are be¬\ncoming fewer, so society must choose between allowing its young people to\ndrift or directing their energies into activities that will be individually and\nsocially worthwhile. Are they to be given a chance to continue in public\ninstitutions, under public supervision or are they to be transported to camps\nand employed at public works? We know that the teacher influences\n\n"}
{"page": 212, "printed_page": null, "text": "206\n\nNational Education Association\n\ntremendously the outlook and ideals of pupils. The teacher with a suitable\ncurriculum and a moderate teaching load can go far toward remedying\nantisocial conduct on the part of pupils. It is necessary that we in education\nplace more stress on character. Of course, in this, the school must not stand\nalone, but secure the aid of the many public agencies interested in these\nproblems.\nIn conclusion, then, it seems that some of the New Progressive Move¬\nments are a reappraisal of our economic order, a changing attitude of society\ntoward labor, the proper use of our natural resources, the wise use of\nleisure, and the prevention of crime.\nNEW ECONOMIC DEVELOPMENTS\nMRS. GRACE F. WOODBURY, PRESIDENT, MASSACHUSETTS TEACHERS\nFEDERATION, MELROSE, MASS.\n\nEvery progressive school system should be in a state of readiness to change.\nParticularly is this true at this time when we are undoubtedly living thru\nimportant social, economic, and political changes.\nThe depression has affected us in various ways, but first of all, financially.\nWe were just beginning to hope and believe that at last teachers were to\nbe paid a salary worthy of our profession and adequate to enable us to live\nwithout fear of dependency. Almost immediately the curtailment of funds\ncaused temporary or permanent reduction of salaries, and voluntary or invol¬\nuntary contributions for relief purposes, reduced allowance for teacher\nabsence, abolition or suspension of salary schedules all tended seriously to\ncripple the great rank and file of teachers. In many cases other members of\nthe family, thrown out of employment, became partially or wholly depend¬\nent on the teacher.\nWe were also very much affected by the increase in the number and size\nof classes, by reduced clerical help, and by the slashing of budget allowances\nfor supplies and textbooks. As teacher-training schools graduated each year\nlarge numbers of students eager for work even at low salaries, those in service\nwere forced to seek improvement by taking courses and earning degrees in\norder to hold their positions. To the credit of the profession as a whole let\nit be said that we “carried on” whether money could be found to pay\nexpenses or not.\nDuring these trying years teachers have become conscious of the necessity\nof greater security for themselves. There has been a steady increase in the\nnumber of local or statewide tenure laws and improvements thereon, also\nminimum salary laws, retirement laws with disability clauses, pension and\nannuity provisions. These have come about by the efforts of active teacher\nassociations. Now reports from many sections of the country indicate slow\nbut steady improvement in conditions. Let us believe that “every cloud has\na silver lining” is undoubtedly true. The depression was a black cloud which\nhas by no means passed away. However, as true teachers we shall go for¬\nward bravely, fighting joyfully for the rights and privileges of youth.\n\n"}
{"page": 213, "printed_page": null, "text": "Department of Classroom Teachers\n\n207\n\nCOOPERATIVE BUYING FOR TEACHERS\nH. A. BORK, OREGON STATE AGRICULTURAL COLLEGE, CORVALLIS, ORE.\n\nFrom the standpoint of the teacher, economic recovery is evidenced by an\nincrease in the cost of living at a faster rate than the salary level of the\nteaching profession. In order to meet this increase greater interest is being\nshown in the possibilities of cooperative buying by teachers so that the salary\nincome can be stretched as far as possible.\nThe value of cooperative buying may be stated briefly as follows:\nI. In order to save the middleman’s expense in the financing and marketing of\ngoods, participants in the cooperative arrangement are often willing to perform\nsome of the functions of the middleman with the benefits therefrom accruing directly\nto themselves.\n2. Excess charges made by commerce and industry as evidenced either by\nexorbitant profits or inefficient methods of production and distribution may be\navoided.\n3. Difficulty or impossibility of obtaining commodities or facilities thru normal or\ncompetitive channels may be removed.\n\nThere are certain principles to be followed in organizing for cooperative\nbuying. Regardless of the form of organization to be used, there usually\nneeds to be one individual who is cooperatively-minded, who is sincere in\nhis efforts to obtain the advantages of cooperation, and who has the ability\nto sell others on the plan to be followed.\nWhere there appears to be a need for united cooperation, it is advisable\nfor several individuals to tie themselves together loosely to effect economies\nin the purchase of a few specific items for which delivery can be made\npromptly after the commodity is purchased by the group. In this simplest\nform of cooperative buying, there is usually no storing problem involved,\nor is there any financial credit extended to participants in the cooperative\neffort. Examples of cooperative buying include the following:\n1. At an institution in Oregon several individuals are cooperating in buying the\ntimber of a tract of land, having this timber cut, delivered, and sawed for home\nuse for fuel with the saving involved accruing directly to the participants.\n2. At another institution, employees cooperate from time to time on a large scale\npurchase and realize economies for such items as stockings, butter, Christmas cards,\nand magazine subscriptions.\n3. In another educational institution, difficulty was being encountered in securing\nsatisfactory housing facilities. A group of staff members formed a cooperative unit\nfor the sole purpose of pooling their resources to erect an apartment building to\nmeet their needs.\n4. Canned goods and potatoes were purchased in large quantities for the instruc¬\ntional staff of another institution. Payment for the purchase was made in advance\nand no storage problem was involved since commodities were delivered promptly\nupon receipt from the seller.\n\nIn those cases where the cooperative efforts of a few individuals for the\npurchasing of several items have been unusually successful, there is indicated\nvery soon a desire to form a larger, more permanent organization in order\nto finance, purchase, and sell additional commodities. In order to undertake\n\n"}
{"page": 214, "printed_page": null, "text": "208\n\nNational Education Association\n\nthe enlarged program, it is necessary to obtain capital to pay for the com¬\nmodities, the storage thereof, and overhead expense until sales actually are\neffected to the participants. Cooperative organizations of teachers for larger\nscale activities are in some cases sponsored by the school or institution while\nin other cases they have no connection with the institution, or do they receive\nany assistance from the institution.\nAn organization of the larger type sponsored by an institution was formed\nmany years ago when prices were sky-rocketing and it was difficult to secure\ncommodities to meet the wants of the faculty. The institution concerned\nfurnished room for storage purposes. Before much time had elapsed, this\norganization received harsh criticism from merchants in the community, the\ncharge being made that taxpayers’ money was being used for the benefit of\na relatively small group of public employees. Merchants also began to change\ntheir attitude in the matter of support of different activities of the institu¬\ntion, such as athletics and dramatics. Within a comparatively short time,\nthe institution abandoned the sponsorship of the cooperative organization\nwhich was soon dissolved.\nThe most successful type of a formal cooperative teachers group operat¬\ning on a large scale is one which generally has no sponsorship directly or\nindirectly by a tax-supported institution which employs teachers. This organ¬\nization is less subject to public criticism since taxpayers’ funds made avail¬\nable for the support of the institution are not being diverted to further the\ninterests of a small group of teachers. In one case a cooperative organization\nwas formed for the purpose of purchasing an auto service station for han¬\ndling gasoline and other allied products for the staff of a university. The\ninstitution itself gave no support whatever to the organization. The capital\nfor the cooperative group was secured by a nominal membership fee charged\nto participants. Economies and profits which were secured were passed on\nto the members in the form of a lower charge for gasoline and other products.\nIn conclusion I wish to say that in any cooperative effort there is often\na temptation to undertake a large scale program which in the long run may\nprove unprofitable or unsatisfactory. Very often a large organization becomes\nself-perpetuating and continues largely for the benefit of the individuals\nwho are conducting its affairs, even tho there is comparatively little benefit\naccruing to the cooperating owners of the organization.\nGenerally the most successful type of cooperative effort is by means of\na loosely knit unit made up of a few individuals who purchase and distribute\none or more specific items with no permanent organization being formed\nand with no storage and financial problem involved in the purchasing and\nselling of the commodities which are handled. Successful efforts of such an\norganization ought to be seriously evaluated before hasty action is taken in\nforming a larger, more permanent one which is more difficult of operation\nand control, and more subject to adversities.\n\n"}
{"page": 215, "printed_page": null, "text": "Department of Classroom Teachers\n\n209\n\nYOUTH AND THE NEW ORDER\nRICHARD R. BROWN, ASSISTANT EXECUTIVE DIRECTOR, NATIONAL YOUTH\nADMINISTRATION, WASHINGTON, D. C.\n\nWhat the New Order will be, and how it will be brought about, none\nof us can be entirely sure. There are, however, certain methods, certain\npolicies, which will help guarantee that the New Order will be as sane and\nas just as possible. We must try to regain youth’s idealism, enthusiasm, and\nstraight-forwardness; we must be open-minded and encourage complete\nfreedom of thought and discussion; and we must have the courage to pioneer\nnew fields and to experiment along new lines. Youth must be taken into\nthe council chambers and listened to respectfully. There must be no cling¬\ning to outworn creeds, no forcing of set patterns of ideals upon youth, no\nfeeding it predigested opinions and theories. Youth must be allowed to make\nits own contributions and at the same time to learn both from its own\nexperiences and the experiences of others. How best to learn vicariously\nfrom the experiences of past generations is probably the central problem of\neducation. The government—whether local, state, or federal—is responsible\nfor the quantity of those educated, while the teacher is responsible for the\nquality. The federal government has responded to the educational emergency\nbrought about by the depression, first, thru the PWA and FERA, by build¬\ning and repairing school buildings and by making loans to pay teachers’ sal¬\naries; and second, thru the NYA’s student aid program, under which stu¬\ndents are being enabled to earn enough money to continue their education.\nThru public monies, mainly, the instruments of education have been pro¬\nvided and placed in the hands of the educators. This is a great trust, for it\nis in the classroom that democracy has its very roots. It is in the classroom\nthat the spirit of democracy, the spirit of free and courageous inquiry after\nthe truth, the spirit of progress,, can find renewed strength. Students should\nbe taught that even for college graduates there is nothing to be ashamed\nof in the performance of routine tasks or of manual labor. The root of this\nbogey is to be found in the assumption that young people will emerge from\ncollege ready to step into some executive position—an idea which has been\nencouraged, if not implanted in their minds, by their parents, friends, and\neven teachers, and which finds a fertile soil in youth’s hopes and dreams.\nYoung people must be made to realize that the value of education lies rather\nin their personal ability not only to absorb but to utilize the knowledge and\nunderstanding it gives of the world, of its people, and of the forces which\nare sweeping it.\nIt is you educators who must show youth that, with the New Order still\nfar from being a reality, the future holds a great challenge. The battle for\njustice and for democracy is never won. Even when victory seems assured,\nhistory shows that the enemy is but waiting for complacency and self-satis¬\nfaction to set in before continuing the battle with renewed vigor. The New\nOrder can be established and maintained only if youth be armed with a\ndauntless idealism, a stout heart, an open and inquiring mind, and a keen\nand enduring sense of justice.\n\n"}
{"page": 216, "printed_page": null, "text": "210\n\nNational Education Association\n\nREPORT OF 1936 COMMITTEE ON ACADEMIC\nFREEDOM\nEMILY TARBELL, VOCATIONAL HIGH SCHOOL, SYRACUSE, N. Y.,\n\n•\n\nChairman\n\nActivities of Committee\n\nCarrying out the recommendations adopted by the Department at the\nmeeting at Denver, July 1935, the Committee on Academic Freedom reports\nthe following activities for the year:\n1. Preparation of a study outline on academic freedom—The Commit¬\ntee issued an outline bn academic freedom for the use of study-your-ownproblems groups. Prepared by Karl Guenther, the first chairman of the Com¬\nmittee, this outline has been sent to all parts of the country in response to\nrequests.\n2. Action on cases referred to the Committee—Among the many in¬\nstances of alleged violation of academic freedom, nine cases have been re¬\nferred to the Committee. Of these cases, two were settled locally to prevent\nduplication of investigation; one was handled by the Committe on Academic\nFreedom of the National Education Association; after a preliminary survey,\nthree were considered border-line cases that did not have sufficiently clearcut issues to warrant official investigation; additional information is now\nbeing secured in two cases; an official investigation was conducted. in the\nninth case.\nInvestigation of Case\n\nInvestigation of the dismissal of a teacher at East Syracuse, N. Y., with¬\nout hearing was undertaken by a subcommittee headed by Rena Rockwell,\na member of the Committee, and by Edith Armitage. There were interviews\nwith eighteen individuals among them being teachers, former teachers, pres¬\nent and former members of the board of education, the superintendent of\nschools, and interested citizens. As a result of its findings, the committee\ndecided that the rights of the teacher had been violated and issued the\nfollowing statement:\nThe teacher was dismissed from a position which she was qualified to fill, be¬\ncause, in the exercise of the franchise of open voting, her disagreement with a\npolicy favored by a majority of the board became known, prominence to which was\ngiven by reason of the fact that she was president of the local teachers association;\nand further because the board of education, in appointing and dismissing teachers,\nbased such appointments and dismissals on personal friendships and policies. The\ncommittee reported further that the dismissal of this teacher, because of her position\nas president of the teachers association and her open voting at a school election,\nconstitutes a violation of academic freedom.\n\nA certain amount of local and national publicity was given the report of\nthe committee. Threatened wholesale dismissal of additional teachers this\nJune did not occur. The subcommittee is to be commended on its painstaking\nand efficient work.\n3. Formation of local committees—In answer to the request that local\nand state associations name individual committees on academic freedom,\n\n"}
{"page": 217, "printed_page": null, "text": "Department of Classroom Teachers\n\n211\n\nmore than sixty such committees have been appointed during the year. Cur¬\nrent material dealing with academic freedom has been issued to those groups\nfrom time to time.\nWith the aid of these local committees, the Committee cooperated with the\nCommittee of the National Education Association in working for the repeal\nof the Little Red Rider affecting teachers in the schools of the District of\nColumbia.\n4. Cooperation with National Advisory Council—The Department has\ncontinued its affiliation with the National Advisory Council on Academic\nFreedom. The Council is providing a medium of exchange of research and\nstudies made by the various national educational organizations composing\nthe membership. In addition the Council acts as a clearing-house for cases\nof reported violations and is a means of allocating cases to different organ¬\nizations or of furnishing united action on occasion.\nPresent Status\n\nThru the year, there has been evidenced an increased interest in academic\nfreedom on the part of vigorous local organizations. This interest should\nbecome more widespread. In an address at the Harvard 1936 commence¬\nment exercises is this warning:\nSecurity has replaced liberty as the end sought by the average man, whether\nunder a democratic, a fascist, or a communist form of government.\n\nCitizens of European countries in a desperate search for economic security\nhave relinquished freedom after freedom. Unless vigilance is maintained the\npeople of the United States may follow a similar course.\nLoyalty Oaths for Teachers\n\nOne of the first demands of the totalitarian states has been requiring an\noath from teachers. Because the insistence on loyalty oaths is a first step in\nrestricting freedom, teachers particularly should be alert to preserve democ¬\nracy thru repeal of these loyalty laws now on the statute books and to pre¬\nvent the introduction of any such additional laws.\nReaffirmation of Former Recommendations\n\nThe Committee reaffirms the stand taken by previous committees in urging\ncontinued education in academic freedom both among the members of the\nprofession and the public in general; the investigation of cases of violation\nof freedom and the judicious publicizing of such cases; the formation of\nstudy-your-own-problems classes among teacher organizations and groups;\nthe setting up and maintenance of committees on academic freedom by local\nand state associations; the growth of strong classroom teacher organizations.\nNew Recommendations\n\nThe Committee further recommends: the establishment of machinery\nwhereby teachers dismissed because of violation of academic freedom may\nbe aided in securing other positions; more active participation in investiga-\n\n"}
{"page": 218, "printed_page": null, "text": "212\n\nNational Education Association\n\ntions by local and state associations and stronger support of persecuted\nteachers by these associations; preparation of forms to aid in conducting\nsuch investigations and in securing case histories; continued effort on the\npart of teachers to inspire students to search for the truth, to learn to dis¬\ntinguish between fact and propaganda, and to consider all sides of a question\nbefore forming conclusions.\nIt is the feeling of the Committee that vital educational principles of\ntenure and academic freedom have both been infringed upon in the case of\nVictor Jewett in Eureka, California, thru offer of contract with illegal\nreduction of salary, and dismissal contrary to the provisions of the tenure\nlaw. Such actions tend to intimidate teachers, to interfere with normal par¬\nticipation in community activities, and to deprive pupils of unbiased instruc¬\ntion. In order to resist this and all similar attacks on the integrity of\nthe teaching profession, the Committee urges that this Department express\nits disapproval of Mr. Jewett’s dismissal and that it use such methods as\nare available to it for judicious publicizing of the Committee’s findings in\nthis case and similar cases, and that the Department urge the National\nEducation Association to broaden the authority of its Tenure and Academic\nFreedom Committees to the end that such procedure may be taken by the\nNational Education Association to bring about a satisfactory solution of\nthis and similar cases.\nSECRETARY’S MINUTES\nPortland, Oregon\nPROGRAM OF EVENTS\nSunday, June 28,\nTuesday, June 30,\nWednesday, July 1,\nThursday, July 2,\n\n2 p. m.\n5-7 p. m.\n2 p. m.\n4-6 p. m.\n7:30 a. m.\n2 p. m.\n6 p. m.\n\nConference of presidents\nTea—Portland teachers as hosts\nGeneral conference\nGarden parties—Portland teachers\nBreakfast conference of Advisory Council\nAnnual business meeting\nAnnual dinner\n\nConference of Presidents\nAlmost a hundred persons, representing as many local organizations, gathered\nfor a conference on Sunday afternoon which centered around several main topics:\nthe definition of the term, “classroom teacher”; cooperation of teachers and ad¬\nministrators; federation of several organizations in one city; amending the N. E. A.\ncharter, and reorganization of the N. E. A. The chairmen of the committees dealing\nwith those two questions, Reuben T. Shaw and Cornelia S. Adair, were given\nthirty minutes each. Mr. Shaw discussed the amendments to the charter. Miss Adair\npresented the proposals for reorganization. Several helpful suggestions were offered\nby those present.\n\nMeeting of Advisory Council\nOfficers of classroom departments of state associations and of various federations\nof classroom teachers organizations met for conference at a breakfast on Wednesday\nmorning. About forty persons were present. The main subjects discussed were:\nhow to create greater interest in the national organization; the need of organizing\nthe teachers in smaller towns; the crying need for tenure; how to inform teachers\n\n"}
{"page": 219, "printed_page": null, "text": "r'\n\n(\n\nDepartment of Classroom Teachers\n\n213\n\ncolleges of the work of the N. E. A.; the valuable service rendered by Department\nspeakers, and the News Bulletin; how classroom teachers may participate in state\nassociation work; retirement fund legislation; and the work of public relations\ncommittees.\n\nFirst Session, Tuesday Afternoon, June 30, 1936\nThis session convened at 2 o’clock with Mary C. Ralls, president of the Depart¬\nment, in the chair. The program was built around the theme, “The Teacher Moves\nForward,” and the following participated: Pauline Merchant, Garden City, Calif.;\nD. E. Temple, Tulsa, Okla.; Mrs. Grace I. Woodbury, Melrose, Mass.; Richard R.\nBrown, Washington, D. C.; and H. A. Bork, Corvallis, Ore.\n\nSecond Session, Thursday Afternoon, July 2, 1936\nThe annual meeting of the Department of Classroom Teachers was held on\nThursday afternoon, July 2, 1936, at 2 o’clock in the Municipal Auditorium, with\nthe president, Mary C. Ralls, presiding. C. A. Bottolfsen of Arco, Idaho, served as\nparliamentarian. The secretary, Frances Jelinek, asked unanimous consent for the\nadoption of the minutes of the annual meeting held in Denver in 1935 as printed in\nthe N.E.A. volume of Proceedings. This was granted.\nHelen Bradley of Cincinnati, chairman of the Rules Committee, read the report\nof the Committee as follows:\n1. Call to Order\nThe president shall take the chair at the time the meeting is convened.\n2. Order of Business.\n.\nThe order of business shall be as follows:\na. Call to order\nb. Minutes of last meeting\nc. Report of Rules Committee\nd. President’s report and recommendations\ne. Reports of officers\nf. Report of Elections Committee\ng. Nomination of officers\nh. Election\ni.\nReports of committees:\nResolutions\nAcademic Freedom\nj.\nNew business\nk. Result of election\nl.\nIntroduction of officers elected\nm. Adjournment.\n3. Nominations and Elections\nThe nomination and election of officers shall be held following the report of\nthe Election Committee and installation of the new officers shall take place\nat the first meeting of the new executive board following election.\nThere shall be not more than one nominating speech and two seconding speeches\nfor any one candidate. Nominating speeches shall be limited to three minutes\nand seconding speeches to two minutes each.\n4. Recognition\nNo member shall be granted permission to speak more than once on the same\nsubject until all other members who wish to have spoken; and no speaker\nshall occupy the floor for more than three minutes at a time unless permission\nis granted by a majority vote.\n5. Resolutions\nAll resolutions including those contained in reports of officers, boards, and\ncommittees, and the report of the Resolutions Committee shall be submitted\nto the delegates in writing before they are voted upon.\n\n"}
{"page": 220, "printed_page": null, "text": "214\n\nNational Education Association\n\n6. Adjournment\nThis meeting shall convene at 2 o’clock and adjourn at 4:30.\n7. Rules of Order\nThe rules contained in Robert’s Rules of Order, Revised, shall govern the\nassembly in all cases to which they are applicable.\nOn motion the rules were adopted.\nBefore proceeding with the regular business, Marguerite Morse, of Florida, in\nbehalf of the Department of Classroom Teachers of the Florida Education Associa¬\ntion of which she is president, presented Miss Ralls with a gavel made of orange\nwood and fashioned by one of Miss Morse’s pupils.\nThe president, Mary C. Ralls; the secretary, Frances Jelinek; the eastern regional\ndirector, Emily Tarbell; the western regional director, Albert M. Shaw; and the\nmember executive committee ex-officio, Daisy Lord, presented, without reading, their\nannual reports as printed in the Official Report for 1936 and all asked unanimous\nconsent to their adoption. This was granted. The vicepresident, Mary D. Barnes,\nand the midwestern regional director, Myrtle Hooper Dahl, presented theirs later.\nAgnes Winn, director of Classroom Service, also presented, without reading, her\nreport as printed in the Official Report.\nThe chairman of the Elections Committee, Hilda Maehling of Indiana, was next\npresented. She asked that all persons who planned to make nominating or seconding\nspeeches for any of the candidates come forward. The following candidates were\nthen named: for president, Albert M. Shaw of Los Angeles; for vicepresident, Mary\nD. Barnes of Elizabeth, N. J.; for secretary, Frances Jelinek of Milwaukee and\nSara C. Ewing of Indianapolis; for western regional director, Freda A. Libbee of\nSeattle and Elphe K. Smith of Portland, Ore. The nominations were closed. The\nchairman of the Elections Committee then gave the necessary instructions and the\nballoting proceeded.\nAlbert M. Shaw, chairman of the Resolutions Committee, was next called upon\nfor his report. Mr. Shaw explained that the resolutions would cover matters relating\nto teacher welfare and to child welfare; that resolutions readopted year after year\nand expressing basic principles would be set up as a platform; that new items\nwould be set up as resolutions.\nMr. Shaw read the platform and moved its adoption. After this was duly\nseconded the planks pertaining to retirement, salaries, and preparation for war\nwere discussed and amended. The following amendment to the plank pertaining\nto salaries was adopted:\nBelieving in equal salaries for equal training and experience, we endorse the\nsingle salary schedule.\nThe platform including the proposed changes was then adopted. After a few\nchanges in the resolutions as presented, they were also accepted. The complete plat¬\nform and resolutions as adopted follow the minutes of the Department.\nAt this point Frances Harden of California asked unanimous consent to change\nthe order of business and present a motion which would ordinarily come under\nnew business. As there was no objection she then spoke as follows:\nI ask this privilege because I have a matter that I think is vitally important\nto this Department, and so many people are leaving that I asked that it might\nbe brought up at this moment for your consideration. Now I have a motion to\nmake, and if I receive a second I would like the privilege of speaking to the\nmotion. I move that the Department of Classroom Teachers request and urge\nthe Board of Directors to elect Reuben T. Shaw, a classroom teacher, to mem¬\nbership on the Board of Trustees.\nThe motion was seconded but before it was voted on Mr. Shaw asked to have\nthe motion withdrawn. By unanimous consent Miss Harden withdrew the motion.\nLater on Miss Harden spoke as follows:\n\n"}
{"page": 221, "printed_page": null, "text": "Department of Classroom Teachers\n\n215\n\nI wish to change the motion I made a few minutes ago. After consulting with\nMr. Shaw I find that while he is not willing to serve on the Board of Trustees\nhe would, if elected, be willing to serve on the Executive Committee. So I am\ngoing to change my motion to read this way: I move that the Department of\nClassroom Teachers request and urge the Board of Directors to elect Reuben\nT. Shaw, a classroom teacher, to membership on the Executive Committee. If I\nget a second to that I would like to speak to it.\nThe motion was seconded and Miss Harden then said:\nThis Department of Classroom Teachers, I feel, has developed and grown\nto a place or position where we should assume some responsibility for the class¬\nroom teachers of the nation, and whenever there is a classroom teacher to be\nplaced in any position of authority in the N.E.A., or elected to any office, I\nbelieve that we as a group should present the teacher that we wish to represent\nus. Heretofore the classroom teachers have occupied positions, but they have\nalways been selected by some other group. As far as my knowledge goes this\nbody has never taken the responsibility of recommending the election of any class¬\nroom teacher to any position in the N.E.A., and I think it is time we did so.\nThe motion was adopted and the secretary was instructed to notify the new\nBoard of Directors of this action.\nThe report of the 1936 Committee on Academic Freedom was next presented by\nthe chairman, Emily Tarbell of Syracuse, and adopted. The Committee members\nwere: George T. Avery, Fred A. Brainerd, Helen F. Plolt, M. E. Hurst, Oma\nClare Lafferty, F. Blanche Preble, Rena B. Rockwell, and John Allan Smith.\nThe president then declared the ballot boxes closed.\nWilliam G. Carr, secretary of the Educational Policies Commission, was pre¬\nsented and spoke briefly on the work of the Commission, stressing particularly the\nprovision for the representation of the Department on the Commission by its presi¬\ndent and the representation of local affiliated teachers associations on the Board of\nConsultants. He said that it is the desire of the Commission to have the advice,\ncriticism, and counsel of teachers.\nMiss Maehling, chairman of the Elections Committee, gave the results of the\nballoting and Miss Ralls introduced the new officers. (See Historical Note, p. 196.)\nSara H. Fahey moved a vote of appreciation to Miss Ralls and other retiring\nofficers for their splendid service. Another motion was offered thanking Miss Ralls\nand Mr. Bottolfsen, the parliamentarian, for their efficient handling of the meeting.\nBoth motions were seconded and carried.\nPresident Ralls declared the meeting adjourned at 4:20 p. m.\n\nPLATFORM AND RESOLUTIONS\nPlatform\nPart I. Educational Welfare\nWe believe that the success of our educational program not only necessitates pro¬\nvision for the welfare of our children but also for the well-being of teachers.\nWe recognize that children can be guided, taught, and cared for most efficiently\nby teachers who have adequate preparation and training, and who are free from\nhandicapping restrictions which militate against their rendering the best service\nof which they are capable.\nTo this end we urge that each state or locality provide the following safeguards\nfor the teaching staff:\n1. Tenure laws and regulations that enable teachers after a reasonable pro¬\nbationary period, not to exceed three years, to retain their positions during\nefficiency of service.\n\n"}
{"page": 222, "printed_page": null, "text": "216\n\nNational Education Association\n\nNo certification or contract proposals which tend to undermine tenure in any\nway should be permitted. We further urge that definite, active efforts should be\ncontinued for the establishment of satisfactory tenure laws in the states which\ndo not now have such laws.\n2. An actuarially sound retirement system that will permit superannuated\nor disabled teachers to retire from service with a retirement allowance which\nwill enable them to live in a comfortable and dignified way.\n3. Laws and regulations for leave of absence that will enable teachers to\nuse a sabbatical year for professional improvement, including study, travel, rest\nand restoration of health, and other appropriate means, with the assurance that\nthey may return to their former positions after the leave of absence.\n4. Salaries based on training and experience that will provide adequately\nnot only for a reasonable cultural wage, but also for the maintenance of regular\nprofessional improvement and those standards of respect and leadership which\nare expected of teachers in a community.\nThe single salary schedule which provides for equal salaries for equal training\nand experience to all teachers in a school system.\n5. Cumulative sick leave regulations that will protect the teacher when she\nneeds help the most.\n\nPart II. Educational Opportunity\nWe believe that:\n1. An educational program should be provided, not only for children of the usual\ncompulsory school age, but for adults and those of kindergarten and preschool\nage as well.\n2. The teaching load for each teacher should be such as to permit reasonable\nindividual help and encouragement to each child.\n3. A minimum program of health maintenance, and correction of physical handi¬\ncaps should be provided so that children in need of such attention may receive* it\nand may profit more fully by the regular educational program.\n4. Every child has the right to efficient instruction by fully trained teachers. We\ntherefore strongly oppose the employment of substitutes, apprentices or teachersin-training to fill regular vacancies or teaching positions.\n\nPart III. Teacher Training and Certification\nWe believe that:\n1. More selective requirements for entrance to teacher-training institutions should\nbe established, and that the supply of newly certificated teachers should be more\nclosely regulated to the actual demand.\n2. Teacher-training institutions should not only include courses in current\neducational problems such as tenure, retirement, professional organizations, and\nprofessional ethics, but also in economics and sociology so that teachers may become\nmore broadly trained in the educational and social ideals and standards that should\ndominate our profession.\n3. Professional preparation and admission to the field of teaching should require\na minimum of four years of study beyond high school.\n4. We approve of in-service training which recognizes the broadening influence\nof travel, graduate study, participation in local civic and teacher-organization\nactivities, as well as study of current problems in sociology, economics, and\neducation.\n\nPart IV. Unfettered Teaching\n1. Academic Freedom\nThe Department of Classroom Teachers strongly endorses the declaration of\nthe National Education Association on Academic Freedom, or the Child’s Right to\nUnfettered Teaching, as included in the platform adopted by the Representative\nAssembly at Denver in 1935, which plank reads as follows:\n\n"}
{"page": 223, "printed_page": null, "text": "Department of Classroom Teachers\n\n217\n\n“Teachers should have the privilege of presenting all points of view, including\ntheir own, on controversial issues without danger of reprisal by the school adminis¬\ntration or by pressure groups in the community. Teachers should also be guaranteed\nthe constitutional rights of freedom of speech, press, and assembly, and the right\nto support actively organized movements which they consider to be in their own\nand the public interest. The teacher’s conduct outside the school should be subject\nonly to such controls as those to which other responsible citizens are subjected. The\nsudden singling 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.”\n2. Loyalty Oaths\nWe hold that the loyalty of the teachers of America is beyond question. We believe\nthat it is an unwise, unnecessary, and un-American policy to require loyalty oaths\nof teachers, students, or other special groups. Therefore we desire to oppose all\nlegislation requiring such oaths as a first step toward the regimentation of thought.\nHence we urge all those who are sincerely interested in the maintenance of patriotic,\ndemocratic, American standards to use every reasonable effort to prevent such\nlegislation.\n\nPart V. The Enactment of Civic Ideals and Professional Standards\n1. Child Labor\nWe believe that the children of our nation are entitled to their full educational\nand physical heritage, and that now more than ever they should attain their\nmental and physical development before being thrust into industry to compete\nwith adults.\nWe therefore urge that earnest efforts be made by all who are interested in child\nwelfare to secure the early ratification of the National Child Labor Amendment\nin those states which have not already adopted this amendment.\n2. Opposition to War\nWe believe that war is the greatest menace to civilization and to democratic\ninstitutions.\nWe believe fully in the ideals of a democratic form of government.\nWe therefore urge the abolition of private ownership and manufacture of arms\nand munitions of war.\nWe strongly recommend to classroom teachers thruout the United States that they\nteach the truth about war, emphasizing its costs in human life and ideals as well\nas in material wealth.\nWe further urge that classroom teachers continue to use every reasonable effort\nto promote international peace and goodwill, and to exercise their full influence\nwith all active forces in support of this policy for the welfare and protection of\nthe youth of the world and the maintenance of humanitarian ideals.\n3. Classroom Teachers Organizations\nWe believe that:\nClassroom teachers’ problems can best be solved thru their own active, interested\nefforts, and therefore urge the organization and continuance of purely classroom\nteacher associations, but which are affiliated with state and national associations.\nThe classroom teachers of the United States are the keystone of the professional\ngroup in education, and with adequate organization this group can make important\ncontributions to the educational program. Therefore we endorse local, state, and\nnational professional organizations and pledge to them the support and cooperation\nof the Department of Classroom Teachers.\n4. Moving Pictures\nWe believe that there still are many moving pictures being shown which are\nobjectionable for audiences in which children are present. Therefore we strongly\n\n"}
{"page": 224, "printed_page": null, "text": "218\n\nNational Education Association\n\nurge that every effort be made by all who are interested in the wise training of\nchildhood to continue their efforts to secure pictures which have a clean, wholesome\ninfluence.\n5. Radio\nWe recognize the importance of radio in the promotion of American education\nand cultural ideals, and desire to use'our best influence for the improvement of radio\nprograms, and for securing more time for constructive educational broadcasts.\nWe would approve of a federal radio network for broadcasting educational and\ncultural programs of high standard.\n6. Conservation of American Youth\nWe urge that further, definite, constructive action, adequately financed, be taken\nby Congress and the states to provide more adequately by vocational training em¬\nployment for the many millions of youth of high-school and college age who are\nnot now in school or gainfully employed.\n\nResolutions\nAppreciation for Appointment\nThe Department of Classroom Teachers of the National Education Association\ndesires to express to Mayor La Guardia of New York City our sincere appreciation\nfor his statesmanlike action in appointing as a member of the Board of Education\nof his city, Mrs. Johanna M. Lindlof, a classroom teacher and a woman whose\nleadership in the educational activities of the city, state, and nation has been\noutstanding.\nWe commend Mayor La Guardia for his evident and sincere interest in the\neducational welfare of the young people of his city as expressed by this appoint¬\nment, and for giving the children of the city the benefit of this high type of trained\nleadership.\nWe ask that the secretary of this Department be authorized to transmit to Mrs.\nLindlof and to Mayor La Guardia copies of this resolution.\n\nEndorsement of Platform\nWe hereby fully endorse the platform and resolutions of the National Education\nAssociation as adopted by the Representative Assembly at the Portland convention\nin 1936.\n\nHospitality\nSince the teachers of the Portland public schools, the state of Oregon, and other\nsections of the Inland Empire have given most generously of their time and energy\nto prepare for this convention, we desire to express our deep and sincere apprecia¬\ntion to the teachers, administrators, the press, and the public in Portland and\nadjoining sections, whose courtesies and hospitality have contributed so greatly to\nour comfort and happiness during this convention.\nAlbert M. Shaw, Chairman\nGrace E. Burgess\nSara A. Ewing\nBlanche Foster\nCharles W. Jackson\nAbraham Lefkowitz\nMildred Letton\nMrs. Johanna M. Lindlof\n\nMary O’Connor\nFaye Read\nGeorge O. Ross\nMrs. Helen Rueben\nMargaret- Skinner\nDavid E. Temple\nJosephine Wilson\nMathilda Winkelman\n\n"}
{"page": 225, "printed_page": null, "text": "DEPARTMENT OF\nT>eans of Women\n\n"}
{"page": 226, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of deans of women (National Association of Deans\n\nof Women) associated itself with the National Education Association in\n1918.\nThe officers of the Department for the year 1936-37 are: president,\nIrma E. Voigt, Dean of Women, Ohio University, Athens, Ohio; vicepresident, Alice C. Lloyd, Dean of Women, University of Michigan,\nAnn Arbor, Mich.; secretary, Helen Pritchard, Vice principal and Dean\nof Girls, Hartford Public High School, Hartford, Conn.; treasurer,\nAgnes Helmreich, Girls’ Adviser, East High School, Des Moines, Iowa;\nheadquarters secretary, Kathryn G. Heath, 1201 Sixteenth Street,\nN. W., 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:\n1918 -.391-417\n1919 \\393-426\n1920 -.357-364\n1921 -.407-420\n1922 -.693-793\n\n1923 -.621-636\n1924 -.500-536\n1925 -.403-449\n1926-.425-457\n\n1927:391-418\n1928 -.353-374\n1929 -.369-390\n1930 -.309-330\n\n\\\n\n1 220 ]\n\n1931 -.393-413\n1932 -.337-356\n1933 -.357-376\n1934345-360\n1935 -.311-326\n\n"}
{"page": 227, "printed_page": null, "text": "TWO GENERATIONS FACING A MUTUAL PROBLEMCOOPERATION\nALICE C. LLOYD, DEAN OF WOMEN, UNIVERSITY OF MICHIGAN,\nANN ARBOR, MICH.\n\nO\n\nur challenge as members of the older generation who professionally\n\nhave made it our business to interest ourselves in young people is pri¬\nmarily to understand. This is essential to cooperation and seems to me even\nmore fundamental.\nThere is always a gulf between youth of college age and those who are\nforty- or fifty-ish. Probably it is more of a gulf than between youth and its\ngrandparents. Teachers and parents have more to do with young people\nand the resentment of youth is leveled at those who are trying to manage\nthem, to curb them, to teach them. We cannot expect youth to understand\nus. How could they? They did not have a chance to see us struggle thru\nchildhood and adolescence as we have them; and they are faintly amused\nand more than faintly scornful when we tell them what we did and did not\ndo in our childhood. We are quite apt to say that, when we were in college,\nwe did not smoke; we did not drink; we considered a kiss a serious matter;\nwe played golf in gored linen skirts that took the dust off every blade of\ngrass as we swished around the links; we wore bathing suits with sailor\ncollars trimmed with braid, skirts to the knee, and stockings. Of course it\nseems ridiculous to them that we can understand what they think they have\na right to do in this present age. And what they cannot know is that we had\nas good a time as they. I think our generation had perhaps less excitement\nbut more joy. In any case the burden of understanding is on us.\nI do not believe any generation has been called on to make as many shifts\nand adjustments as ours nor do I believe any generation has faced more dis¬\ncouraging problems in their youth than those who are now in college or\njust graduated. We were children in the serene and safe days of the late\nnineteenth and early twentieth centuries. We saw that safety and serenity\ncome to an abrupt end in 1914 when our brothers and our friends went to\na war, wholly unexpected and unthinkable. And after the war came a social\nrevolution which actually demolished the code of social living which we\nwere taught to believe in. What did it? Not one but many influences—a pro¬\nfound post-war disillusionment, the psychology of despair, “eat, drink and\nbe merry for tomorrow we die” and simultaneously the Freudian theory to\njustify it by its claim in the name of science that restraint in any form is\nthe root of all evil; prohibition which had the wholly unexpected effect of\nadvertising drinking and of fostering a particularly antisocial attitude to¬\nward it; the automobile which has meant that in the space of a few minutes\npeople old or young can be removed from the restraining influence of home\nor the decorum of a ballroom; the movies which have penetrated to all\nparts of the country with their crude sophistication and vulgar exploitation\n[221 1\n\n"}
{"page": 228, "printed_page": null, "text": "222\n\nNational Education Association\n\nof the new sex curiosity which became so flagrantly offensive that they\nbrought finally a potent rebuke. All these things have been the cause and\nthe manifestation of a new order.\nThe generations which reached college in the 1930’s were born into a\nworld at war. But in their early childhood, the war was over and, in Amer¬\nica, at least, they found their parents reacting violently from the discipline\nof the war and embarking on a period of unprecedented economic prosperity\nand an orgy of spending. The Freudian theories were considered very im¬\nportant in the rearing of children and with characteristic American enthu¬\nsiasm discipline was taboo in most of the hitherto accepted forms. The hair¬\nbrush and the ruler, of course, were barbaric and never to be used. It is\nnatural for parents to give generously to their children, but with my early\nPuritan training, I cannot believe in the overindulgence which I have seen\noffered to many of the children whom I have known. They have been given\ntoo much. Even their entertainment has been planned and the passive forms\nof movie and radio play a great part in their recreation. They do not want\nto walk a few blocks to school; they do not want to make any great effort\nto learn or to amuse themselves; and they have been taught sparingly to\nthink of the rights of other people. On the physical side there also have been\nmistakes. I believe our overheated homes and schools and the tendency to\noverfeed ourselves and our children have had a vitiating effect. This is the\ntraining our generation has offered the young people. With such a training\nwe expect them to be alert, resourceful, intelligent, and sensitive to other\npeople’s feelings and rights. That so many of them possess these traits in\nspite of the training is to their everlasting credit. Some people have called\nthis generation the tragic generation. It has its tragedies, but what about\nthe older generation that went to war, or the stilted and restricted genera¬\ntion of our grandmothers? What college students forget is that there is a\ngreat army of young people in every generation that is defeated by its lack\nof privilege before it starts. It ill befits the group of young people who\nhave the privilege of higher education to assume a defeatist attitude. Educa¬\ntion cannot create jobs where none exists but it can offer refuge for enforced\nleisure.\nThere are several factors in modern life which offer very great danger.\nOne of them is drinking. In an age that stands on principle for unrestraint,\ndrinking becomes something with which to contend. Prohibition, its repeal,\nand the subsequent enormous advertising campaign have made alcohol one\nof the major issues in American social life. It is perhaps at its worst in the\nsociety of our large cities. Debutante balls have become synonymous with\nexcessive drinking. But at the other end of the social scale, the public dance\nhall and beer parlor, where the underprivileged young people of our large\ncities congregate, have also to share the responsibility of promoting excessive\ndrinking and contributing to the delinquency of minor children. After all,\nthe young people who frequent such places are trying only to imitate the\nclass they envy. It is not surprising that in our colleges, where thousands\nof young people gather, there is also this problem. Alcohol has been a social\nissue for thousands of years. It is only that the conditions of life in the\n\n"}
{"page": 229, "printed_page": null, "text": "Department of Deans of Women\n\n223\n\n1930’s have encouraged man’s weakness and have made intemperance a\nmajor problem affecting society profoundly.\nAnother grave danger is the abnormal preoccupation with sex. The\nreaction from the repression of Puritanism and from the silly secretive atti¬\ntude of earlier generations was needed. Jane Addams in her book, The\nSecojid Twenty Years at Hull House, says: “The new psychology had\nstressed the importance of those subconscious deep-lying strata of personal¬\nity, which, profounder than reason, are a direct product of racial experi¬\nence. In addition, the Freudian theories as to dangers of repression were\nseized upon by agencies of publicity, by half-baked lecturers and by writers\non the new psychology and finally interpreted by reckless youth as a warn¬\ning against self-control. ... In their revolt against Victorian prudery,\nagainst innuendoes and distrust of natural impulses, they made a cult of\nfrankness.” Another person has said more graphically but less elegantly:\n“Sex is like saliva. It is all right if you do not think about it, but if you\nthink about it you have more than you can manage.” Before understanding\nor self-discipline can become part of a young person’s equipment, movies,\nnovels, and magazines keep his mind focused in a not too healthy way on\nthis subject.\nPerhaps what is most serious of all and what may be the cause of the\nother difficulties is the unmotivated existence of so many young people.\nThere is no guiding principle, no religion, no social creed for which they\nstand. Last fall I heard Maurice Hindus speak. He made very vivid the\npicture of what had happened in Russia and he emphasized the magnificent\nsacrifice which Russian youth were making. They are literally starving and\nshivering for their communistic ideal. It is not for us to question whether\nthis ideal is worth such suffering, but we must admire them for the courage\nand willingness to endure for their cause. In contrast let me ask for what\nAmerican youth is standing? I frankly do not know. The more privileged\nthe youth, the less do they seem to be interested in anything but the pursuit\nof happiness which the preamble to the much-defended Constitution prom¬\nises and which, in their narrow sense, means exciting entertainment. Small\ngroups are alert on matters of politics and social problems. The majority\nof undergraduates do not read the daily papers enough to know what is\ngoing on and, accordingly, they take no active stand on any issue. For a\npartial explanation let us consider some statements made by freshmen ready\nto enter college. Tho they are amusing, they are examples of immature\nself-satisfaction hard to combat.\nA seventeen-year-old youngster writes: “I have a fascination for art and\nmight attain some prestige in that field. I have always been able to obtain\nathletic honors and could go far in physical education. But when you con¬\nsider all my possibilities there is one more outstanding than all the others.\nMy background is so enmeshed in social service activities.”\nAn American student after having spent nine months in England and\nFrance states: “This trip gave me a broader viewpoint of other nations and\ninsight into the way other people live. I realize that they are not to be ignored\n\n"}
{"page": 230, "printed_page": null, "text": "224\n\nNational Education Association\n\nbecause they are different from us, but to be helped so that they may acquire\nthe ideals and customs of this country.”\nAnother applicant adds: “I am an only child and not at all spoiled.\nOf course, I am not one of these brilliant pupils shining above the others\nbut, as I have been told, I have unusual brains just waiting patiently to\nexert their capacity.”\nWould the students accepted for college training in any country of Europe\nbe so immature? I am told that a European critic declares Americans pride\nthemselves on being very young at thirty. Certainly immaturity of point of\nview seems to afflict several generations older than the college one, giving\nus many middle-aged sophomores. With our amazing educational system,\nwe still grow up very slowly. We know a lot about tuberculosis but there\nis an increase of it among young women from 17 to 30 years because they\nwill not wear sufficient clothing in our rigorous winters and because they\nwill diet without expert advice. The evils of drinking are widely publicized,\nyet many people are risking chronic alcoholism. The seriousness of social\ndisease is more generally understood than ever before, yet the new social\ncode involves dangerous exposure.\nDeans and counselors have set themselves up, or allowed themselves to\nbe set up, as guides of the new generation. Like a parent who yearns to\ngive his child some of his own strength and understanding, we wish to help\nthis new and struggling group of college students. Jane Addams writes: “It\nis not so much that different generations are hostile to each other as that\nthey find each other irrelevant.” If this be so, we can only befriend them,\nstimulate them whenever possible to seek understanding and insight into\ntheir own problems, and send them on their way to meet their fate with\nthe words of the psalmist: “Good luck have thou with thine honor. Ride\non because of the word of truth, of meekness, and of righteousness; and thy\nright hand shall teach thee terrible things.” Life in any generation has its\nterrible things. This generation has peculiar terrors all its own. Education\nshould put into the hands of youth the strongest weapon of all, understand¬\ning, and should put into their hearts courage to replace pity and fear.\nFACING A MUTUAL PROBLEM—COOPERATION\nFRED H. TURNER, DEAN OF MEN, UNIVERSITY OF ILLINOIS, URBANA, ILL.\n\nThe subject “Facing a Mutual Problem—Cooperation” seems to be ex¬\nemplified in the method in which this conference is considering the topic.\nThe fact that two students and two deans are all assigned the same subject,\nand expected to speak on that subject at the same session of a conference\nis entirely unorthodox, according to the time honored version of how deans\nand students do not get along.\nThe program this morning is in keeping with a growing trend toward\ncooperative functions between students and deans and students and faculty\nmembers.\nLate in Aprih 1936 the National Association of Deans and Advisers of\nMen is to hold its annual meeting at Drexel Institute in Philadelphia.\n\n"}
{"page": 231, "printed_page": null, "text": "Department of Deans of Women\n\n225\n\nI am serving as chairman of a special committee to study and report on\nthe subject of the preparation which a man should have in getting ready\nto be a dean of men. The study is not completed and it would be unfair to\ndraw any conclusions about the matter at this stage of the study. It can be\nsaid, however, that the general opinion of those who have served long and\nsuccessfully, and those who have observed successful deans of men, is that\nthere is no satisfactory training, at least from the academic standpoint, for\nthe simple reason that the best deans are born that way and not trained\nthat way.\nDean Thomas Arkle Clark, the former dean of men at the University\nof Illinois and the first dean of men in the country, was a teacher of English,\nwho had been a farmer boy, hoped to be a physician, and had earned his\nliving as a young man as a typesetter in a small newspaper plant. President\nDraper of the University of Illinois appointed him as dean of men, because\nhe found in him certain qualities which he thought were desirable in the\nman to work with undergraduate students in helping them to solve their\nindividual problems. Stanley Coulter, dean emeritus of Purdue University,\nthe oldest living dean of men, was a teacher of botany; he was made dean\nof men because he loved students and students loved him, and he had certain\ninherent qualities which enabled him to work with undergraduate students,\ncooperatively and successfully. Scott H. Goodnight, the first president of\nthe American Association of Deans of Men, was and is a professor of Ger¬\nmanic languages at the University of Wisconsin. He was appointed dean of\nmen at Wisconsin because he was interested in students and was appar¬\nently able to work with them.\nThe question has been raised and rightfully as to whether or not the\ndean of men, and the dean of women for that matter, has not been out¬\nmoded. With bureaus, clinics, tests, personnel officers, vocational guidance\nofficers, psychiatrists, adjustment officers, placement officers, employment\ndirectors, what can there be left around the modern college and university\nin the way of duties for a dean of men or dean of women? The peculiar\nthing about these additional departments is that instead of reducing the\nwork of the dean of men and the dean of women, they have increased their\nduties for one reason: too often they leave out the most important element\nof all, and that is the human element. Do not misunderstand me. I am a\nfirm believer in the need in any modern institution for the bureaus and\nclinics and special officers, but I believe just as firmly that after they have\ndone their work, the students will come to the dean of men and the dean\nof women for cooperative advice, aid, and suggestions, for it is there that\nthey are likely to find less of scientific terminology, and more of sympathy\nand human kindness. There is more than enough work for both types of\nofficers, and they should do their work hand in hand, for each can help the\nother to help the student.\nAs deans with all the rush of work that accumulates and never ends, we\nare all likely to fall into one serious error, and that is to disregard the atti¬\ntude of the student. We are likely to see the problem which the student\npresents as one of minor importance and of no particular consequence. If\n\n"}
{"page": 232, "printed_page": null, "text": "226\n\nNational Education Association\n\nthere is one rule which we as deans should apply to every case which comes\nto our attention, it is to remember, always, that the undergraduate usually\nregards the problem which he brings to us as the most important single item\nwhich looms on his horizon. We cannot always solve the thing, but we can\ncooperate to the extent of considering the matter just as enthusiastically and\nwith the same degree of importance which he attaches to it.\nFacing a mutual problem with a student and cooperating with him in\nsolving it has some other simple rules of procedure which we as deans might\nwell remember. Availability is a prime requisite, if deans are to work with\nstudents. And that means availability at all times, day or night. It means\nbeing in the office ready to see people from eight o’clock in the morning\nuntil all the other offices on the campus are closed so that the student can\ncome to complain if for no other reason than how he has been unable to\nsee some other university officer whom he wanted to see.\nAlong with availability should be included ease of seeing. It should not\nbe necessary for a student to feel that he cannot see the dean without an\nappointment. The student should be able to see the dean within a reasonable\ntime whenever he is in his office.\nAs deans, we must, of course, all be away at times and at these times\ncannot be available to our students. We should see to it at such times that\nwe leave matters in the hands of individuals who can serve the students.\nOne failure to receive attention or to be told that he cannot be served will\ntend to break down a dozen successful visits on previous occasions.\nThe average student is a normal young person, who resents forced\nfriendship. He is keen to detect hypocrisy. He wants to be met at his own\nlevel. He comes seeking aid from a person who was appointed to his posi¬\ntion because he is able to meet the student at his own level. He resents\npreachments, and is disgusted with a patronizing attitude.\nStill another important rule: which the dean must follow if he is to work\ncooperatively with his students is that of confidence. Students will come to\nyou if they have confidence in you, with personal problems which at times\nare so personal as to be embarrassing to you. But you may not show that\nembarrassment, and you may not break the confidence.\nThe problems of students are varied and complex. Deans may do much\nto aid in their solution. A dean who is a good listener can often do his\nbest cooperative work by simply listening. Sir James Irvine, when he visited\nAmerica last fall, made the statement that the greatest injustice we can do\nan undergraduate student is to assume that he is an adult, and capable\nof making decisions as an adult. If a student comes to you to discuss a par¬\nticular problem, he can often work out his own solution, with simple guid¬\nance of his conversation and reasoning. The fact that he is telling his story\nhelps to clarify it for him. A sympathetic listener, who is available to him,\ncan aid him in finding the validity of his position or in determining the\nerrors in it.\nWhat I have had to say thus far has not dealt with specific problems\nwhich deans and students can meet together in a complete spirit of cooper¬\nation. Perhaps a few of these problems can be mentioned in the time remain-\n\n"}
{"page": 233, "printed_page": null, "text": "Department of Deans of Women\n\n227\n\ning. We should remember that our present group of undergraduate students\ngraduated from high school during the days of the depression. Many of\nthem have had bitter experiences as a result of changed economic situations,\nbroken homes, and keen disappointments. It is not unreasonable to expect\nto find a certain amount of cynicism, questions of the old order of things,\ndisregard for conventions, and loss of faith in some of the things we have\nalways considered fundamentals. There is much that we as deans can do to\nremove the doubts and the loss of faith.\nThe students at the University of Illinois have dallied along with a stud¬\nent government for a good many years. It did not amount to much, it did\nlittle except to meet and award itself complimentary tickets to the major\nsocial functions of the campus. But in the last few years, with the cooper¬\nation of the Student Affairs Committee, a faculty committee on which the\ndean of men and the dean of women are the only ex-officio members, there\nhas come a new demand for a student government which really amounts to\nsomething. Progress has been made, and within the last month, the student\ngovernment has been granted joint powers and authority in the matter of\nmaking and enforcing rules which regulate student activities. These students\nwho have worked for the new student government are sincere, seriousminded young people, who want responsibilities and who have demonstrated\nby their cooperative attitude that they can carry these responsibilities.\nFor years, fraternities have been looking for a satisfactory substitute for\n“hell week/’ the probation period for the pledges which has brought dis¬\ngrace and disfavor to Greek letter organizations. This year with the cooper¬\nation of the faculty, fraternities on our campus have agreed to substitute\na sane educational program for the old “hell week.” In making the plans\nfor this departure, there has been complete cooperation between students\nand faculty.\nSocial events among students have shown change in recent years. Extrav¬\nagance is gone; graft has been largely eliminated; waste and inefficiency\nhave been reduced. All have been accomplished with students and faculty\nworking together, and when I say faculty, I mean faculty committees\nworking with the deans of men and women.\nIf you will think over your own experiences of the past few years, I\nbelieve you will agree with me that more students are coming in than ever\nbefore with more serious attitudes. They are wondering about institutions;\nthey are questioning rules and regulations; they come in to discuss matters\nwhich a few years ago were discussed by very few students. It shows up\nin every form of student life from activities to the time which they spend\nin choosing their own courses.\nThese examples have been of the type which involve groups of students.\nPerhaps finances have been one of the greatest worries which have beset\nindividual students in recent years. I have found a far more businesslike\nattitude in recent years coming from students who are considering financial\naffairs. They are reluctant to borrow money, for they seem to have a fear\nof going into debt. High standards of scholarship seem to mean more to\nthem than ever before. Plans for the days after graduation are much more\n\n"}
{"page": 234, "printed_page": null, "text": "228\n\nNational Education Association\n\nin their minds than they were a few years ago when anyone with a degree\ncould get a position.\nOur work as deans is twofold. We must keep in mind that we must direct\nour efforts toward doing the greatest good for the most people. In other\nwords, we have our duties involving groups. Without cooperation from and\nwith the groups and the group leaders we will fail. But more important\nstill is the work with individuals. It is the individual student who is per¬\nplexed, who is disappointed, who is dismayed, who is lost, homesick, fright¬\nened, or, on the contrary, elated, who comes looking for our cooperation,\nwith whom we can do our best work.\nIf we are real deans, we will find that cooperation with students is the\nkeynote of everything we do.\nIMPLICATIONS OF A NEW EDUCATIONAL PHILOSOPHY\nFOR THE WORK OF THE DEAN OF WOMEN\nLAURA ZIRBES, PROFESSOR OF EDUCATION, OHIO STATE UNIVERSITY,\nCOLUMBUS, OHIO\n\nA dean of women has two outstanding needs today: to cross professional\nlines and look at her job from the perspective of other people, and to clarify\nthe directions of education. In accordance with these needs three elements\nin the new philosophy of education have implications for her.\nThe first element in the new philosophy is the concept of education as\nan aspect of all living, rather than as a separate, isolated function or segre¬\ngated activity. To make education a way of meeting life, teachers and deans\nmust study its nature in actual living situations; they must become less\ncampus- and curriculum-minded. Bennington College, with its two months’\nvacation in the middle of the winter for the purpose of providing oppor¬\ntunity for vocational experience, is a good example of this new idea.\nThe second need concerns new notions of homogeneity and heterogeneity.\nThe recent tendency to put people who are alike in a class together has\nrobbed children of the opportunity for learning from those who are dif¬\nferent and of adjusting to people unlike themselves. Expansion of person¬\nality and tolerance often come from association with people who have a\nvariety of backgrounds, interests, and attitudes. Many of the problems of\ncollege life are due to the fact that campuses produce an atmosphere sat¬\nurated with one age-level and one phase of life.\nHeterogeneous groups also provide opportunities for service; children,\nas well as adults, need to be needed. Social relationships are educative ex¬\nperiences ; older children gain satisfaction from helping younger ones.\nSchool regulations and regimentation frequently have no relation to life\nexperiences. Smoothly running machinery does not justify that machinery;\nit is the product that counts. Children need to carry out activities not be¬\ncause such activities are rules, but because they are valuable experiences.\nThe democratic principle requires that students participate in all prob¬\nlems, that they use their initiative to go ahead rather than to wait to see\nwhat leaders are doing.\n\n"}
{"page": 235, "printed_page": null, "text": "Department of Deans of Women\n\n229\n\nThe third aspect of the new philosophy is the attitude of flexible adjust¬\nment. Teachers are frequently hindered more than helped by their fixities.\nTraining in technics and methods is outmoded; children must be dealt with\nas persons. This means being aware of the total situation and of the human\nfactors involved. It is not a matter of technics, but of attitudes and awareness.\nMuch of the recent alarm regarding social change and the apparent slip¬\nshod attitude toward human relations is due to the fact that the world is\nchanging. When an individual thinks society is slipping in its standards, it\nis rather that he is failing to adjust to the changing scene. When teachers\nhang on to old attitudes and fail to be flexible, they establish a breach between\nthemselves and adolescents.\nThis idea extends to one’s social philosophy and one’s philosophy of the\nuniverse. Change is nothing to be feared; it is a process of life itself. The\nuniverse is still in the process of becoming.\nFlexibility means new ways of cooperative social advance. The person who\nis “smart” and “gets there” is crude and has been the cause of wars and\ndepressions. He lacks sensitivity to social situations and social ideas. Per¬\nsonal aggression and egotism, often evident in leadership in the past, must\nbe replaced by cooperation and social initiative.\nIndividuals, in order to be responsive to social appeals, need to see across\nlines and integrate various related fields as they bear on human beings.\nThe age of superior specialists is over. Such vague concepts as character and\npersonality are also out-worn; instead, educators must create situations\nwhere social expression is possible.\nDeans are in a key position for this integrative function. They can help\npeople to emerge from their separate niches, to come together, and to do\nthings. In such situations deans themselves can become aware of ways of\nself-improvement.\nKNOCKING AT OPPORTUNITY’S DOOR\nHONORABLE HELEN GREGORY MAC GILL, JUDGE, JUVENILE COURT,\nVANCOUVER, B. C.\n\nCourage and the inspiration that springs from hope are the two attributes\nmost essential to the needs of youth today. Upon you, the deans of women,\nis the charge especially laid of pointing our young girls to the way of success.\nFor the young girl the future holds unpredictable opportunities. Many\nof us scarcely realize how recent some of these opportunities actually are.\nIn some of them, women themselves are the pioneers. Nursing, one of\nwomen’s oldest services, has been raised to the status of a profession only\nsince the advent of Florence Nightingale, who died in 1869, and of Clara\nBarton, who was still with us early in 1912. Today nursing is a profession\nhaving its own faculties in the universities. It is not only a recognized pro¬\nfession but has numerous classifications: medical nursing, surgical and mental\ncases, public health, and hospital administration.\nThere are many women today earning both salaries and honors in the\nmedical profession. The allied field of dentistry also has its specialties in the\n\n"}
{"page": 236, "printed_page": null, "text": "230\n\nNational Education Association\n\noperative, mechanical, and research side. Chemistry offers a wide field to\nwomen today and this, too, is highly specialized. An increasing number of\nindustrial plants have their own research chemists.\nLaw and politics offer enticing fields for women. Notable examples in these\nlines of work are Judge Florence Allen, Mrs. Mabel Walker Willebrandt,\nMrs. Ruth Bryan Owen, and Secretary of Labor Frances Perkins. Here in\nPortland you have young women occupying posts of honor and emolument\nin legal departments.\nWomen have presided as speakers in the state legislatures and we have\nboth women Representatives and Senators in our United States Congress.\nA woman Senator has presided over our Congress.\nAviation is a new intriguing occupation, and also one of specialization.\nThe brilliant records of Amy Mollison and Amelia Earhart followed the\nfirst public flight of a woman, Blanch Scott, in 1910. The first woman pilot\nmail carrier, Helen Richey, carried mail from Washington, D. C., to Detroit,\nCleveland, and Pittsburgh. A young Canadian girl, Canada’s first woman\nelectrical engineer, is one of the three engineers in the Fairchild Airplane\nCompany.\nAmong the other interesting fields of achievement for women are scien¬\ntific cooking, specialization and research in telephone work, banking, and the\nenormously developing field of professional social service. You here in Port¬\nland, having one of the oldest and most fully developed police women’s\ndivision, know the opportunities offered in that line of work.\nThe girl of today has an enormously increasing opportunity everywhere.\nBut these opportunities are not open for those who sit and wait for oppor¬\ntunity to knock on a door which they are too timid to open, or for those\nwho are not sufficiently confident to seize opportunity if it does knock.\nToday we of the older generation must cease apologizing and bemoaning.\nDearly as we may love them, we cannot carry this younger generation on\nour backs. They must stand on their own feet, know their own purpose, be\nsure of their own ability, know what they want. The academic teachers in¬\nstruct in the three R’s; deans of women must teach the three P’s—purpose,\nplan, persistence. If opportunity seems to be delaying, we must urge our\ngirls to listen more keenly. When opportunity does not knock at their door,\nthey themselves must knock at opportunity’s door. Today opportunity has\nnumerous doors leading to many openings, but we must encourage our girls\n‘to believe in themselves and to develop courage and initiative. Objective\ncures, mass and outside panaceas are of small avail for the individual; the\nremedy lies within oneself and within one’s own character and soul. In the\ndevelopment of qualities of courage and self-reliance lie our best hopes of\nthis generation. That famous young person, Little Orphan Annie, wisely\nsays, “I can if I will.” Life holds prizes and rewards for those whose banner\nbears the motto, “I can if I will.”\n\n"}
{"page": 237, "printed_page": null, "text": "DEPARTMENT OF\nEducational ‘Research\n\n"}
{"page": 238, "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 ap 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 1926-27 are: president,\nH. A. Greene, Director, Bureau of Educational Research, Extension\nDivision, State University of Iowa, Iowa City, Iowa; vicepresident,\nDavid H. Sutton, Director, Division of School Finance, State Depart¬\nment of Education, Columbus, Ohio; secretary-treasurer, William\nG. Carr, Director, Research Division, National Education Association,\n1201 Sixteenth Street, N. W., Washington, D. C.; executive commit¬\ntee: H. A. Greene, Director, Bureau of Educational Research, Exten¬\nsion Division, State University of Iozva, Iowa City; Iowa; David H.\nSutton, Director, Division of School Finance, State Department of Edu¬\ncation, Columbus, Ohio; William G. Carr, Director, Research Division,\nNational Education Association, 1201 Sixteenth Street, N. W., Washing¬\nton, D. C.; T. C. Holy, Professor of Education, Ohio State University,\nColumbus, Ohio; Philip A. Boyer, Director, Division of Educational Re¬\nsearch, Board of Education, Philadelphia, Pa.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1931:415-431\n\n1932 -.357-375\n\n1933:377-394\n\n[ 232 ]\n\n1934:361-386\n\n1935:327-348\n\n"}
{"page": 239, "printed_page": null, "text": "PROCEEDINGS OF ANNUAL MEETING\n\nR\n\nST. LOUIS, MISSOURI,\n\n1936\n\nthe Official Report of\nthe 1936 meeting of the American Educational Research Association,\nis available in a separate bound volume consisting of 301 pages, price $1.50.\nThis report contains the addresses delivered at the St. Louis meeting of\nthe Association, February 1936, and represents the second time the Amer¬\nican Educational Research Association has published a report of its annual\nmeeting in separate printed form.\neconstructing education thru research,\n\nSECRETARY’S MINUTES\nAnnual Business Meeting, February 22, 1936\nPresident Philip A. Boyer presided. Approximately 80 members of the Association\nwere present. The minutes of the 1935 annual meeting were approved. The report\nof the secretary-treasurer was read and accepted. The report of the Auditing Com¬\nmittee, Harold B. Chapman, chairman, was received.\nPresident Boyer described some of the additional work undertaken by the Associa¬\ntion during the preceding year. He mentioned the appointment of a Committee on\nthe Place of Research in Educational Reconstruction, the continuance of sending the\nResearch Bulletin of the National Education Association to members, the publica¬\ntion of the Proceedings, and the appointment of a committee to cooperate with the\nDepartment of Classroom Teachers in the preparation of a joint yearbook on the\nuse of educational research.\nThe report of the Necrology Committee, Bess Goodykoontz and Vernon E. Chase,\nwas presented.\nWILLIAM JOHN COOPER\n(Tribute by Miss Goodykoontz)\nOn September 19, 1935, Dr. William John Cooper, former Commissioner of\nEducation, passed away suddenly after a busy and happy summer of teaching at\nthe University of Michigan. In his passing the profession lost a devoted, thought¬\nful, constructive, and courageous leader.\nThose who knew Dr. Cooper as teacher speak always of his ability to make\nhistory, or whatever other subject he taught, a part of the daily lives of his\nstudents. This was so much a part of his own thinking that in later years it was\nnatural that he should say: “Education cannot be divorced from social theory. . . .\nEducation is a close reflection of the social order, but it should be a little ahead of\nthe present social order since it is preparing folks to live in the future.” Those\nwho knew him as administrator, recall his insistence that administrative machin¬\nery be subordinated in thinking and in actuality to the demands of the instruction\nprogram.\nDr. Cooper was ever a seeker after the truth. It was with such an attitude that\nhe approached the many problems which came within his wide range of educa¬\ntional responsibilities. As teacher, administrator, and United States Commissioner\nof Education, he never lost the art of being also the student. Thruout his useful\ncareer, he seemed never to waver from his conviction that scientific methods are\nthe soundest means for determining educational practises and procedures. It is\nfitting here to recall that during Dr. Cooper’s first year as Commissioner of Edu¬\ncation, he made the following far-reaching recommendations to school adminis¬\ntrators in session at the National Education Association convention of 1929:\n[ 233 ]\n\n"}
{"page": 240, "printed_page": null, "text": "234\n\nNational Education Association\n\nFirst, that we ascertain as fully as possible those respects in which presentday\nschools are meeting satisfactorily the problems of this generation. Second, that\nwe define as clearly as possible those respects in which our schools have failed\nto meet satisfactorily the problems of the generation. Third, that we study\nobjectively the results obtained in schools, including colleges, which have de¬\nparted from traditional curriculums or methods or both. Fourth, that we catalog\nthe inadequacies or deficiencies in our present society, taking for study those\nupon which our leading thinkers are in substantial agreement; that we hunt for\nthe factors responsible for these deficiencies, estimate the social effects likely to\nresult if they are not remedied, and the possibilities of eliminating them or\naffecting them thru education.\nIt was in the desire to throw light upon such conditions that Dr. Cooper initiated\nnational surveys thru the office of Education, that he wrote and lectured on a\nwide range of subjects covered by his investigations, and that he urged the estab¬\nlishment of educational research agencies so that educational practise might so\nfar as possible be based on the findings of investigation and experiment.\nThose who knew him are grateful for his example. Those who follow after\nwill see in him a scholar, a builder, and an honored public servant.\nMAURICE R. KEYWORTH\n(Tribute by Dr. Chase)\nWe miss from our ranks today the familiar face, the friendly handshake, and\nthe inspiring personality of Dr. Maurice R. Keyworth. M. R., as he was affection¬\nately known to his legion of friends everywhere, possessed to a supreme degree\nthose qualities which we all associate with the ideal American citizen—honesty of\npurpose, integrity of character, simplicity of manner, a keen, searching intellect,\nand the courage and determination to achieve a worthy goal.\nIn appearance, in character, and in his ability to cut thru the superficial and\ntangled mass of prejudice, superstition, and tradition in which the key to the\nsolution of almost every social problem is submerged, he resembled in a striking\nway the great Lincoln whom he revered and after whose life his own seemed\npatterned. Indeed, in his sudden rise from obscurity, in the natural and seemingly\ninevitable manner in which the mantle of leadership and great responsibility fell\nupon his shoulders, in the clarity and convincing simplicity with which he defined\nissues, in his ability to dissolve class differences and to rally all groups to the\nsupport and defense of education, and finally in his tragic end, his life presents a\nstriking parallel to that of the Great Emancipator himself.\nDr. Keyworth was born in the small rural community of Shabbona, Sanilac\nCounty, Michigan, in 1884. He entered the field of teaching at an early age alter¬\nnating practical experience with attendance at college and university until he\ntook his doctorate degree in 1930 from the University of Michigan.\nHe possessed an inquiring, analytical type of mind and found in research a\nparticularly appropriate means for expressing a practical philosophy of service—\na philosophy which, in the field of education, came to be popularly known as the\nHamtramck Philosophy because the city of Hamtramck was the laboratory and\nthe proving ground where he and his associates tested and perfected many of the\nprocedures and principles which later found their way into practise. The Ham¬\ntramck school system has as a result become nationally known for its efficiency,\nfor the high standards of administrative practise, and for the excellent quality\nof instruction which obtains there.\nFundamental in his philosophy was the conviction that “our educational system\nis the bulwark, the first line of defense, for our democracy and for the personal\nfreedom democracy means.”\nThe universal approval with which practical business executives and profes¬\nsional men of all classes received his efforts and his successes in education is\n\n"}
{"page": 241, "printed_page": null, "text": "Department of Educational Research\n\n235\n\nattested by the fact that he was elected governor of the twenty-third district of\nRotary International in 1929. He was a member of the American Association for\nthe Advancement of Science, Phi Delta Kappa, the National Education Associa¬\ntion, and the American Educational Research Association, to all of which organ¬\nizations he brought new honor, greater prestige, and higher standards of service\nin their respective areas.\nMichigan, in the dark hours of the economic storm which swept the country,\nlooked about for a leader who could save her school system from financial collapse.\nHer choice fell upon M. R. Keyworth, who was elected Superintendent of Public\nInstruction in the spring of 1935 at perhaps as critical a juncture as has ever\nexisted in the history of Michigan’s school system. Dr. Keyworth lost no time,\nfollowing his election, in preparing for his program of rehabilitation. While on\na commencement lecture tour of the state, he met an untimely and sudden death in\nan automobile accident on June 22, just eight days before he was to have assumed\nthe duties of his office. In his death Michigan youth lost a great friend, education\nlost a tireless champion, and this Association lost one of its most vigorous, most\nresourceful,\n\nand\n\nmost successful\n\nadvocates\n\nand\n\npractitioners\n\nof the\n\nresearch\n\nmethod in education.\nJesse B. Sears presented a brief report of the work of his committee and explained\nthat the committee report, entitled The Place of Research in Educational Recon¬\n\nstruction, would be more fully discussed at the panel meeting scheduled for Mon¬\nday morning, February 24.\nPrudence Cutright presented a brief report of the work of the Joint Yearbook\nCommittee of the American Educational Research Association and the Department\nof Classroom Teachers and explained that a more lengthy report would be given\nat the panel meeting, Monday morning, February 24.\nThe Nominating Committee, M. R. Trabue, James F. Bursch,\n\nand John\n\nGuy\n\nFowlkes, submitted its report. There being no further nominations, those recom¬\nmended were declared elected. (See Historical Note, p. 232.)\n\nREPORT OF THE SECRETARY-TREASURER FOR 1935\nMembership\nThe December 1935 records indicate an increase of 15 active members over the\nrecords of 1934.\n\nSubscriptions and Sales\nThere was an increase of 8 subscriptions to the Review of Educational Research\nduring 1935, there being 431 subscriptions in 1934 as compared with 439 subscrip¬\ntions in 1935. Four letters were mailed at various times during the year urging\nsubscribers to renew, their subscriptions.\nApproximately 1430 single copies of various issues of the Review have been sold\nduring 1935. In 1934, 1970 copies were sold. This represents a decrease in sales of\napproximately 540 copies.\n\nOfficial Report\nInformation concerning the cost and sal e of the 1935 Official Report is given below:\n\nNumber\nprinted\n\nCost of\nprinting\n\nNumber\nDISTRIBUTED\nTO MEMBERS\n\n600\n\n$708.05\n\n410\n\nNumber\nSOLD THRU\nDecember\n1935\n\nReceipts\nfrom\nSALES\n\nNumber\non\nHAND\n\n70\n\n$105.00\n\n120\n\n"}
{"page": 242, "printed_page": null, "text": "National Education Association\n\n236\n\nApplications for Membership and Action Taken\nOf the 26 applications for membership in the Department submitted to the Execu¬\ntive Committee for action, 23 were approved and 3 were rejected. Of the 23 approved,\n18 accepted membership for 1935, 4 accepted membership for 1936, and 1 is pend¬\ning acceptance.\n\nIn addition, 10 others accepted invitations to membership which\n\nwere extended them in 1934, making a total of 28 new members during 1935.\nEleven applications for membership await the action of the Executive Committee\nat the St. Louis meeting.\n\nReview of Educational Research\nThe issues of the Review published during 1935, together with information con¬\ncerning the cost of printing, number of copies distributed, number of copies on\nhand, etc., is given below.\n\nChairman\n\nTitle\n\nVol. IV, No. 5,1\n\nWalter S.\n\nPsychology and Methods\n\nMonroe\n\nCost\n\nNumber\n\nNumber\n\nOF PRINT¬\n\nDIS¬\n\nNumber\n\nprinted\n\nING\n\nTRIBUTED\n\nON HAND\n\n1,500\n\n$532.96\n\n860\n\n640\n\n1,500\n\n520.65\n\n920\n\n580\n\n1,500\n\n303.88\n\n1,020\n\n480\n\n1,500\n\n637.90\n\n930\n\n570\n\nin the High School and\nCollege\nVol. V, No. 1,\n\nArthur I.\n\nSpecial Methods and\n\nGates\n\nPsychology of the\nElementary-School\nSubjects\nVol. V, No. 2,\n\nAlfred D.\n\nFinance and Business\n\nSimpson\n\nAdministration\nVol. V, No. 3,\n\nHarry J.\n\nPsychological Tests\n\nBaker\n\nVol. V, No. 4,\n\nT. C. Holy\n\n1,600\n\n514.97\n\n940\n\n660\n\nW. J. Osburn\n\n1,500\n\n434.88\n\n960\n\n540\n\nThe School Plant\nVol. V, No. 5,\nEducational Tests\nand Their Uses\n1 Since the December 1934 Revieiv was not actually published until 1935 it is included in this\ntable.\n\nI\n\n"}
{"page": 243, "printed_page": null, "text": "Department of Educational Research\n\n237\n\nSummary of Receipts and Expenditures\nThere follows a summary of the receipts and expenditures from January 1, 1935,\nthru December 31, 1935, accompanied by the statement of the Auditing Committee.\n\nSUMMARY OF RECEIPTS AND EXPENDITURES FROM\nJANUARY 1, 1935, THRU DECEMBER 31, 1935\nReceived or\ndisbursed\n\nBalance or\ndeficit\n\nDues of 375 active members. $1,875.00\n1,800.00\nSubscriptions, 450 @ $4.00.\nSale of single copies, 2000 @ $1.00. 2,000.00\n300.00\nSale of tickets to annual banquet.\nMiscellaneous.\n\n$1,976.00\n1,710.56\n1,535.61\n295.50\n8.73\n\n$101.00\n-89.44\n-464.39\n-4.50\n8.73\n\nTotal. $5,975.00\n\n$5,526.40\n\n-$448.60\n\n$800.00\n100.00\n3,120.00\n40.00\n\n$789.37\n62.80\n2,512.36\n6.65\n\n$10.63\n37.20\n607.64\n33.35\n\n540.00\n400.00\n300.00\n\n815.29\n251.57\n336.95\n\n-275.29\n148.43\n-36.95\n\n100.00\n\n90.00\n\n10.00\n\n113.35\n461.65\n\n58.44\n68.57\n151.58\n708.05\n\n54.91\n-68.57\n-151.58\n-246.40\n\n200.00\n\n185.55\n\n14.45\n\nTotal. $6,175.00\n\n$6,037.18\n\n$137.82\n\nReceipts:\n\nBudget\n\nExpenditures:\nClerical service at N, E. A. headquarters.\nPrinting programs for annual meeting.\nPrinting Review (6 issues @ $520 per issue).\nPrinting membership cards.\nPostage and mailing, supplies, publicity, addressographing, multigraphing, mimeographing.\nExpenses of the Editorial Board.\nExpenses of annual banquet.\nCommittee on Educational Nomenclature (Dr.\nGood, chairman).\nPurchase and mailing of five issues of the Research\nBulletin..\nBad accounts.\nMiscellaneous.\nUnallotted.\nCommittee on the Place of Research in Educational\nReconstruction.\n\nBalance N. E. A. Treasury, January 1, 1935. $7,510.66\nReceipts. 5,526.40\nDisbursements.\n\n13,037.06\n6,037.18\n\nCash balance N. E. A. Treasury, January 1, 1936\n\n$6,999.88\n\n"}
{"page": 244, "printed_page": null, "text": "_\n.\n\n. ... 1\n..\"'J -\n\n■\n\nt\n\n■\n\n, :\n\n•'\n\n'\n\n'\n\n1\n\nI\n\n'\n\n'\n\n"}
{"page": 245, "printed_page": null, "text": "DEPARTMENT OF\nClementary School ^Principals\n\n"}
{"page": 246, "printed_page": null, "text": "HISTORICAL NOTE\n\ntemporarily 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 1936-37 are: president,\nEdythe J. Brown, Principal, Kaley-Marquette Schools, South Bend, Ind.;\nfirst vicepresident, Harley W. Lyon, Principal, Longfellow-Cleveland\nSchools, Pasadena, Calif.; second vicepresident, Maude A. Rhodes,\nPrincipal, Whitefoord School, Atlanta, Ga.; third vicepresident, Irvin\nA. Wilson, Principal, Delano School, Chicago, III.; fourth vicepresi¬\ndent, Clifford E. Perry, Principal, Lents School, Portland, Ore.; fifth\nvicepresident, Isabel Tucker, Principal, Shenandoah School, St. Louis,\nMo.; executive secretary, Eva G. Pinkston, 1201 Sixteenth Street,\nWashington, D. C.; executive committee: Earl R. Laing, Principal,\nBurt School, Detroit, Mich, (term expires 1937); Mason A. Stratton,\nPrincipal, Brighton Avenue School, Atlantic City, N. J. (term expires\n1938) ; Mrs. Edith B,. Joynes, Principal, Washington-Gatewood Schools,\nNorfolk, Va. (term expires 1939); Ira M. Kline, Principal, Greenburg\n48 Schools, White Plains, N. Y. (term expires 1940); certification\ndivision, Cassie F. Roys, Principal, Walnut Hill Schools, Omaha, Nebr.\n(permanent); life membership division, Herbert C. Hansen, 1045\nNorth Lockzvood Avenue, Chicago, III. (term expires 1937); retire¬\nment division, M. Emma Brookes, Principal,, Miles-Cranwood Schools,\nCleveland, Ohio (permanent).\nThis Department meets twice each year, in February and in July.\nFacts relating to the establishment of this Department and the record of\nmeeings are found in earlier volumes of proceedings as follows:\nThe department of elementary school principals,\n\n1921:453\n1922:851-886\n1923 :663-666\n1924 -.545-564\n\n1925 -.450-477\n1926:459-495\n1927:419-455\n1928 -.375-409\n\n[ 240 ]\n\n1929 -.391-424\n1930 -.333-365\n1931 -.433-465\n1932 -.377-406\n\n1933 -.395-422\n1934:387-408\n1935 -.349-378\n\n"}
{"page": 247, "printed_page": null, "text": "TODAY’S PROGRAM OF ELEMENTARY EDUCATION\nFROM THE STANDPOINT OF THE HOME\nA. F. HARMAN, PRESIDENT, ALABAMA COLLEGE, MONTEVALLO, ALA.\n\nI\n\nthat this discussion may be thoroly understood, it seems well,\nat the outset, to express the considered judgment that the best teaching\nin American schools at any level, at this time, is being done in the elementary\nschools. If scientifically trained and inclined persons are disposed to chal¬\nlenge this sincerely expressed judgment, we will maintain our composure\nand hold tenaciously to our opinion until such time as documentary evi¬\ndence shall have been presented to prove to the contrary.\nBecause the good and commendable work of the elementary school is\nreadily recognized, it seems that there should be no bar to the utmost free¬\ndom of expression with respect to its program from the standpoint of the\nhome. It is doubtful that the average American home maintains any welldefined, carefully thought-out or conscious conclusions as to the program\nof the elementary school.\nIt is pedagogically platitudinous to speak of the indifference of parents\nwith respect to the work of the school. None the less, we must keep well in\nthe forefront of our thinking the lack of information, the indisposition, and\nthe indifference of the average American home. We must remember the\ntragic ignorance of tens of thousands of them. We must recognize, too, the\noperation of the principle of division of labor in the business of education;\ncertainly, in its more technical or professional aspects.\nWith respect to these professional aspects of education, we may raise with\ndignity the question of the relation of the teacher to the average home.\nObviously, it is difficult to know1 what the wisest and best parents, scattered\nover the vast stretches of our country, are thinking about education. In the\nface of this difficulty, our best recourse is to the thinking of organized, non¬\nprofessional or, at most, quasi-professional groups.\nIf my assumption is correct, that the National Congress of Parents and\nTeachers provides the best organized expression of the attitude of the wisest\nand best parents to the program of the elementary school, it is because that\ncomposite expression is philosophical rather than professional. This brings\nus to the obvious inference that the home looks to the school for the place¬\nment of proper emphasis on the scientific aspects of education.\nThe best and wisest parents expect the program of the elementary school\nto be executed by persons trained professionally for the business. They apply\nthe principle of the division of labor to the school. They recognize their own\nlimitations. They wish for their children scientifically trained teachers who\npossess scientific attitudes toward the program of the school. I am sure that\nthe wisest and best parents would have the scientifically trained teacher of\ntheir child be not merely a scientist but also a versatile artist. We parents\nwould have you who work in the schools emulate the virtues of the artists,\nN order\n\n[241]\n\n"}
{"page": 248, "printed_page": null, "text": "242\n\nNational Education Association\n\nwhose lives are devoted to beauty of sound, of form, of color. We would\nhave you open their hearts to feminine grace and masculine strength; to the\nbeauty of motherhood and the glory of fatherhood; and to the stern voices\nof truth and duty. All this, we parents know can be done by no rule of\nthumb.\nWe of the home should hitch our wagon to the star of idealism. We are\nin earnest. We would have you go to your task of executing the program of\nthe elementary school with your hearts overfilled with the enthusiasm of\nJohn Ruskin for education:\n“Education does not mean teaching children what they do not know; it\nmeans teaching them to behave as they do not behave. It is not teaching the\nyouth the shapes of letters and the tricks of numbers, and then leaving them\nto turn their arithmetic to rot and their literature to rust. It means, on the\ncontrary, training them in the perfect exercise and kingly countenance of\ntheir bodies and souls.”\nIt is a painful, continuous, and difficult work, to be done by kindness,\nwatching, warning, precept, praise, and, above all, by example.\nPARENT EDUCATION AS SUPPLEMENTARY TO THE\nMODERN ELEMENTARY-SCHOOL PROGRAM\nMISS WILLIE A. LAWSON, SECRETARY, ARKANSAS EDUCATION ASSOCIATION,\nLITTLE ROCK, ARK.\n\nWhat is modern progressive education? We used to have geography so\nwe could name Maine, New Hampshire, Vermont, Massachusetts, Rhode\nIsland, and Connecticut. We did not know if Maine was north, east, south,\nor west, but we knew it was in the right-hand corner of the map. Some of\nyou learned the same way. Now we have geography in its relationship to *\nman and the world in which he lives.\nThe child in the modern elementary school is promoted by subjects; he\nworks with others and progresses at his own rate. Two-fifths of the time is\ngiven to individualized subjects, three-fifths to socialized subjects; and he\ngets help from the teacher as he needs it.\nI never make a talk to a parent-teacher association and say anything about\nhome work, but what some father will say, “I long for the day when the\nmodern elementary school will be put into practise, so that the parents will\nnot have to teach the children at home.” This home study program is still\nin vogue in many places. What is the modern elementary-school program?\nThe average legislator thinks that lessons should be heard at a specified\nperiod each day; the apathetic and indifferent teacher thinks her principal\n“an old bear who’s gone modern” if he insists on a study of and trial of\ncurriculum revision plans. The principal would be called a poor adminis¬\ntrator, if he should force his teachers to teach a certain way; and some\nsuperintendents spend much time in deciding what should be taught. There\nis a definite trend toward the practical or utilitarian instruction. Useless\nmaterial in the curriculum must go.\n\n"}
{"page": 249, "printed_page": null, "text": "Department of Elementary School Principals\n\n243\n\nA school is just as surely a place where children may live together, learn\nand develop naturally under the normal conditions characteristic of the age\nlevel as a municipality or state is an institution where adults may live, learn,\nand develop naturally at their age levels. A school should be set up as such,\nbecause in your elementary school there are potential bankers, carpenters,\ndressmakers, scientists, draftsmen, clerks, social workers, and federated club\npresidents. I have seen them at the age of six. They are just as surely there\nin the children’s group as they are developed individuals in society. Your\nschool program should be one in which each child may find his job, learn it,\nand live it under the best and happiest environment. This program should\nnot be patterned after some adult situation.\nIs it not interesting to hear people talk about education in this day and\ntime? There is not a public man who dares stand before an audience and\ndeny a worthy interest in education. We had one governor in the United\nStates, who said, “I believe in education. I think it ought to be taught in\nall the schools.”\nOne very important part of an adult education program is to take down\nfrom the educational altar the old idol of extensive information and suc¬\ncessful memorization marked “education” ; to remove from the minds of\na deluded public the fantastic notion that there are shortcuts marked by\ncredits and culminating in degrees; and to establish in the minds of people\na clear notion that an educated person is not merely a person who can say\nthe answers and work the problems, but one who knows and practises the\nprinciples of adjustment to society, who knows why he does certain things,\nwho “talks about” events and ideas, instead of quoting continuously what\nsomeone else has said about them.\nWhen elementary schools and parent education programs supplement each\nother we shall have a utopia. Supplement means to supply a lack, and any\nplan which proposes modern elementary procedure for the education of\nchildren certainly stands incomplete if it does not include the mammas and\n\npapas.\nHAS THE PUBLIC ACCEPTED THE NEW ELEMENTARY\nEDUCATION?\nJOHN A. SEXSON, SUPERINTENDENT OF SCHOOLS, PASADENA, CALIF.\n\nIt is, of course, impossible for me to know exactly what those who phrased\nthis question had in mind. What does “new\" elementary education” imply\nfor them? In recent literature, there is such general use of the terms “pro¬\ngressive school” and “conventional school,” that, for the purpose of laying\na broad basis of distinction, we may use these terms with the following mean¬\nings: The “conventional elementary school” may be thought of as a formal,\n“vernacular school,” devoted to skill and knowledge mastery with respect\nto the fundamental tool subjects. It is, in better-understood parlance, the\ntypical American elementary school—best illustrated by the one-room rural\nschool, as conducted at thousands of American crossroads, before the influ-\n\n"}
{"page": 250, "printed_page": null, "text": "244\n\nNational Education Association\n\nence of Harris, Dewey, and others was felt—say, prior to 1900, or there¬\nabouts.\nCritics of this school have devised a long list of descriptive adjectives and\nappellatives which they have applied to it with rather more enthusiasm than\ndiscrimination. A list of examples will illustrate: “repressive/’ “depressive,”\nconventional,” “disciplinary,” “unmotivated,” “cloistered,” “deadening,”\n<\nunrelated to life,” “unserviceable to society,” “extrinsically motivated,”\n“knowledge-centered,” “a drill mechanism,” “a training agency (animal\nlevel implied),” etc. These and other adjectives and phrases more or less\nsignificant, and all implying grave deficiency and unserviceableness, are scat¬\ntered copiously thruout our professional and lay publications, and are heard\nwith monotonous regularity from the platforms and about the tables where\neducation “as it has been going on” is systematically “paneled” or “pom¬\nmeled.”\nNow, a word as to the “new elementary education,” if by the term the\nso-called “progressive education” is meant. One finds many descriptive\nwords and phrases, tomes of definition and description, and an equal amount\nof vagueness as to specific details. Superintendent McGinnis, of New Jersey,\nin a recent magazine article, defines the new school as:\ni\n\n. . . . a school in which as many as possible of the pupils’ needs and interests\nare provided for, a school in which the total learning effects receive attention.\nIt is a school in which it is recognized that freedom under guidance is help¬\nful in producing desirable outcomes in the learning process, and it is a school\nin which the propaedeutic function is recognized in the light of the needs of\nthe pupils but never ignored or left to chance.\n\nIt seems quite safe to say that in the case of this new school, or progressive\nschool, however one may choose to term it, those closest and most familiar\nwith it would be most surprised that such preposterous criticisms and char¬\nacterizations could be made by either its proponents or its opponents. They\nare forced, as I was for the conventional school, to present a defense based\nupon what most thoughtful persons will recognize as a thoroly factual con¬\ntention—that the school as it has been going on is neither as bad nor as good\nas the extremists contend. They will point out certain basic and fundamental\nadjustments of curriculums, method, and accepted outcomes, but they will\nemphasize the continuity and the similarity of these new concepts with those\nof the old conventional school, and will base their defense much more upon\nthe similarities than upon the dissimilarities between the two schools—the\nnew and the old, or the progressive and the conventional.\nWhen one comes to discuss, specifically, the attitude of the public toward\nthe progressive school, as contrasted to the conventional, and to confine one’s\nattention to the issue of whether the public would advise rapid progress in\nthe direction of, and in conformity with, the philosophy advocated by either\nthe progressives or the conservatives, it is more difficult to get specific ma¬\nterial. Most of the utterances are from the pens of professional educators or\nfrom those who speak out of the frame of reference of one or the other of\n\n"}
{"page": 251, "printed_page": null, "text": "Department of Elementary School Principals\n\n245\n\nthe two schools mentioned and who are, to this extent, partisans of the\nviewpoint presented.\nAn article by Rollo G. Reynolds, principal of the Horace Mann School,\nTeachers College, Columbia University, writing in the New York Times\nMagazine in May 1934, is in defense of school fads and frills. In sharp\ncontrast to this opinion, Bruce Barton, writing in the WOman's Ho?ne Com¬\npanion of June 1934, registers his disapproval of modern schools. He\nacknowledges their theory that the purpose of education is to draw out the\npersonality of the child, to produce interesting individuals rather than stand¬\nardized types. But he insists that without discipline and accuracy life holds\nonly disappointment for all except an occasional genius.\nI am convinced irf my own mind, that there is no possible answer to your\nquery, Has the public accepted the new education? There is no way available\nto collect any objective data on the attitude of the public, and, even if I\nwere able to collect it, I think I have presented enough evidence today to\nconvince anyone that these data would not all point in any single direction.\nIt is even doubtful whether one could find, in the present confusion, many\ndefinite and specific trends, either in public school practise or in public\nreaction to that practise, to which many of the data collected could be\nrelated.\nPersons who seek economy at any price agree with these people that the\nwhole program is bad, but disagree with them that the new program would\nremedy its defects. By taking this position, they see a possibility of escaping\nthe paying for any education at all. Persons who are parents of children—\nwho have something at stake with respect to public education—listen first\nto those who argue for the new school, and seem a bit unwilling quite to\naccept either extreme position. They are satisfied if we proceed to modify\nand adjust the old conventional program in the light of new situations and\nnew conditions. But most of us are disposed to believe that the future safety\nand security of our institution of public education rest with persons who\nbelong to this group. They do not quite discard the old; nor do they wholly\naccept the new.\nThe honest conservatives who sincerely believe in the old school, and who\nphilosophically support it in their thinking, are equally unwilling to recog¬\nnize the fact that the movement toward the new education has not, when\nadministered by thoughtful persons, hampered or hindered the mastery of\nthe fundamentals on the part of the children. Their contention that, to be\nprogressive, one has to proceed in utter disregard of facts, and without\na knowledge of fundamentals, is a defense mechanism which they have built\nup quite outside the realms of reality.\n\n"}
{"page": 252, "printed_page": null, "text": "246\n\nNational Education Association\n\nTHE INFLUENCE OF EDUCATION ON THE MOTION\nPICTURES\nCOLVIN MC PHERSON, DRAMATIC CRITIC, St. Louis Post-Dispatch,\nST. LOUIS, MO.\n\n. When I started into inquiring into the movies, I was told that the average\nmental age of movie-goers was fourteen. At that time, I did not see how\nthat quite could be figured without Dr. Thorndike’s aid. But since then\nI have wished, as I have often wished in intelligence tests, that they might\nbe taken over. I think the average intelligence of the audience, today, would\nbe greater.\nPeculiarly enough, the motion pictures of today have to be educational to\nexist, especially since the decency drives, in which we have lost many themes\nof novelty in pictures. We have been thrown to the background of history,\nbiography, and science, and—wonder of wonders—they have all been good\nbox office. Box office because people of all degrees of education found some¬\nthing to interest them.\nThere used to be a day when anything done in costume was “poison.” But\nnowadays, producers/ do not hesitate to make a costume picture. Along with\nthat, the studios have a perfect passion now for authenticity. In the old days,\nmovie men did not care for details. They could use a broomstick to represent\nan ostrich. But, today, technical experts have become important persons.\nAnd they range from, “Sourdough Bill,” who can tell how Yukon was in\nthe old days, to the two Harvard and Cornell professors who are out in\nHollywood to see that Shakespeare’s bones are not scattered to the four\nwinds after Romeo and Juliet is made.\nToday, the motion pictures have come to be recognized as an entity in\nAmerican society. Recognition has come from quite dignified sources. In the\nlast year, one hundred thousand good Rockefeller dollars went to the forma¬\ntion of the Modern Art Film Library in New York. That organization has\nshown itself to be very capable in assembling all the notable films of the past,\nand they are released to schools and colleges for showing. The reaction on\nthat evidence must necessarily have much to do with the direction of the\nmotion picture in the future.\nPublic libraries over the country are assembling scenarios, as they might\ncopies of plays or novels. Universities are offering courses in motion picture\nwriting, directing, and acting. More than two thousand high schools in the\ncountry, I am informed, have motion picture appreciation courses, either in\nconnection with the study of English or a separate study.\nIn many schools of the country, high schools particularly, there are motion\npicture clubs in which the boys and girls write their own plays, film and\nproject their own movies. It is an expensive plaything compared to other\ndiversions, but an interesting development when viewed by anyone who\ntakes the motion pictures seriously.\nWe know that children like pictures like Sequoia, the Frank Buck pictures,\nCharlie Chan mysteries, and aviation melodramas. They would not trade\n\n"}
{"page": 253, "printed_page": null, "text": "Department of Elementary School Principals\n\n247\n\nJoe E. Brown for all the Noel Cowards in the world. If you could have sat\nwith me at a screening of the Admiral Byrd picture, you would have known,\nas some of you probably do, that the icy grip of the Antarctic is much pre¬\nferred to all the clinches of Clark Gable and Jean Harlow. We have no\nquarrel with that. I should like to see pictures made that would treat of\nmore mature themes, which we, ourselves, might enjoy, without children.\nI should like to see the intelligence level, maybe the age level, raised, but\nany of us who trust in the motion pictures are quite willing to wait for that.\nIt will come. Eventually, we shall distinguish between children’s movies\nand adults’ movies.\nRealizing the power of the screen, we wish sometimes that it could do\nmore in shaping opinion. We regret to see sometimes that a story like Paths\nof Glory cannot be filmed for fear of hurting France’s feeling—altho I\nthink they would probably change the locale to Russia. We would like to see\na book like Sinclair Lewis’ It Can t Happen Here, and I understand that\nis held up now for reasons which both sides deny.\nIf we are to make the movies intelligent, we must favor them with our\npresence. Otherwise, Joe Doakes and his girl friend, who go every week,\nare going to out-vote us at the box office and we are going to get shoddy\nmotion pictures. I have no sympathy with anybody who goes to a motion\npicture, I mean an intelligent person, not knowing what he is going to see,\nand then comes out and says the picture is bad. You must pick your movies\nlike you do your clothes. If you do that, you will be safe. If you do that,\nwe will be saved.\nWe critics perceive an intellectual growth in the movies up to now, one\nwhich I think we may attribute very correctly to the schools. You have\ntaught youngsters and you have taught adolescents to be smarter, and these\nHollywood people cannot get away with what they once did. I wish, there¬\nfore, that we might go just a step farther and, by a little more serious study\nof the motion picture, chart its course for the future and for education.\nTHE ELEMENTARY PRINCIPALSHIP DEVELOPS\nJOHN L. BRACKEN, SUPERINTENDENT OF SCHOOLS, CLAYTON, MO.\n\nCivilization has changed almost out from under us, and other things have\nbeen changing than the elementary-school principalship. I have an idea that\nmany of you people would find it difficult to imagine the world of education\nin which there existed no Department of Elementary School Principals, and\nbecause of my patriarchal position, I wish to speak about the trembling,\nfaltering beginnings of this Department, which seems now to be depression\nproof, which raises the total number of its membership even thru the difficult\nyears thru which we have been passing.\nIn the year 1921 there was no National Organization of Elementary\nSchool Principals, but I think this movement was on the brink of occurrence\nin every part of our country. I do remember that we discussed this in a\nclass of W. P. Burroughs in a University of Chicago summer session. This\ncourse was devoted to the problems of the elementary principalship.\n\n"}
{"page": 254, "printed_page": null, "text": "248\n\nNational Education Association\n\nWhen we came to that final session which precedes the final examination\nof the course, it seemed to me that something ought to be done about it, and\nso I arose, and suggested that we should form an organization of elementaryschool principals, that would look forward to becoming a department of the\nNational Education Association. You know how motions are easily picked\nup and carried without any opposition in classes, just before the final ex¬\naminations, so there was no difficulty.\nThey appointed a committee, at once, with Leonard Power, who was then\nat the Franklin School in Port Arthur, Texas, as chairman, and myself as\nsecretary of this organization, which we ventured to call the National Associ¬\nation of Elementary School Principals. We set about organizing our very\nfirst program for the Atlantic City meeting the next winter.\nOne of the interesting things that I recall from the early days has to do\nwith a Des Moines meeting the next summer, which Leonard Power and I\nhad organized. When we arrived at the church where this meeting was to\nbe held we found a meeting that filled a fairly large auditorium, comfortably,\nalready in progress. Believing that we had come to the wrong place, we\nimmediately retired to the sidewalk for a conference. We checked the pro¬\ngram and found to our amazement that we had come to the right place, and\nthat the meeting was a live organization of elementary-school principals\nthat had already established the precedent of beginning programs on time,\nwhether the officers were there or not.\nDuring the years that have followed, the elementary-school principalship\nhas developed an organization which today takes its place in the family\nof the National Education Association subsidiaries, one of the lustiest of\nits children. Many fine things have been done. I know that your programs\nare outstanding, your bulletins are much sought after publications, but\nperhaps your yearbooks are, to date, your outstanding contribution.\nI have an idea that it is possible for principals to get into ruts, but it is\neasy for them to get out. You know, when you stand away from yourself,\nyou can see things that you did not know were there, and as I have looked\nabout me in recent years, I have found several types of principals.\nI have seen principals who seemed to be secretaries of their schools, instead\nof being actual principals. They enjoyed making requisitions; all the reports\nhad to balance. I think some of them had to rhyme before they were com¬\nplete. They were tremendously interested in keeping records in connection\nwith the work, and became secretarial-principals.\nOn the other extreme, there is the administrative principal, who regards\nhis school as a going institution, who wants things to run smoothly, who is\nconcerned with the things that can be handled, and who wants his institution\nto be recognized. It is a going concern, it is a thing which he is directing.\nI have seen a few teaching principals, people who have not been able to\nforget the fact that they came from the teaching profession and have as¬\nsumed a somewhat different position, and they have found it impossible to\ngeneralize on the teaching which they do to such an extent that they can\ncontrol the entire situation. And yet, I have an idea that it is an excellent\nthing for every principal of schools, where it may be possible, to teach an\n\n"}
{"page": 255, "printed_page": null, "text": "Department of Elementary School Principals\n\n249\n\noccasional class, just to find out how resistive the young mechanism can be\nto the intrusion of new ideas and new learning.\nBut the thing that has come out of that is a composite which selects here\nand there those component elements that can go together best, and will make\nthe kind of principal that will fit into the present day. Instead of being a\nsecretarial person or driver, instead of being a teacher who attempts to gen¬\neralize, instead of spending all time in supervision, we have, today, the com¬\nposite principal.\nAs I close, let me mention the thing that must always be uppermost in\nour mind: The elementary schools of America still develop all of America’s\nchildren. It is to the elementary schools, it is to the domain of the elemen¬\ntary-school principal that little youngsters, five and six years of age, first\ndirect their steps in a journey that is longer, a journey that takes them\nfarther away from home than any other journey of the same length can\never do. These folks come in, all of them, to our schools. The high school\nis still a selective institution in spite of the events of the last few years, but\nall of the children of America come to us, and as you principals and as you\nteachers develop them, so will the course of America be.\nWHAT HAPPENS WHEN WE LEARN?\nARTHUR\n\nF.\n\nCOREY,\n\nASSISTANT\n\nORANGE\n\nCOUNTY\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCOUNTY, SANTA ANA, CALIF.\n\nAll true learning is development. When learning takes place, develop¬\nment occurs. The ideal life is one of constant and consistent development—\na steady evolvement of the ultimate possibilities within one—a progression\nfrom immaturity to maturity. This word “maturity” and that other word\n“maturation” are recently much discussed. In the dictionary at the university,\nthe page upon which these words are found is much dog-eared and a great\ngreasy spot from many pointing fingers is under and about the word “matura¬\ntion.” This suggested the possibility of a new method of research to deter¬\nmine the relative importance of certain words in education by comparing\nthe grease spots found in a dictionary frequented by many perspiring summer\nschool students. Sure enough, “integration” and “orchestration” were even\ndarker.\nOriginally, the word “maturation” had a definite and restricted psycho¬\nlogical meaning. Serious objection has been raised to the loose manner in\nwhich educators use their terms, even changing their meanings to fit the\noccasion. Technically, “maturation” denotes the development of the protec¬\ntive sheath about the neurone which gives the cell its capability for carrying\nthe nervous impulse, by acting much as an insulator on an electric wire. It\nshould be noted that “maturation” denotes a process and not a condition.\nIn its more recent and inclusive meaning, it is the process of being on the way\nto maturity. Maturity is a condition, static and complete, and except in mere\nphysical sense ardently to be avoided. Maturation, then, is the journey along\nwhich the organism travels to maturity. Fortunately, the destination is so\n\n"}
{"page": 256, "printed_page": null, "text": "250\n\nNational Education Association\n\nfar down the highway that most of us need worry little about reaching it too\nsoon.\nThe child points his finger at the evening star and babbles about its pretty\nlight. As a man he turns his telescope upon it, measures it, weighs it, and\nanalyzes its content. He has traveled far from the immaturity of the child,\nbut still there are vistas beyond his reach which he longs to penetrate and\nunderstand. Development means an ever-widening sphere of understanding\n—an appreciation of the significance of things—and an ability to foresee the\nimplications of things. There is obviously not one maturity toward which\nthe child travels but myriads of them. The degree to which any experience\npushes the individual down one of these paths of development determines\nthe learning quality of that experience.\nThe task of the teacher is to guide children in such manner that the max¬\nimum development results. If there is no development, there is no learning.\nMuch of the rote type of school experience of the past has carried little with\nit which might be dignified with the title of learning. The memorization of\nthe capitals of the states partakes of learning only when such facts are uti¬\nlized to modify the attitudes and reactions of the child.\nOn the other hand, much of the so-called activity in our classrooms in¬\nvolves no more learning than the children would experience if building a\nplayhouse at home, or given the task of caring for the lawn or garden. It is\nnot enough that a learning situation has some value. Almost any situation\ninvolving activity on the part of the child has some learning value—modifies\nthe organism of the child in some way—but the challenge to the teacher is\nto stimulate a classroom environment which will produce not just some\nlearning but the best learning.\nHow many teachers in planning their work for next term will thought¬\nfully determine the changes they wish to effect in their pupils and then plan\nthe educational experiences which they feel will produce those results? Most\nof us still teach certain subjectmatter and then scramble about mentally\nfor an excuse for it afterwards.\nIf teachers, especially in the secondary schools, do not free themselves from\ntheir slavery to a preordained body of subjectmatter and develop a program\naiming at child development, it may be necessary to break down completely\nsubjectmatter standards and assign teachers in terms of specific objectives.\nA teacher might be assigned to a group of children with the specific objec¬\ntive of helping them attain efficiency in expression. He would not be ham¬\npered with a traditional curriculum in which these pupils must know Ivanhoe, Lady of the Lake, and Silas Marner, neither would they be tested on\ngrammar. The teacher and pupils would work out their own methods and\npick their own subjectmatter to achieve a conscious result. Another teacher\nmight have the objective of physical efficiency. Another might strive to plan\nexperiences which would develop social responsibility. The plan here sug¬\ngested is used only to illustrate the need for beginning the curriculum with\nobjectives instead of subjectmatter and is not to be taken as any definite\nthing. In each case, teacher and pupils together would start with an objec¬\ntive and together select the activity which they mutually felt would achieve\n\n"}
{"page": 257, "printed_page": null, "text": "Department of Elementary School\n\nPrincipals\n\n251\n\nthe desired result instead of starting with the prescribed subjectmatter and\nthen after it is all over trying to figure out what it was all about.\nIf every teacher could visualize the pupils, each one, as a maturing, devel¬\noping individual—mentally, morally, and physically—at once appreciating\nthat success is measured only by that development, the new school would\nbe a possibility.\nThis concept that learning is essentially development makes of the teacher\nan engineer in human personality. Emerson once said, “Make the most of\nyourself, that’s all there is of you.” Every child comes to school with his\nfuture, his welfare, his happiness, his wealth tied up in himself. Good teachers\nnever forget the supreme worth of a personality.\nWHAT IS THE RESPONSIBILITY OF THE PRINCIPAL IN\nTHE SECURING OF DESIRABLE EDUCA¬\nTIONAL OUTCOMES?\nFLORENCE HALE, EDITOR,\n\nThe Grade Teacher, NEW YORK, N. Y., AND PAST\n\nPRESIDENT, NATIONAL EDUCATION ASSOCIATION\n\nIn a discussion of my topic, we might first ask the question, “What is\nthe position of the principal, anyway?” Is it a nominal one which implies\nduties little beyond hall duty, the passing out of supplies, and the chairman¬\nship of the teachers meetings, or does it mean a person who takes some part\nin and is responsible for the success of each teacher in his or her building? Is\nit any affair of the principal if a new teacher who comes to his school this\nfall fails in her work? Shall he take the attitude that she is hired to teach\nthat class and if she cannot do so successfully it is no fault but her own and\ncannot be construed in any way as a criticism of his administration?\nI believe most of us would agree that it is very much a part of the respon¬\nsibility of the principal to see that that teacher succeeds, and that her failure\nis to a very great extent his failure altho, of course, there may be excep¬\ntional cases. In the new education, it is pretty generally agreed that if chil¬\ndren fail in their school work the teacher is held responsible. I do not see\nwhy exactly the same principle should not apply in the relationship of the\nprincipal to the teachers in his school.\nThis does not necessarily mean that the principal must know every step\nin the teaching of primary reading or music in the third grade, but he should\nbe able to refer the teacher who is weak in these subjects to sources of help.\nHe may send her to visit other successful teachers of her same grade and,\nmost of all, he can help her to analyze her own weaknesses and, thru his\nlarger experience, set her on the road to improvement. This is a difficult\nproblem in those schools where economy has forced the principal to carry a\nheavy teaching load himself with little time allowed for supervision, but it\ncan be done if the principal has a real interest in his work and is a pro¬\nfessional educator and not merely a job-holder.\nThe principal is not only responsible for the success of the new teacher,\nbut likewise he should be able to bring to the entire corps of teachers the\n\n"}
{"page": 258, "printed_page": null, "text": "252\n\nNational Education Association\n\nlatest ideas in method, should keep them in touch with the most advanced\neducational theories, and should have an eye to the enrichment of the con¬\ntent of their instruction, thru the recommendation of the best equipment\nand most helpful books appropriate to the grade of each instructor.\n\nWHAT PART DOES THE TEACHER PLAY IN THE LEARN¬\nING PROCESS?\nJOSEPH ROSIER, PRESIDENT, STATE TEACHERS COLLEGE, FAIRMONT, W. VA.,\nAND PAST PRESIDENT, NATIONAL EDUCATION ASSOCIATION\n\nAfter all, the learning process in the final analysis is determined very\nlargely by an individual pupil under the guidance and stimulation of an in¬\ndividual teacher. That rather indefinable thing which we call personality is\nthe biggest factor in the success of teaching. Mark Hopkins at one end of\nthe log and his pupil Garfield at the other may not have constituted a uni¬\nversity but it was a vivid illustration of the most vital contact that any stu¬\ndent can have in an educational institution. Modern teaching recognizes\nthe importance of the pupil environment and the situations which are ar¬\nranged for the stimulation of the learning processes. Good teaching, there¬\nfore, involves the organization of those factors which surround the pupil\nand encourage him to learn.\nThe old examination was not altogether without its value. As far as I have\nbeen able to discover the more modern methods of testing and measuring\nare just a variation of this old plan. We know that the child is an entity\nand that no system of examinations and no plan of testing which merely\nreaches some isolated result of learning will be a safe basis on which to\nestimate the general progress of a pupil. The greatest work of the teacher\nprobably is found in the discovery of abilities in the pupil. Successful teach¬\ners are always looking for hidden qualities and interests among their pupils.\nI know of no more important duty of any teacher than that of discovering\nand awakening interests in the growing human mind. I can forgive a good\nmany failures on the part of teachers if in the midst of these failures they\nare able to awaken interest and to stimulate effort. Many teachers as well\nas administrators have a fear of independent student conduct. I believe\npupils and students in our schools ought to be free to make many decisions\nof their own and they ought to learn from actual experience the cost of\nmistakes and blunders. Sooner or later they must face situations without\nteacher support and help. We all know from experience that there is no\nquality more important in a teacher than that of patience in dealing with\nchildren. It is not always easy to know why a child behaves in the way that\nhe does. It sometimes requires long observation and study to understand\nthe reactions of children. An important element in the learning process is\nthe development of a consciousness of progress and achievement. It is an\nold saying that nothing succeeds like success and there is no greater stimulus\nto continued effort than the feeling that progress is being made. On the\n\n"}
{"page": 259, "printed_page": null, "text": "Department of Elementary School Principals\n\n253\n\nother hand nothing is so discouraging or so retards ambition and interest as\ndoes failure.\nVery early in the life of the pupil opportunity should be given for self¬\nactivity. In my opinion, personal initiative is one of the most important and\nvaluable results of educational training. For this reason the wise teacher\nwill provide every possible opportunity for student-directed activity and the\nexercise of all types of student freedom.\nThe teacher has an opportunity from day to day to teach those lessons\nthat will make the future man or woman a happier being in all of his social\nrelations. Much of the crime and social disturbance of our day are caused\nby the maladjustments of men and women. Is it too much to hope that\nevery child in our country may have a teacher who in training and in per¬\nsonality will combine all of these desirable qualities in such a way as to be\na blessing to childhood ?\nTEACHING OF THE IMPLICATIONS OF RELIGION IN THE\nTEACHING OF SOCIAL SCIENCES\nNORMAN\n\nC.\n\nTHORNE,\n\nASSISTANT\n\nSUPERINTENDENT,\n\nPORTLAND\n\nPUBLIC\n\nSCHOOLS, PORTLAND, ORE.\n\nA great many people are saying that civilization is in a race between edu¬\ncation and catastrophe. Ellwood says this statement should be modified to\nsay that civilization is in a race between social, political, moral, and religious\neducation and catastrophe. These latter kinds—social, political, moral, and\nreligious education—have been neglected in our schools. A great deal of\nemphasis has been laid on scientific education, especially during this cen¬\ntury. Scientific education has done much to promote material things which\npromote the happiness and well-being of the race, but scientific education\nhas also produced many things which may be used for the destruction of\nthe race. Many of our leading scientists have changed their views in regard\nto the constitution of matter. The materialistic view of the universe is giving\nway to a non-mechanical reality. As a result, more emphasis must be placed\nupon the teaching of those subjects which emphasize the realities, forces,\nand ideas of the modern world in which we live. One of the most important\nof these forces is religion.\nA great many of the problems which seem primarily to be of political,\neconomic, or social interest are religious problems as well, because they deal\nwith human relations and the problem of living together. The underlying\nbasis of the Christian religion is enthusiasm for humanity and ultimate\nworth for human personality. It is all summed up in the Second Command¬\nment, “Thou shalt love thy neighbor as thyself.” Because of the complexity\nof our modern civilization, the problems of living and living together become\nmore and more important. Heretofore we have excluded religious teaching\nin our public schools. Someone has said,“Man is incurably religious.” In our\nhigh-school program we have practically said, “Altho religion is a very im¬\nportant part of your life, nevertheless in anything which we discuss here in\n\n"}
{"page": 260, "printed_page": null, "text": "254\n\nNational Education Association\n\nschool, religion must not be allowed to enter.” We have been told to pre¬\npare boys and girls for life, and then left out one of the most important\nelements in that preparation. It is then we insisted that in the teaching of\nsocial science the implications of religion be stressed so that boys and girls\nwill go out into life with a knowledge of their responsibility toward their\nfellowmen. It is pretty generally agreed that the “teen age” is the period\nin which boys and girls are most susceptible to the influences of religion.\nIf in our schools we can do something to bring the influences to bear upon\nthe solution of the problems, we will have brought to bear another influ¬\nence to guide and direct people in their dealings with one another.\n\nSTATUS OF THE ELEMENTARY-SCHOOL PR1NCIPALSHIP\nIN OREGON\nROBEN J. MAASKE, SUPERVISOR OF RURAL EDUCATION AND SCHOOL LAW,\nSTATE DEPARTMENT OF EDUCATION, SALEM, ORE.\n\nThe need for the professional improvement of the elementary-school\nprincipalship has been particularly urgent in medium-sized and smaller rural\nelementary schools. For many years the principals in Portland have been or¬\nganized into the Portland Elementary School Principals Association, which\nhas done some excellent work thru its study committees and thru the year¬\nbook issued by this association.\nPrior to undertaking a program for the improvement of the elementaryschool principalship in Oregon, it was felt desirable to make a careful survey\nto determine the status of the elementary-school principalship in the state.\nWith the aid of an appointed committee of five Oregon elementary-school\nprincipals to act in an advisory capacity, the State Department of Education\nworked out a survey schedule designed to assemble basic information for\nuse in working out a state program to develop and improve the professional\nstatus of the elementary-school principalship.\nIn the statement below there js listed a summary compilation of sugges¬\ntions and major problems advanced by elementary-school principals par¬\nticipating in the survey.\nThe professional status of the elementary-school principal in Oregon could\nbe improved thru:\n1. Establishing special summer courses in the field of the elementary-school prin¬\ncipalship dealing with all phases of the principal’s work, but particularly with\nadministrative and supervisory functions.\n2. Establishing a greater distinction between the terms “teacher” and “principal”\nthru creating a consciousness on the part of schoolboards, teachers, and principals\nof the importance of the supervisory and administrative functions of the elementaryschool principal.\n3. Giving more time to principals in larger schools for supervisory duties thru\ncurtailing the amount of time spent in actual teaching.\n4. Providing special credentials or certification requirements for the elementaryschool principal which require special administrative and supervisory training.\n\n1\n\n"}
{"page": 261, "printed_page": null, "text": "Department of Elementary School Principals\n\n255\n\n5. Encouraging a practise on the part of schoolboards to employ an elementaryschool principal for a period longer than the school year to permit a definite period\nfor preliminary organization and study in the school district.\n6. Giving elementary-school principals more of a voice in the selection and dis¬\nmissal of teachers under their supervision.\n7. Encouraging the making of two- or three-year contracts for elementary-school\nprincipals who are not in districts now operating under a permanent tenure law.\n8. Organizing elementary-school principals conferences, either on a state or\nregional basis.\n9. Having the elementary-school principals participate more actively in com¬\nmunity affairs and activities.\n10. The enactment of a retirement law for all teachers.\n\nThe major problems of the elementary-school principal as expressed in\nthe survey schedules are:\n1. Lack of sufficient time to do thoroly the administrative, supervisory, and cler¬\nical work required of the ordinary elementary-school principal in addition to\nteaching.\n2. Lack of adequate equipment, reference materials, visual aids, etc., particu¬\nlarly in the medium-sized and small rural elementary school.\n3. Problems involved in enriching the school program with a limited number of\nteachers and with the principal devoting most of his time to teaching duties.\n4. Problems involved in conducting a successful diagnostic testing and remedial\nteaching program.\n5. How to organize effectively a year’s program of teachers meetings for profes¬\nsional study and progress.\n6. Problem of managing community and other outside groups who continually\nseek school time for advancing their own programs and interests.\n7. Problem of curriculum revision designed to place more emphasis upon the\nfield of the social sciences in the elementary grades.\n8. How to educate our patrons to become school conscious and able to understand\nand appreciate the value of modern elementary schools.\n9. Problem in supervision in connection with making adequate provision for indi¬\nvidual differences of pupils, particularly the gifted pupil and the retarded pupil.\n10. Dealing with the problem of unreasonable demands upon the school for enter¬\ntainment for community and special clubs.\n\nIt is the plan of the State Department of Education in Oregon to follow\nthe suggestions and reactions expressed by principals in the survey in plan¬\nning a program for the improvement and development of the position of the\nelementary-school principal. Other data and information descriptive of the\npresent status of the position of the principalship will also be utilized to the\nfull in building a program for improvement, thru the following means:\n1. Concentrating on fulfilling the expressed needs of elementary-school principals,\nas revealed in the survey.\n2. Setting higher standards thru requiring special credentials for the position of\nelementary-school principal, at least in the medium-sized and larger schools.\n3. Developing a program of in-service training consisting of (a) well-planned\nconferences; (b) organized plan or committee study by principals on pertinent\nproblems; (c) supplying pertinent aids and significant news of interest to elementaryschool principals; and (d) direct contact with schoolboards to develop a conscious¬\nness on their part of the importance of the recognized duties of the position of the\nelementary-school principal.\n\n"}
{"page": 262, "printed_page": null, "text": "256\n\nNational Education Association\n\nINTERSUBJECT RELATIONS\nH. C. TALLMAN, PRINCIPAL, BEAUMONT SCHOOL, PORTLAND, ORE.\n\nA part of any philosophy of education should serve as a clearing-house\nfor the evaluation of objectives and the technic necessary to acquire the\nobjectives. Intersubject relations are, therefore, a very important part of\neducational procedure.\nAside from the natural and exact sciences we have come to accept the\nprocess of education as a science social in nature. Education is an active\nscience, a science which is ever changing to meet the challenges of a social\nenvironment.\nToo many times our educational procedure has been strikingly unbalanced\nin the light of strategy and tactics. This has been especially true when a\ndefinite philosophy of education was not within the appreciation of the\nteacher. A supervising principal has upon many occasions observed a teacher\nstruggling with methods or technic while at the same time pitifully and\nwofully lacking in a clear-cut understanding of major objectives—objec¬\ntives desirable and acceptable to the experience background of the educand\nas he lives in a social, economic, cultural, and spiritual world. While method\nis essentially necessary, objectives successfully attained must be a combina¬\ntion of the two, namely, objectives and methods.\nTypes of education advanced in the last two decades have by the sponsors\nbeen called by various names indicating that each is based upon a new phi¬\nlosophy when in reality it is just an old philosophy clothed in modern regalia.\nSome of these revived philosophies have tended to place great emphasis\nupon activity. An activity school is very commendable but the emphasis\nupon consequential reasons for the activity has been much underdeveloped.\nWe have a strong notion in our school that while many interests are of an\nimmediate nature and give immediate satisfactions, children can be trained to\nhave a conscious interest in deferred satisfactions. To forego the immediate\nfor the deferred desires, differentiates very largely between man and the lower\nanimal kingdom and in the end contributes most to a social consciousness.\n\nBUILDING A COMMUNITY THRU THE ELEMENTARY\nSCHOOL\nWILLIS A. SUTTON, SUPERINTENDENT OF SCHOOLS, ATLANTA, GA.\n\nEach year in Atlanta we pick out some particular thing to which we direct\nour attention. One project in the Atlanta schools for 1934-35 was to build\na better community. I believe our principals have done that thru a very large\nnumber of community activities and thru building a better life for the\nchildren.\nHow can we build a better community? The first thing is to build thru\na better school. There are many things that all of us could do in order to\nmake a better school. Plow can we build a better home? I believe one of the\n\n"}
{"page": 263, "printed_page": null, "text": "Department of Elementary School Principals\n\n257\n\nthings elementary-school principals can do more than any other principal\nis to tie the school up with the home. Have something out of the school go\ninto the home—something the child is going to make to take home.\nWe have school gardens and children take plants home. The home ought\nto be an attractive place. Build into the children’s lives a love of the beauti¬\nful so that they can take it into their homes. Almost every school in Atlanta\nhas a school garden with a plot of ground for each grade which the children\ncare for themselves. The grand thing about a school garden is that it is a\nmeans of creating a desire for lovely plants in the home. Miss Rhoades, one\nof my principals, has sent millions of plants from the school gardens into\nthe homes. The child who takes home a plant from the school garden takes\nten times better care of it than anything the parents can buy. In one very\npoor district of little three-room cabins, children were given great quan¬\ntities of ferns to take home and plant all around the houses. When it begins\nto get cold in the winter the children dig up the ferns and bring them, to the\nschool greenhouse where they are cared for and the buildings are kept warm\nso that the ferns will not die during the cold weather. Then the ferns are\nready to go back to the homes in the spring. The school needs to build around\nthe home thru love and the ties that bind it together.\nWe urged the children and parents to go to church as a family and sit\ntogether—mothers, fathers, brothers, sisters, cousins, aunts, uncles, grand¬\nparents.\nEducation has an obligation to help build a home and this can be done by\ntaking something out of the school into the home. It would do lots for the\nsuperintendent and the board of education, when bond issues come up for con¬\nsideration, if they had the support of the parents. Keep parents interested by\nsending something out of the school into the home every week rather than\njust once a month. Also let children bring things out of the home into the\nschool. Have pet shows, circuses, carnivals, and doll shows, and let the boys\nbring dolls too. Let them bring a toy, pony, cat, dog, or fish, and spend a\nday at school. A pet parade gets all the dogs and cats washed up at least\nonce a year.\nParent-teacher associations are fine things. It is splendid for mothers to\nmeet the teachers. In one school where most of the mothers are young women,\na skating class was organized. The seats are taken out of the auditorium and\nthe mothers and the kindergarten and primary children skate and have the\nbest time. They also have a teacher instruct them in dancing. Activities like\nthese bring them out of the home into the school. Another thing we feel that\nties the home and the school together is open house. We feel it is a grand\nthing for parents to have a place to go to on Sunday afternoon with their\nchildren. It is building toward a greater community spirit. During open\nhouse fathers meet and talk politics and the mothers have a chance to discuss\nmatters of interest to them.\nDo something about getting good moving pictures by contacting local the¬\nater managers to see that children are given clean and wholesome movies.\nThe school can do something towards building better radio programs. Learn\n\n"}
{"page": 264, "printed_page": null, "text": "258\n\nNational Education Association\n\nto listen and enjoy only the best programs, and do not be satisfied with\nsomething not quite so good. Newspapers and school papers can be made\nself-sustaining and are a feature in the building of the life of the community.\nOpportunity to make an announcement thru a school paper is of great value\nnot only to the school but to the entire community. Build solidly for family\nlife, in cementing the life of the child thru the community. The nearest way\nto the heart of any parent is thru his children and the best way to build for\nthe future is thru our children. Children must be better than their mothers\nand fathers. Communities must be better than they were. It is a sad day\nwhen we put all the emphasis on gaining knowledge and fail to put emphasis\non making solid hearts and characters in our children. Elementary-school\nprincipals and elementary teachers have the opportunity of opportunities to\nbuild a community.\nSECRETARY’S REPORT\n\nSt. Louis, Missouri\nFebruary 22-27, 1936\n1 he winter meeting of the Department of Elementary School Principals, consisting\nof two general sessions, a breakfast, a tea, and a banquet, was held at St. Louis,\nMissouri, February 24 and 25, respectively. The general sessions were held in As¬\nsembly Room 4 of the Municipal Auditorium; the Department tea, breakfast, and\nbanquet were served by Hotel Statler, the headquarters hotel.\nThe musical program which preceded the Monday afternoon general session con¬\nsisted of four beautiful selections rendered by a group of pupils from the seventh\nand eighth grades in the St. Louis schools under the skilled direction of Eugene M.\nHahnel, supervisor of music in St. Louis schools. This group of students was from\nseveral schools and the numbers rendered were part of their daily work. The train¬\ning and precision with which all reached their notes was so noticeable that they\nwere given a thunderous ovation. The splendid musical program which preceded\nthe Tuesday afternoon program was rendered by a group of St. Louis elementary\norchestra pupils. The Department was again especially favored, for Dr. Hahnel\ndirected the group.\n\nTea, Breakfast, and Banquet\nOn Sunday afternoon, February 23, from 4 to 6 o’clock in Room 106, Hotel Statler,\nthe president and other officers of the Department of Elementary School Principals\nwere the recipients of a lovely tea given in their honor by the St. Louis Principals\nClub. All visiting principals were cordially invited to attend, and judging from the\nhappy crowd which responded one could say that “a good time was had by all.”\nThis lovely occasion will long be remembered as one of the bright spots of the\nconvention.\nThe Department breakfast on Monday morning, February 24, Hotel Statler, Par¬\nlor A,\n\nwas another delightful get-together for\n\nPresident Harley W.\n\nLyon\n\nhad\n\narranged a fine breakfast program. M. Emma Brookes, first vicepresident of the\nD. E. S. P., presided because of the illness of’Mr. Lyon at his home in Pasadena,\nCalifornia. Miss Brookes expressed her sincere regret and that of the officers of the\nDepartment at Mr. Lyon’s illness, and the executive secretary, by the unanimous\nvote of the 145 present, was instructed to send him a message to this effect.\nIsabel Tucker, principal, Shenandoah School, and chairman of the social affairs\nof the Department had mimeographed a page of songs which President Lyon and\nSt. Louis principals had prepared for the occasion, and these were placed at all\nplates. R. E. Strickler, principal of Hodgen School, with his magnetic personality,\n\n"}
{"page": 265, "printed_page": null, "text": "259\n\nDepartment of Elementary School Principals\n\nhad each person present trying to sing even tho he knew he was “off key.” Miss\nBrookes gave a word of greeting; had Miss Tucker make the announcements about\nthe banquet that evening; asked Edythe J. Brown to tell about the Conference on\nElementary Education, sponsored by the Department of Elementary School Princi¬\npals, to be held at Portland, July 6-17, 1936; had a roll cal! by states; and made\nother announcements of the activities of the week which would be of interest to\nthose present.\nA “rainbow banquet” took place in the Big Ballroom, Statler Hotel, Monday, at\n6 p. m., February 24, with four hundred and fifty-six members and friends present.\nThis unusual color scheme was carried out in the table decorations, the flowers, the\ncandles, and the beautiful programs.\nEarl R. Laing, member of the Executive Committee, Department of Elementary\nSchool Principals, and district principal, Detroit, Michigan, was master of cere¬\nmonies in Mr. Lyon’s absence. Mr. Laing’s informal and pleasing introductions and\nannouncements caused all to enjoy to the utmost each moment. The music, played\nby a string quartette from the Cleveland High School during the dinner hour, was\nenjoyed immensely. R. E. Strickler, principal Hodgen School, accompanied by Miss\nGene Meenach, Cleveland High School, rendered two very appropriate vocal selec¬\ntions. Mr. Laing then introduced Henry J. Gerling,\n\nsuperintendent of\n\nSt. Louis\n\nschools, who at this time gave those assembled a most delightful surprise by intro¬\nducing a friend of his and a pupil of the St. Louis schools, Elda Vettori, of the\nMetropolitan Opera. Miss Vettori most graciously gave several numbers. All present\nappreciated Dr. Gerling’s giving them the privilege of hearing such a beautiful\nsong-bird as is Miss Vettori.\nDr. Gerling then introduced the magnetic speaker of the evening, Colvin McPher¬\nson, critic editor, St. Louis Post-Dispatch. Mr. McPherson brought a most unusual\nand delightful presentation of facts, and gave these in a most interesting discourse.\nAs the evening drew to a close, those present realized that the lovely social affairs\nof the meeting had been due to the splendid arrangements of Chairman Isabel Tucker,\npresident of the Women’s Principals Club, and principal of Shenandoah\n\nSchool,\n\nand her splendid committee.\n\nExecutive Meeting, Sunday Morning, February 23, 1936\nThe meeting was called to order by M. Emma Brookes, first vicepresident, in Room\n306, Statler Hotel, St. Louis, Missouri. The following persons were present: M. Emma\nBrookes, first vicepresident; Ira M. Kline, second vicepresident; Edythe J. Brown,\nthird vicepresident; Irvin A. Wilson, fourth vicepresident; Mrs. Margaret M. Smith,\nfifth vicepresident; Earl R. Laing, member, Executive Committee; Herbert C. Han¬\nsen, director, Life Membership Division, and Eva G. Pinkston, executive secretary.\nPresident Harley W. Lyon, Mrs. Edith B. Joynes, and Cassie F. Roys were unable\nto attend because of illness. Mr. Stratton was also absent due to extra school duties.\nA motion was made by Mr. Kline and seconded by Mr. Hansen that the executive\nsecretary be instructed to send messages to those absent expressing regret because\nof their inability to be at the meeting. Motion carried.\nA motion was made by Mr. Laing and seconded by Miss Brown that the reading\nof the minutes of the Denver meeting be omitted because they had been approved\nby all before they were published in the October issue of the National Elementary\nPrincipal. Motion carried.\nAt the request of the, executive secretary, Fred M. Hunter, chancellor for Higher\nEducation,\n\nState of Oregon, and Willard E.\n\nGivens,\n\nexecutive secretary of the\n\nN. E. A., appeared before the officers and Executive Committee to discuss plans for\nthe Conference on Elementary Education, which the Department is sponsoring imme¬\ndiately following the N. E. A. convention at Portland. The invitations from many\ncolleges were read by the executive secretary. After much discussion the chairman\nasked that a vote be taken by ballot. The vote cast was in favor of the Extension\nCenter, University of Oregon. A motion was made by Mr. Kline, seconded by Mr.\nWijson, that the executive secretary notify Dr. Hunter and Mr. Givens of the deci-\n\n"}
{"page": 266, "printed_page": null, "text": "260\n\nNational Education Association\n\nsion, and give Dr. Hunter a list of names of instructors chosen, asking him to contact\nthese people while at the convention or as soon as possible thereafter. Motion carried.\nBecause of President Lyon’s absence, the following officers presided at the various\nmeetings: Executive meetings—M. Emma Brookes; Monday breakfast—M. Emma\nBrookes; Monday afternoon session—Edythe J. Brown; Monday banquet—Earl R.\nLaing; Tuesday afternoon session—Ira M. Kline; and Wednesday afternoon group\ndiscussion—Irvin A. Wilson.\nMi ss Brookes asked that the problems which the executive secretary had included\nin her report be discussed. A folder of the report had been prepared for each officer\nand member of the Executive Committee. A motion was made by Mr. Wilson and\nseconded by Mrs.\n\nSmith that the report of the executive secretary\n\nbe\n\naccepted.\n\nMotion carried.\nThe secretary read letters which had been received in St. Louis from President\nLyon. Mr. Lyon had sent five life memberships. He has been largely responsible for\nthe large number of the Department’s life members in California. A motion was\nmade by Mr. Hansen, seconded by Miss Brown, that the secretary be instructed to\nwrite to Mr. Lyon, in the name of the officers, and commend him for this splendid\nrecord.\nIn discussing the subject of membership, Mr. Laing suggested that the Department\nhave a representative in each locality to collect the dues and forward the amount to\nheadquarters. Mrs. Smith reported that this is done by the Denver Club.\nMr. Wilson, chairman of the committee to select a seal for the Department, sub¬\nmitted a picture of the suggestions received. The center of the seal includes a modi¬\nfication of the open book design of the Life Membership Key of the Department\nwith the date 1921, the date of organization of the Department, imprinted lengthwise\non the key. The actual over-all diameter of the seal would be scaled\n\ndown to\n\napproximately 1^4 inches. A motion was made by Mr. Laing, seconded by Mrs. Smith,\nthat the recommendations of Mr. Wilson and his committee be accepted and that the\nseal be made. Motion carried.\nA motion was made by Miss Brown, seconded by Mr. Wilson, that Dr. Hunter and\nMr. Givens be sent a letter of thanks for the cooperation they have given in helping\nto formulate plans for the Conference on Elementary Education which the Depart¬\nment is sponsoring this summer. Motion carried.\nIn discussing the valuable information received at headquarters on the Inquiry\nSheet which was sent to all members, it was found that many principals were vitally\ninterested in the same problems. A motion was made by Mrs. Smith, seconded by\nMr. Kline, authorizing President Lyon to appoint a committee from each group to\nstudy the major problems.\nIn discussing the ways and means by which the Department may increase its serv¬\nices to members, the fact was brought out that the only source of revenue is from\nmembership dues and sale of yearbooks. The Department of Elementary School\nPrincipals has not received any help or subsidy from the N. E. A. since 1932. Even\ntho membership at present is 15 percent ahead of this same date last year, the income\nis not enough to adequately meet the requests and helps needed by members. A motion\nwas made by Mr. Hansen, seconded by Mr. Laing, that the executive secretary be\ninstructed to confer with Willard E. Givens, executive secretary of the N. E.' A.,\nand ask that the D. E. S. P. be given an appropriation of at least $5000 to carry on\nspecial work. Motion carried.\n\nExecutive Meeting, Tuesday Morning, February 25, 1936\nThe second meeting of the Executive Committee met in Room 306, Statler Hotel.\nThose present were M. Emma Brookes, first vicepresident; Ira Kline, second vicepresident; Edythe J. Brown, third vicepresident; Irvin A. Wilson, fourth vicepres¬\nident; Mrs. Margaret M. Smith, fifth vicepresident; Earl R. Laing, member, Execu¬\ntive Committee; Herbert C. Hansen, director, Life Membership Division; and Eva\nG. Pinkston, executive secretary. Marie Wetzel representing Cassie Roys; Bess\nRogers Clement and Richard R. Foster, editorial committee; Ralph D. Owen, chair-\n\n"}
{"page": 267, "printed_page": null, "text": "Department of Elementary School Principals\n\n261\n\nman, Spelling Reform Committee; and Herman Browe, director, elementary educa¬\ntion, Detroit, Michigan, were invited to be present.\nBecause of the absence of President Lyon, due to illness, M. Emma Brookes, first\nvicepresident, called the meeting to order. The minutes of the meeting of Sunday,\nFebruary 23, 1936, were read and approved.\nRalph D. Owen, chairman, Spelling Reform Committee of the Department, made\na splendid report. Dr. Owen presented the following resolution t\n\nWhereas, the teaching of reading and spelling is one of the major concerns of\nthe elementary school; and\nWhereas, it is practically impossible for any individual investigator to make\na scientific study of the effect of the unphonetic characters of English upon the\nlearning of reading and spelling; therefore,\nBe It Resolved, That the Department of Elementary School Principals of the\nNational Education Association request the American Council on Education to\ngrant to the Department a financial subsidy sufficient to conduct a controlled\nexperiment in beginning reading; such experiment to be conducted under the\ndirection of a joint committee of the Department and the Council.\nRespectfully submitted,\n\nRalph Dornfeld Owen, Chairman.\nA motion was made by Mr. Laing and seconded by Mr. Kline that the resolution be\nadopted. Motion carried.\nA motion was made by Mrs. Smith and seconded by Mr. Wilson that the Spelling\nReform Committee be continued and that the Department help the Committee as\nmuch as possible in its work. Motion carried.\nDr. Browe, Mr. Hansen, and Mr. Kline offered their schools as experimental\ncenters.\nRichard R. Foster and Bess Rogers Clement made the report for the Editorial Com¬\nmittee, because of the absence of Samuel Berman, chairman. They recommended\nthat the name of the 1936 yearbook be “Personality Adjustment of the ElementarySchool Child.” Because of the very fine material which had been received from so\nmany experts in this field, they asked that the number of pages of the yearbook be\nincreased for this year. A motion was made by Mr. Laing, seconded by Mrs. Smith,\nthat Miss Clement and Dr. Foster be thanked for their splendid reports, and that\ntheir request to increase the number of pages for the 1936 yearbook be granted.\nMotion carried.\nA motion was made by Mr. Laing, seconded by Mrs. Smith, that the Editorial\nCommittee be commended for the very fine piece of work which it has done. Motion\ncarried.\nA motion was made by Miss Brown, seconded by Mr. Wilson, that letters of appre¬\nciation be sent to the following: W. D. Shewman and Isabel Tucker, hospitality\nchairmen, and their committees; A. C. Tucker, manager, Statler Hotel; Henry J.\nGerling, superintendent of St. Louis schools; Colvin McPherson, critic editor, St.\n\nLouis Post-Dispatch; and to each speaker on the programs.\nA motion was made by Mr. Laing and seconded by Miss Brown that Miss Brookes\nappoint a budget committee for the year 1936-37. This committee is to report at the\nPortland meeting. Motion carried. Miss Brookes appointed Herbert C. Hansen as\nchairman and instructed him to select two other members to help him.\nA motion was made by Mr. Wilson, seconded by Miss Brown, that a committee\non retirement be appointed and that Miss Brookes be chairman because of her rich\nexperience in this field and because she is chairman of the N. E. A. Retirement\nCommittee. Motion carried.\nA motion was made by Mrs. Smith and seconded by Mr. Laing that the Registra¬\ntion Council Committee be continued and that Miss Roys make a report at the Port¬\nland meeting. Motion carried. Meeting adjourned.\n\n"}
{"page": 268, "printed_page": null, "text": "262\n\nNational Education Association\n\nEnrolment Committee Meeting\nWednesday Morning, February 26, 1936\nAn enthusiastic group of enrolment chairmen was called to order by Mrs. Mar¬\ngaret M.\n\nSmith, fifth\n\nvicepresident\n\nof the Department.\n\nTwenty\n\nchairmen\n\nwere\n\npresent.\nThe problems of enrolment were stated by the executive secretary. After discuss¬\ning the subject and getting many fine suggestions Mr. Cooper of Rochester, New\nYork, made a motion, seconded by Miss Lind of Denver, Colorado, that each enrol¬\nment chairman get all materials ready this spring so that no delay will occur in the\nfall in getting principals to join early in the membership year, which begins Sep¬\ntember 1. Motion carried.\nIt was the consensus that each state be divided into districts or units to correspond\nif possible to the district of the state association, and that the enrolment chairmen\ncontact superintendents and enlist their assistance in getting to the principals the\ninformation about the Department, the services rendered, and the help which the\npublications give. Each one said that he would strive to reach the quota set for\nhis state by President Lyon.\nThe executive secretary extended to those present her very heartiest thanks for\nattending the meeting and pledged her support to them to help increase the member¬\nship in the Department. She felt, as did many who expressed their feelings, that\nthis was one of the very best meetings of the convention.\n\nPortland, Oregon\nJune 28-July 2, 1936\nOn June 29 and 30 the\n\nDepartment of Elementary\n\nSchool\n\nPrincipals held\n\nits\n\nthirty-second semiannual meeting at Portland, Oregon. This meeting consisted of\ntwo general sessions, besides a breakfast on Monday and a banquet on Tuesday.\nThe breakfast and banquet were served by the Portland Hotel, the headquarters\nhotel, and the general sessions were held at the First Congregational Church.\nThe musical program which preceded the Monday afternoon general session con¬\nsisted of four\n\nselections\n\nrendered\n\nby an\n\nelementary-school\n\norchestra,\n\nunder the\n\nskilled direction of Verne Preston, director of instrumental music in the Portland\nschools. At the Tuesday afternoon’s general session a chorus composed of elementaryschool pupils from Portland schools, under the expert and professional direction of\nW. H. Boyer, director of music, gave four beautiful numbers.\nMr. Preston and his orchestra played selections during the dinner hour of the\nbanquet and these were again greatly appreciated. The Department feels honored\nby having these groups appear on its programs.\n\nBreakfast and Banquet\nThe Department breakfast, with President Harley W. Lyon, presiding, was served,\nas has been the custom for many years, on Monday morning of convention week.\nThe unusually large attendance of members and their friends who gathered in the\nmain dining room, Portland Hotel, June 29, fully appreciated the good fellowship\nand comradery which was in forceful evidence. Under the splendid leadership of\nStephen E. Smith,\n\nprincipal\n\nof Brooklyn School, Portland,\n\naccompanied by Mrs.\n\nSmith, the group thoroly enjoyed singing the songs which had been mimeographed\nand placed at all the plates. Attention was called to the week’s activities, and let¬\nters and greetings from the absent members of the executive family and friends of\nthe Department were read.\nAt this time, President Lyon\n\nannounced the following nominating\n\ncommittee:\n\nMason A. Stratton, Atlantic City, New Jersey, chairman; Mrs. Edith B. Joynes,\nNorfolk, Virginia; Jean B. Hagerty, Philadelphia, Pennsylvania; Stephen E. Smith,\nPortland, Oregon; and Herbert C. Hansen, Chicago, Illinois. President Lyon, by\n\n"}
{"page": 269, "printed_page": null, "text": "263\n\nDepartment of Elementary School Principals\n\na unique and original method, had each person introduced and his outstanding\naccomplishments stated.\nOn Tuesday evening, June 30, in the main dining room of the Portland Hotel, 350\nmembers, friends,\n\nand guests of the\n\nDepartment\n\nattended\n\na\n\nbeautiful\n\nbanquet,\n\narranged by the social committee with the help of Peggy Philip.\nThe keynote of President Lyon’s remarks was that the Department of Elementary\nSchool Principals is the “friendly department” and his informal introductions of\nguests and friends made all present thoroly enjoy the evening. He asked our leader\nof songs, Stephen E. Smith, to have the group get better acquainted by singing certain\nsongs which all knew.\n\nExecutive Meeting, Sunday Morning, June 28, 1936\nThe meeting was called to order by President Harley W. Lyon in Room 212 of\nthe Portland Hotel, Portland, Oregon. The following persons were present: Harley\nW. Lyon, president; Ira M. Kline, second vicepresident; Mrs. Margaret M. Smith,\nfifth vicepresident; Mason A. Stratton and Mrs. Edith B. Joynes, members of the\nExecutive Committee;\n\nHerbert C.\n\nHansen,\n\ndirector, Life\n\nMembership\n\nDivision;\n\nSamuel Berman, chairman, Editorial Committee; Richard R. Foster, assistant direc¬\ntor, Research Division,\n\nNational\n\nEducation Association;\n\nClifford\n\nE.\n\nPerry\n\nand\n\nStephen E. Smith, hospitality chairmen, Portland meeting; and Eva G. Pinkston,\nexecutive secretary.\nPresident Lyon expressed regret that the absent members of the official family\nhad found it impossible to be at the Portland meeting. Three had been seriously\nill or had illness in their family; others were unavoidably detained at home. A\nmotion was made by Mrs. Joynes, seconded by Mrs. Smith, that the secretary be\ninstructed to send messages to those absent expressing regret because of their inability\nto be at the meeting. Motion carried.\nPresident Lyon asked those assembled to check with him carefully the programs\nwhich had been prepared for the week.\nA motion was made by Mrs. Smith, seconded by Mr. Hansen, that the reading of\nthe minutes of the St. Louis meeting be omitted because they had been approved\nby all -before they were published in the April issue of the National Elementary\nPrincipal, which was an official report of the winter meeting. Motion carried.\nPresident Lyon asked Mr. Perry to help Harry Haw,\n\nprincipal, Alice Birney\n\nSchool, San Diego, California, to make arrangements for the showing of films which\nhad been collected from different parts of the country. These films illustrated “Units\nof Work” and were to be shown in the basement of the First Congregational Church\non Monday and Tuesday afternoons at the same time as the Department program\nwas taking place upstairs in the auditorium.\nThe subject of publicity for the Department was discussed. It was decided that\nmore stress should be placed on getting articles and news items into the local papers\nof the convention city.\nThe secretary read a letter from R. C. T. Jacobs, Dallas, Texas, in which he said\nthe condition of his health forbade his continuing as a member of the Editorial\nCommittee. A motion was made by Mr. Stratton, seconded by Mr. Kline, that Mr.\nJacobs’ resignation from the Editorial Committee be accepted and that the vacancy\nbe filled immediately so that the new member could become acquainted as early as\npossible with the work which had been done on the new yearbook. Motion carried.\nA motion was made by Mr. Kline, seconded by Mrs. Joynes, that the secretary\nbe instructed to write Mr. Jacobs, expressing regret because his health made it neces¬\nsary for him to discontinue his work with the Editorial Committee and to thank him\nfor the fine work he had done while connected with it. Motion carried.\nPresident Lyon asked for the report of the secretary and that the problems pre¬\nsented be discussed. The folder prepared for each contained a copy of the report\nof the work of the Department as sent to Secretary Givens, May 16, to be printed\nin his annual report for the officers of the N. E. A.; information regarding the new\noffice space at headquarters; the individual analysis of work during the past year;\n\n"}
{"page": 270, "printed_page": null, "text": "264\n\nNational Education Association\n\nmembership and life membership figures; membership analysis; a financial state¬\nment for the year; report of arrangements made for the Conference on Elementary\nEducation for 1937; and problems to be brought before the executive family. Motion\nwas made by Mr. Hansen, seconded by Mr. Stratton, to accept the secretary’s report\nas discussed. Motion carried.\nAfter much discussion about the problem of membership, a motion was made by\nMrs. Smith, seconded by Mr. Stratton, that the same quota be given to each state\nagain this year and that the state enrolment chairman and his helpers be urged to\nreach it. Motion carried.\nA motion was made by Mr. Kline, seconded by Mrs. Joynes, that the membership\ncard be changed so that it can carry the new seal of the Department. Motion carried.\n\nExecutive Meeting, Monday Morning, June 29, 1936\nThe second meeting of the Executive Committee was held in Room 212, Portland\nHotel. Those present were: Harley W. Lyon, president; Ira M. Kline, second vicepresident; Mrs. Margaret M. Smith, fifth vicepresident;\n\nMason A. Stratton and\n\nMrs. Edith B. Joynes, members of the Executive Committee; Herbert C. Hansen,\ndirector, Life Membership Division; Franklin A. Butts, president, New York State\nElementary School Principals Association; and Eva G. Pinkston, executive secretary.\nPresident Lyon called the meeting to order. The minutes of Sunday, June 28, were\nread and approved. Mr. Butts was invited to make a statement to the group about\nthe proposal he had made concerning a combination membership, and about which\nhe had written to Mr. Kline and Miss Pinkston.\nMr. Butts explained that his association would favor a combination membership\nwhich would make all its members also members of the Department. This would\ninvolve a membership fee which would be less than membership in both associa¬\ntions costs at present, and would become part of their membership campaign. In\norder to present a definite proposal for our consideration, he said that membership\nin the New York state group at present costs $2 and for an extra dollar all their\nmembers might belong to the national Department. They would collect the $3 in\ntheir membership drive, and their treasurer would be instructed to pay to the national\nDepartment $1 of the $3 collected.\nThe problem was discussed at length and President Lyon suggested that Mr.\nButts take a message to his group that the Department was in favor of cooperating\nand working closely with both local and state groups, but at present we could see\nno way of formulating such a plan of combination of membership and reducing our\nincome as he proposed. The state group would continue to get its regular $2 mem¬\nbership fee, while the national would be reducing its membership fee by $2.\nA motion was made by Mr. Kline, seconded by Mrs. Smith, that a committee of\nfive or seven be appointed to study the problem of joint membership of state depart¬\nments with the national and that this committee report at the February meeting at\nNew Orleans. Motion carried.\nA motion was made by Mr. Hansen, seconded by Mr. Stratton, thanking Mr. Butts\nfor bringing the important problem to the attention of the Executive Committee.\nMotion carried.\nA motion was made by Mrs. Joynes, seconded by Mr. Hansen, that definite plans\nfor the 1937 Conference be made as soon as possible, that a folder be printed, and\nthat much publicity be given to this meeting. Motion carried.\nThe secretary read a letter received from C. C. Certain, which asked that a\njoint meeting be held by the Department and the group which he represented.\nA motion was made by Mr. Hansen, seconded by Mr. Kline, that the secretary be\ninstructed to write a letter to Mr. Certain regarding the National Conference on\nResearch in Elementary School English, and express our regret that it will be im¬\npossible at this time for the Department of Elementary School Principals to hold a\njoint meeting with the National\n\nConference\n\non Research in Elementary\n\nSchool\n\nEnglish because our programs have already been arranged for the New Orleans\nmeeting. Motion carried.\n\n"}
{"page": 271, "printed_page": null, "text": "Department of Elementary School Principals\n\n265\n\nThe secretary was instructed to write to M. Emma Brookes, director, Retirement\nDivision, and Cassie F. Roys, director, Certification Division, and ask that they con¬\ntinue their work and make reports at the New Orleans meeting.\nAfter studying the auditor’s report, Herbert C. Hansen, chairman of the Budget\nCommittee, submitted the following proposed budget for the Department for 1936-37,\nmoving its adoption, seconded by Mrs. Joynes. Motion carried.\n\nBudget 1936-37\nEstimated\n\nReceipts\n\n. $20,500.00\n\nExpenditures\nPrinting\n\n. $5,200.00\n\nGeneral office .\n\n6,200.00\n\nSalaries .\nConvention expense .\n\n7,700.00\n400.00\n\nEditorial Committee .\n\n400.00\n\nMiscellaneous\n\n.\n\n200.00\n\n.\n\n400.00\n\nContingent\n\nTotal .\n\n$20,500.00\n\nA motion was made by Mr. Stratton, seconded by Mr. Kline, that letters be sent\nto all who helped make the convention the wonderful success which it was. Motion\ncarried.\n\nBusiness Meeting, Tuesday Afternoon, June 30, 1936\nReports of the following committees were read and approved:\nReport of Yearbook Committee, Samuel Berman, principal, James R. Ludlow\nSchool, Philadelphia, Pa., chairman.\nReport of Necrology Committee, Mrs. Margaret M.\n\nSmith, principal, Ebert\n\nSchool, Denver, Colo., chairman.\nReport of Professional Ethics Committee, Mason A. Stratton, principal, Brigh¬\nton Avenue School, Atlantic City, N. J., chairman.\nReport of Membership Committee, Ira M. Kline, principal, Greenburgh No. 8\nSchools, White Plains, N. Y., chairman.\nReport of Life Membership Division, Herbert C. Hansen, Chicago, Ill., chair¬\nman.\nReport of Resolutions Committee, Elizabeth McCormick, principal, Timothy O.\nHowe School, Superior, Wis., chairman.\nReport of Executive Secretary, Eva G. Pinkston, 1201 Sixteenth Street, Wash¬\nington, D. C.\nMason A. Stratton, Atlantic City, N. J., chairman of the Nominating Committee,\nsubmitted the report for officers for the ensuing year. A motion was made by Mr.\nStratton, seconded by A. B. Heacock, Los Angeles, California, that the report be\nadopted. Mrs. A. Virginia Adams, Vineland, New Jersey, moved that nominations\nbe closed. There being no opposition to the report, Stephen E. Smith, Portland, Ore¬\ngon, moved that voting by ballot be dispensed with and that the executive secretary\nbe instructed to cast the vote for the assembly. This motion was seconded by J. H.\nHodges, Tulsa, Oklahoma. Motion carried. The ballot was cast by the executive sec¬\nretary. (See Historical Note, p. 240.)\n\nEnrolment Committee Meeting\nWednesday Morning, July 1, 1936\nAn earnest and optimistic group of enrolment chairmen met early Wednesday\nmorning, July 1, 1936, in Room 212, Portland Hotel, Portland, Oregon. They were\ncalled to order by Mason A. Stratton, Executive Committee member. Twenty-two\nchairmen were present. (A list of these names will be printed in an early issue of\nthe National Elementary Principal.)\n\n"}
{"page": 272, "printed_page": null, "text": "266\n\nNational P^ducation Association\n\nThe executive secretary read to the group that part of her report on membership\nwhich had been presented to the Executive Committee. This report showed (a) how\nheadquarters secures members, (b) the necessity of having good enrolment chair¬\nmen, (c)\n\nwhat headquarters has done to help enrolment chairmen,\n\nfind enrolment chairmen, and\n\n(d)\n\nwhere to\n\n(e) distribution of supplies. The group discussed the\n\nadvantages of collecting local, state, and national dues at one time. Harry Haw,\nSan Diego, California, thought a standard receipt book would help. President Lyon\nmade many fine suggestions telling how he appointed enrolment chairmen in Cali¬\nfornia\n\nthe year he was state enrolment chairman\n\nand\n\nhow he followed up his\n\nrequest.\nA motion was made by Maude A. Rhodes, Atlanta, Georgia, seconded by Lillian\nJohnson, Norfolk, Virginia, that the state chairmen urge the principals to send in\ntheir dues early in the fall, so that they (the chairmen) will know whom to approach\nin asking for members. Motion carried.\nAll state chairmen were urged to appoint city, county, and district chairmen early\nand send the names of those who accept to headquarters early so that materials can\nbe sent to them. Each present was optimistic about reaching the quota set for his\nstate this year and pledged his hearty support.\nThe executive secretary thanked those who attended the meeting for coming and\nurged each to let her know if she could help them at any time and in any way.\n\n"}
{"page": 273, "printed_page": null, "text": "DEPARTMENT OF\nKJNDERGARTEN-TRIMARY EDUCATION\n\n"}
{"page": 274, "printed_page": null, "text": "HISTORICAL NOTE\ngrew out of\na meeting of the Froebel Institute of North America, which 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 1936-37 are: president,\nMrs. Ada J. Farmer, 1623 Southeast Ladd Avenue, Portland, Ore.;\nvicepresident, Evlyn Bird, 22 East Shadowlawn, Atlanta, Ga.; secre¬\ntary-treasurer, Anne O’Neill, Supervisor, Normal School, Monmouth,\nOre.; regional directors: Dodie Hooe, Kindergarten-Primary Super¬\nvisor, Board of Education, Dallas, Texas (term expires 1937); Helen\nJohnson, Supervisor, Central Teachers College, Mt. Pleasant, Mich,\n(term expires 1938); Ethel Massengale, Kindergarten-Primary Super¬\nvisor, Board of Education, Atlanta, Ga. (term expires 1939); A. Maud\nSproat, Supervisor, City and County Building, Salt Lake City, Utah\n(term expires 1940).\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings as folloivs:\nThe department of kindergarten-primary education\n\n1884: 74\n1885:349-368\n1886:500-559\n1887:331-261\n1888:223-259\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\n1900 -.365-402\n1901 -.500-539\n1902 -.409-429\n1903 -.377-406\n1904:415-437\n1905 -.341-372\n\n1906:626-629\n1907:455-474\n1908 -.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[ 268 ]\n\n1917:417-429\n1918 -.151-155\n1919 -.171-178\n1920 -.191-202\n1921 -.461-469\n1922 -.969-985\n1923:705-718\n1924:583-596\n1925 S78-503\n1926 S97-527\n1927 -.457-472\n\n1928 -.411-433\n1929 -.425-448\n1930:367-389\n1931:467-481\n1932 -.407-414\n1933 -.423-433\n1934 -.409-421\n1935 -.379-388\n\n"}
{"page": 275, "printed_page": null, "text": "CONDITIONS AFFECTING CHILD GROWTH AND\nDEVELOPMENT\nREGINALD BELL, ASSOCIATE PROFESSOR OF EDUCATION, STANFORD UNIVER¬\nSITY, CALIF.\n\nI\n\nF there is one thing that is being established beyond the peradventure\n\nof a doubt by recent psychological study, it is that the child develops as\na total organismic entity. No description of growth that is confined to physical\nterms can be adequate to our purpose. No description that is confined to\nmental-intellectual aspects of development can be very helpful. No delinea¬\ntion of the child's status purely in terms of his emotional stability or in¬\nstability can do him justice. No description that regards primarily his social\ndevelopment—the ability which he attains to deal with face to face contacts\nwith individuals or groups—can be regarded as adequate description. Rather,\nall of these must be included and the interrelationships of one to the others\nmust be seen and appreciated. Each conditions the other, so that a pattern of\nbehavior which truly describes the child is dictated by physical aspects of his\ngrowth playing upon social aspects of development, reflecting in turn upon\nhis emotional status, and all in turn upon his mental development.\nWhy should we, as educators and educational psychologists, concern our¬\nselves with problems of mental health—personality development—and with\nthe principles which they so clearly illustrate? Fundamentally because the\neducational and psychological task, conceived in organismic terms—con¬\nceived as the facilitation of growth and development of children—is a mental\nhygiene task. It is personality development. All of you who have been follow¬\ning recent research in child development must have been struck, as I have\nbeen, by the almost unanimous concentration of child study workers upon\nthis aspect of the problem, or these interrelated aspects of the problem. I\nthink no one would have difficulty making the case that the study—the\npsychological study—of the organismic individual becomes inevitably the\nstudy of his interrelated, genetically, and environmentally developing be¬\nhavior pattern which we call his personality.\nBut personality problems are problems of mental health. They are prob¬\nlems upon which the mental hygienist has more data and has developed more\nsuccessful technics than the rest of us have. He has developed from his case\nstudies and from his study of psychological as well as sociological and medical\nliterature, certain principles which I wish to emphasize:\n1. The child must be viewed as a psycho-biological organism, as a psycho-sociobiological entity.\n2. Each child must be regarded as an individual.\n3. We must do away with our system of branding children as failures just because\nthey do not achieve certain standards which we arbitrarily set up.\n4. The heart of the teaching problem, motivation, is the heart of the learning\nproblem.\n\n[269 ]\n\n"}
{"page": 276, "printed_page": null, "text": "270\n\nNational Education Association\n\n5. Often in a situation which includes a disturbed child, it is not the case of a\n“problem child” but of a “problem teacher” or a “problem parent.”\n\nIn the eyes of psychologists as students of personality, the one great task\nof the school is the development of the individual for social living. The\nclinical psychologists are particularly clear here. Since they deal with the\njuvenile courts, and behavior clinics with maladjusted children, they want\nthe school to concern itself with education for adjustment. As students of\nadjustment, they emphasize its two-way nature: adjustment of the individual\nto his environment and group, on the one hand, and adjustment of the group\nand environment to the individual, on the other.\nThere are other aspects of adjustment that could be emphasized. The\nchild needs to be made to feel at home in his physical universe. He must be\nhelped to know and understand and create beauty. He must be helped to a\ndominating serenity and faith in himself and his future. Emotionally he\nmust be aided in developing stability.\nThe new education requires a new kind of teacher. This point was tacitly\nmade thruout the first half of this paper, where educational psychology was\nunequiv'ocably presented as a part of social psychology. Teaching under this\nconception becomes far broader than the classroom. It becomes as broad as\nsociety itself. The understandings that are of first and basic importance\nbefore any knowledge of specialized subject fields or of teaching technics are\nthose relating to social and economic conditions, the processes of social\nchange, the end-values or goals of social institutions as they affect pupil per¬\nsonality. They are philosophical understandings and certainties, which all\ntoo few teachers have paid the price to win. They are simple yet far-reaching\nsocial insights which come with study of society and social experimentation.\nThey are psychological understandings that come not alone from books and\nthe laboratory, but from clinic and classroom where children and children’s\nindividual and group problems are thought and fought thru.\nNEW DEVELOPMENTS IN KINDERGARTEN-PRIMARY\nCURRICULUM\nPAUL R.\n\nHANNA, ASSOCIATE PROFESSOR OF EDUCATION, STANFORD UNI¬\nVERSITY,\n\nCALIF.\n\nThe old traditional kindergarten curriculum was based upon theories\nwhich conceived of growth as a process of awakening the universal laws of\nlife that slumber in each child at birth. A child was regarded as a little adult,\nand as such was poured into a mold of school experiences planned so as to\ncrystallize the universal laws of unity and diversity.\nThe traditional primary curriculum was geared into the culture of the\nAmerican frontier. The teachers of the primary grades forced children to\nlearn reading, writing, arithmetic, and some facts of geography and history.\nSchool was a place where children must forget their own adventures of\nliving and follow the directions of an adult-centered curriculum.\n\n"}
{"page": 277, "printed_page": null, "text": "Department of Kindergarten-Primary Education\n\n271\n\nThe shortcomings of both these traditional curriculums were that learn¬\ning was unrelated to the interests of children, had no continuity, and was\na restraint on the bodily demands of childhood rather than an opportunity\nto develop thru activity. Teaching was not a challenge to the teacher, for\nthere was lacking the thrill of adventuring with the unpredictable qualities\nof children and the stimulation of working with the released energy and in¬\nterest of children under freedom.\nToday the traditional curriculums are being replaced by those which are\nbased on a more scientific understanding of the child. For example, learning\nof experiences in the modern classrooms is planned in harmony with our\nknowledge of maturation. Also, we now realize as never before the impor¬\ntance of activity in the life of a child. Therefore our schools are no longer\nplaces of passive listening; they are places of activity, and their programs in¬\nclude such experiences as excursions, discussions, planning, building and con¬\nstruction, exploring, dramatizing, and creating. “Learning,” in the modern\nmeaning of the term, includes all these types of activity.\nThe modern curriculum of the kindergarten-primary years is evolving\nwith respect to the findings of modern biology and psychology. Where the\nolder curriculum depended upon a series of formal experiences to develop\neither universal laws (as did the kindergarten) or to supplement the short¬\nages of a frontier life (as did the primary school), the newer curriculum\ndraws from the experiences of the children living here and now. The newer\ncurriculum utilizes a variety of activities rather than relies exclusively on\nreading, memorization, and recitations as did the older school.\nThe newer curriculum attempts to aid children in understanding the mod¬\nern environment and the chief characteristic of our transitional age—that\nof power control. The modern curriculum seeks to give freedom to children\nto grow according to their own interests and purposes, realizing that variety\nof patterns in human conduct may give rise to better ways of living. The\nmodern curriculum is in a period of major transition—changing from a\nmechanistic psychology of learning to a biological conception of growth;\nfrom a conception of a static and fixed social world to a conception of a\nworld capable of producing a finer life thru the control of physical and\nsocial environment; and from a philosophy which relies upon authority or\nabsolute truth to one which accepts truth as relative. It is in such a major\nperiod of transition from the old to the new that the kindergarten-primary\nteachers can find a challenge to make the best use of our new knowledge and\ncreate a school better suited to the needs of children in our modern world.\nIn this process teachers will contribute to the continued improvement of the\nculture which is ours. Such a task is noble enough to grip the imaginations\nand energies of the great group of American teachers who work with early\nchildhood.\n\n"}
{"page": 278, "printed_page": null, "text": "272\n\nNational Education Association\n\nAMERICA’S CONTRIBUTION TO THE LITTLE CHILD\nWILLIS A. SUTTON,\n\nSUPERINTENDENT\n\nPAST PRESIDENT,\n\nOF SCHOOLS,\n\nATLANTA, GA. ; AND\n\nNATIONAL EDUCATION ASSOCIATION\n\nAmerica has given the little child life and it has given the little child\nabundant life. In the greater realm of school work, America’s contribution\nhas been continually enlarged. Some states required that children be sent to\nschool at eight or nine, then that dropped to seven, and then to six. As time\nwent on we saw that the little child deserved as much consideration as the\nolder child and it dropped to five, then in my own state we dropped to four\nand a half and later to two and finally to eighteen months. In the nursery\nschool the proper opportunity is given to that child which thousands of homes\ncannot give.\nThe kindergarten has given lives to the school thru health examinations,\nthru preschool activities, thru summer activities, thru laws drawrn up. It\nhas lengthened the life and has given the child not only that but something\nmore important—the life wonderful. You know, practically everything is\nbeautiful to the young child—the little mittens, the little cap, the little toys.\nMany of you have seen the thirty or forty tots come into the kindergarten\non the third or fourth day, telling about their clothes and the things their\nmothers bought for them. America has given the child the opportunity to en¬\njoy the life beautiful.\nWhat is America’s contribution to the.little child? It is not merely that\nwe have placed him on the floor in front of us and taught him to sing. It is\nnot that the lullabies they have sung in our kindergartens have been absorb¬\ning and taking up a little time. America has literally sown into the heart of\nthe little child the love of music.\nI say to you out of my heart and soul: America’s contribution to the little\nchild has been great. But I want to turn the picture around. The contribu¬\ntion of the little child to America has been infinitely greater. There is no\none who is not infinitely better off for dealing with the little child than the\nlittle child has been for dealing with that individual.\nWhat has America done for the little child? It has given him a spiritual\nquality. Where did it come from? The little prayer that we started at home,\nyes—but added to that the simple kindergarten prayer with which we open\nthe exercise. I cannot tell you the numbers and numbers of parent-teacher\nmembers who say this to me: “My child will not let us eat unless we have a\nblessing, and it has been ten years since we have had a blessing in our home\nuntil Marguerite insisted on having a prayer said before her dinner.”\nWhat has America done to the little child? Opened his soul to beauty, yes\n—but revealing to him that he is a remarkable spiritual being.\nAmerica has recognized the child. Perhaps the greatest contribution of\nAmerica to the little child is in recognizing that he has a right to happiness\non his level. So I say to you the greatest contribution we can make is in teach¬\ning the child that living now and living happily now are the really important\nthings, and with a little child, its clothes and its games are a part of its life.\n\n"}
{"page": 279, "printed_page": null, "text": "Department of Kindergarten-Primary Education\n\n273\n\nI wish we recognized that the gardens and flowers and outdoors and search¬\ning for spring and looking for all the beautiful things of nature, are the\ngreatest avenues open to education.\nSome people think we are a little foolish in that we have school gardens.\nChildren have been tending plants and taking care of animals ten million\nyears before books were ever created. It is a natural thing in the life of chil¬\ndren. Playing with toys is a most fundamental thing in the life of both girls\nand boys. We made a great advancement in education when we opened the\ndoor to pets. Let them bring them in—it cleans up the community and makes\nit a better place to live in. When we said, “Bring your pets,” they brought\nthe ponies and tadpoles and parrots with them.\nWhat has America done for the little child? It has opened the door of his\nlife and said, “You have a right to live here right now and enjoy the fulness\nof life.” So I say to you, we have given the child health, we have increased\nhis life, we have saved the lives of mother's and children. And the little\nkindergarten child has been the leader and the kindergarten has opened the\nway. The kindergarten has given him life and life abundant.\nSECRETARY’S MINUTES\n\nPortland, Oregon\nBusiness Meeting, Tuesday Afternoon, June 30, 1936\nThe annual business meeting of the Department of Kindergarten-Primary Educa¬\ntion of the National Education Association was called to order by the president,\nMrs. Eugenia West Jones. As the minutes of the last annual meeting appeared in\nthe N. E. A. Proceedings, it was moved, seconded, and carried to omit the reading\nof them.\nThe following resolution was reported by the Resolutions Committee as having\nbeen presented to the Committee on Resolutions of the N. E. A.\n1. Resolved, That the N. E. A. throw the full weight of its influence toward\nrestoration or establishment of adequate training for teachers of early childhood,\nto the end that every child in the United States shall receive the fundamentals of\npublic education thru the guidance of a trained personnel.\n2. Resolved, That the N. E. A. encourage and support the restoration of the\nfull kindergarten-primary program in those states which have suffered serious\ncurtailment in this Department; and\nThat the full pressure of the N. E. A. facilities be brought to bear upon those\nstates which as yet have no program for early childhood education, so as to\nbring the country at large up to standard.\nA motion, to the effect that the Department of Kindergarten-Primary Education\nrequest an appropriation of $1000 for the coming fiscal year in order to carry out\nthese resolutions, was rejected by the Committee.\nThe courtesy resolutions were read and accepted.\nThe Nominating Committee gave its report. As no nominations were given from\nthe floor, Anna Irene Jenkins moved and it was seconded and carried that the\nsecretary cast a ballot for the officers named. The new officers were declared elected.\n(See Historical Note, p. 268.)\nMrs. Grace Bowe expressed appreciation for the very fine work done by the\npresident and her officers during the year. This received hearty applause. Good\nwishes were extended to the incoming officers.\nMeeting adjourned.\n\n"}
{"page": 280, "printed_page": null, "text": ""}
{"page": 281, "printed_page": null, "text": "DEPARTMENT OF\nJ^ip Treading\n\n"}
{"page": 282, "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 1926-27 are: president,\nElisa C. Hannegan, Public School Adult Classes, Portland, Maine; vicepresident, Mary E. Van Horn, 260 East Fiftieth Street, New York,\nN. Ysecretary-treasurer, Marie K. Mason, Professor of Phonetics\nLaboratories, Ohio State University, Columbus, 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\n1929: 449- 462\n\n1930 -.391-400\n1931 -.483-494\n1932 -.415-422\n1933 -.435-443\n\n[ 276 ]\n\n1934:423-433\n1935 -.389-396\n\n"}
{"page": 283, "printed_page": null, "text": "ADDRESS OF WELCOME\nPAULINE\n\nMACLEAN,\n\nPRESIDENT,\n\nPORTLAND LEAGUE\n\nFOR THE\n\nHARD\n\nOF\n\nHEARING, PORTLAND, ORE.\n\nA\n\ns president of the Portland League for the Hard of Hearing, I extend\nto you our heartfelt greeting from the City of Roses. We say it with\nflowers and lips. These roses have grown so beautiful, not only because of\nour glorious sunshine but also because of our famed Oregon mist. We trust\nthey will gladden both your eyes and your hearts. Also, we hope that the\nwarmth of our welcome may be felt equally as we study together in this all\ntoo brief day, some of the problems which confront us, the deafened mem¬\nbers of our communities scattered all over our great land. There is work\nwaiting for each one of us, which we can best accomplish if we have the\nfinest equipment—mastery of our environment thru the technic of lip reading.\nYour gathering in our city will mean much of inspiration and encourage¬\nment to the local leaders here among the deafened, for we have long felt\nthat lip reading was one of our major aims. We have needed you for a long\ntime and now we are going to learn of you in order that we may pass on to\nothers your very best, for we feel that is what you are bringing us.\nMay the roses of hospitality and kindness which we, your hostess city are\noffering you, be roses without a single thorn!\n\nWELCOME TO\n\nPORTLAND AND THE NORTHWEST\n\nH. W. AGER, PRINCIPAL, H OS FORD SCHOOL AND PORTLAND DAY SCHOOL FOR\nTHE DEAF,\n\nPORTLAND, ORE.\n\nIt is with a great deal of pleasure that I extend greetings to the lip reading\nsection of the National Education Association. May your visit be as profit¬\nable as it is enjoyable. Do not be content to return to your homes with that\nwhich the convention alone can offer you, but enjoy yourselves in this glorious\ncountry in which the convention is held. Visit our places of historic interest.\nCross the Columbia and visit Fort Vancouver, the old trading post of the\nHudson Bay Company, over which John McLoughlin officiated. Take a\nride down the Willamette past Sauvies Island, the meeting place of the\nthousands of Indians who lived here long ago. Go on down the great Co¬\nlumbia with the thought of following the route of Lewis and Clarke, to the\ncity of Astoria founded by the Pacific Fur Company, financed by John Jacob\nAstor. Then travel down the coast thru evergreen forests over perfect high¬\nways which overlook the mighty Pacific. Try surf bathing on our wide, white\nbeaches; try your hand at fishing—or just sit idly by and watch roaring\nwaves rush headlong at the jagged rocks. Visit the Oregon Caves, or Marble\nHalls of Oregon, which are found in the southwestern part of our state and\nare known for beautiful formations. Then drive thru the great fruit valley\n[ 277 ]\n\n"}
{"page": 284, "printed_page": null, "text": "278\n\nNational Education Association\n\nof the Rogue River up to Crater Lake, one of the seven wonders of the\nworld. This lake, lying like a gem in the heart of the Cascades, is over 7000\nfeet above sea level. It is 2000 feet deep with water of a deep cobalt. Its\nbeauty leaves one lost in awe and wonder. Hurrying back to Portland, pre¬\npare to take another ride—this time up the Columbia River Highway to the\nsite of the Bonneville Dam. See how man has at last harnessed the white\nhorses of a mighty river. This great dam, with a potential power develop¬\nment much greater than that of Muscle Shoals, will provide cheap rates for\nmany industries now operating, and for others which will spring up in the\nnear future.\nWe want you to learn to love our country with its vast forests, majestic\nmountains, fertile valleys, and happy people. This is the ideal homeland of\ntoday and we want you to see it as we do, believe in it as we believe in it, until\nyou leave it with a feeling of loneliness and a resolve in your heart to come\nback again.\nBETTER OPPORTUNITIES FOR HARD-OF-HEARING\nCHILDREN AND ADULTS\nMRS. LUCELIA M. MOORE, INSTRUCTOR OF LIP READING CLASSES,\nINGLEWOOD UNION HIGH SCHOOL, INGLEWOOD, CALIF.\n\nThere are approximately 24 million public school children in the United\nStates. Three million of these children have hearing defects, making one\nout of eight who may become seriously handicapped if neglected and not\nfound. What has been and is being done to find these 3 million children?\nThe Committee on the Hard of Hearing Children of the American Society\nfor the Hard of Hearing has accomplished much since 1924 to the present\nday. In 1926 the audiometer, a machine to test the hearing of forty children\nat a time, was made available. A complete list and report on hearing tests\nand lip reading classes for children may be secured by writing to the Amer¬\nican Society for the Hard of Hearing, 1537 35th Street, N. W., Washing¬\nton, D. C.\nToday forty-one states, including Hawaii, are making tests. It is very en¬\ncouraging to see the progress that is being made in behalf of the “forgotten\nchild.” It has been found where audiometer tests have been made that 10\npercent of the children tested have some hearing defects. After finding the\nchildren the next step is to ascertain what can be done for their relief. The\nfollow-up work is most important and is carried on by the otologist, school\nnurse, clinic, and parents. The children found to be hard of hearing who\nhave had the necessary medical attention, fall into three groups. The first\ngroup have their hearing restored to normal; second, have their deafness\nchecked and become what we call front-seat cases; and, third, cannot be\nhelped by the otologist and need lip reading and special attention, such as\nconservation of hearing classes.\nNow what are the better opportunities in store for the hard-of-hearing\nadults? There are approximately 15 million hard-of-hearing adults in the\n\n"}
{"page": 285, "printed_page": null, "text": "Department of Lip Reading\n\n279\n\nUnited States. An otologist said that about 90 percent of the adults today\ncould have had better hearing if preventive measures had been carried on in\ntheir preschool age.\nPublic school classes for adults started in a small way in 1883. Today\nCalifornia has the distinction of having classes in thirty-four cities with a\ntotal of 1706 adults, more than in any other state in the Union. Voice train¬\ning classes have been recently organized in four cities of California. The\ngroup hearing aid is used and a marked improvement is seen in the pupils’\nvoices.\nIt is never too late to begin learning. Some of our best lip readers are those\nwho took up lip reading late in life. Learning, let us remember, is a great\nrehabilitator.\nLet me ask you a question. What has been done along the line of visual\neducation for the hard of hearing? I feel that this field has a great future.\nOhio University has been using Visual Hearing films with success in lip\nreading classes of university students. Bob L. Holdeman of the Walt Disney\nStudios is endeavoring to create a technic for teaching thru the use of motion\npicture films. He and Conrad Nagel believe in the future of visual educa¬\ntion. The school of the future, they say, will teach many subjects by use of\nthe films and manuals. The subjects will be so completely covered and in\nsuch detail that we, today, would believe it past the capacity of a human\nbeing. The speed and ease and enjoyment with which such education is\naccomplished will shorten the school time by more than half for presentday\nresults. Why may not the hard-of-hearing child and adult be helped thru\nvisual education of the future?\nTACOMA’S PROGRAM FOR THE HARD-OF-HEARING\nCHILD\nMRS. GEORGIA G. HEATH, TEACHER OF LIP READING FOR THE DEAF AND\nHARD OF HEARING, PUBLIC SCHOOLS, TACOMA, WASH.\n\nOur aim is to give every child, whether his hearing loss be great or small,\na normal voice, a pleasing appearance, the ability to meet the hearing world\nwithout embarrassment, to make his living, and to enjoy his life, notwith¬\nstanding.\nMost of our classes could be called conservation of hearing classes, since\nwe use the acoustic training for speech correction, voice building, and intona¬\ntion patterns. Some of them need only the lip reading while others need\neverything we can give them. We use the Muller-Walle Method as given\nby Martha Bruhn and the New Method as taught by Olive Ohildin of\nBaltimore. For voice and speech we use tactile method, kinesthetic method,\nand acoustic training.\nFor the last ten years Mrs. Vera C. Richardson and I have been very\nhappily associated in the work for the deaf and hard of hearing. Her work\nwas with the children, especially the smaller ones, who remained in the\nrooms all day while I took care of the lip reading and speech of the older\n\n"}
{"page": 286, "printed_page": null, "text": "280\n\nNational Education Association\n\nones. We have had a school membership of from eight to fourteen enrolled\nin rooms and from eight to seventeen coming for speech and lip reading,\neach semester. If we cannot arrange for the hard of hearing to have a period\nby the radio ear during the school day they come in at 8:30 in the morning\nor at 3:10 in the afternoon for a twenty- or thirty-minute period. If a hardof-hearing child has a speech defect he corrects it very quickly and easily by\nreading where he can hear every syllable of his speech. It also gives him\na more pleasing voice.\nThe radio ear is a cabinet with a microphone placed in the top and mecha¬\nnism for amplification is inside. The microphone picks up any sound within\nreach of it—even playground shouts are carried to the deafened ears. We\nallow the children to use it at their own pleasure but encourage them to\nuse it as much as they can since it cultivates auditory attention and acuity.\nSince we had to evolve our own technic in acoustic training we have fol¬\nlowed the principle that all work should be interesting and enjoyable with\nas much freedom and spontaneity of speech as possible. We have a free speech\nperiod every day when each child has at least three minutes to share his\nexperience, tell a story, or give a news item. They enjoy this period for it\ngives them a chance to tell of home life and of the things that interest them.\nWe have a ten-minute period first in the morning when we sing. We try to\nhave each child with a hearing loss of 30 percent and up spend at least twenty\nminutes, and thirty minutes if possible, every day in individual work with\nthe radio ear. They may use conversation, simple reading, or repeating mem¬\norized poems for articulation and intonation patterns. They may use subjectmatter for lessons to develop the speech organs.\nWe have a thirty-minute period for playing records just after lunch. The\nchildren can relax and listen to music and feel rested for the afternoon work.\nThey use the same educational records that normal children use with explana¬\ntions by the teacher. When you sum up the time I have mentioned you will\nsee that out of a five-hour day a child in the conservation hearing class wears\nthe head phone at least one and a half hours—thirty minutes each of speech,\nmusic, and individual work.\nThe time or number of semesters that a child must stay in the special\nclasses for the hard of hearing is determined by his progress. We feel that\nhe should learn to compete with normal children in every way as soon as\npossible. To that end if his hearing loss is small he spends only thirty minutes\na day in the lip reading class and his skill in reading speech is built up by\nspecial work.\nOur state of Washington fosters special classes by allowing twice as\nmuch money from the state funds for a handicapped child as for a normal\none. Last year we received twenty-two cents for the normal child and fortyfour cents for the handicapped child for each day’s attendance. As our finan¬\ncial situation improves we hope to be able to reach the goal set so far ahead:\n“Every child tested for hearing loss and adequate assistance for each one to\nrecover perfect hearing or to receive training that will enable him to keep\npace with the normal child in every walk of life.”\n\n"}
{"page": 287, "printed_page": null, "text": "Department of Lip Reading\n\n281\n\nTHE DEVELOPMENT OF LIP READING IN OREGON\nUNDER THE EMERGENCY ADULT\nEDUCATION PROGRAM\nKENNETH BEACH, SUPERVISOR OF ADULT EDUCATION, STATE DEPARTMENT\nOF EDUCATION, SALEM, ORE.\n\nPrior to the beginning of the Emergency Adult Education Program in\nOregon in 1934-35, the only lip reading classes conducted in the state were\nthose of private teachers, except in the case of Portland, where some classes\nwere conducted by the evening school in connection with the Portland public\nschool system. Many communities and smaller cities in the state of Oregon\nhad never had classes in lip reading. With so many people in the rural sec¬\ntions of the state desirous of receiving instruction in the art of lip reading,\nthe Emergency Adult Education Program has attempted to meet this need.\nDuring the school year 1934-35 one teacher was employed in the Emer¬\ngency Adult Education Program as a lip reading instructor. The interest\nand enthusiasm evidenced in this class showed the need for additional classes\nof this nature.\nPrior to the beginning of the Emergency Adult Education Program for\nthe year 1935-36 a four-week training school was held at Oregon State\nCollege for teachers who were to be employed in this work. As a part of\nthis training school a section on lip reading was established. Sixteen prospec¬\ntive lip reading teachers were selected from the total group of some 250\npeople to receive instruction in lip reading. In selecting these people, the\nfactors of personality, interest, and previous teaching experience were con¬\nsidered. Since the hours of instruction that they would receive in lip reading\nwere to be comparatively limited, it was imperative that these people have\nprevious teaching experience. Mrs. Lillian Smith, certified lip reading in¬\nstructor, was secured to conduct the course. The Miiller-Walle Method\nwas used, since these people would be conducting group classes rather than\nteaching individuals. Each prospective lip reading teacher was required to\nbuy a book, Elementary Lessons in Lip Reading, by Martha E. Bruhn,\nsince it was felt that each teacher should take back to his community an\noutline of the work he was to cover. The courses were conducted daily for\na period of two hours during the four-week training school, which resulted\nin approximately forty-five hours of training being given. At the conclusion\nof the training school there wTas further weeding out, so that only five of\nthe sixteen teachers actually organized and conducted lip reading classes.\nThese classes were organized in Marshfield, Roseburg, Salem, Baker, Ore¬\ngon City, and Portland, with a total of approximately 210 people attending.\nSome people will probably question the advisability of having lip reading\nclasses conducted by other than certified lip reading instructors. However,\nafter visiting the classes and receiving the comments of the students them¬\nselves, there is little doubt that much progress was made in this work. It is\nimpossible in this brief summary to tell of the many interesting letters and\n\n"}
{"page": 288, "printed_page": null, "text": "282\n\nNational Education Association\n\ncomments received in which the students expressed an appreciation and told\nof the progress made.\nWith the progress which has been made in this important work in Oregon,\nwe feel that the foundation for a permanent lip reading program has been\nestablished. Should the Emergency Adult Education Program be conducted\nduring the year 1936-37, it is our plan to expand this important work. The\nState Department of Education has already prepared additional mimeo¬\ngraphed materials which will be of assistance to these teachers, with the\nhope that it will be possible to train additional teachers during the coming\nyear. With this beginning, we in Oregon see no reason why within the next\nfew years it will not be possible to set up certain definite requirements for\nlip reading teachers, as do many other states. It is felt by many that this\nbeginning will very definitely build toward a permanent lip reading program\nwhich would not have been possible had certain definite requirements been\nmade by the State Department of Education prior to the establishment of\nthe lip reading program. Since practically every state in the Union will have\nan Emergency Adult Education Program, I believe this is an excellent oppor¬\ntunity for those states wherein lip reading has not been established to launch\nsuch a program.\nSECRETARY’S MINUTES\n\nPortland, Oregon\nFirst Session, Wednesday Afternoon, July 1, 1936\nThe annual meeting of the Department of Lip Reading of the National Education\nAssociation was called to order by Leone Kabat, the presiding officer. The meeting\nwas opened with the reading of the report of the Nominating Committee by Minnie\nM. Johnson. It was moved and seconded that the report be accepted. Motion carried.\n(For list of officers, see Historical Note, p. 276.)\nHarriet A. Heyburn read the resolutions expressing thanks to the Portland League\nfor the Hard of Hearing and to the Sonotone Corporation, the Dictograph Products\nCompany, and all others who helped to make the conference a success. It was moved\nand seconded that the resolutions be adopted. Motion carried.\nThe reports of the secretary-treasurer were read and approved.\nMeeting was adjourned.\n\n"}
{"page": 289, "printed_page": null, "text": "DEPARTMENT OF\n\n-Music Education\n\n"}
{"page": 290, "printed_page": null, "text": "HISTORICAL NOTE\n\nwas created by the Board of\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 1936-37 are: president,\nRobert B. Walsh, Franklin High School, Portland, Ore.; secretary,\nLena Belle Tartar•, Salem High School, Salem, Ore.\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 music education\n\n1884: 23\n1885 :369-405\n1886:563-599\n1887:607-653\n1888:625-665\n\\m :665-703\n1890 -.811-827\n1891 -.807-827\n1892:507-533\n\n1893 -.507-543\n1894 -.925-957\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\n1905:627-668\n1906 -.703-706\n1907 -.849-877\n1908 -.835-862\n1909 -.673-701\n1910 -.789-833\n\n>\n\n[ 284 ]\n\n1911: 787- 827\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\n1920: 309- 311\n1921: 507- 515\n1922 -.1047-1063\n1923: 733- 737\n1924: 597- 613\n1925: 504- 522\n1926: 527- 536\n1927: 487- 495\n1934: 435- 440\n1935: 397- 402\n\n"}
{"page": 291, "printed_page": null, "text": "ECONOMICAL DEVICES IN TEACHING INSTRUMENTAL\nMUSIC\nLEE M. LOCKHART, SUPERVISOR OF INSTRUMENTAL MUSIC, PUBLIC SCHOOLS,\nPITTSBURGH, PA.\n\nP\n\n(The Man with the Hoe) Markham said to Princeton\nUniversity’s English Department, his birthday hosts, “When you finish\na good poem, you must be able to say ‘Ah’ as tho you were hit in the solar\nplexus.”\nTo Markham, “Ah” is a word of the spirit, of the emotions. It has served\nall of us many times when we could find no words to express ourselves ade¬\nquately. We realize the pricelessness of this little word, but we must, at\nthe same time, realize its danger.\n“Ah” is often the means of sidestepping the understandable analysis. It\nis, perhaps, somewhat indicative of inability to express in simple, direct\nwords the way we feel. One wonders if the many vague words of the pres¬\nent day are not so many “Ah’s” striving to be articulate, without daring\nto risk everyday language. New words are coined in the effort to sidestep\npresent usage. Vagaries are much applauded, most often, I fear, by those\nwho are dazed into thinking that here is something new that they hope\nsometime to understand but which must now be accepted on faith.\nYet “Ah” is the only word we have to express the ultimate in feeling. Its\ninflections range all the way from the sublime to the reviling.\nWe must realize, however, that “Ah,” with all its value, will not alone\nserve in the educational process. Emotional utterances and hard technic must\nbe combined or the former will seldom have reason to be and the latter will\nremain as sounding brass and tinkling cymbal. “Ah” and “brass' tacks” must\nbe partners.\nAs I see it, the Department of Music Education aims to bring into the\nexperience of its pupils some of the emotions and technics incident to the\nproduction of and listening to instrumental music. This is, I hope, but a\nprecise way of saying that our job is to teach the child to manipulate an\ninstrument, read symbols of notation, and appreciate progressively good\nresults in himself and others.\nTo give this training economically to the large number of pupils who are\nnow demanding it, is no small problem. The situation is demanding that\neach school provide a reasonably adequate department for this branch of\nmusic training. This entails the hiring of teachers trained to teach instru¬\nmental music by the class method system and the purchase of a basic set\nof instruments for each. Per pupil costs comparable to those of subjects other\nthan music are made possible by using the instruments in the same manner\nthat typewriters and manual training equipment are now being used. Each\npupil playing a wind instrument should have a mouthpiece of which he has\nthe exclusive use. The multiple use of instruments and the large class method\noet edwin\n\n[ 285 ]\n\n"}
{"page": 292, "printed_page": null, "text": "286\n\nNational Education Association\n\nof teaching should help to procure appropriations, for where can the same\nnumber of pupils be cared for at less expense than in the music room\nwhere classes of forty or more could be the rule?\nAPPRECIATION—UNDERSTANDINGS—THE VITAL CORE\nOF ALL MUSIC TEACHING\nMRS. FRANCES ELLIOTT CLARK, DIRECTOR, EDUCATIONAL DEPARTMENT,\nRCA MANUFACTURING COMPANY, CAMDEN, N. J.\n\nMusic has come into human life to stay, to contribute its marvelous powers\nto the cultural aid, comfort, and intelligence of all our people, to add to the\nsum of enjoyment the colorful rainbow of hope and joy in the appreciation\nof beautiful things, seen, heard, and understood or imagined in the realm\nof fancy. Where, but in our schools, may this foundation of more beautiful\nliving be laid ?\nIt is in the schools that the keys must be given to every child whether in\nthe largest city or the most remote little one-room school, to unlock for each\none the treasure house of the world’s great music. There are now about 30,000,000 pupils in our public schools; 82 percent of these are in elementary\nschools, urban and rural, 14 percent in high schools, 2.6 percent in college\nand university, and 1.4 percent in teachers colleges. Of the elementary group\nnearly half, or something over 40 percent of all, are in rural schools. Here\nis where our attention should be focused.\nThe inequality and the injustice of penalizing the child whose home hap¬\npens to lie in a remote place—Americans all in a far greater degree than\nmany in our crowded cities who enjoy the highest our nation can give—are\nat once apparent. Something must be done by county, state, and national\norganizations to correct this long endured situation. The United States\ngovernment has not recognized music in any way as an art or as education.\nAt present there is no place where anyone can find reliable statistics on the\nteaching of music, no place where such information if gathered may be dis¬\ntributed to those interested, no place where any facts on music teaching in\nthis or other countries may be found—but light dawns. A national committee\ncomposed of representatives from every national music organization in the\ncountry has been at work for four years besieging the United States Office\nof Education to put a division or bureau of music in that most important\npart of the Department of the Interior. Dr. Studebaker is keenly interested\nbut it will need the support of every educator to put it over.\nThere is now going on more fine teaching of beautiful music to more\nchildren in more schools than in any country in the world, yet we fall short\nuntil the underprivileged child in the rural school may share in this heritage\nof every boy and girl wherever they may be. Each child must hear great\nnumbers of things just to hear, then to appreciate intelligently, and come\nto know intimately. To each one must be given the opportunity and training\nto enable him to sing the lovely folk and art songs of all lands, to read the\nnotation in the middle years, and to sing in parts for the joy of it, thus per-\n\n"}
{"page": 293, "printed_page": null, "text": "Department of Music Education\n\n287\n\nforming great music. To each must be offered the opportunity to learn to\nplay an instrument and to perform other great music; to each must be\nclearly but simply taught, tempo, form, rhythm, melody, and harmony for\nintelligent understanding. Creative imaginary scenes, suggested by much\nhearing of lyric gems involving mood, rhythm, melodic content, given in\nlower grades thru rhythmic response, later in spoken or written form of\nmany selections heard without title, composer, or theme being given, lead\nat once in the middle grades to creative work in thinking melodies for given\nwords and later to simple composition.\nParticipation in glee clubs and chamber music ensembles is highly desir¬\nable, also in bands and orchestras if the element of technic is not over¬\nemphasized and if that which should be pleasurable experience is not reduced\nto drudgery.\nIf the music to be played or sung may be first heard, giving a perfect pat¬\ntern of the objectives to be attained in tempo, rhythm, purity of tone, and\ninterpretation, then the experience of the pupil may be multiplied in a largely\nexpanded repertoire. The reading of the score comes much faster with this\nadded ear training.\nToo long we have sat in the ashes of old fires of technic and drill forget¬\nting the newer ways of ear training in this aural art, the proved advantages\nof much experience in hearing and participating and appreciating a very\nlarge number of songs and instrumental selections.\nToo long the children have been starving for the bread of real music and\nwe have given them the stones of technic and sight reading drudgery. Too\nlong we have been content to sing trifling choral ditties, to play banal, silly\nnothings while the world moves on to better things. Too long we have been\nplacidly playing over and over some two or three hackneyed, outworn, obso¬\nlete recordings on wretched old miserable instruments, destroying the keen\nsense of pure tone quality instead of drawing from a well-selected library\nof hundreds of new, fine, modern recordings of contrasted, colorful, musical\nmaterial, reproduced on new modern instruments, to leave in the child’s\nmind an abiding love of beautiful music, heard, experienced in participation,\nappreciated and understood—a cultural foundation for a fuller and more\nbeautiful life.\n\n"}
{"page": 294, "printed_page": null, "text": "V\n-\n\n.\n\n.\n\n■\n\n"}
{"page": 295, "printed_page": null, "text": "DEPARTMENT OF\nlRural Education\n\n"}
{"page": 296, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of rural education grew out of the\n\nDepartment of\nRural and Agricultural Education which was authorised by the Board of\nDirectors in 1907. At the Chicago meeting in 1919, the Department was\nreorganised with three organised 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—under the name of the Department of Rural Educa¬\ntion. See proceedings, 1920: 279.\nThe officers of the Department for the year 1936-27 are: president,\nFrancis L. Bailey, State Commissioner of Education, Montpelier, Vt.;\nvicepresident, Helen Heffernan, Chief, Division of Elementary Educa¬\ntion and Rural Schools, State Department of Education, Sacramento,\nCalif.; secretary, Mrs. Katherine M. Cook, Chief, Division of Special\nProblems, U. S. Office of Education, Washington, D. C.; executive\ncommittee: Fannie W. Dunn, Professor of Rural Education, Teachers\nCollege, Columbia University, New York, N. Y. (term expires 1937);\nO. H. Bennett, Superintendent, Hamilton County Schools, Cincinnati,\nOhio (term expires 1938); Fred C. Fischer, Superintendent, Wayne\nCounty Schools, Detroit, Mich, (term expires 1939); Chloe Baldridge,\nDirector of Rural Education, State Department of Public Instruction,\nLincoln, Nebr. (term expires 1940) ; R. D. Baldwin, Professor of Educa¬\ntion, West Virginia University, Morgantown, W. Va. (term expires\n1941); Sue M. Powers, Superintendent, Shelby County Schools, Mem' phis, Tenn. (ex officio, term expires 1937).\nThe Department meets tzmee 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\n1910 -.1081-1114\n1911:1U7-1161\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[ 290 ]\n\n1925 -.522-576\n1926:537-600\n1927-.497-559\n1928 -.453-543\n1929 -.463-541\n1930:401-499\n\n1931 -.495-540\n1932 -.423-453\n1933 -.445-461\n1934 -.441-460\n1935 -.403-428\n\n"}
{"page": 297, "printed_page": null, "text": "PROFESSIONAL LEADERSHIP IN RURAL EDUCATION\nROBERT D. BALDWIN, PROFESSOR OF EDUCATION, WEST VIRGINIA\nUNIVERSITY, MORGANTOWN, W. VA.\n\nP\n\nin rural education should not view its serv¬\nices to rural communities thru too narrow frames of reference. It should\nconceive its task to be the discovery, release, and guidance of the aspirations\nand energies of rural folks into whatever channels give promise of developing\ntherefrom the steadiest surge of power into the lines that serve common\nlife. Having thus stated what seems to me the basic philosophy of educational\nleadership, I now turn to several specific aspects of the topic:\n1. There is great need for leadership of a distinctly professional sort in\nrural education. The evidence of this is to be found in the relatively poor\ntraining, little experience, and low salaries of rural teachers, and in the\ncomparatively poor physical equipment of rural schools. Furthermore, the\nrofessional leadership\n\ncharacter of the thinking and the experience of rural people with their infre¬\nquent contact with schools noticeably superior to those in their own com¬\nmunity tends to make educational progress difficult and slow.\n2. The present status of rural educational leadership does not make for\nsatisfactory improvement in rural school conditions. Rural school principals\nas a class are inadequately trained and poorly paid. County superintendents\nare all too often selected by popular election and consequently are often\npoorly qualified and usually poorly paid. Only one-third of them have\nbachelor’s degrees and less than one in ten has a master’s degree.\n3. The typical pattern of county school administration either directly\nor indirectly militates against the more complete realization of the possibil¬\nities for leadership in rural education. No mere scheme in itself creates good\nschools. But administrative machinery does set, or fail to set, the stage in\na way favorable or unfavorable to the creation of good schools. So the\ndetails of the scheme are important.\n4. Other agencies such as the state department of education, teacher-train¬\ning institutions, state universities, and state agricultural colleges have a\ndefinite responsibility to improve the status and qualifications of county\nsuperintendents and other rural school administrators. State departments\nhave responsibilities in matters of financing an adequate program, stimulat¬\ning statewide interest in rural education, and lifting certification standards.\nTeachers colleges have the obligation of adjusting their curriculums to the\nprobable destinations of their graduates. State universities and agricultural\ncolleges should adjust their curriculums to equip rural school administrators\nto discharge efficiently the functions that o-ught to he performed. So far as\nproblems of rural school administration are different from problems of\nschool administration in general, the courses offered should recognize, reckon\nwith, and adjust to them.\n[291 ]\n\n"}
{"page": 298, "printed_page": null, "text": "292\n\nNational Education Association\n\nThe current prospect for and challenge to rural educational leadership is\nto be found in several recent developments: (1) recent growth of the De¬\npartment of Rural Education; (2) recent appointment of a director of\nrural service in the National Education Association; (3) election, within\nfive years, of two outstanding rural educators to the presidency of the Na¬\ntional Education Association; (4) designation of two county school sys¬\ntems by the United States Commissioner of Education for demonstration\npublic forums; (5) the decentralization movement of industry and the\nback-to-the-soil movement; and (6) the recent growing attention to rural\nlife and the dramatization of the economic dilemma in the AAA.\nr\n\nRURAL EDUCATION IN OTHER DEPRESSIONS\nEDWIN K. KNIGHT, PROFESSOR OF EDUCATION, UNIVERSITY OF\nNORTH CAROLINA, CHAPEL HILL, N. C.\n\nThe answer to social problems among all civilized peoples of modern\ntimes has always been education. The answer to the difficult problems with\nwhich all the world is now faced is not less but more education of the right\nkind, as intelligent means of proper social control.\nEducation was the answer given by the reformation leaders to the miser¬\nable conditions that faced Western Europe in the sixteenth century. It was\nthe answer given by the leaders in France during its fearful years in the\nlate eighteenth century. It was the answer offered by the forceful Fichte\na century and a quarter ago when Prussia lay bleeding at the feet of Napo¬\nleon. It was the answer of Denmark crushed and confused in the sixties\nof the last century. It was the answer of England in the darkest hours of\nthe World War. It was the answer of our Colonial forefathers whose most\nheroic efforts “for the rising generation” were made during the dark and\ncritical days when the country was shaken by one of the most important\nrevolutions in history. This same faith in education as a means of recupera¬\ntion was expressed when the country was later torn by civil war.\nThe story is equally as clear and stirring in economic as in military crises.\nDuring the last century the United States has had a dozen or more wellmarked economic crises. Each one was accompanied by conditions of low¬\nered production, shrinkage in capital, bankruptcies, falling prices, reduced\nearnings, wage cuts, unemployment, unrest, and distress. But these are the\nyears of a most conspicuous educational interest awakening. It seems clear\nthat the line of educational interest and effort went up considerably during\nthe late thirties and the forties. The depression of 1873 lasted for five years\nand was accompanied by the usual evil of such crises. But it appears that\neducation did not lag. So also in 1893 and 1907.\nIn the present depression there have been widespread and vigorous and\nin many cases successful efforts to economize and retrench in public school\nexpenditures in the United States. These sudden outbursts against the most\nfascinating parts of our whole democratic epic appear to be extraordinary\nin the educational history of this country, contrary to public behavior in\n\n"}
{"page": 299, "printed_page": null, "text": "Department of Rural Education\n\n293\n\nother emergencies. In other crises education has been pointed to as the founda¬\ntion of public well-being and well-doing and cherished as the source of our\nlife. Certainly it seems that this is the first time since the idea of public\neducation began its slow but steady conquest of this country that so many\nschools have been slashed in the name of economy and so many severe criti¬\ncisms have been aimed at education.\nRoyce S. Pitkin reaches similar conclusions in his Public School Support\nin the United States during the Periods of Economic Depression (1933).\nSays Dr. Pitkin: “Not a single serious depression was studied that did not\nhave its accompaniment of better laws relating to the schools. Normal schools\nhave been established in many states under such conditions; requirements\nfor certification have been raised; better compulsory education laws have\nbeen enacted; provision has been made for the education of the physically\nand mentally handicapped; entire state systems of schools have been reorgan¬\nized ; and better schemes of supervision have been put into operation.”\nTHE YEARBOOK ON RURAL SCHOOL LIBRARIES\nEDITH A. LATHROP, ASSOCIATE SPECIALIST IN SCHOOL LIBRARIES,\nU. S. OFFICE OF EDUCATION, WASHINGTON, D. C.\n\nA yearbook on rural school libraries is significant at this time because\nlibrary facilities are necessary if a school is to function effectively and be¬\ncause rural schools are for the most part library poor. The importance of\nthe subject is magnified when it is realized that approximately one-half of\nthe public school enrolment in the United States is rural.\nThe formation of right health and mental habits, the control of the emo¬\ntions, the ability to think straight, and the cultivation of an appreciation of\nbeauty, truth, and righteousness are major objectives of the school. The ac¬\nquisition of skills and knowledges is important only as it helps to develop\nthese objectives. It is not important only as it helps to develop these objec¬\ntives. It is not important that the child memorize the length of the Nile\nRiver, but it is important that he know where to go to find the informa¬\ntion if he needs it.\nAll thru life nearly every individual is dependent upon acquiring a con¬\nsiderable amount of knowledge from the printed page. It matters not\nwhether that person is a student of research in a great university or a rural\nmail carrier interested in promoting bee culture as an avocation. Carefully\nselected printed materials on many subjects must be available if children\nare to be trained as independent thinkers and if their imaginations are to be\nkindled.\nSurveys show that rural schools lack books (especially picture books) for\nchildren in the lower grades, that the books in the collections do not meet\nthe needs of the schools, and that school library revenues are inadequate.\nCollections that may be borrowed from state library extension agencies, with\na few exceptions, are in no way commensurate to fill requests from the\nschools. Less than 300 of the 3072 counties in the United States have county¬\nwide library service.\n\n"}
{"page": 300, "printed_page": null, "text": "294\n\nNational Education Association\n\nThe yearbook analyzes the reading problem of rural schools and shows\nhow the library can improve the situation, appraises methods of administer¬\ning and financing library service for rural schools, discusses problems in book\nselection, compares practises used by state departments of education in or¬\nganizing and administering libraries, shows how the library is necessary for\nthe administration of the curriculum, discusses the most unique practises\nused by state school library supervisors in improving library service, and in¬\nvestigates the responsibilities of teacher-training institutions in preparing\nteachers to cope with the reading and library problems that they will face in\nthe schools that they teach.\nContributing authors are Fannie W. Dunn, professor of education, Teach¬\ners College, Columbia University; R. S. Ihlenfeldt, supervisor, rural edu¬\ncation, Wisconsin State Department of Education; Nora Beust, professor,\nlibrary science, School of Library Service, University of North Carolina;\nMay Trumper, head, Department of Rural Education, State Normal\nSchool, Geneseo, N. Y.; Anna Clark Kennedy, school library supervisor,\nNew York State Department of Education ; Harriet A. Wood, school library\nsupervisor, Minnesota State Department of Education; and William Mc¬\nKinley Robinson, director, Department of Rural Education, State Teach¬\ners College, Kalamazoo, Mich.\nTRAINING TEACHERS FOR RURAL SCHOOLS\nWILLIAM MCKINLEY ROBINSON, DIRECTOR, DEPARTMENT OF RURAL EDU¬\nCATION, WESTERN STATE TEACHERS COLLEGE, KALAMAZOO, MICH.\n\nThose of us interested in the field of training teachers for rural schools\ncan find considerable satisfaction and food for thought in the findings, con¬\nclusions, and recommendations of the National Survey of the Education of\nTeachers.\nI have gone thru the report quite carefully and underscored references\nto rural education. In them there is material for a provocative article on the\nsubject of training the rural teacher. I should like to call attention to one\nsignificant point developed in the last section of the final volume.\nIt is emphatically stated that teachers should be more specifically pre¬\npared for rural schools; and also that rural teachers need specific preparation\nfor their work. As to what special preparation includes, both as to type and\nfrequency of offering, I have been making a comparative study for the years\n1926-27, 1931-32, and 1934-35; or before, in the midst of, and during re¬\ncovery from the depression. For purposes of study I divided the differentiated\nofferings into the following groups: (1) length of rural curriculums offered ;\n(2) professional courses, such as practise teaching in rural schools and rural\nschool management; (3) background courses, such as rural sociology and\neconomics; and (4) differentiated subjectmatter courses, such as agriculture\nand nature study.\nFrom the year 1926 up to 1931 there was a consistent tendency for the\nnumber of state teacher-training institutions offering each group to increase,\n\n"}
{"page": 301, "printed_page": null, "text": "Department of Rural Education\n\n295\n\nwith the exception of group 4—differentiated subjectmatter courses—which\nheld its own. An equally consistent tendency of decrease in the number of\ninstitutions offering each group was noted between the years of 1931 and\n1934, dropping back almost to 1926 levels. A study of the offerings for rural\nschool administrators and supervisors in the same institutions showed the\nsame tendencies of increase followed by a decrease. There was, however, a\nreverse in the tendency to increase and then decrease in the number of in¬\nstitutions considering the training of rural teachers their primary function;\nalso, in the number requiring all students to have some training for rural\nteaching.\nLest it be assumed that those championing differentiated rural teacher\ntraining are absorbed in the technics and mechanics peculiar to rural condi¬\ntions, it is well that some emphasis also be given in programs for develop¬\ning rural school teachers to the significant attitudes which, in importance,\nmay even transcend the technics.\nHOW SHOULD THE CURRICULUM FOR THE TRAINING\nOF RURAL TEACHERS BE DIFFERENTIATED\nFROM THE CURRICULUM FOR THE\nTRAINING OF URBAN TEACHERS ?\nHARVEY LEONARD TURNER, MICHIGAN STATE NORMAL COLLEGE,\nYPSILANTI,\n\nMICH.\n\nThis problem has been treated both intensively and extensively in the\nliterature on rural education for more than a decade. Expert opinion has be¬\ncome rather well crystallized due largely to the careful work and wide in¬\nfluence of Mabel Carney of Teachers College, Columbia University.\nReasons for and against differentiation have been cited. Dr. Bagley has\nsuggested that marked differentiation is undesirable because: (1) the\ncleavages between rural and urban life are already too great; (2) the basic\ntraining and culture needed by rural and urban children are the same; and\n(3) there is a constant flow of rural people to urban centers, and vice versa.\nYet certain important differences are essential, he believes.\nBoth Dr. Bagley and Miss Carney agree that the basic differentiated\ntraining of rural teachers should consist of: (1) a substantial course in nature\nstudy and agriculture; (2) a course in rural sociology and economics; (3) a\nsubstantial course in rural education and its peculiar approaches, technics,\nand problems; and (4) special observation and practise teaching in rural\nschools under proper supervision.\nOthers including McGuffey, Robinson, Simpson, and Kibbe have con¬\ntributed valuable information from study of the problem, but as yet the\ngeneral pattern used is that outlined by Miss Carney and supported by\nBagley and others. The recent course recommended in Michigan includes\nthese essential elements, and the excellent course as refined by Muriel J.\nBardwell in New York state gives promise of setting the pace for some time\nto come.\n\n"}
{"page": 302, "printed_page": null, "text": "296\n\nNational Education Association\n\nThus refined expert opinion will prevail, and should, until it is demon¬\nstrated objectively by a measurement of results that something different\nshould be done.\nSIGNIFICANT ATTITUDES TO BE DEVELOPED IN RURAL\nTEACHERS\nKATE V.\n\nWOFFORD,\n\nPROFESSOR\n\nOF\n\nRURAL\n\nEDUCATION,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE, NEW YORK, N. Y.\n\nThe ability to think in terms of human values rather than in terms of\nsubjectmatter is an attitude which should probably take precedence over all\nattitudes in the education which seeks the development of teachers. This\nand the emphasis upon the child-centered school have long been acceptable\nin the philosophy of education, but unfortunately have been slow in devel¬\nopment into practise.\nToo often the student teacher who accepts and identifies himself with the\nbelief that children are more important than subjectmatter, in his practise\nbelies this philosophy. The reasons for this are usually threefold: (1) too\nmany teachers of theory in education hold opposite attitudes toward teachers\nin preparation; (2) many public schools are bound by a system of examina¬\ntions which place undue emphases upon rewards for mastery of subjectmatter to be learned and too little in satisfactory child development; and\n(3) the average parent is apt to measure school success in terms of grades.\nThe second attitude to be emphasized in teacher education is one which\nsubstitutes new values for old authorities. In the past the accepted author¬\nities have been twofold: (1) that of the printed word; and (2) that ex¬\nemplified in the person of the teacher. Under this manifestation of authority\nthe children had three choices: (1) submission; (2) fight; (3) flight. These\nsuggest the necessity of either restricting teacher authority or educating him\nto manifest it as unostensibly as possible.\nA third attitude, and one which is receiving increasing attention in the\neducation of rural teachers, is one which sees the inherent worth, that lies in\nwhat is called the rural heritage. This heritage is composed of opportunities\nfor the teaching of the sciences at first-hand, the educational possibilities\nin the environment for teaching history, mathematics, art, civics. Part of this\nrural heritage lies also in the contribution of rural peoples of the fine qual¬\nities of independence of thinking and action, the love of freedom, and the\nunwillingness of the group to be stampeded into group judgments. These\nare invaluable qualities in a democracy and should be preserved for the\nbenefit of the national welfare.\n\n"}
{"page": 303, "printed_page": null, "text": "Department of Rural Education\n\n297\n\nTRAINING RURAL SCHOOL ADMINISTRATORS\nW. H. GAUMNITZ, SENIOR SPECIALIST IN RURAL EDUCATION, U. S. OFFICE\nOF EDUCATION, WASHINGTON, D. C.\n\nAltho the administration of the rural schools involves problems greater in\nnumber and more complex in character than those in the city schools, com¬\nparatively little effort has been made thus far by the profession to improve\nthe status of rural school administrators.\nThis is true despite the commonly recognized fact that as a group, county\nand other rural school superintendents tend to adhere closely to the proce¬\ndures dictated by tradition, to follow established patterns largely prescribed\nby the laws creating this office, and, in consequence, to make progress toward\nthe improvement of the rural schools very slowly indeed.\nCounty school administrators as a group concern themselves chiefly with\ncarrying out routine of their offices rather than with the development of\neducational policy and other functions of leadership. The reason for this\ncondition is to be found in the origin of the office and the inadequacy of pro¬\ngrams for training and development of county superintendents. The laws\nproviding for county superintendency and an erroneous idea of what really\nconstitutes home rule have resulted in keeping most of the authority in the\nhands of local trustees, most of the woes and responsibility falling on the\ncounty superintendent.\nThe profession still largely accepts the situation as it is. It tends to look\nupon the county superintendent as a legal identity created to discharge cer¬\ntain clerical, routine, and regulatory functions and does little more than to\nprotest his political character and to deplore his lack of educational leadership.\nIt must, of course, be said that there are among these rural school admin¬\nistrators many natural leaders who thru initiative and perseverance have\nlifted themselves above the routine and legalistic nature of their offices and\nare giving a splendid type of leadership to the schools they serve. There are\nalso a few centers of learning which for a number of years, thru summer\nconferences, short courses, and training in rural school administration, have\nmade a definite effort to develop county superintendents. A number of state\ndepartments of education also have helped these rural school administrators.\nBut a great deal more could and should be done. Our research centers\nshould give much more study to the functional aspects of rural school admin¬\nistration rather than limit their concern to the present status. From such\nstudy should issue objective data, correspondence courses, short courses, hand¬\nbooks, administrative devices, and complete training programs which are\nespecially devised for the training and growth of rural school administra¬\ntors. The state departments of education could profitably devote much more\nattention to the study of the administrative problems peculiar to the rural\nschools and to the development of ways and means to attack and solve rural\nschool administrators’ problems. It is high time that the profession take the\ncounty superintendent where he is professionally and as he is politically,\neconomically, and socially, and make a much more sustained effort to study\nhis peculiar field of service and to develop him for and in his job.\n\n"}
{"page": 304, "printed_page": null, "text": "298\n\nNational Education Association\n\nADJUSTMENT OF RURAL SCHOOLS TO PRESENT NEEDS\nHATTIE S. PARROTT, DIVISION OF INSTRUCTIONAL SERVICE, STATE\nDEPARTMENT OF PUBLIC INSTRUCTION, RALEIGH, N. C.\n\nAn enriched program of rural education means enriched living for rural\nboys and girls. Such improved, enriched living is a measure of the effective¬\nness of a state program of education. This program involves administrative\nprovisions essential to its development: school finances, length of term, pre¬\nservice training of teachers, certification of teachers, compulsory attendance,\nbuildings, courses of study, and others.\nHowever, the enriched program is more surely in evidence in the invig\norating personal growth of the teacher in her own school or classroom. Here\nis where supervision, either local or state, can function best—that is, in\nhelping the individual teacher in her efforts to improve. The in-service train¬\ning of teachers thru a supervisory program which includes (1) school visita¬\ntion, (2) cooperative planning, (3) curriculum revision, (4) improvement\nof teaching methods, and (5) stimulation and encouragement of the life\nand spirit of the school, is successful only when the enriched living of boys\nand girls is the chief objective. This cooperative human endeavor of both\nteacher and supervisor is the controlling factor in the successful attainment\nof school improvement thru supervision.\nThe aims of an in-service training program for rural teachers cannot be\nrealized without a definite county organization composed of supervising\nteachers, school nurses, and social workers. Teachers should be visited regu¬\nlarly by this staff of helpers. In view of apparently satisfactory results, it\nwould seem that one could safely say that teachers can be trained while in\nservice in rural schools, if a carefully prepared program is provided and\nsufficient help is given to the county school superintendent’s office to carry\nout the program.\nAs an integral part of the general program of enriched living for rural\nboys and girls, a child health program that will afford more nearly equal\nhealth opportunities for all children of a rural unit should be administered\nby a county health governing board, in which should function: (1) a wellestablished health center under the direction of the health authorities; (2) a\npublic school system; and (3) a medical, social, and welfare service.\nSTATE\n\nSTIMULATION AND SUPERVISION OF AN\nRICHED PROGRAM IN RURAL EDUCATION\n\nEN¬\n\nJAMES B. PALMER, PROFESSOR OF EDUCATION, NEW YORK STATE COLLEGE\nFOR TEACHERS, ALBANY,\n\nN. Y.\n\nAn enriched program of rural education means enriched living for rural\nhoys and girls. Such improved enriched living is a measure of the effective¬\nness of a state program of education.\nA state supervisory program of enriched rural education is susceptible\nto two lines of attack. First, there are those features which on a statewide\n\n"}
{"page": 305, "printed_page": null, "text": "Department of Rural Education\n\n299\n\nbasis may be handled most systematically and effectively by centralizing the\ncontrol and direction in the state department. For example, consider certifi¬\ncation of teachers, compulsory attendance, length of school term, general\ncourses of study, pre-service teacher preparation, standards of necessary\nphysical equipment, and the maintenance of certain minimum standards.\nSecond, there are those functions that are purely supervisory. These are\nnever adequately performed in absentia thru impersonal organization and\ncontrol. They involve cooperative human endeavor. For example, consider\nactual curriculum revision, improved methods of giving in-service training\nto teachers, and stimulating the life and spirit of the school.\nThe supervisory staff then must be made up of personable individuals who\ncarry on their work thru stimulating contacts, cooperative endeavor with\nindividual teachers, and groups of teachers. Regional conferences, an abun¬\ndance of school visitation, follow-up service, professional faculty meetings,\nand the like must be the procedures that such a person or persons prefer\nto use.\nThis kind of supervision is a decentralized program; its effectiveness de¬\npends on the extent to which it is decentralized. It grows only thru the\nintimacy of contact with the local setting. It involves only a recognition of\nwhat we have in this particular school, what we can get, and what we want\nto do under the conditions.\nTeachers are becoming more and more professional. They should be aided\nin this and challenged to accept such responsibility as the profession necessi¬\ntates. In the zeal to improve conditions we cannot afford to let lifeless\nprescription kill all possible growth. Programs in certain modern centralized\nor consolidated schools are cases in point.\n\nA COUNTY PROGRAM FOR IN-SERVICE TRAINING OF\nRURAL TEACHERS\nFRED C. FISCHER, COMMISSIONER OF SCHOOLS, WAYNE COUNTY,\nDETROIT, MICH.\n\nThere are still thousands of rural schools in America of the one- and tworoom type. These schools have many of the traditional characteristics in\nwhich improvement has been attempted. Consolidation and larger units\nhave made some progress with the problems of the rural school.\nThe in-service training of rural teachers by means of the helping teacher\nservice, with the assistance of school nurses and social workers, has proved to\nbe one other solution of the problem. This program in use in Wayne County,\nMichigan, for eleven years seems to justify the conclusion that instruction\nin rural schools may be improved by supervision of rural teachers in groups\nor zones of about forty-five teachers in each group. The county program is\nmade uniform, the state course of study is interpreted and supplemented,\nprofessional attitudes of teachers are developed, and wholesome social ac¬\ntivities are encouraged. Teachers are made acquainted with the most recent\nfindings and newer technics in the fields of mental and physical hygiene, iri\n\n"}
{"page": 306, "printed_page": null, "text": "300\n\nNational Education Association\n\norder that the problems of the individual child may be recognized and\ntreated. The principal methods of developing the program are in the class¬\nroom and in the group meeting. The supervising teacher and school nurse\nvisit the schools regularly and make it their business to assist and inspire\nteachers in carrying out the program.\nA long-time plan in the teaching of citizenship has produced highly satis¬\nfactory results. A countywide organization known as the Junior Citizens’\nClubs has been the chief factor in this development.\n%\nProfessional and social attitudes are encouraged by such means as dis¬\ncussion groups, book clubs, music festivals, teachers parties, etc.\nA program of this type should make use of all of the cooperative agencies\navailable in the county, such as the county library, 4-H Clubs, parent-teacher\nassociations, and other agencies.\nStandardized tests are given and the results of these tests in Wayne\nCounty indicate that instruction has improved the learning situation, and\nthe general attitude of teachers is more satisfactory.\nA PROGRAM OF HEALTH SERVICE AND INSTRUCTION IN\nRURAL SCHOOLS\nTHOMAS GORDON\n\nBENNETT,\n\nEDUCATIONAL ADVISER,\n\nTHIRD CORPS\n\nAREA,\n\nCCC, BALTIMORE, MD.\n\nIn planning a child health program that will afford more nearly equal\nhealth opportunities for all the children of a rural unit, a program might\nwell be administered by a county health governing board in which would\nfunction: (1) a well-established health center under the direction of the\nhealth authorities; (2) a public school system; and (3) a medical, social,\nand welfare service.\nThis program might be accomplished thru the following means: (1) more\nefficient practises in preventive and corrective health procedures, which will\nsecure better health protection for all the children; (2) more frequent op¬\nportunities for each child to participate in health experiences that will aid\nhim in forming desirable health habits; and (3) such cooperation between\nthe child and the social guidance and welfare relief agencies as will provide\nthe greatest possible benefits for the handicapped child and opportunities for\nthe normal child to adjust himself to his environment.\nThe health activities in the school should include health service and health\neducation: (1) health service will provide opportunities for bringing the\nfacilities and activities of the school into closer relationship with the prac¬\ntising physician, the liaison nursing service, the medical care of the health\ncenter, medical, social, and welfare service, and similar organizations out¬\nside the school. This service will aid in the follow-up program for children\nin school and for preschool children, and will aid the medical care service\nin checking up remedial measures; (2) a health education program of ac¬\ntivities and instruction is to be based upon individual health needs of chil¬\ndren and upon certain recognized principles of good health that have been\n\n"}
{"page": 307, "printed_page": null, "text": "301\n\nDepartment of Rural Education\n\naccepted as fundamental. It will also help teachers in service to understand\nand accept definite responsibilities in the teaching of personal hygiene and in\nproviding opportunities for pupil participation in health activities. Thus each\nchild will be enabled to develop his own personal health program.\nTo the physical education program comes the responsibility of having a\npart in the complete development of the child in his environment. Physical\neducation may be looked upon as being somewhat separate from health edu¬\ncation but it is equally essential in developing to the greatest possibilities the\nmental, social, and physical growth of each individual.\nHow Objectives Are To Be Achieved\n\nIn order to achieve the foregoing objectives of a child health program it\nis proposed: (1) to analyze and evaluate the determined essential prac¬\ntises of child health as they have been revealed by the actual experiences\nand practises of certain outstanding examples of school health programs al¬\nready in operation, and by authoritative theory and opinion based upon\nanalyses and evaluations of essential evidences proved in actual experimen¬\ntation in and observation of sound health practises; (2) to determine to\nwhat degree existing and potential resources may cooperate in achieving the\nobjectives of the child health program, and the specific part that each re¬\nsource would play; and (3) upon the basis of a thoro survey of the health\nconditions of the rural unit made to determine its child health needs, to out¬\nline a practical means whereby the determined essential practises and the\navailable resources may be properly organized, administered, and financed\nin achieving the objectives of a health program for all the children of the\nrural unit.\nEDUCATIONAL OBJECTIVES IN TERMS OF A\nSCHOOL PROGRAM IN RURAL AREAS\n\nPUBLIC\n\nNORMAN FROST, PROFESSOR OF RURAL EDUCATION, GEORGE PEABODY\nCOLLEGE FOR TEACHERS, NASHVILLE, TENN.\n\nThe distinctive aim of rural education is to aid in the adjustment between\nrural children and rural environment. This includes aiding children in ad¬\njusting themselves to their surroundings, as well as helping them to control\nand adjust these surroundings. Environment is considered as those things\nwhich affect them significantly, or which may be made to do so. The aim is\ndistinctive for rural areas so far as rural children or rural environments are\ndistinctive.\nFor achieving this ultimate aim of education in rural areas, certain essential\nservices will be necessary. These include the following, listed in the Twelfth\nYearbook of the Department of Superintendence (1934) : (1) supervision;\n(2) health service; (3) research; (4) guidance; (5) education of excep¬\ntional children; (6) attendance service; (7) library service; (8) recrea¬\ntional and leisure-time activities. These services can be provided most\nefficiently and economically by local units including 6000 to 8000 children,\naccording to a recent study in Tennessee, and a monograph by Dawson.\n\n"}
{"page": 308, "printed_page": null, "text": "302\n\nNational Education Association\n\nThe establishment and proper location of schools of effective size must be\naccepted as an important objective. General opinion of educators, with con¬\nsiderable backing by objective data, calls for six-year elementary schools of\nnot less than 210 to 240 children; four-year high schools of 150 to 200\nchildren; or six-year junior-senior high schools of about 300.\nWith an administrative unit organized into suitable attendance units and\nproviding the services mentioned above, one must proceed to specific objec¬\ntives such as a well-defined curriculum carefully adjusted to local needs,\nteachers having at least two years of training for the elementary schools and\nfour years for the high schools, school support equal to the average per capita\ncost in the United States ($66.53 in 1934), housing adequate for a modern\nschool program (Research Bulletin of the N. E. A., January 1935, sug¬\ngests $400 per pupil as a “reasonable” standard), sound business manage¬\nment for these activities and those previously mentioned, and by no means\nleast important, adequate publicity and cordial cooperation between the\nschool and its patrons.\nAmong such objectives as these the school administrator should choose for\nimmediate accomplishment those which meet with most general approval\nfrom his patrons, those most in line with state and national policies, those\nfor which effective support and aid can be secured, those within the abil¬\nities of available personnel, those of greatest value to the school children, and\nthose most likely to lead to further improvement of the local school situation.\nPROCEDURES FOR OBTAINING ADEQUATE ORGANIZA¬\nTION AND ADMINISTRATION FOR RURAL SCHOOLS\nEDGAR L. MORPHET, DIRECTOR OF RESEARCH, STATE DEPARTMENT OF\nEDUCATION, MONTGOMERY, ALA.\n\nWhen we are discussing rural school organization, we may be discussing\nattendance areas or administrative units or both. In any case a clear dis¬\ntinction should be made between them.\nIt is easy to understand why so many of the present administrative units\nare inadequate when it is known how they have developed. It is hardly too\nstrong to state that there has been no plan or planning of attendance or ad¬\nministrative units on any statewide basis, particularly until very recent years.\nIn a number of states or parts of states scientific studies have been made to\ndetermine the needs of the schools and the type of organization that can best\nmeet those needs. Fairly definite standards have been established and can be\nused for guidance in further reorganization. Many attendance areas have\nalready been reorganized, and a number of small administrative units have\nbeen eliminated.\nThe first handicap to improving organization and administration of\nschools is tradition. The people in the various areas have grown up with\ntheir schools, inadequate tho they may be. They do not know of anything\nany better. They are likely to be afraid of any change simply because they\ncannot visualize what the change will mean. One of the greatest handicaps\n\n"}
{"page": 309, "printed_page": null, "text": "Department of Rural Education\n\n303\n\nto adequate organization arises from lack of facts and evidence necessary to\nshow the desirability of a change. The only way to overcome this handicap\nis to set up a plan for getting the evidence needed and for arranging and\npresenting it in convincing form.\nAdequate organization does not necessarily mean adequate administration.\nThe tradition that the rural superintendent is to be elected by the people is\nfar too common to be comfortable to a progressively-minded administrator.\nPopular election and competent administration are not sisters under the\nskin. In fact, in most cases they are not even remotely related. Rare indeed\nis the superintendent who, for more than one election, can keep his ear at¬\ntuned to the tradition and prejudices of the people and his eye set on a long¬\ntime constructive plan. A fundamental procedure to facilitate adequate school\norganization and administration is to provide for rural leaderships selected\nby boards of education and not by popular election.\nAn equitable educational opportunity for every rural child is a worthy\nobjective. But financial support alone will not assure that opportunity. Along\nwith that must come higher standards for rural school administrators. Rural\nsuperintendents as well as principals must be trained for their work instead\nof learning it, as in times past, at the expense of teachers and children, and\noften at the cost of taxpayers.\nA COUNTYWIDE PROGRAM OF CONSOLIDATED RURAL\nSCHOOLS\nJOHN H. GEORGE, PRINCIPAL, NICHOLAS BLACKWELL HIGH SCHOOL,\nBARTLETT, TENN.\n\nConsolidation and transportation are indissolubly linked where schools\nare concerned. Shelby County has had a program of consolidation dating\nback thirty years. Starting in 1907 bond issues were frequent until the pro¬\ngram was practically completed in 1931. Small high schools are not main¬\ntained. Small grammar schools exist for six grades only. Junior high\nschools are not used because of the peculiar Tennessee law. This county has\nfound that the election of the county superintendent and the county board\nof education by the quarterly court is more satisfactory than having direct\nelection by the people.\nThe budget of Shelby County is $682,200 for a school population of six¬\nteen thousand students, divided $483,900 for elementary and $198,300 for\nhigh school. Transportation costs $75,000 per year; instructional cost is\n$424,000 per year.\nThe maintenance department of Shelby County has a large warehouse, a\nmaintenance superintendent, and gives to the system a complete repair serv¬\nice. Furniture is built in the shop of one of the large high schools on a com¬\nmercial scale. One of the most important services has been the drilling of\nwells and the building of complete water systems.\nAbout four thousand children per day are transported in school buses.\nThe drivers are paid a straight salary and also a mileage. The drivers are\n\n"}
{"page": 310, "printed_page": null, "text": "304\n\nNational Education Association\n\ncompelled to maintain liability insurance. There is compulsory mechanical\ninspection. Safe transportation is stressed at all times.\nThe Shelby County school libraries have been made possible thru the\nRosenwald Fund. The high-school libraries meet the standards of the\nSouthern Association of Colleges and Secondary Schools. Classroom libra¬\nries are provided for every elementary room in the county. Community\nlibraries are being started. Summer community book service by truck has\nbeen used and is popular.\nThe teachers of the county are selected from college graduates on the\nbasis of fitness rather than politics. The minimum salary for college grad¬\nuates is $900 per year; the maximum, $1650 per year. Old age retirement\nfund and group insurance are provided. The teachers maintain high pro¬\nfessional standards thru membership in educational associations. For six¬\nteen years every teacher in Shelby County has been a member of the National\nEducation Association.\nA STATEWIDE SURVEY OF RURAL SCHOOL ADEQUACY\nRAYMOND V. LONG, DIRECTOR OF SCHOOL BUILDING CONSTRUCTION, STATE\nDEPARTMENT OF EDUCATION,\n\nRICHMOND, VA.\n\nThe State Department of Education of Virginia has realized for a num¬\nber of years that school buildings were being erected with little thought or\nregard for the statewide program of education. Buildings have been too fre¬\nquently located with reference to local demand rather than to coordinated\nstatewide planning.\nIn an effort to get a comprehensive picture of the school building situa¬\ntion in Virginia, a statewide school survey was undertaken in the spring of\n1934, and thru the coordinated efforts of the State Planning Board and the\nState Department of Education, much information was assembled covering\neach school building in the state. These compiled data include a map of each\ncounty with an overlapping oft ten to fifteen miles in the surrounding coun¬\nties showing the location of each school building, the location of highways,\nphysical barriers, such as mountains, rivers, etc. Each school building is\ndesignated by an appropriate symbol showing the type of building and the\ntype of educational program offered. Accompanying these maps is listed\npertinent information as to the physical condition of the building proposed,\nconsolidations with other buildings, transportation to or from the building,\ncost, type of construction, etc.\nStudies made of the compiled data revealed many maladministrative\npractises and uneconomical educational programs both socially and finan¬\ncially. The most outstanding conditions needing immediate attention and\ncorrection are:\n1. There are too many small high schools. It is proposed to consolidate\nhigh schools so as to develop schools with at least 250 to 400 pupils. In\nlarger consolidated areas junior colleges will be developed.\n2. There is wide variation in the amount of territory per school build¬\ning in the several counties. The area per building averages 13 square miles\n\n"}
{"page": 311, "printed_page": null, "text": "Department of Rural Education\n\n305\n\nper white school and 38.8 square miles per Negro school, and varies from\n1.4 square miles in one county to 188 square miles in another. It is proposed\nto correct this condition by the development of spot maps and on the' basis\nof such data to develop a master statewide plan for schools and work. Future\nschool buildings will be located and built according to this master plan.\n3. Political boundary lines have little relationship to an economical sys¬\ntem of school buildings and transportation. They have, however, influenced\nboth and have resulted in the construction of buildings near boundary lines\nto serve only the children in the county in which the building is located.\nEffort will be made to plan the location of buildings without reference to\npolitical boundary lines.\n4. The master plan will contemplate the location and planning of school\nbuildings for utilization by the community rather than for the sole use of\npupils for only a limited time. Acquainting local committees with the im¬\nportance of planning their school building to a statewide planning program\nhas already resulted in marked changes in attitude toward school building\nplanning and construction.\nFUNCTIONAL PLANNING OF PLAN FOR A TWELVE-YEAR\nCONSOLIDATED SCHOOL\nN. E. VILES, DIRECTOR OF SCHOOL BUILDING SERVICE, STATE DEPARTMENT\nOF EDUCATION, JEFFERSON CITY, MO.\n\nDuring the past few years would-be economists have been loud in their\ncriticisms of public school buildings, claiming that there was extravagance\nin the erection of school buildings and that much more money is spent than\nis needed. On the other hand, school officials, school teachers, and interested\npatrons have insisted that the school buildings were inadequate to house the\nschool program; that the work of the school was being hampered by the lack\nof room; that the buildings were unsafe and unsanitary. Probably there was\nonly a modicum of truth in some of their criticisms. On the other hand, some\nof their criticisms may have been justified. These criticisms; are as applicable\nto consolidated schools as to others. It is true that many of the buildings\nerected have not been planned to fit the school program. It is also true that\nmoney has been spent on ornate design that might well have been spent in a\nway to provide the features needed inside the building.\nRecords indicate that the twelve-year consolidated school varies little\nfrom other twelve-year schools of similar size, except that more vocational\nagriculture classes are taught. Hence the planning for a twelve-year con¬\nsolidated school may be quite similar to that for non-consolidated schools\nof similar size.\nEfficiency and economy in school building construction are not easily at¬\ntained without adequate functional planning, which involves a detailed study\nor a survey of the district, its enrolment, facilities, and ability to pay, to¬\ngether with the present anticipated curriculum offering. The obligation to\nprepare educational specifications is clearly that of school officials. Structural\n\n"}
{"page": 312, "printed_page": null, "text": "306\n\nNational Education Association\n\ndesign and exterior artistry may well be left to the architect, but the interior\nplanning of the building should be done by competent school officials.\nThe functional planner should remember that safety should be the first\nconsideration in erecting a school building; that adequacy can be main¬\ntained only by planning each room for a particular type of use; and that\nconvenience, attractiveness, and flexibility should not be neglected. He should\nalso remember that economical construction, which should be interpreted to\nmean the securing of essential features needed in the building, the elimina¬\ntion of waste space and non-essential features, should be based on a study\nof the needs of the school, on the development of multiple-use rooms for the\nsmall schools. He should also remember that costly construction beyond\nthe means of the district may result in decreased funds for school activities\nthat the district may be able to pay for the building after it is erected.\nFunctional planning for a twelve-year consolidated school may be sep¬\narated into the following five steps:\nr\n\n1. Determine the type of school program to be developed in the district.\n2. Study the site location, orientation, the roads, the drainage, etc.\n3. Study the room needs, number, size, and location. Determine the num¬\nber, size, and location of each activity or group unit and the service features\nneeded in the building.\n4. Determine the special features and refinements that should be included\nin the building.\n5. Study the financial condition of the district to determine the amount\nof bond money that should be raised, the bond and interest payments that\nmust be provided for several years in advance, and the tax that must be\nlevied.\n\nTHE ARRANGEMENT AND EQUIPMENT OF A MODEL\nONE-ROOM SCHOOL\nCHLOE C. BALDRIDGE, DIRECTOR OF RURAL EDUCATION, STATE DEPARTMENT\nOF PUBLIC INSTRUCTION, LINCOLN, NEBR.\n\nEach child should have a good, comfortable, seat and desk placed the cor¬\nrect distance apart. The desks of only one size should be placed in a row.\nMovable chairs are quite frequently used and bring about a homelike en¬\nvironment. If there are stationary desks, it is advantageous to have the\ndesks fastened to cleats of wood long enough for three desks to be fastened\ntogether in a group, thus enabling the desks to be moved easily.\nTwo things are well established with reference to lighting the schoolroom ;\nfirst, the window area should be equivalent to one-fifth of the floor area in\nour section of the United States and, second, the light should come from\nthe left and rear of the pupils after they are seated, except for left-handed\npupils. Adjustable shades furnish the preferred regulation of light. Window\nsticks, window ventilators, and screens are useful. A thermometer and a\nfirst-aid kit are essential.\n\n"}
{"page": 313, "printed_page": null, "text": "Department of Rural Education\n\n307\n\nFor heating, the basement furnace is preferred. If a jacketed heater is\nused, however, it should be located in the end of the room and preferably\nnear the entrance. The cold air coming in thru an open door will thus be\nmore easily heated. Facilities should be provided so that good housekeeping\nwill be characteristic of the activities of every classroom teacher. Liquid soap\nand paper or individual towels are necessary supplies. Shoe scrapers and a\ndoor-mat will help materially in keeping the building clean.\nHot lunch equipment should be provided. Hot lunches improve the health\nof the pupil and offer valuable means of elementary dietetics, manners, and\ncourtesy. Every rural school should be supplied with at least the following\nplayground equipment: bean bags, teeter totter, baseball equipment, basket¬\nball, ropes and rings, giant stride, slide, indoor ball equipment, baseball dia¬\nmond, indoor diamond, building blocks, table croquet, toys, and games.\nThere should be a good well on the school grounds or other means for\nsupplying pure water. A bubbling drinking fountain should be provided.\nThe school must have good, modern textbooks, good reference books, dic¬\ntionaries, library books, a library table, a good set of up-to-date maps, a\ngood globe, and good blackboard. The sand table, a bulletin board, a bulletin\nrack, a chart printing outfit, adequate primary supplies, and tools for wood¬\nwork are important additions.\nA musical instrument is essential in the rural schools. Music should be a\npart of the rural school program. The child responds unconsciously to the\nbeautiful. A schoolroom decorated in soft coloring with growing flowers\nhere and there, with two or three fine pictures on the walls, has been found\nto have a most desirable influence on pupils.\nEXPERIMENTS AND DEMONSTRATIONS FOR IMPROVE¬\nMENT AMONG SMALL RURAL SCHOOLS\nLEO M. FAVROT, GENERAL FIELD AGENT, GENERAL EDUCATION BOARD,\nBATON ROUGE,\n\nLA.\n\nThe rural situation in the southern states calls for a steady improvement\nin the health, economic stability, intelligence, general efficiency, and social\ncooperation of the population. The Negro population is particularly handi¬\ncapped because of the economic position of farmers, the large proportion of\nfarm tenancy, and the absence or inadequacy of many forms of social service\nand welfare.\nThe rural school of one or two teachers enrols the majority of the Negro\nschool pupils in the South and employs the majority of teachers. Higher in¬\nstitutions have an important part to play in training such teachers, placing\nemphasis upon the rural community background, environmental factors in\nrural education, and school organization and instruction.\nThe splendid efforts put forth by Jeanes supervising teachers in southern\nstates, by the Julius Rosenwald Fund in better school buildings and in rural\nschool libraries, and by the state agents of Negro schools, have resulted in\nincreasing facilities for larger numbers and greatly improving the physical\n\n"}
{"page": 314, "printed_page": null, "text": "308\n\nNational Education Association\n\nplants in many areas of the South, but few public schools have envisioned\nthe need of community development as a basis for their services, and as a\nmeans of keeping alive the interest in rural life which it is possible to arouse\nin the school.\nExperiments and demonstrations have been carried on at higher institu¬\ntions of learning in the summer schools for the purpose of organizing the\nschool for more efficient service and of enriching the curriculum by giving\nmore attention to the home and farm life with which the children are\nfamiliar. Thruout civilization a reappraisement of values in education is in\nprogress and the tendency is toward that broader view of education which\nregards the school not as an isolated unit but as a factor in the main stream\nof life.\nEven the one-teacher school with all of its handicaps of inadequate build¬\nings and equipment and untrained teachers, can do more toward reaching\nthe desirable objective of playing a part in the reconstruction of country life\nif the point of view of the teacher is altered and a vision of his opportunities\nmade clear.\nIt is not alone faculties of the schools of education that are responsible\nfor the training of rural teachers, but also the faculties of subjectmatter\nfields, particularly of agriculture, health, home economics, natural science,\nsociology, and economics. Thru the thinking together of these specialists,\ncooperative programs looking toward the better preparation of teachers seek\nto give the rural teacher a larger interest in agricultural processes, the phe¬\nnomena of nature, rural health, and the rural home to the end that rural\nchildren may have more joyous and profitable school experience and that\nrural life may become more satisfying.\nRURAL EDUCATION FOR NEGROES\nEDWIN R. EMBREE, PRESIDENT, JULIUS ROSENWALD FUND, CHICAGO, ILL.\n\nThe educational needs of Negro rural children are so identical with\nthose of rural children that I shall place my discussion squarely on the\ngeneral theme of rural education. The present curriculum has been largely\nmade up by people in cities and has been chiefly aimed toward urban schools.\nMuch of the rote learning is of little value even to children who are grow¬\ning up to become clerks and industrial workers. But it is even less appro¬\npriate for children of the farms and countrysides.\nDuring recent decades, when we were hypnotized by industrial pros¬\nperity and urban glamor, we ceased to think of the country except as a place\nfrom which to escape. Formalistic schools were as active as any of the other\nforces of the past half century in carrying children’s attentions and am¬\nbitions from the country to the city. In fact schools were a kind of sieve for\nseparating the smart from the dull and it was an axiom of the times that\nthe smart would quickly migrate to the cities, leaving only the dullards to\nmake country life even more dismal and soggy than it had been before.\nThe first and great reform in rural schools, therefore, is that education\nshall direct itself to the peculiar needs of country children with a view to\n\n"}
{"page": 315, "printed_page": null, "text": "Department of Rural Education\n\n309\n\nmaking them happy and useful citizens of country life. Let us look for a mo¬\nment at the kind of preparation children need for rural living. Five items\nstand out: (1) the ability to read and write clearly and understandingly;\n(2) some skill in the use of figures; (3) knowledge of farming, including\nsome general understanding of biological processes and an appreciation of\nnature; (4) manual dexterity, especially in the handling of wood, fabrics,\nand other materials, and in simple mechanics; and (5) health.\nThese are self-evident necessities for any successful life in the country. It\nseems naive to argue the need of education in such obvious items. But the\nsimple fact is that rural children are not getting from their schools anything\napproaching adequate preparation in these fundamentals.\nThese five suggestions I submit as the essentials of the elementary-school\nprogram in rural districts. If children gain competence in these, they may live\nhappily and successfully. The learning of five broad topics is more important\nthan superficial acquaintance with a great multitude of “lessons.”\nThe problem, especially in rural communities, is to restrict teaching to\nsomething like the directness to life of earlier education, to make both teach¬\ners and pupils realize that learning is vital to the happiness and effectiveness\nof the individual child and of the community.\nLIBRARY SERVICE IN RURAL AREAS\nLOUIS R. WILSON, DEAN, GRADUATE LIBRARY SCHOOL, UNIVERSITY OF\nCHICAGO,\n\nCHICAGO, ILL.\n\nAn analysis of data relating to the availability of library service in the\nUnited States reveals these important facts: (1) there are 45,000,000 peo¬\nple almost exclusively in rural agricultural areas without any library serv¬\nice; (2) there are 40,000,000 living in small towns and small cities with\ninadequate service; (3) there are 40,000,000 found primarily in large\ncities and metropolitan areas with libraries that provide abundant mate¬\nrials; (4) of the 33,000,000 people who live in the South, 22,000,000 are\nwithout library facilities; (5) of the 22,000,000 or more persons in the\nSouth without library service, 19,500,000 live in rural areas while only\n2,500,000 live in southern cities.\nThere are several reasons for the unfavorable distribution of library\nservices in the rural South: (1) high percentage of population is nineteen\nyears old and under; (2) 80 percent of population is rural and agricul¬\ntural; (3) per capita wealth and income are lowest in the nation; (4) the\naverage county is too poor and too small.\nThe greatest inadequacy in library service in the South is found among\nthe Negroes. The same kind of inequality that exists in the provision for\nschools applies in the provision for libraries, except that it is greater chiefly\nbecause of lack of state support and state requirements.\nIn spite of these limitations, progress is being made in Negro library serv¬\nice. The training of librarians by the Hampton Institute, the assistance given\nto 1900 special school libraries by the Julius Rosenwald Fund, the institute\n\n"}
{"page": 316, "printed_page": null, "text": "310\n\nNational Education Association\n\nfor training Negro librarians held at Atlanta, the growth of high-school\nlibraries in North Carolina, and school library service maintained by Web¬\nster Parish, Louisiana, are examples of progress.\nThe following program for the improvement of rural library service is\nsuggested:\n1. For school libraries: (a) state departments of education should re¬\nquire that a certain definite amount of money be set aside in the budget of\nevery rural school for the purchase of library materials; (b) in the event\nthere is a county library, the board of education should contract with it to\nprovide the rural school with library service; (c) in the absence of a county\nlibrary the county superintendent should organize a countywide school serv¬\nice under the direction of a supervisor trained in library management.\n2. For the provision of general library service for rural sections, the fol¬\nlowing are recommended: (a) the development of county libraries where\nthe population and assessed valuation of property are sufficient to insure\nproper support: (b) otherwise the combination of two or more counties into\na regional library; (c) the close cooperation of county, school, library,\nagricultural, and public health interests in the development of cooperative\nprograms.\n3. For the promotion of library interests generally thruout rural sec¬\ntions of a state, a state aid fund for libraries rendering countywide or re¬\ngional service including school library service and a statewide library ex¬\ntension agency should be provided. This agency should formulate a general\nprogram of library development; distribute such funds as the state makes\navailable to libraries; operate a supplementary service to libraries from the\nstate agency; prepare necessary manuals concerning the care and use of\nbooks by libraries; and advise and cooperate with all libraries in the exten¬\nsion and improvement of library service in the state.\nSOCIAL AND ECONOMIC FACTORS AFFECTING RURAL\nSCHOOL AREAS IN THE SOUTH\nCHARLES\n\nS.\n\nJOHNSON,\n\nDIRECTOR,\n\nUNIVERSITY,\n\nSOCIAL\n\nSCIENCE\n\nDEPARTMENT,\n\nFISK\n\nNASHVILLE, TENN.\n\nThere is no one South, solid or otherwise. There are distinct regional\ndifferences which take their pattern from dominant economic folkways, the\nhistorical background, and the degree of isolation from the active cultural\nareas of the section as a whole. The South is primarily agricultural, 52.4\npercent of the farms being devoted to cotton and 9.2 percent to tobacco. The\nsystem is based on the production of cash crops and the exploitation of the\nsoil. Its labor has been historically the directed slave worker in the more\nfertile areas and the small non-property holding white worker in the poorer\nareas. Both have become perpetual tenants.\nThe agricultural South has reflected a number of disturbing tendencies:\n1. There has been a constant draining off of the active members, after the area\nhas supported them as children, to more promising regions.\n\n"}
{"page": 317, "printed_page": null, "text": "Department of Rural Education\n\n311\n\n2. The lowest incomes in America are registered in the southern states, with the\nCarolinas, Mississippi, Arkansas, Georgia, and Tennessee at the bottom. The South\nAtlantic and East South Central divisions have 15 percent of the land area and\n21 percent of the population, but only 11.7 percent of the income of the nation.\n3. In the South as a whole 42.4 percent of the farms are operated by tenants,\nand in the cotton belt, 60 percent. Nearly half the tenants are croppers.\n4. One-fourth of all the farm families of the South are Negroes. Most of these\nfamilies are tenants and share croppers. A study of 2000 families in 1934 showed\nthat the average family income was only $105.43 or an average monthly income\nof only $1.75 per person. This condition reflects the constantly increasing pressure\nof the Negro population against a soil that is constantly losing its vitality.\n5. Social institutions and public facilities, particularly those provided thru taxa¬\ntion, have had to be meager. As for schools, rural areas are suffering an increasing\ninability to support adequate standards.\n\nFacts about Limestone County, Alabama, reveal some of the typically\nworst conditions with regard to Negroes. More than half of all the Negro\nschool children in that county were enrolled in the first grade, and 90 per¬\ncent were in the first four grades. Less than 30 out of 10,000 Negro chil¬\ndren in that county can expect to reach the seventh grade. In that county\nthe local school authorities spend on Negroes less than is received from the\nstate for schools on account of Negro population and spend all the proceeds\nof local taxes on the white schools.\nWith regard to the Negro of the South, three conclusions seem inescap¬\nable: (1) the economic level of the Negro life must he lifted as a first essen¬\ntial step in the improvement of social life; (2) public provision for educa¬\ntion must be greatly improved if a dull and costly peasantry is not to be\nfostered; and (3) finally, a protective realism in education of Negroes\nmust go along with those changes, long demanded by reason and the public\ngood, in those binding racial traditions which are a hampering heritage of\nthe past.\nFINANCING RURAL NEGRO SCHOOLS\nAMBROSE CALIVER, SENIOR SPECIALIST IN NEGRO EDUCATION, U. S. OFFICE\nOF EDUCATION, WASHINGTON,\n\nD.\n\nC.\n\nAvailability of education to Negroes is a major problem of school finance\nin several states. In the solution of this problem these points should be em¬\nphasized : (1) that the major problem of school finance should concern\nitself with “equalization of educational opportunity”; (2) that the funda¬\nmental purpose of equalization efforts should be to approach a desirable\nprogram of education; and (3) that an approach to a desirable program of\neducation should begin with a foundation program, the minimum essen¬\ntials of which should be (a) available and accessible schools, (b) reason¬\nable term length, (c) adequate number of qualified teachers, (d) curric¬\nulum adapted to the interests and needs of students, (e) necessary equip¬\nment and facilities for effective teaching, and (f) transportation facilities.\nFrom data recently published by the United States Office of Education\nit is evident: (1) that the major educational problems among Negroes are\n\n"}
{"page": 318, "printed_page": null, "text": "312\n\nNational Education Association\n\nin rural areas; (2) that the few schools they have are inaccessible; (3) that\nthe amount of education they receive is meager; and (4) that the quality\nof education received is low.\nA few of the facts cited concerning Negroes in rural areas to support the\nabove conclusions are:\n1. A larger percentage of the Negro population in rural areas is of school age\nthan of urban populations.\n2. A smaller proportion of children of school age attend schools in rural areas\nthan in urban centers.\n3. Eighty-two percent of the children between the ages of ten and fifteen who\nare gainfully employed are working in agricultural pursuits.\n4. The proportion of children in this study of the various age groups living three\nor more miles from school is from two to seventeen times greater than of rural\nchildren in the study used for comparison.\n5. A large proportion of young children live excessive distances from school and\nlittle transportation is provided.\n6. A large percentage of children live long distances from school and travel\nover bad dirt roads.\n7. The school term is from 1 to 2^4 months shorter than the accepted standard\nin the same states and counties, and a large percentage of children who attend\nschools with short terms also live long distances from school and have no trans¬\nportation facilities.\n8. Most of the schools provided Negroes in rural communities are small schools\nwhich fail to retain children in school thruout the course and fail to promote good\nattendance.\n9. Little transportation is provided the children attending these small schools and\nthe high pupil mortality and poor attendance are closely related to the lack of trans¬\nportation facilities.\n10. The excessive overageness of Negro children is closely related to the long\ndistances they live from school and to their poor attendance.\n\nMany of the difficulties and limitations discussed are interrelated, and\ntheir combined effect makes the educational situation for Negroes in rural\ncommunities acute. They must, however, be taken into consideration in\nformulating a foundation program upon which to construct an adequate\nplan of school finance.\nHAWAII’S RURAL SCHOOLS ARE AS GOOD AS HER CITY\nSCHOOLS\nO. W. ROBINSON, DEPUTY SUPERINTENDENT, DEPARTMENT OF PUBLIC\nINSTRUCTION, HONOLULU, T. H.\n\nNearly 90,000 children are enrolled in public schools, Grades I to XII.\nOf these, slightly less than 40,000 are in Honolulu and Hilo, leaving about\n50,000 enrolled in rural schools.\nThe equality of opportunity in rural schools as compared with urban\nschools may be described and accounted for as follows:\n1. The schools are administered by a lay Board of Commissioners and a super¬\nintendent, both of whom are appointed by the Governor with the approval of the\nTerritorial Senate. The superintendent is directly responsible for the employment\nand placement of teachers thruout the Territory.\n\n"}
{"page": 319, "printed_page": null, "text": "Department of Rural Education\n\n313\n\nAll funds for current expenses of schools come from appropriations by\nthe Territorial Legislature.\nThe supervision of schools clears thru eight supervising principals ap¬\npointed by the superintendent and Board of Commissioners. Each school is\nunder the immediate control of a principal appointed by the Territorial su¬\nperintendent. Thus rural and urban schools are equally well supervised.\n2. All new appointees as teachers, both elementary and secondary, must have\nhad at least five years of collegiate training. The average length of service of city\nteachers is about twelve years, and of rural teachers about eight years. The average\ntraining of rural teachers, however, is more than a year longer than that of urban\nteachers.\n3. One salary schedule operates for all teachers thruout the Territory. There is\na differential between elementary- and junior high-school and senior high-school\nteachers. An elementary teacher, however, sent to the most isolated rural school\nreceives the same salary as she would receive in the largest city school. Actually\nshe receives more because she is usually given rent—free quarters—in addition to\nher salary.\n4. The average rural elementary school has seven or eight classrooms. Many are\nlarger, and there are, of course, several one- and two-room schools. The average\nelementary school has about five acres of campus giving room for gardens, play¬\ngrounds, and landscaping.\n5. Vocational and prevocational work in agriculture, trades and industries, and\nhomemaking are offered in most of the schools of the Territory. Territorial super¬\nvisors specially trained in these fields are subject to the call of supervising princi¬\npals. Vocational homemaking is taught in fifty schools—ten city and forty rural.\nVocational agriculture is taught in thirty-four schools—five city and twenty-nine\nrural.\n6. The Department of Public Instruction maintains divisions of health and dental\neducation. These services are equally available to rural and city children.\n\nIn conclusion it may be said that altho certain phases of the school offer¬\ning should be improved, it can be emphatically said that any discrepancies\nor faults that may exist do not appear as distinctions between urban and\nrural schools but rather as flaws in the total scheme affecting all schools alike.\nACTIVITY PROGRAMS IN RURAL SCHOOLS\nMRS. ARTA BRADT FLOOD, SUPERVISOR OF INSTRUCTION, PLACER COUNTY\nSCHOOLS, AUBURN, CALIF.\n\nProbably half of the children in this great nation of ours are attending\nrural schools. Of these schools nearly 140,000 are one-teacher schools com¬\nposed of twenty to twenty-five pupils divided into seven or eight grades.\nAltho there are many difficulties and disadvantages inherent in the rural\nschool situation, the small one- and two-room rural schools offer really ideal\nsituations for carrying on a progressive activity program of education. Chil¬\ndren of varying age levels can find challenging interests in a program that\ncan be flexible, without upsetting administrative organization. Provision\ncan be made for group undertakings, and rigid classification, according to\nage, ability, or “grade” standards, can be avoided. The school is the heart\nof the community where a sympathetic understanding can be secured. The\nrural environment abounds with vital material, experiences, and activities.\n\n"}
{"page": 320, "printed_page": null, "text": "314\n\nNational Education Association\n\nSchool surveys show the rural school curriculum still organized on the\nbasis of subjectmatter set out to be learned. Some of this lag behind the\nbest practise can be laid to the door of rural administrators, county boards,\nand the like who still have a formal course of study that cramps the teacher\nin her efforts toward the goal of the new viewpoint of education—the in¬\ntegration of personality and: a wholeness of development.\n\nThe realization of this goal can best be attained thru the organization\nof an activity program based upon units of work, centers of interest, areas\nof experience, comprising an integrated curriculum thru which both first¬\nhand experiences and rich vicarious experiences are participated in by every\nchild in the classroom. This new integrated curriculum does not mean\nthat subjectmatter is no longer a part of our school education, but merely\nthat the subjectmatter taught shall function in our present living.\nAny group of teachers will probably agree that an integrated curriculum\nis the most effective means of developing the whole child. They will cite as\nmajor difficulties the lack of time—“how to get everything in” or “the\nparents do not think Johnnie has read if he does not read from a reader”—\nand the lack of reference material.\nConsidering the varying age levels, abilities, backgrounds of the children,\nand availability of material, the teacher selects perhaps three, and not more\nthan four, major units for the year. They will probably be from the social\nscience field, wide in scope, varied in content, and appealing to many inter¬\nests. The plan of four big units a year presupposes a good daily working\nprogram and definite record keeping of the units covered by individuals and\nby groups of individuals.\nThis daily program must recognize that all school subjects are not of the\nsame importance, that reading, writing, and arithmetic are not ends in\nthemselves but useful tools in interpreting our social order. The race has\ndeveloped civilization thru the learning that came in connection with the\nactive pursuit of worthy purposes. Children must learn by the same process.\nINDIVIDUAL INSTRUCTION IN RURAL SCHOOLS\nWINN L. TAPLIN, SUPERINTENDENT OF SCHOOLS, RUTLAND-FAIR HAVEN\nDISTRICT, FAIR HAVEN, VT.\n\nMany changes in the curriculum and improvements in school organiza¬\ntion developed in the metropolitan areas are not practical in application to\nVermont’s schools. The application of individual instruction as practised at\nWinnetka, Illinois, Bronxville, New York, and other places, however,\npromises great saving of school time not now efficiently used in teaching the\nfundamental subjects. In 1933-34 an attempt was made to adapt the prac¬\ntise of individual instruction to the Vermont rural school situation. It was\nsuccessful and indicated that when the school practises are adapted to the\nneeds of the individual pupil much needed time can be given to teaching\ncitizenship, health, music, and the principles of science. Rural children need\ntraining in these subjects to fit them for better living.\n\n"}
{"page": 321, "printed_page": null, "text": "Department of Rural Education\n\n315\n\nReading, English, spelling, and arithmetic were made subjects of indir\nvidual instruction. The subjects were divided into units of work and mastery\nwas determined by a series of tests covering the essentials. It was found that\nthe individual pupil, when allowed to follow his own pace, be that pace\nslower or faster than average, learned more than when assignments were\nmade to the class as a whole.\nSome of the additional values gained by pupils under individual instruc¬\ntion were greater power in reflective thinking, less cheating, less carelessness\nin the work, better cooperation, and greater initiative, self-reliance, and\naccuracy. The teachers found the change to be an opportunity for selfimprovement.\nThe rural school can be made a real educational institution. In the midst\nof nature’s most beneficent environment rural pupils should find a most\nromantic and enjoyable school experience if properly guided. With our\nbrooks and mountains and lakes, with our daily demonstration of means of\ntransportation and communication, with our town meetings and local public\nenterprises, with our independence yet all dependent one upon another,\nwhere could social science and citizenship be more masterfully taught? In\nVermont, in Iowa, and in Oregon the vital part of the story is the same;\nrural instruction can be reorganized and greatly improved. Other formulas\nthan ours may be used, but rural pupils need not lose their great heritage\nwhich is an equal educational opportunity for all.\nART INSTRUCTION IN RURAL SCHOOLS\nFLORENCE TILTON, RURAL SCHOOL SUPERVISOR (ELECT), STATE\nDEPARTMENT OF EDUCATION, DOVER, DEL.\n\nArt education is one of the most neglected phases of the elementaryschool curriculum of small town, village, and country schools. From a sur¬\nvey of Hennepin County, Minnesota, I found that 42 percent of the teachers\nhad had no art course at any level; 57 percent had had only one course in\nart at a teacher-training institution. Only 10 percent of the teachers had\neven taught in a school with supervised art instruction in the elementary\nschool. All the evidence at hand shows that conditions are equally as unfavor¬\nable in average rural schools. Such facts indicate the need for greater atten¬\ntion of teacher-training institutions to offering training, especially to teachers\nfor small schools, in art and how to teach it. State and county school sys¬\ntems need to provide adequate supervision of art instruction especially for\nrural schools.\nThere are four approaches to the teaching of art: appreciation, expression,\ninformation, and technical skill. The divisions of subjectmatter are: design,\ncolor, lettering, construction, and drawing.\nContrary to popular belief, drawing is the least important. Art is more\nthan drawing. It is a part of everything we do. It is shown in the way the\nwritten page is presented, the arrangement of the schoolroom, the mounting\nof materials for display. Such opportunities should be used by the teacher\n\n"}
{"page": 322, "printed_page": null, "text": "316\n\nNational Education Association\n\nfor teaching the principles of beauty, namely, balance, rhythm, dominance,\nand proportion.\nSubject content should grow out of material being taught in other school\nlessons and in interests connected with the home and play. The growth in\nability to choose tastefully, to appreciate art, and to create with art media\nmust be a planned experience, developing gradually thruout the school life.\nAs to organization and methods for art instruction in rural schools the\nfollowing suggestions will be helpful:\n1. Organize the school into three groups: (a) beginners, second, and third grades,\n(b) fourth, fifth, and sixth grades, and (c) seventh and eighth grades.\n2. Present subjectmatter, all related to one topic on a given day, but divide it\ninto three lessons each distinct in subjectmatter, kind of expression, and types of\nmaterials used.\n3. Plan for illustrative material that will develop appreciation in relation to the\nsame topic developed for information and skill.\n4. Plan for an evaluation or enjoyment period for completed work.\n5. Build technical lessons in figure drawing, lettering, and color on definite inter¬\nests and a feeling for help on the part of the children.\n\nMUSIC INSTRUCTION FOR RURAL BOYS AND GIRLS\nMARGUERITE V. HOOD, STATE SUPERVISOR OF MUSIC, STATE DEPARTMENT\nOF PUBLIC INSTRUCTION, HELENA, MONT.\n\nConsolidation of rural schools has been favored for so many years that\nit is frequently taken for granted to be an accomplished fact. Educators\nwith this idea in mind have consistently worked out materials and methods\nfor teaching almost entirely from the viewpoint of the urban school, omit¬\nting any special attention for the rural school. This is especially true in con¬\nnection with the subjects, including music, that have recently made great\ngains in popularity. To quote an article by Howard A. Dawson in the May\nJoui'nal of the National Education Association, statistics show that there are\nstill about 140,000 one-room schools in America, 20,000 two-room schools,\nand only 18,000 consolidated schools. For this reason it is important that\nwe consider the one-room school very definitely when we discuss “Music\nInstruction for Rural Boys and Girls.”\nInterest in rural music varies over the country—in some places excellent\nwork is done, but in general there is no definite or consistent program. Some\nof the factors giving rise to this neglect are:\n1. It is exceedingly difficult to teach music in\n\na school where there is a full\n\nschedule, with probably all eight grades and a wide span of ages, and with too\nsmall an enrolment to allow the group to be divided into different classes.\n2. In very few sections of the country is any real help or supervision in music\ngiven to the rural teacher. Regardless of problems to be solved, or lack of training\nor equipment, she must depend almost entirely on her own resources.\n3. Training schools do not prepare teachers in music sufficiently well to enable\nthem to teach the rural music class. The general foundation work in music is usually\ninadequate to meet the needs of the prospective teachers. The methods courses\nusually divided into primary-, intermediate-, and upper-grade courses, only one of\nwhich is required, take little thought of the situation in small rural schools.\n4. There is little musical equipment in the average rural school.\n\n"}
{"page": 323, "printed_page": null, "text": "Department of Rural Education\n\n317\n\nIn spite of these difficulties, it is still possible to work out a well-organized\nmusic program for the one-room school, including the following types of\nwork:\nSinging—With the main aim of teaching every child to use his voice musically and\nenjoyably. Music reading and part singing are also feasible in the rural school.\n\nRhythm ‘work—With varied activities to develop in every child a feeling for the\nswing of the music and also to develop muscular control, correct posture, poise, and\nease of movement.\n\nListening lessons—To develop in every child an understanding of the music he\nhears.\n\nAdditional music activities such as harmonica hands, choirs, choruses,\nbands, orchestras, etc., are also valuable in the rural school.\nThe success of these feasible music activities in the rural school curriculum\ndepends upon the interest of the teachers themselves and of the rural super¬\nintendents and supervisors in the work, and upon training-school music\ncourses which will fit the rural situation as it really is, and not merely the\nurban or consolidated schools which we expect to have in the future.\nSECRETARY’S MINUTES\n\nSt. Louis, Missouri\nBusiness Meeting, Tuesday Afternoon, February 25, 1936\nThe annual business meeting of the Department of Rural Education was held\nimmediately following the program in the Crystal Room of the Jefferson Hotel.\nPresident Sue M. Powers presided.\nThe president called for the report of the organization and work of the National\nConference Board on Rural Education. R. E. Jaggers presented the report orally.\nHe explained that the National Conference Board on Rural Education was proposed\nby the Cooperative Committee on Rural Education appointed in 1934 by Henry\nLester Smith, president of the National Education Association. The Committee com¬\nposed of Willis A. Sutton, Julian E. Butterworth, and Richard E. Jaggers formulated\nthe plan for the National Conference Board on Rural Education and submitted it\nto the Executive Committee of the National Education Association at Denver in\n1935. The proposal was accepted. Immediately thereafter the Conference Board was\ninitiated by Agnes Samuelson, president of the National Education Association. Its\npurpose is to act as a clearing-house for securing and disseminating information\nconcerning significant movements affecting rural education, to evaluate these move¬\nments and to transmit information to the constituent member organizations, inform\nthem of evaluations and of the cooperative part they can play in national programs\naffecting rural education. He emphasized the fact that actions taken by the Con¬\nference Board will not in any way be binding upon the organizations represented.\nHe said that the Conference Board is composed of a representative appointed by\neach of the following organizations: American Association of Teachers Colleges,\nAmerican Association for Adult Education, American Country Life Association,\nAmerican Farm Bureau Federation, American Vocational Association, Association\nof Land-Grant Colleges and Universities, Associated Women of the American\nFarm Bureau Federation, Department of Rural Education of the National Education\nAssociation, General Federation of Women’s Clubs, National Education Association,\nNational Congress of Parents and Teachers, National Grange of the Patrons of\nHusbandry, National League of Women Voters, Southern Woman’s Educational\nAlliance, United States Office of Education. He reported that a meeting of the Con¬\nference Board had been held and a temporary organization set up. He expressed\nconfidence in the ability of the Board to promote the welfare of rural education,\n\n"}
{"page": 324, "printed_page": null, "text": "318\n\nNational Education Association\n\nand asked for the endorsement of the Department of Rural Education. Mr. Foote\nmoved that the plan be approved and that the Department of Rural Education be\nrepresented on the Board. Motion was seconded by Mr. Lampe. Motion adopted\nunanimously.\nThe president called for the report of the Committee on Program and Policy of\nthe Department of Rural Education. The report was presented by Mr. Plenzke,\nchairman of the Committee, who moved its adoption. Motion was seconded by\nDr. Jaggers. Dr. Dunn opposed the adoption of the report and read a statement of\nher objections. Dr. Dunn offered the following substitute motion: That the Depart¬\nment thank the Committee for bringing the necessity of a program before the\nDepartment; that the president of the Department be instructed to appoint two\ncommittees—one to draw up a platform by which our future activities may be guided,\nto be formulated after careful consideration of the Des Moines 1921 platform and\nDr. Brim’s theses as published in the yearbook on the Status of Rural Education, as\nwell as the formulation just presented, and the second to set up a program of depart¬\nmental activities for a definite period of time; and that Dr. Dawson be an ex-officio\nmember of both committees. The substitute motion was not seconded and considerable\ndiscussion from the floor followed. Mr. Snyder then offered the following motion:\nThat the report submitted by Mr. Plenzke be adopted as a preliminary and tentative\nstatement of the platform of the Department of Rural Education, and that the presi¬\ndent of the Department appoint a committee to consider this report further, to revise\nthe statements, and to submit the revision to the Department at its next regular\nmeeting. Motion seconded by Dr. Dunn and accepted as a substitute by Mr. Plenzke\nand Dr. Jaggers. Motion carried unanimously.\nMiss Carney moved that the Department express appreciation to Miss Lathrop\nand members of the Yearbook Committee for their splendid report on Rural School\nLibraries. Motion seconded and carried.\nThe president called for the report of the Committee on Resolutions. The report\nwas presented by Dr. Turner. It was approved by the business meeting and is\nprinted following the secretary’s minutes.\nThe president called for the report of the Committee on Nominations. The report\nwas made by Dr. Jaggers. (See Historical Note, p. 290.)\nThe meeting adjourned.\n\nReport of the Committee on Resolutions\nIn spite of the improvement that some states have made in provisions for the\neducation of country children, the members of the Department of Rural Education\nrecognize the marked deficiencies that still exist. We reaffirm our belief in the impor¬\ntance of the education of rural children and we declare our conviction that society’s\ninterest requires that opportunities be provided for the education of these children\ncomparable with those provided for any others. As items in a program of education,\nwe list as of first importance:\n1. Trained teachers—The objectives of rural education do not differ from the\nobjectives of urban education. Nevertheless, rural and urban teachers carry on their\nwork under different conditions and in different environments, and it is recognized\nthat each situation requires special preparation. Since such a large percent of the\ngraduates of training institutions do their first teaching in the small schools, we\nrecommend that special emphasis be placed upon rural teacher training.\n2. Curriculums—We reaffirm the declaration of the Department made at the\nBoston meeting on February 29, 1928, as follows:\nIn the realm of curriculum adaptation, which is basic to all others, we submit\nthat general educational objectives for rural children are substantially the same\nas those for city children, but that the rural environment itself demands (a) a\ndifferent method of approach, (b) a different emphasis on certain phases of\nsubjectmatter, and (c) to some extent an actual difference in content and in\nteaching materials.\n\n"}
{"page": 325, "printed_page": null, "text": "Department of Rural Education\n\n319\n\nTeachers in the small schools must be supplied with syllabi and other materials\ndirectly suggestive and helpful to meet the situation in which their work is done.\n3. Buildings and equipment—We commend the advance that has been made in\nproviding better buildings for the housing of rural education in sections of some\nstates, but we recognize that in most states there is still a deficiency in buildings and\nequipment in the rural areas.\n4. Rural high schools—The rural school problem is primarily one of providing\nadequately for the education of adolescent rural girls and boys. We, therefore, urge\nthe necessity of providing junior and senior high schools with broad programs\nadapted to the variety of interests and needs of rural children. We enumerate as\nnecessities in a program of junior and senior high-school education, courses in\nhealth, music, industrial arts, economic citizenship, agriculture, homemaking, com¬\nmercial subjects, and also a full program of pupil guidance and of those activities\nsometimes referred to as extracurriculum.\nA program of this character demands a school of sufficient size to make its main¬\ntenance reasonably economical and requires adequate buildings and equipment to\nmake the program efficient. It also requires that transportation shall be provided\nfor those children who live in remote and sparsely settled areas.\n5. Supervision—We recognize that the supervision of rural schools is still deficient.\nWe again call attention “to the need for state leaders in rural education and to the\ndesirability of having our higher institutions of nationwide influence provide special\ninstruction in this field.”\n6. School term—For all schools we recommend a yearly term of at least thirtyeight weeks.\nMany of the inequalities in the provisions for the education of rural children\nare due to two weaknesses in the underlying administrative structure:\n1. Weak local unit of taxation and administration.\n2. Failure of the state to recognize its responsibility in providing adequate\nsupport to supplement local support.\nThe Department of Rural Education in recognition of these facts again places\nitself on record as favoring:\n1. That in many states, the unit for local taxation and administration should\nbe enlarged.\n2. That each state should recognize its responsibility to provide equality of\neducational opportunity for all children by distributing funds thru an equaliza¬\ntion plan which will make it possible for each community, within a reasonable\ntax rate, to provide the minimum program which society recognizes as necessary\nfor the education of all children.\nIn this connection, it should be emphasized that experience indicates the possibility\nof a high degree of state support to localities without interfering with a large\nmeasure of local initiative and self-determination in the management of local\nschools, except as it becomes necessary, for the state to determine and supervise\nthe maintenance of necessary minimum standards.\nWe also recognize that in the same manner in which there is inequality in ability\nto support education as between localities in states, there is also inequality of\nability to support education as between states. The Department of Rural Education,\ntherefore, reaffirms its belief that the federal government should recognize the\ninequalities between states and should render support to states, where necessary,\nto remove these inequalities. Such funds, we believe, should be distributed on an\nobjective basis within certain predetermined standards of need—at the same time\nleaving the states sovereign in the administration of the school systems.\nWe acknowledge with thanks the action of the National Education Association in\nthe employment of a director of interpretation for Rural Service in the headquarters\n\n"}
{"page": 326, "printed_page": null, "text": "320\n\nNational Education Association\n\nstaff. The\n\nDepartment of Rural Education heartily approves the wisdom of the\n\nselection made and pledges its wholehearted cooperation to Howard A. Dawson\nin his efforts to lead us in greater service to the education of boys and girls in the\nrural\n\nareas of the United States.\n\nRay P. Snyder, Chairman\n\n"}
{"page": 327, "printed_page": null, "text": "DEPARTMENT OF\nSchool stealth and Thy sical\nEducation\n\n"}
{"page": 328, "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 July 1924\nthe Department was merged with the Department of Physical and Health\nEducation under the name of the Department of School Health and\nPhysical Education. See proceedings, 1924:96.\nThe officers of the Department for the year 1936-37 are: president,\nMrs. Edna W. Bailey, Professor of Education, University of California,\nBerkeley, Calif.; vicepresident, A.G. Ireland, State Director of Health,\nSafety, and Physical Education, Trenton, N. Jsecretary-treasurer,\nJames E. Rogers, Director, National Physical Education Service, 315\nFourth Avenue, Nezu York, N. Y.; executive committee: F. W. Maroney, Professor of Physical Education, Teachers College, Columbia\nUniversity, New York, N. Y. (term expires 1937); Lulu V. Cline, Super¬\nvisor, Health and Physical Education, South Bend, Ind. (term expires\n1938) ; M. P. Isaminger, Professor of Hygiene, Oregon State Agricultural College, Corvallis, Ore. (term expires 1939); Jessie Garrison, State\nSupervisor, Health and Physical Education, Montgomery, Ala. (term\nexpires 1940).\nThe Department meets once each year, in June. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follows:\n1893 : 615- 678\n1894 : 40\n1895: 944- 950\n1896: 893- 936\n1897: 870- 915\n1898: 929- 959\n1899:1064-1096\n1901: 758- 770\n1902 : 739- 758\n\n1903:817- 846\n1904:803- 841\n1905:755- 779\n1906:711- 713\n1907:925- 950\n\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\n\n1919: 315- 321\n1920: 311- 321\n\n1921: 517- 522\n\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\n1935 -.429-438\n\n"}
{"page": 329, "printed_page": null, "text": "SCHOOL HEALTH IN THE VIRGINIA EDUCATIONAL\nPROGRAM\nCORNELIA S. ADAIR, RICHMOND DIRECTOR, EMERGENCY EDUCATION PROGRAM\nAND NATIONAL YOUTH ADMINISTRATION, RICHMOND, VA. ; AND\nPAST PRESIDENT, NATIONAL EDUCATION ASSOCIATION\n\nT\n\nin the Virginia schools is based upon the major\nfunctions of social life as outlined in the revised curriculum. It offers\nopportunity for extensive integration with other subject fields and life\nexperiences.\nAn annual physical inspection of all school children is required by law.\nIt was realized that if all the physicians in the state worked on full time\nthey would not be able to give to all of the pupils an adequate medical\nexamination, so steps were taken to prepare the classroom teacher to make\nthe annual physical inspection. Daily inspection of all pupils is also required\nand this includes observation for signs of communicable disease and findings\nrelative to health habits. The teacher’s findings are recorded on individual\nrecord cards, supplied by the State Department of Education, and filed in\nthe school. The annual physical inspection is made within two weeks after\nthe beginning of the school year and the teacher immediately makes a\nreport of her findings. At the end of the school year another report is made\nby the teacher listing the accomplished corrections of physical defects.\nWe have confidence in the teacher inspection. Thru experience the teachers\nare convinced that correction of physical defects results in better health of\nthe child, happier individuals, increased mental ability, improved conduct,\nand better school attendance.\nOur correctional program is based on the educational approach, and is\ngenerally recognized as the Five Point Program. It is so named as it deals\nwith five factors: vision, hearing, teeth, throat, and weight. After experi¬\nmental work was done for two years the program was offered to the state\nat large in the school year 1926-27. In that year 5.1 percent of the state\nenrolment reached the minimum standard. From year to year there has\nbeen a steady increase. The last compiled report, 1934-35, showed that\napproximately 30 percent of the school enrolment obtained the minimum or\na higher standard.\nMuch correctional work is accomplished with the preschool child by the\nstate and local boards of health. In the summer of 1935 preschool clinics\nwere organized in 69 of our 100 counties.\nThe Bureau of Mouth Hygiene of the State Department of Health reports\nthat last year clinics were held in twelve counties. Requests were received\nfrom many additional counties but limited funds prohibited further service.\nThe state clinicians treated 7305 pupils with a total of twenty thousand\noperations averaging 2.72 operations per child treated. On the same basis,\naccording to the reports of the division superintendents, 47,821 pupils rehe health program\n\n[ 323 ]\n\n"}
{"page": 330, "printed_page": null, "text": "324\n\nNational Education Association\n\nceived dental treatment by their family dentists. Practically all schools in\nthe state have Child Health days or May Day programs which consist of\ndemonstrations of the year’s work in health education and physical educa¬\ntion. These also serve as patrons days which give the parents opportunity\nfor contact with the school personnel and the school program.\n\nNUTRITION: ONE FACTOR IN THE HEALTH PROGRAM\nMRS. NINA SIMMONDS, RESEARCH ASSOCIATE, UNIVERSITY OF CALIFORNIA,\nCOLLEGE OF DENTISTRY, SAN FRANCISCO, CALIF.\nf\n\nPersons familiar with racial and regional food habits know that there is\nno one system of diet which must serve for all members of the human race.\nThe diet of the Eskimo is very different from that of the South Sea Islander ;\nboth are in turn different from the type of diet with which we are familiar,\nand yet persons continue to thrive and to enjoy at least a fair degree of\nhealth on all three systems of diet. Human diet, however, resolves itself into\nseveral main constituents, namely, proteins, fats, carbohydrates, vitamins,\nmineral matter, and water.\nData are accumulating which suggest that the condition of the teeth and\ngums may be a rather sensitive index to the general health of the individual.\nFoods which aid in keeping the gums, the teeth, and their supporting struc¬\ntures in a healthy condition are not rare or unusual. However, they are\noften not used in the amounts necessary to insure an abundance of all dietary\nessentials. As a skeleton outline, the following suggestions for a well-bal¬\nanced daily diet are given below. These suggestions should be regarded as\nbeing quite flexible, since eating is one of the most pleasurable of human\nexperiences.\n1 glass of fruit juice\n1 to 2 eggs\n3 glasses of milk for children; 1 pint for adults\n1 serving of meat, fish, cheese, or other protein food\n1 serving of whole grain cereal (for children)\n2 vegetables other than potatoes; green and yellow vegetables especially recom¬\nmended\n1 teaspoonful of cod or halibut liver oil for those who are unable to receive an\nabundance of sunshine.\n\nIn closing, it may be said that it is not intended to leave the impression\nthat we believe nutrition to be the all-important factor in the health pro¬\ngram, for experience has shown that many factors contribute to that enviable\nstate known as optimum health. But, by the same token, when the body\nis not given all the dietary essentials in sufficient amounts and it has to\nmake adjustments, should not the question be raised, Are not some of the\ndistressing conditions seen by dentists and physicians, one of the result's, in\npart at least, of the body’s attempt to get along with a minimum of several\nfactors? Research of the future will, we hope, throw light upon some of\nthese problems.\n\n"}
{"page": 331, "printed_page": null, "text": "Department of School Health and Physical Education\n\n325\n\nSOCIAL SECURITY AND THE HEALTH OF\nSCHOOL CHILDREN\nALBERT MC COWN, DIRECTOR, MATERNAL AND CHILD HEALTH DIVISION,\nUNITED STATES CHILDREN’S BUREAU, WASHINGTON, D. C.\n\nThree types of services for children under the Social Security Act are\nadministered by the United States Children’s Bureau—services for maternal\nand child health, crippled children, and child welfare. In conformity with\nthe provision of the Act, all forty-eight states, the District of Columbia,\nAlaska, and Hawaii have submitted plans to the Children’s Bureau, of which\nforty-eight have been approved and are in operation.\nThe state plans regarding child health vary and cover in their variation\na wide range of educational activities and services. Services to be rendered\ninclude infant, preschool, and school health services thru conferences or\nclinics, immunization conferences, and educational services to local phy¬\nsicians in the fundamentals of pediatrics and to lay groups in the essentials\nof child health. The personnel engaged or to be engaged in rendering these\nservices include physicians—largely pediatricians and public health nurses—\ndentists, dental hygienists, nutritionists, school physicians and nurses, and\nhealth educators.\nIn the field of school health and education we have been especially pleased\nby the evidence of a closer cooperation between state and local departments\nof health and education. Thirty-nine state plans include some sort of pro¬\ngrams for children in the schools. In several states a physician has been\nappointed to the staff of the maternal and child health division to act as\ndirector of health education. As a representative of the state health depart¬\nment, he will consult with the department of education in health matters\naffecting school children, especially regarding the curriculum of health educa¬\ntion included in teacher-training courses and the content of school texts as\nregards child hygiene. Obviously, the productivity of this relationship will\ndepend on the professional ability, pedagogical talent, personality, and adapt¬\nability of the physician appointed. He must be something more than a capable\nclinician; he must be able to relate the school health program to the con¬\ntinuous preventive and educational public health service extending from\nthe prenatal period to adult life.\nTo whatever degree we may differ with regard to technics in health\nteaching, I believe there are certain attitudes and principles on which as\npublic health workers and teachers we may agree. Among these principles\nI suggest the following:\n1. Health and hygiene—major subjects in all schools\n2. Health teaching of pupils by teachers—personal hygiene\n3. Health training of teachers by those trained in fundamentals of public health.\n\nA teacher who would stimulate a pupil to think and act along health\nlines must have a basic knowledge thru training in matters of health; the\nability to recognize deviations from normal; the awareness of medical health\nand welfare resources of the community; and the awareness of the pupil’s\nrealistic attitude. In a school hygiene program the following component\n\n"}
{"page": 332, "printed_page": null, "text": "326\n\nNational Education Association\n\nparts should be related: health instruction, health services, physical educa¬\ntion, and environmental control.\nFinally, the successful health teacher must be able to approach the sub¬\nject from the pupil’s viewpoint, must realize that the pupil’s reaction and\nbehavior are mechanisms devised by him to solve his own problems and,\nmost important of all, must have faith in the pupil’s ability to initiate habits\nof action in living if the facts of health and healthy living are presented\nin vital fashion.\nPARENTS, SCHOOLS, AND CHILD WELFARE\nMRS. JOHN E. HAYES, PAST PRESIDENT, IDAHO CONGRESS OF PARENTS AND\nTEACHERS, TWIN FALLS, IDAHO\n\nThe average parent has an ideal of health whether consciously formu¬\nlated or unconsciously accepted, wTich expects a degree of physical fitness\nthat will make for reasonable ability to carry on life’s work. Rarely, how¬\never, do we find an ideal of positive, buoyant health, admitting no imper¬\nfections, superstitions, or traditions.\nTeachers and physicians possess enough knowledge and skill to revitalize\nall of America and have devoted themselves seriously to the problem of\npublic health, but results attained are not commensurate with the time,\nenergy, and money expended because the public generally, including a vast\nnumber of parents, is quite unaware of the specific purpose of the program\nof public health, and the methods employed to achieve it. A. L. Threlkeld\nis quoted as saying that an attempt on the part of teachers to introduce\na new program is often met with distrust by the general public, inasmuch\nas people are inclined to regard such an act as indoctrination.\nParent-teacher associations are most useful as interpreters of educational\nfacts, bringing them into the experience of the humblest as well as the\nproudest of homes, and revealing the purposes and methods of the school\nprogram in a practical application to living. Health ideals are confusing\nto lay people because of the changed attitude of the profession. Until recently\nemphasis was placed upon cure, rather than prevention, of disease. This\nhas created the attitude that health is something bestowed by the doctor or\nnurse, rather than something attained by the careful observance of physical\nand mental laws.\nThere are endless examples of misinterpretation of an immeasurably val¬\nuable program, simply because no medium of communication had been\nestablished between home and school, between layman and professional, all\nof whom are working devotedly to extend the opportunities for youth.\nSummer Round-Up, a parent-teacher health project, in ten years has\nexamined 600,000 children and in 1934 examined 55 percent of all children\nentering school from the communities in which Round-Up campaigns were\nheld. The public has not yet accepted preservation of health as a legitimate\nitem for the budget, either individual or corporate.\nWe believe that the great breach between the ideals of the professional\neducator—health educator as well as other groups—and the public, is due\n\n"}
{"page": 333, "printed_page": null, "text": "Department of School Health and Physical Education\n\n327\n\nto a faulty method of education which does not admit the public into full\nconfidence. Desirable cooperation is possible thru group approach and thru\nthe establishment of experience rather than academic knowledge. We urge\nthat:\n1. The ideals of health be positive and professionals be in reasonable agreement\nwith each other as to specific goals and practises\n2. Emphasis be placed upon the fact that inheritance can be modified by care and\ntraining in a hopeful number of cases\n3. Group instruction in health and kindred subjects, as a phase of adult education,\nbe carried on informally thru established groups.\n\nSUCCESSFUL VENTURES IN ADMINISTRATION FROM\nTHE MEDICAL DIRECTOR’S STANDPOINT\nH. A. CAREY, MEDICAL DIRECTOR, SCHOOL HEALTH SERVICE, PORTLAND, ORE.\n\nFrom a physician’s standpoint, the school problem of paramount interest\nis a physically fit child in the classroom. This is brought about by carrying\non a continuous, constructive program. This must take into consideration\nmany approaches. The work must be integrated thru the principal, so that\nhealth is not a side issue, but a mode of living. There must be control of\ncontagion with immunization for protection against contagious diseases\nthat can be prevented. The greatest results are accomplished when a cen¬\ntralized program is planned with statistical analysis at the end of the year.\nThis points the way to further activities and program emphasis. For a pro¬\ngram to be successful, it is necessary for the director to keep in close touch\nwith the problems of the individual nurse and be available at all times for\nconferences.\nThe health of the individual child is observed thru physical examinations\nof the school child and conferences with the parent regarding the corrections\nof defects and home organization or routine. An essential part of the pro¬\ngram depends on a coordination between the school programs and the com¬\nmunity activities, and a constant study by the director to keep abreast of\nthe times.\n\nTHE PUBLIC HEALTH NURSE IN SCHOOL AND\nCOMMUNITY\nELLA E. MC NEIL, ASSOCIATE DIRECTOR, NATIONAL ORGANIZATION FOR\nPUBLIC HEALTH NURSING, NEW YORK, N. Y.\n\nMany changes have taken place in our conception of school nursing since\nit was started in New York City just thirty-three years ago. Modern school\nnursing has added a constructive health education program to the nurses’\nactivities for controlling communicable diseases and securing correction of\nphysical defects.\nThe objective of school health work is the securing of maximum physical,\nmental, and social health for every child. This requires a coordinated health\n\n"}
{"page": 334, "printed_page": null, "text": "328\n\nNational Education Association\n\nprogram for school, home, and community. The school nurse may assume\nleadership in developing the health program in school and also in making\nit an integral of community, state, and federal programs. A nurse sees the\nhealth significance in not only every school situation but in every phase of\nhome and community life. The educational work which she does with the\nteachers in helping them recognize the health implications of all school\nsituations is probably her greatest contribution.\nIf the function of the school is to educate, its health program should be\nrestricted to activities which are educational. A school should not administer\nmedical or material relief, but it may find it necessary to present to the com¬\nmunity the need for such services. If health examinations are given at school\nthe teacher as well as a parent should be present. Hurried medical examina¬\ntions are not only of no educational value but are real hazards. Time and\nmoney are wasted, parents and teachers are given false information, and\nmedical examinations are discredited in the eyes of all who observe this\nsuperficial procedure which is in no sense an examination.\nIn order to carry on this modern school nursing program, well-qualified\nnurses with special preparation for public health work are necessary. A con¬\nstantly increasing number of such nurses is now available for school work\nbut the success of public health nursing in schools is dependent upon: the\nacceptance of health as an essential part of all education; the recognition\nby school administrators of their responsibility for a coordinated school\nhealth program directed by adequately qualified personnel; and active par¬\nticipation of the school in the establishment of sound community health\nand social programs.\nADMINISTRATIVE PROBLEMS IN HEALTH, PHYSICAL\nEDUCATION, AND RECREATION IN THE\nCOLLEGE HEALTH PROGRAM\nCLAIR V. LANGTON, DIRECTOR, DIVISION OF PHYSICAL EDUCATION, OREGON\nSTATE AGRICULTURAL COLLEGE, CORVALLIS, ORE.\n\nThe last decade has seen a rapid expansion of student welfare activities.\nNow there is concrete evidence of marked change in the organization and\nadministration of physical welfare activities in colleges and universities in\nthe United States. This tendency has been noted for some time.\nCollege administrators have recently come to a very definite conclusion\nrelative to the organization of these types of activity, namely that an effective\nprogram cannot be developed from decentralized groups. Focusing attention\non the problem has indicated that the end result in many cases has been far\nfrom satisfactory. Study reveals that physical education, intramural sports,\nrecreational activity, intercollegiate athletics, health services, hygiene, campus\nsanitation, and other agencies have practically the same objectives, but the\nways in which the objectives are reached vary widely. Of necessity, speciaL\nists in these different fields must be engaged to insure the fullest results\nand contributions that their particular fields can produce.\n\n"}
{"page": 335, "printed_page": null, "text": "Department of School Health and Physical Education\n\n329\n\nThe correlation of these various agencies whereby the most effective phys¬\nical welfare work may be produced is a recent development in this particular\nfield in higher education. The technical aspects of these agencies ard so\nhighly specialized and far removed from the general field of education that\nit is difficult for the college executive to deal understandingly with a trained\nspecialist in each of the departments mentioned above. It is still more diffi¬\ncult to evaluate the contribution of each group and to see each department\nin its relationship to the whole, to say nothing of directing these interests\nin a coordinated manner toward a definite goal. Obviously, five to eight\ndifferent specialists bringing their programs and budgets before the college\nadministrator for approval under the old decentralized plan made for an\nunbalanced program with the best talker emerging from the conference\nwith the largest slice of the budget. From the college administrator’s stand¬\npoint, the new centralized organization allows a specialist broadly trained\nand informed in all fields to coordinate the program and to evaluate and\nassign budgets to each group, thus serving as a buffer and interpreter be¬\ntween these activities and the president, and thereby saving time and pro¬\nviding a better program for the institution.\nWhere changes have been made in colleges and universities within the\npast ten years usually an interrelated, coordinated type of organization has\nresulted. The presidents of institutions who have inaugurated such adminis¬\ntrative organizations have been loud in their praise of such groups. Benefits\nhave come to institutions and to individual departments which otherwise\nwould not have been possible. It has been generally recognized that the\ncontributions of these agencies foster one of the fundamental objectives of\nhigher education in that they develop the ability of the individual to live\na more useful, effective, and happy life. Under the old system this major\nresponsibility of every institution of higher learning in many instances was\nneglected. With a newer type of organization, this objective is beginning\nto be more fully realized. A single administrative unit with a person of\nhigh administrative rank at the head, directly responsible to the president\nand of equal rank with other administrative officers of the institution, brings\nto this group and the individual departments of the group representation\nin institutional administration which otherwise would not be possible. The\nvalue of such contact should not be underestimated.\nWhere such divisions have been established a healthy attitude of faculty,\nstudents, and alumni has resulted toward this phase of activity. To the indi¬\nvidual departments themselves, it has brought to bear pressure and support\nto their activities which as separated units could not have been massed\nbehind them; thus the departments have benefited largely by the change.\n\n"}
{"page": 336, "printed_page": null, "text": "330\n\nNational Education Association\n\nSECRETARY’S MINUTES\n\nPortland, Oregon\nBusiness Meeting, Wednesday Afternoon, July 1, 1936\nN. P. Neilson, School of Hygiene and Physical Education, Stanford University,\npresided in the absence of Alden W. Thompson, president, and Mrs. Edna W.\nBailey, vicepresident. The minutes of the 1935 meeting held in Denver were\napproved.\nThe report of the Executive Committee meeting held Tuesday night, June 30, to\ndiscuss important procedures was given by Mr. Neilson who acted as chairman of\nthat meeting. Thomas D. Wood had been appointed by Mrs. Bailey to fill the place\nof William Burdick, recently deceased, for this year only. He was the only member\nof the Committee present. Absent members had sent proxies to Henrietta Morris,\nprofessor of hygiene, Oregon State Agricultural College, Corvallis, Ore.; Winifred\nVan Hagen, chief, Bureau of Physical Education for Girls, State Department of\nEducation, Sacramento, Calif.; and Mr. Neilson. (Five votes out of the seven were\nexercised.)\nThe Executive Committee discussed the matter of asking the group to pay 25\ncents each (which might be considered membership dues) in order that the expenses\nincurred in the preparation of this current program might be met. This met with\napproval but the attendance dwindled to very few people, at the end of a long\nsession. The folloAving fees were collected: Thomas D. Wood, $1; Dr. Bovard, 25$,\nHenrietta Morris, $1; Anne Whitney, 50$; Winifred Van Hagen, $1.50; Mr. Neil¬\nson, 50$; Bertha Starn, 50$; Mrs. Allers, 25$; and Fannie B. Shaw, 50$—total $6.\nThe Executive Committee discussed the matter of effecting a merger with the\nAmerican Physical Education Association. (At St. Louis during the annual meeting\nof the American Physical Education Association the officers of that organization\nmet with Agnes Samuelson, president of the National Education Association, to\ndiscuss the possibility of merging the two organizations—the new organization to\nbecome the section of Health and Physical Education of the National Education\nAssociation. The motion to further such action was carried and a committee was\nappointed from the American Physical Education Association to meet with Miss\nSamuelson, Willard E. Givens, and Harold A. Allan of the National Education\nAssociation in Chicago. At this subsequent meeting the difficulties of merging were\novercome and it was decided that it would be mutually advantageous to form the\nnew section of the National Education Association.)\nThe Executive Committee approved of the plan of election of officers and Execu¬\ntive Committee members of the Department of School Health and Physical Education\nof the National Education Association for the coming year (1936-37). It was further\nrecommended that the officers and Executive Committee members be given full\npower to act as a committee with a committee of the American Physical Education\nAssociation in an effort to merge the two organizations, consolidate the constitutions\nof the two organizations, and make any other necessary adjustments in time for\nfinal action to be taken by the American Physical Education Association at its\nmeeting in New York, April 1937.\nOpportunity was given for discussion of this report. There being none, the report\nwas unanimously accepted.\nThe report of the Nominating Committee was given by the chairman, C. W.\nLangton of Oregon State Agricultural College, Corvallis, Oregon. There were no\nnominations from the floor, therefore a unanimous ballot for the entire slate was\ncast bv the chairman. (See Historical Note, p. 322.)\nDr. Wood announced the twenty-fifth anniversary of the Joint Committee on\nHealth Problems in Education of the National Education Association and the\nAmerican Medical Association. He reported continuous work in the field of health\neducation, eight new projects being under way now.\n\n"}
{"page": 337, "printed_page": null, "text": "Department of School Health and Physical Education\n\n331\n\nAnne Whitney, director of School Health Education Service, Joint Committee\non Health Problems in Education, made a brief but very interesting report of her\nactivities from December 1, 1935, to June 1, 1936. She also outlined the scope and\ncharacter of this new service and gave a brief statement of policies guiding the\nrendering of such services.\nThe following resolutions were offered by George Hjelte, supervisor of recreation,\nLos Angeles, and unanimously endorsed by the Department of School Health and\nPhysical Education:\nApproximately five million American youth between the ages of\nfifteen and twenty-four, inclusive, are neither in school nor at work and are\ntherefore wholly at leisure; and\nWhereas, Several million American youth are employed short hours or are\nengaged in blind alley employment offering little opportunity for growth, develop¬\nment, and advancement; and\nWhereas, American youth are surrounded with opportunities for unwholesome\nand destructive leisure-time activities and are often subject in their leisure time\nto commercial exploitation which is frequently devastating and demoralizing\nin its influence, tending to increase the prevalence of juvenile delinquency; and\nWhereas, The development of community agencies to provide wholesome\nleisure-time activities for youth has not kept pace with the increase in leisure\nand has been wholly insufficient to present any general attack upon the problem\nof misspent leisure on the part of youth; and\nWhereas, The public schools of the nation are generally equipped with facili¬\nties which could, under proper organization, be put to effective use in providing\nwholesome recreation during the time that youth is at leisure, namely, during\nafternoons, week-ends, and in the evening hours; and\nWhereas, The full use of these facilities for purposes of community recreation\nin a manner which would make of the school the center of the recreation life of\nthe community, is impeded because of the absence of legislation in nearly all\nstates of the Union recognizing community recreation as an integral part of\npublic education and as an object to which school resources, including facilities\nand funds, might be devoted; now, therefore, be it\nResolved, That the Department of School Health and Physical Education of\nthe National Education Association of the United States of America endorse\nthe full use of school facilities for community recreation, the assumption of re¬\nsponsibility upon the part of public boards of education for the organization and\ndirection of community recreation with special reference to the activities, needs,\nand interests of youth, and recommend the adoption of special legislation in all\nstates of the Union which would provide a legal basis for the assumption of such\nresponsibilities by boards of education.\nWhereas,\n\nThe Department voted to send a message of appreciation to Mrs. Edna Bailey for\nher untiring efforts in planning and promoting the program, the message to include\nan expression of sympathy and sincere hope that her daughter will make rapid\nrecovery from a severe illness.\n\n"}
{"page": 338, "printed_page": null, "text": ".\n\n.\n\n■\n\n'\n\n'\n\n■\n\n'\n\n*\n\n■\n\n"}
{"page": 339, "printed_page": null, "text": "DEPARTMENT OF .\nScience. Instruction\n\n"}
{"page": 340, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of science instruction is an\n\noutgrowth 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 1936-37 are: president,\nIra C. Davis, President, University High School, Madison, Wis.; east¬\nern vicepresident, Mildred. M. Fahy, Principal, Peirce Elementary\nSchool, Chicago, III.; western vicepresident, Charles L. Hampton,\nScience Instructor, Piedmont Public Schools, Oakland, Calif.; secre¬\ntary, Lillian C. Compton, Assistant Superintendent, Alleghany County\nSchools, Cumberland, Md.; treasurer, Esther W. Scott, James E.\nOyster School, Washington, D. C.\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:\n1895: 951- 958\n1896: 937- 967\n1897: 916- 958\n1898: 959- 984\n1899 -.1097-1117\n1900: 592- 608\n1901: 771- 802\n1902 : 759- 789\n1903: 847- 895\n\n1904: 843- 896\n1905: 781- 825\n1906: 719- 720\n1907: 951- 957\n1908: 965- 998\n1909: 789- 828\n1910: 949- 967\n1911: 939- 992\n1912:1153-1193\n\n1913\\695- 716\n\n1914:721- 773\n1915 -.995-1028\n1916:699- 749\n1917:535- 555\n1918:295\n1919:289\n1920:305- 308\n1921:663- 666\n\n[ 334 ]\n\n1922 -.1239-1265\n1923: 843- 860\n1924: 753- 774\n1925: 598- 608\n1926: 625- 636\n1927: 583- 597\n1928: 569- 589\n1929: 559- 577\n1930: 529- 542\n\n1931 -.561-575\n1932 -.467-480\n1933 -.477-487\n1934 -.469-479\n1935 -.439-448\n\n"}
{"page": 341, "printed_page": null, "text": "A PROPOSED STATEMENT OF PRINCIPLES BASIC TO\nINSTRUCTION IN THE NATURAL SCIENCES\nERNEST E. BAYLES, ASSOCIATE PROFESSOR OF EDUCATION, UNIVERSITY OF\nKANSAS, LAWRENCE, KANS.\n\nA\n\n(page 341) will be found a Statement\n„ which represents an effort on the part of your Policy and Research\nCommittee to formulate a forward-looking and educationally sound pro¬\ngram for natural science instruction.\nWe have carried our deliberations to the point of virtual agreement\namong the members of the Committee as to what this program should be.\nWe now bring to you the fruits of these deliberations, not in the spirit of\nattempting to sell them to you, or even expecting that they will be entirely\nacceptable to you in their present form. We are bringing them to you in\nthe hope of enlisting your efforts in assisting us to “think thru” the question\nof a basic program for teaching natural science, and, in turn, in doing\nwhat we find possible to put the program into effect. We are doing this for\nthe twofold purpose, first, of testing the validity of the program, and second\n(and more important), of improving the teaching of natural science. It is\nin the spirit of the introductory paragraph of the Statement that the formu¬\nlation of the Committee is presented to you. The proposals are tentative,\nnot final. They represent the Committee’s judgment as to what ought to be\nundertaken; they must not be thought to represent scientific findings which\ncannot be gainsaid.\nAt the same time, however, I bespeak for the Committee your most\nserious consideration of the report because, while we do not claim for it\nscientific certainty, we do present it as the outcome of our most careful\nthought extending over a considerable period. We have used to the best of\nour ability the scientific information at our command. We have repeatedly\nformulated and reformulated the Statement, each time looking for, and\ncorrecting, undesirable features of the preceding attempt. We have ex¬\namined the Statement from all angles which we could imagine; we now\nask you to do likewise.\nIn the formulation of any teaching program it is necessary that one con¬\nsider carefully the nature of at least two essential features: first, the nature\nof the pupil and what we expect him to become; second, the nature of the\npupil’s environment and what we expect it to become.\nIn our first paragraph we accept the democratic conception of social organ¬\nization as the type within which our teaching should be carried on. This is\na matter of choice on our part. We could as well have chosen the autocratic\nform—the form actually implied by much of traditional teaching—or we\ncould have chosen the alternative of letting the child do entirely as he\npleased, in accordance with some of the so-called modern or progressive\nschools. Our choice has fallen, however, upon the democratic conception\nbecause we consider it most thoroly in keeping with our national idealism.\nThe traditional view of teaching is that public education should be de¬\nsigned merely to effect the improvement of the pupil. The modern view is\nt the end of this article\n\n[ 335 ]\n\n"}
{"page": 342, "printed_page": null, "text": "336\n\nNational Education Association\n\nthat no less attention should be given to the improvement of the pupil, but\nthat attention should simultaneously be turned toward social improvement.\nIt is hoped and expected that in this way pupil improvement will be more\nthoro, far-reaching, and permanent than when attention is paid to it alone.\nIf we are seeking to improve human beings and human living conditions\nwithin (to borrow a phrase from the recent report of the Social Studies Com¬\nmission) the democratic “frame of reference,” what kind of classroom pro¬\ncedure does the logic of our position demand? Clearly, if we consider the\nterm “democracy” to mean “equality of opportunity,” we must furnish re¬\npeated and continuing opportunities for pupils to consider the question of\nthe improvement of human living in an atmosphere wherein each and every\npupil is encouraged to do his own thinking and to arrive at his own conclu¬\nsions under the guidance of a wise teacher, but not under the domination\nof an autocrat.\nIn becoming guides for conduct, rather than purveyors of information,\nwe must exercise extreme care that we adhere to the guidance concept and\ndo not become dictatorial. Dictatorship is as much out of place in the Amer¬\nican classroom as it is in the White House. With the problem in mind,\ntherefore, of becoming a guide, yet avoiding dictation, we must use a method\nwhereby the pupil participates freely in the business of making up his mind\nabout the affairs of life. We must “guide without propagandizing”; we must\n“educate without inculcating” or indoctrinating.\nThe most effectual means which mankind has yet discovered for increas¬\ning his knowledge and settling moot questions is that form of attack upon\nproblems known as the method of science—a method, when confronted by\na perplexing problem, of formulating hypotheses and then proceeding to\ntest these hypotheses in every way possible until one is able to arrive at a\ndependable conclusion. In the light of this fact, we arrive at the conclusion\nthat the most important ability which the teacher of science may aid his\npupils to achieve is the ability to tackle and solve problems by and for them¬\nselves—the trait of independence or self-reliance—and in a manner con¬\nsonant with the method of science. We would hope, of course, that thru the\ncontinued study of scientific problems the student would gain more and\nmore scientific knowledge and would develop a progressively wider range\nof scientific skills and technics. The difference between our view and the\ntraditional view is simply that the achievement of knowledge and skills is\nnot something which is considered sufficient in and of itself—something to\nbe achieved and retained until examination, and then possibly to be rid of\nforever. We desire that skills, technics, and knowledge be obtained, but\nusually for the purpose of furthering some activity with which the student\nhas identified himself, rather than for their own sake. We wish to avoid,\nboth in pretense and actuality, the practise of having the pupil get informa¬\ntion of skill merely because “teacher says so.” We wish to clear our skirts\nof the idea of education merely as preparation.\nThe type of classroom method or procedure envisioned in the prepara¬\ntion of the Statement is very similar to that found in a research laboratory.\nPaul de Kruif describes Pasteur in his laboratory, working himself and his\n\n"}
{"page": 343, "printed_page": null, "text": "Department of Science Instruction\n\n337\n\nassistants to the limits of their endurance night and day, intent upon the\ncommon problem of finding how to make people a little ill in order that\nthey may be prevented by this means from becoming badly ill. Not a great\ndeal of urging was necessary, altho Pasteur did keep himself and his assist¬\nants persistently at the task. The search itself was the real motivating force\nand the achievement of the goal was sufficient reward.\nIf this attitude were adopted the classroom would cease to be a place\nwherein hackneyed facts and ideas are supposedly transferred from the\nmind of the teacher to the mind of the pupil. In such a classroom the teacher\nbecomes the scientist in charge and the pupils, instead of being passive\nrecipients, become active assistants working toward the achievement of an\nend sought by the group as a whole. In such a classroom cooperation is\nthe watchword rather than competition; diversification rather than lock-step\nregimentation.\nIn such a classroom, indoctrination—bringing the child to believe in\naccordance with some particular authority just because it is authority—\nceases to hold particular charm. Pasteur was not trying to make his assist¬\nants believe as he believed, altho one might add parenthetically that he\ndid try such tactics upon the outside world after his discoveries were made.\nWhile in search of the solution to a problem Pasteur was only too glad to\nmake use of helpful suggestions from any source. He expected to learn from\nhis assistants and expected them also to learn from him.\nIt was necessary, however, that Pasteur and his assistants employ some\ncriterion which would serve as a guide for reaching conclusions. What was\ntheir criterion? Was it agreement with some previous authority? It could\nnot have been, for they were traversing virgin fields. Authoritarian dogmat¬\nism was thoroly inappropriate. Was there no thought for agreement? Was\neach member of the group left completely to his own devices in the inter¬\npretation of the facts which were uncovered? Was the prevailing attitude\nthat of finding the facts and letting the facts speak for themselves—saying\nwhat they would to each individual member? Decidedly not; for the facts\nwere pooled and all members were vitally concerned in the attempt to find\nthe meanings of the facts and to arrive at a common agreement as to what\nthose meanings were. Laissez faire individualism—lack of concern for agree¬\nment—was not; characteristic of the efforts of Pasteur and his assistants.\nWhat then was their criterion for agreement? The criterion was the one\nwhich must always obtain when any individual or group is embarking upon\na quest of the unknown. The criterion was that of internal agreement—\nagreeing with themselves. They were gathering and accepting data and\nfrom these data seeking interpretations. In the first place the interpretations\nmust agree with the accepted data. The explanations must be such that the\nfacts which were obtained would fall into line one with another; they must\nfit together into a closely bound scheme in which each fact implied all the\nothers and in which no fact could be accepted without all the rest. Secondly,\nin addition to the necessity of binding together all known facts by means of\nan internally consistent interpretation, there was the necessity of using the\n\n"}
{"page": 344, "printed_page": null, "text": "338\n\nNational Education Association\n\ninterpretation as the basis for predicting new facts which must exist if the\ninterpretation were to be considered dependable.\nWe thus see the necessity not only of applying the criterion of internal\nagreement to the present realm of knowledge, but also of widening progres¬\nsively that realm and of continuing to look to the principle of internal agree¬\nment on the basis of an ever-widening horizon or an ever-expanding whole.\nIn like manner, but on a level adjusted to the conditions obtaining in the\nclassroom, we would desire that the teacher of science should conduct classes\nwhich are forever promoting explorations into what represents for the\nstudent the unknown, and represents to a degree the same for the teacher.\nIt is with this as the background for our thinking that we have formulated\nand are presenting Sections 4b to 8 of the Statement. We want the student\nto see ‘‘knowledge in the making.” We want him to see it for the twofold\npurpose, first, of developing a taste and a desire for the progressive recon¬\nstruction of beliefs, attitudes, ideals, and technics; and second, of developing\nthe ability to reconstruct his beliefs, attitudes, ideals, and technics progres¬\nsively and continuously. We want to touch not only the “can” but the\n“will”; to quicken not only the head, but the heart as well. We are after\nthe development of reconstructability, rather than giving all of our atten¬\ntion to achieving particular reconstructions. We have in mind something\nmore than any mere bag-of-tricks theory of education. That is why we say,\nin the first portion of the last paragraph of the Statement, that we wish “to\nstimulate and assist the student toward becoming an independent learner.”\nThe problem of selection as well as treatment of subjectmatter must also\nbe handled if we are to formulate a teaching program which may reason¬\nably lay claim to completeness. So far as the present discussion has pro¬\ngressed, we are obliged to adopt the problem method. But from what we\nhave said thus far, the problems which are to be selected may be purely\ninnocuous ones, such as crossword or jigsaw puzzles, or socially undesirable\nones, such as safe-breaking or planning a kidnaping. They do not have to\nbe problems which are socially significant and desirable, such as the prob¬\nlem of how to use the chemistry of nitrates for the benefit of mankind rather\nthan for enabling mankind to commit collective suicide. We believe that\nthe problems to be chosen for classroom study should be significant prob¬\nlems which will lead to the improvement of human living. In what way\ndoes our criterion for the selection of subjectmatter accomplish this purpose?\nIn paragraph 3 we propose “a study of the common culture or tradition,\nwith a view to its progressive refinement.” There is nothing particularly\nnew in this proposal, with the possible exception of the suggestion of looking\ntoward the refinement of the tradition. It is patent however that even thruout the entire school curriculum it will be impossible to study more than\na portion of the tradition. The ancients might have studied all but that\ncannot be done today. Therefore a choice becomes necessary. What portion\nof the tradition do we choose to study?\nThe answer is, that portion which is particularly in need of improve¬\nment. But this answer, rather than settling the question, still leaves it con¬\nsiderably open, altho it does narrow the field to a marked degree. It nar-\n\n"}
{"page": 345, "printed_page": null, "text": "Department of Science Instruction\n\n339\n\nrows the field by taking the stand that classroom instruction should always\nbe primarily concerned with unsettled matters rather than with settled\nmatters—unsettled at least1 so far as the student is concerned.\nAll of us hope, I believe, to make classroom discussions supplemental to\nthe assigned readings, rather than merely a rehash. What “problem teach¬\ning” implies is a recognition of the fact that learning does not really get\nunder way until the pupil is face to face with the realization that he is in\nthe realm of the unknown. In other words, it means that an “I-don’t-know”\nanswer from the pupil is as useful pedagogically as an answer which indi¬\ncates complete and accurate knowledge. The “I-don’t-know” answer is of\nvalue because it makes possible the next question, “Then what ought we\nto find out in order that we may come to know?”\nApropos of this situation, I am moved to comment upon the almost uni¬\nversal distress registered, especially by beginning teachers, when a given\ndemonstration fails to produce the results that were expected of it. The\nteacher is usually chagrined and often completely nonplused. Why not con¬\nsider such a situation an opportunity rather than a failure? Why not say\nto the class, “Well, our results certainly do not live up to our expectations.\nI wonder why.” Then is opened the opportunity for discussing the theory\ninvolved in the experiment, what ought to happen, and why the expected\noutcome failed to occur. Such a discussion may or may not lead to repeat¬\ning the experiment. I am satisfied that more often than not such a situation\nwill lead to more thoro learning on the part of the class than if things had\nworked exactly right the first time.\nBut what does our criterion demand besides merely dealing with the un¬\nknown? In paragraph 8 we speak of the problem-raising technic as being\n“basically a process of looking for points of vagueness, inadequacy, con¬\nfusion, or conflict in the students’ previously accepted concepts.” This would\nmean that in order to find problems for discussion in a chemistry or biology\nclass one would canvass the ideas and beliefs possessed by the student at the\ntime the discussion starts. This canvass or survey should be, so far as the\nteacher is concerned, for the purpose of locating, and bringing the class to\na full realization of: (a) points wherein the student previously believed his\nthinking to be clear but wherein discussion showed considerable vagueness\nor confusion; (b) beliefs that had been reached on the basis of inadequate\ninformation; or (c) beliefs held in certain subjectmatter areas which are\ncontrary to, and conflicting with, beliefs held in other areas. The heart of\nthe whole question of subjectmatter selection and problem-raising technic\nis the stimulation of preliminary discussion, of greater or lesser length,,\nwhich leads sooner or later directly into a basic conflict. When the student\nis brought to the place wherein he really senses or appreciates the fact that\ntwo sets of cherished beliefs conflict with, and tend therefore to work at\ncross purposes with, one another there will usually be sufficient motivation\nthat the pupil will not have to be urged to go further. There wall develop\nwithin him an urge to carry the matter forward almost in spite of himself.\nOur proposal regarding subjectmatter selection is that it shall consist of\ntopics or areas which, at a given grade level, will be fruitful in furnishing\n\n"}
{"page": 346, "printed_page": null, "text": "340\n\nNational Education Association\n\nproblems which arise from basic conflicts in the outlooks of the various\nstudents on the life of which they are a part. This is our criterion for\nrecognizing those features of the tradition which stand in need of recon¬\nstruction.\nThe chemistry student learns first that a gram-molecular weight of a sol¬\nvent in a liter of solution will lower the freezing point 1.86°C. Later he\nCan be shown that when salt is the solvent, the lowering is almost twice as\nmuch. What is the difficulty? Here is the starting point for a real voyage\nof discovery. In your hands has been placed the description of a unit wherein\nthis point of departure is taken.\nAgain one can ask whether the higher priced article is always the better,\nand whether or not one can place dependence upon the statements of adver¬\ntisers or the judgments of consumers. The second unit—analysis of baking\npowders—affords the student opportunity to get light upon these two ques¬\ntions, both of which are of high practical value in the out-of-school life of\nthe student, and to learn considerable chemistry as well.\nSo much for problem raising, or subjectmatter selection. The principle\nis that subjectmatter is of value in the degree to which it furnishes oppor¬\ntunity to lead into, or to consider, basic conflicts in the students’ respective\nand collective outlooks on life. What now of the criterion for problern\nsolving ?\nPursuant to the foregoing, it is a matter of searching for new facts and\nnew interpretations which will be serviceable in harmonizing the conflicts\nraised. We locate problems in the discovery of disharmonies. We find solu¬\ntions in interpretations which reestablish harmony. Does the proposed solu¬\ntion bring all conflicting factors into harmony? Does it cause the various\nfacts to fit together into a logical scheme? Do the facts and the interpreta¬\ntions jibe? Do the interpretations reached in connection with one problem\nagree with interpretations reached in another realm? If human intelligence\nand the method of science are good in connection with automobile gadgets,\nwhy call everyone a “Red” who proposes to apply similar methods in con¬\nnection with governmental and other social problems? Why not consider the\nterm “brain truster” a mark of esteem rather than of reproach? If we must\npropagandize at all, why not consider the science class as preeminently a\nplace in which the student’s respect for human intelligence is markedly\nenhanced? Our proposal for subjectmatter treatment is to lead the class,\nthru study, experimentation, and discussion, “toward the development of\na widened, more appreciative, and more fully harmonized outlook on life.”\n(See Section 11.)\nI can foresee many objections to the proposal which your Committee is\npresenting, but not many of these do I consider valid. You may ask why so\nmuch ado about democracy; why not let science go its way and leave the\nstudy of democracy to the social sciences where it belongs?\nFirst I would say that so far as possible we would do just that. We are\nnot proposing, except incidentally, to study social organization as such. We\nare simply saying that until we, as a nation, find reason for relinquishing\nour democratic idealism, we, as teachers, are under obligation to conduct.\n\n"}
{"page": 347, "printed_page": null, "text": "Department of Science Instruction\n\n341\n\nclasses in keeping with such an ideal. Then, in the second place, I would\nsay that science and scientists have been too much hobbled and bound by\nnarrow compartmentalization in the past. It is dangerous to say that one’s\nscience has nothing to do with one’s religion or one’s social life. If we are\nto achieve the development of a more fully harmonized outlook on life we\nmust, at times, overstep the imaginary boundaries which divide subjectmatter\ninto separate areas.\nAnother objection which I can foresee is that what we are proposing is\ntoo far in advance of current practise. Science instruction cannot be remade\novernight. We realize this. We do not expect anyone to go the complete\ndistance all at once. The fact is that there is no “complete distance.” Our\nproposal does not imply completeness; it merely points the direction for\nprogressive reconstruction. What one teacher or one department may be\nable to do in one place may not be possible, or even desirable, in another.\nWhat we are hoping to do is to reconstruct, to some extent, our idealism;\nto revamp our plan of attack upon common problems; to bring into the\nteaching of science a more thoro application of the spirit of science.\nAgain, in closing I plead for serious consideration of our proposal. Help\nus to improve it; if need be, to remake it completely. But if you find it\ncompletely unacceptable, then let us know what you do find acceptable.\nWhat is your basic teaching philosophy? You have one; you cannot pos¬\nsibly go before a class without one. If you do not know what it is, start now\nto discover and record it. Put it on paper and then compare it point for\npoint with this one, considering all the factors which we have attempted\nto take into account. Whether, in the end, you come to agree with us, or\nwe with you, is not so important. The really important thing is that we all\nbecome progressively more aware of what we are doing. That will be a\nhighly educative experience for every participant.\n\nA Proposed Statement of Principles Basic to Instruction in the\nNatural Sciences\nFollowing is a tentative statement of principles basic to the teaching of\nnatural science. The statement is in no sense a set of scientifically settled\nconclusions. Scientific data can be helpful in the formulation of general\npolicy, but are not (for the present, at least) adequate to serve as a com¬\nplete basis for a statement of policy. The following proposals represent the\npresent judgment of the Committee as to what conditions should control\nthe teaching of natural science. They are tentative; not final. But we believe\nthat they represent a definite policy which may well be adopted by teachers\nof science until further thought and research can point the way toward\nrevision and improvement.\n1. For the purpose of formulating a teaching program, we accept the\nideal of popular democracy, and of individual liberty and dignity con¬\nsonant with it, as so significant, authentic, and valid a feature of our national\n\n"}
{"page": 348, "printed_page": null, "text": "342\n\nNational Education Association\n\ntradition that it must become the fundamental setting within which all\nteaching procedures are conducted. (1)*\n2. Since education implies growth in the direction of betterment, the\nproblem of education is one of seeking to enhance the student’s ability and\nwill to participate intelligently in effecting progressive and continuous\nimprovement, both of himself and of his material and social environment. (2)\n3. In a study which looks toward the future, a thoro knowledge of pres¬\nent and past is essential. The school curriculum should therefore represent\na study of the common culture or traditiont with a view to its progressive',\nrefinement. (3)\n\n4. In order to determine what the study of science implies, a definition\nis demanded. There are two widely used definitions of the term: (a) science\nas organized and tested knowledge, and (b) science as a tnethod of obtain¬\ning organized and tested knowledge.\na. For the purpose of defining the area of subjectmatter with which we are\nprincipally concerned and within which problems are to be selected for study, we\naccept the definition of science as organized, tested, and dependable knowledge, and\nby further confining the study to natural science we limit the area for the most\npart to natural or material phenomena. (4)\nb. For the purpose, however, of determining proper teaching procedures, we must\nemploy the definition of science as a method (or a group of related methods) of\narriving at organized, tested, and dependable knowledge. Instruction in the sciences\nis thus primarily concerned with the method or methods of science, and uses the\nsubjectmatter of science only as a means toward promoting growth in the method.\nIn this sense the science-as-method definition is primary and the science-as-subjectmatter definition secondary.\n\n5. The study of science therefore becomes a consideration of the facts,\ninterpretations, and technics of science, but always with a view to their\nown refinement and to their use in the improvement of human living.\n6. Since the class is to be conducted in accordance with democratic prin¬\nciples, the teacher is not justified, on the one hand, in adopting narrowly\npropagandic or autocratic means for bringing the student to the acceptance\nof any preordained set of attitudes, beliefs, or patterns of behavior. Nor is\nhe justified, on the other, in adopting a “hands off” or laissez faire attitude.\nThe teacher must guide without propagandizing; must educate without\ninculcating. Moreover, it is only by avoiding both extremes that the student\nmay make progress in the development of beliefs scientifically formulated,\nand of the ability to formulate beliefs scientifically. (5)\n7. In consequence of the foregoing, it becomes of primary importance that\nthe student be brought to see knowledge in the making. His grasp of knowl¬\nedge as made must therefore be not only in terms of the conclusions last\nreached by scientists, but must also encompass other conclusions which\nhave received, or might have received, acceptance by thoughtful minds,\ntogether with the reasons why they are, or should be, rejected. So far as\npossible, too, the limitations of the convincing nature of currently accepted\ninterpretations or conclusions must be grasped. Only so can the student’s\nthinking become realistic and scientific.\n* Numbers in parentheses refer to the explanatory footnotes which follow this report.\n\n"}
{"page": 349, "printed_page": null, "text": "Department of Science Instruction\n\n343\n\n8. The problem technic of teaching thus becomes vital. The problem¬\nraising technic is basically one of seeking points of vagueness, inadequacy,\ncqnfusion, or conflict in the students’ previously accepted concepts. The\nproblem-solving technic is likewise one of gathering information and seeking\ninterpretations which will tend to resolve such vagueness, inadequacies,\nconfusions, or conflicts. Herein lies our major criterion for the selection\nand treatment of subjectmatter—a criterion which leads the student to agree,\nnot with some authority as such, or with no one (no attention being paid\nto his beliefs), but with himself. Such a criterion is in keeping with the\ndemocratic conception and the scientific attitude. (6)\n9. Several major implications are inherent in the foregoing criterion of\nsubjectmatter selection and treatment, viz.:\na. Real teaching usually gets under way only upon the arousal of issues which,\nso far as the student is concerned, are to a degree controversial. The teacher is\nentirely justified in presenting, from time to time, settled subjectmatters purely\nbecause the student wants to know, or as preparation for the opening of a problem.\nScientific facts will also be marshalled as data to assist in problem solving. But\nsettled matters, studied for their own sake, do not usually challenge the student’s\nmind sufficiently to promote real reflection, or do they furnish a basis for the\nsignificant remaking of beliefs or behavior patterns.\nb. It is highly important that students be genuinely interested in the topics chosen\nfor study, and vitally concerned with the outcomes. Our thesis is that the foregoing\nprogram will do much toward making the experiences of students in science classes\nrich, vital, and realistic.\nc. The general trend of the program is toward the development of a progressively\nmore unified and more intelligent outlook on life, since, altho each teaching unit\nstarts with an unsettled issue, it moves thru discussion, experimentation, and study\ntoward the settlement of that issue. The problems chosen therefore progressively\nassume more and more of social significance since it is in that direction that current\nissues become most problematic and most urgently demand scientific data for their\nsolution.\nd. The “correct” or best solution to any problem is the one which goes furthest\ntoward harmonizing the conflicting issues at stake. This means that the solution\nmust be not only in harmony with the data, but also with solutions which have\nbeen or are being reached in connection with other problems and other fields of\nthought.\n\n10. The task of aiding students to understand and be able to apply the\nmajor interpretative generalizations of science as they contribute to the\nimprovement of living is an essential part of this program, tho not an end\nin itself. This is likewise true of the amassing of scientific facts and data.\nWhatever may be the immediate objective or objectives of a unit, the unit\nshould always be handled in such a manner as to enhance the ability to get\ninformation and to arrive at principles.\n11. The effect of the foregoing program for science instruction is in the\ndirection of stimulating and assisting the student toward becoming an\nindependent learner, while he is at the same time being assisted toward the\ndevelopment of a widened, more appreciative, and more fully harmonized\noutlook on life, and a heightened competence in carrying on and helping\nto improve the affairs of life.\n\n"}
{"page": 350, "printed_page": null, "text": "344\n\nNational Education Association\n\nThe above is respectfully submitted for the consideration of the\nDepartment of Science Instruction of the National Education Asso¬\nciation by its Committee on Policy and Research.*\n\nWilbur L. Beauchamp\nRalph C. Bedell\nIra C. Davis\nWarren W. Knox\n\nE. Laurence Palmer\nCarleton E. Preston\n\nRalph K. Watkins\nErnest E. Bayles, Chairman\n\nExplanatory Footnotes\n(1) This does not mean that democracy is to be taught, or that propaganda is to\nbe organized in its behalf. It merely means that since our national idealism is\ndemocratic in character the classroom must be handled in accordance with\ndemocratic principles.\n(2) “Betterment,” “improvement,” or “refinement” are terms which must be de¬\nfined in such a manner as to avoid propaganda in behalf of particular panaceas.\nWe assume that improvement is to be achieved in the degree to which our culture\nbecomes progressively widened in scope and more fully harmonized internally.\nImprovement lies in the direction of making our tradition richer and more true to\nitself; of effecting a greater degree of unanimity between the actual and the ideal.\nSections 8, 9c, 9d, and 11 elaborate this concept.\n3. The terms “culture” or “tradition” are here used in a generic sense. They\ninclude the whole of our individual and social inheritance. On the social side they\ninclude our common ideals, customs, institutions, and organizations; economic,\npolitical, social, etc. On the individual side they include our habits, attitudes, be¬\nliefs, acceptances, ideals, etc.\n“Progressive refinement” is considered as involving (a) the retention of all that\nholds good and the elimination of all that has become outworn and outmoded, (b)\nmaking such additions as will best meet the needs of the new day, and (c) completely\nremaking the old whenever such steps are evidently necessary.\n(4) However, we would hope that in the course of studying natural phenomena\nthe implications of the interpretations reached would be carried beyond the bounds\nof natural science, thus seeking the widest possible basis for the harmonization of\noutlook indicated in sections 8, 9, and 11.\n(5) Thus, for example, even tho the democratic conception is basic to our teach¬\ning theory, the student is not to be forced to accept this or any other conception ex¬\ncept thru the demands of his own thinking and research. There are recurrent cases,\nof course, in which the teacher is obliged in order to safeguard life and property or\nto preserve the integrity of the learning process, to use coercive measures in forcing\nnon-cooperative pupils to act in accordance with individual and group welfare.\nBut such cases are to be treated as exceptional. The police power is to be applied\nonly if and when the pupil gives evidence of wilful refusal to abide by the dictates\nof intelligence, and is to be discontinued as soon thereafter as possible. We believe,\nmoreover, that the program which we are here outlining will reduce the necessity\nfor such coercive measures to the minimum.\n(6) Traditionally, science courses have been defined almost entirely on the basis\nof content requirements. Our proposal is that far greater variability of content be\nemployed in order to meet special local needs, but that whatever content is chosen,\nit should be taught with a view toward furthering the major objective of growth\nin the ability to obtain knowledge and to arrive at interpretations. This will doubt¬\nless mean fewer units or topics covered in the course of a year and retarded speed\nin the study of the units or topics chosen. But such a policy will doubtless result in\na more thoro understanding of principles and a wider knowledge of scientific facts,\nwhen viewed over a one-year, two-year, or longer period of time.\n\n* Robert J. Havighurst assisted the Committee in an advisory capacity.\n\n"}
{"page": 351, "printed_page": null, "text": "Department of Science Instruction\n\n345\n\nSECRETARY’S MINUTES\n\nPortland, Oregon\nFirst Session, Monday Afternoon, June 29, 1936\nThe first session of the Department of Science Instruction was held in the Rose\nBallroom of the Masonic Temple at 2 p. m. The theme of the meeting was “How\nClassroom Teachers and Organizations Can Develop Methods and Technics for\nTeaching the Objectives of\n\nScience.” Ira\n\nC. Davis,\n\npresident, introduced E. E.\n\nBayles of the University of Kansas who discussed “A Proposed Statement of Princi¬\nples Basic to Instruction in the Natural Sciences.” This Statement which was pre¬\npared after much consideration by the Research and Policy Committee of the\nDepartment appears in the preceding pages. The Iowa Science Teachers Association\njoined our Department in a body. It was interesting to hear “The Objectives and\nPurposes of the Iowa Science Teachers Association” described by their president,\nDonald D. Pettit. Following this, the group was divided according to the interest\nof each person, the elementary-school, the junior high-school, and the senior highschool sections each having its own meeting.\nIn the elementary-school\n\nscience group which met in the Doric Lodge Room,\n\nMella White, of Portland, was the discussion leader. Leona Sundquist of the Wash¬\nington State Normal School of Bellingham, Washington, discussed “The Applica¬\ntion of the Proposed Statement of Principles Basic to Instruction in the Natural\nSciences in Elementary Schools.” “The Integration of the Elementary-Science Pro¬\ngram with the School Activity Program” was discussed by Mildred M. Fahy, princi¬\npal of Peirce School, Chicago. Mrs. Sophia Mason, of Sacramento, described “How\nTo Teach the Fundamentals of Experimentation.”\nThe junior high-school science group met in the Ionic Lodge Room with Clarence\nE. Diebel, of Eugene, Oregon, as its discussion leader. A. W. Schmidt, of Lead,\nSouth Dakota, discussed “The Application of the Proposed Statement of Principles\nBasic to Instruction in the Natural Sciences in the Junior High School.” George I.\nLinn, of Sacramento, told “How To Teach the Fundamentals of Experimentation.”\nWesley C. Brown,\n\nof Vancouver, Washington, discussed “The Integration\n\nof a\n\nJunior High-School\n\nScience Program with the School Activity Program.”\n\n“The\n\nBest Way To Conduct Field Trips” was described by Howard H. Hilleman, of\nMiles City, Montana.\nAt the senior high-school group meeting, Ray K. Easley, of East High School,\nDenver,\n\nColorado,\n\ndiscussed\n\n“The\n\nApplication\n\nof\n\nthe\n\nProposed\n\nStatement\n\nof\n\nPrinciples Basic to Instruction in the Natural Sciences in the Senior High School.”\nEdwin L. Roe, of Zanesville, Ohio, described “Vitalizing Science Instruction.” Mrs.\nDorothy C. Barber, of Sacramento, told\n\n“How To Teach the Fundamentals of\n\nExperimentation.” The discussion leader was Jay Eller of Wenatchee, Washington.\nThe meetings adjourned about 4:30 p. m.\n\nSecond Session, Tuesday Afternoon, June 30, 1936\nThe meeting opened at 2 p. m. George J. Skewes, from the State Teachers Col¬\nlege, Mayville, North Dakota, discussed “What Is a Scientific Attitude?” Charles\nHampton, of Piedmont, California,.described “How the California Science Teachers\nAssociations Help the Classroom Teacher.” The group again divided according to\nindividual interests.\nAt the elementary-school science group, Lillian C. Compton, assistant superin¬\ntendent, Alleghany County Schools, Cumberland, Maryland, described “How Scien¬\ntific Attitudes May Be Taught in a Science Class in the Elementary School.” “The\nBest Ways To Perform Demonstrations” was the subject of Marjorie Agnew, of\nVancouver, B. C. Eva Gildea, of Piedmont, California, discussed “The Teaching\nof Scientific Concepts.” Lesley C. Walker, of Oakland, told “How To Select and\nPrepare Materials for Elementary Science.” Evelyn M. Hogue, of Portland, pre¬\nsided.\n\n"}
{"page": 352, "printed_page": null, "text": "346\n\nNational Education Association\n\nAt the junior high-school science group, Anita M. Lassen, of Oakland, described\n“How To Teach Health in the Junior High School.” Chester F. Deaver, of Flag¬\nstaff, Arizona, told how “An Attractive Science Room Is an Aid to Teaching Science.”\nOlga Schwellinger, of San Francisco, told “The Best Ways To Conduct a Demonstra¬\ntion.” Joe H. Taylor, of Kelso, Washington, was the discussion leader.\nAt the senior high-school group, John Soelburg, of Oakland, was discussion leader.\nRobert L. Ebel, of Cedar Rapids, Iowa, told “How Scientific Attitudes May Be\nTaught in a Class.” Aelfric James, of Easton, Pennsylvania, described “The Best\nWays To Perform Demonstrations.” Paul V. Beck, of Tulsa, Oklahoma, discussed\n“The Best Ways To Conduct Field Trips.” Morris R. McCarty, of Lafayette,\nIndiana, explained “An Experiment in Teaching Scientific Attitudes at Lafayette.”\n\nAnnual Banquet, Tuesday Evening, June 30, 1936\nThe annual banquet of the Department was held at the Multnomah Hotel with\nabout one hundred and fifty persons present. Entertainment was provided by the\nElementary Teachers Chorus under the direction of W. H. Boyer, supervisor of\nmusic in Portland. There was also some fine Indian dancing by young Indian boys\nfrom the nearby reservation. Henry Lester Smith, past president of the National\nEducation Association, spoke on his experiences as a member of the World Federa¬\ntion of Education Associations as he traveled in Europe. Ira C. Davis presided.\nFred A. Brainerd and his local committee were commended for the excellent way\nin which the banquet and all the meetings were managed.\n\nThird Session, Wednesday Afternoon, July 1, 1936\nThe Nominating Committee which consisted of E. W. Long of California, Don C.\nEvans of Montana, and James W. Kercheval of Iowa, gave its report. The report\nwas accepted unanimously. (See Historical Note, p. 334.) Mr. Davis reported in the\nabsence of Esther W. Scott, the treasurer, that on June 15 there were 4350 paid\nmembers and a balance of $725 in the treasury.\nThe first speaker on Wednesday was W. B. Buckham, of Oakland, whose subject\nwas “ H ow To Teach the Scientific Method.” Mary Stunner, of Beatrice, Nebraska,\nspoke on “The Objectives and Purposes of the Nebraska Science Teachers Associa¬\ntion,” following which the group divided as in preceding sessions.\nAt the elementary-school science group, Mrs. Ruth Du Bois, of Portland, was the\ndiscussion leader. A. C. Young, of Fresno, California, discussed “The Scientific\nMethod in Elementary Science.” Bertha Gould, of Seattle, described “The Organiza¬\ntion of a Unit in Elementary-School Science.” Mrs. Gladys L. Potter, assistant chief\nof the Department of Public Instruction of Sacramento, spoke on “Science from the\nPoint of View of Relating It to a Unit of Work Teaching.”\nAt the junior high-school science group, James W. Kercheval, of Waterloo, Iowa,\nwas the discussion leader. Edna Conrad, of Sacramento, spoke on “Teaching of the\nScientific Method in Junior High-School Science.” James F. Beckwith, of San\nFrancisco, told of “The Responsibility of Science Teachers in Guidance Programs.”\nDella Patch, of Seattle, spoke on “The Organizing of a Unit in Junior High-School\nScience.” “The Making of a Telescope with Models and Motion Pictures,” was\ndescribed by Harold Stamm, of West Allis, Wisconsin.\nAt the senior high-school group, James P. Davis, of Clayton, Missouri, discussed\n“The Teaching of Scientific Method in Senior High-School Science.” Ernest L. Hix,\nof Spokane, Washington, told of “The Teaching of Appreciation.” Earl L. Danner,\nof Seattle, told of “Organizing a Unit in Senior High-School Science.” His subject\nwas mainly about Mount Rainier. Don C. Evans, assistant principal of the Living¬\nston, Montana, High School, was the discussion leader.\nThese group meetings were well attended and many people took part in the\ndiscussions which followed. The suggestion was made that next year the papers be\nshorter and more discussion be requested. The panel method gives more people an\nopportunity to express themselves and brings out more ideas.\n\n"}
{"page": 353, "printed_page": null, "text": "DEPARTMENT OF\nSecondary Education\n\n"}
{"page": 354, "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 1936-37 are: president,\nErnest D. Lewis, Evander Childs High School, New York, N. Yvicepresident, George R. Rankin, Boys Technical High School, Milwaukee,\nWis.; secretary, Mrs. Nettie R. Bolland, High School of Commerce,\nPortland, Ore.; treasurer, L. Denzil Keigley, Chester S. Morey Junior\nHigh School, Denver, Colo.\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\n\\m-.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[ 348 ]\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\n1935: 449- 460\n\n"}
{"page": 355, "printed_page": null, "text": "Subjectmatter Round Tables in High-School Instruction\nand New Curriculum Materials\nIN ANCIENT LANGUAGES\n\nH\n\nJULIANNE ROLLER, FRANKLIN HIGH SCHOOL, PORTLAND, ORE.\n\nthe high-school course in Latin in the light of recent\nexperiments and investigations is the crying need of the hour. Just\nas we have outgrown and discarded the slow, ponderous oxcart for trans¬\nportation, so must we free our Latin curriculum from entangling impedi¬\nments that stand in the way of swift movement and ready enjoyment.\nSince the colleges have let down the bars, Latin is a purely elective sub¬\nject. It must be made so attractive and worthwhile that the American child\nwill be eager to take it and not do so only reluctantly, under compulsion.\nReading Latin as the Romans wrote it; teaching vocabulary, grammar, and\nsyntax functionally, that is, as the need for them arises in the reading; put¬\nting little stress on many of the seldom used forms; using simple, especially\nprepared readers to prepare for the more difficult classics of Caesar, Cicero,\nand Vergil; and making tests objective and scientifically prepared in line\nwith functional knowledge that has been determined by experiment are\nsome of the ways in which this can be done.\nThere is a wealth of material in the Latin course for character building.\nThis should be emphasized in the new program. Latin holds the keystone,\nin fact, the very foundation stones for the study of the social sciences. They,\ntoo, should be brought to the fore.\numanizing\n\nIN BUSINESS EDUCATION\nMARY STUART, BRIGHTON HIGH SCHOOL, BRIGHTON, MASS.\n\nTrend one—The finding of a place in the educational sun for business\n\ninstruction and the fading away of academic prejudice which is descending\nupon vocational and trade courses are important changes.\nTrend two—Due to the economic depression which has increased the\nnumber of pupils of low I.Q.’s who have been forced to remain in school\nbecause there is no employment for them, schools have emphasized social\ntrends and personal use because these pupils are incapable of reaching voca¬\ntional standards. This is a serious problem. The subjectmatter that has\nbeen brought down to their level is not the kind that gives sufficient train¬\ning for employment. Are we as educators justified in giving this group\ncredit for work that we know business houses would not accept in terms\nof employment?\nTrend three—We find better prepared teachers using more adequate\ncourses of study. Educational content of subjectmatter with the aid of\nimproved texts and scientific studies in research has improved technics.\nf 349 ]\n\n"}
{"page": 356, "printed_page": null, "text": "350\n\nNational Education Association\n\nTrend four—There is a tendency away from making the commercial\n\ndepartment the dumping ground for failures and poor material.\nTrend five—There is a definite plan for correlation of subjectmatter in\nthe business department.\nTrend six—The introduction of machines and mechanical devices is\nhelping to solve the problem.\nTrend seven—Courses are appearing in which consistent teaching in\npersonality is given as formal instruction rather than leaving it for inci¬\ndental teaching in all classes.\nTrend eight—Scientific tests and texts are entering the market so that\nclassroom technic may be improved and the pupil may come out a better\nproduct for the contact.\nTrend nine—There is a decided tendency thruout the entire school sys¬\ntem for pushing up training for vocational skills. Our high schools now\nrealize that they have misused the words secretary and accountant which\nbelong to the field of the junior college or senior college. The high school\nis training only bookkeepers and stenographers.\nIN ENGLISH\nHOLLAND D.\n\nROBERTS,\n\nPROFESSOR\n\nOF EDUCATION,\n\nSTANFORD\n\nUNIVERSITY, CALIF.\n\nWithin the period of a single year the high schools of the United States\nhave become reading conscious. Before that time the majority of teachers\nand administrators had assumed that all children who entered high school\ncould read. Now we know that entering high-school freshmen vary in read¬\ning ability from third- or fourth-grade level to superior adult capacity.\nFrom 10 to 20 percent of the students in our high schools are seriously\nretarded in reading. Many of them cannot understand the books, maga¬\nzines, and newspapers which we place in their hands.\nTrends in teaching high-school literature are strongly toward individual¬\nized free reading under the guidance of able leaders. Current practise and\ncollege entrance requirements are following student interest and are mov¬\ning toward major emphasis on contemporary American literature and away\nfrom specific classic requirements. Extensive reading has taken the place\nof intensive reading.\nLiterature is taught much less as “art for art’s sake” in isolation from\nlife and more as a functioning part of the struggle for the solution of cru¬\ncial social problems. Important relationships are rapidly developing among\nliterature, history, social studies, geography, economics, foreign languages,\nphysical education, and art. The multiplication of such elective courses as\njournalism, photoplay and radio appreciation, world literature, and dra¬\nmatics is breaking down the rigidity of the English curriculum and unify¬\ning the program on the basis of the needs of the child and society.\n\n"}
{"page": 357, "printed_page": null, "text": "Department of Secondary Education\n\n351\n\nIN ENGLISH\nJEANNETTE E. MALTBY, NORTH CENTRAL HIGH SCHOOL, SPOKANE, WASH.\n\nThe recent trends in instruction and curriculum materials in English\nhave sprung into being to meet the crucial needs of an incredibly changing\nworld. The trends in English seek to further the wholesome trends of a\nchanging world, and to combat the vicious tendencies. Even tho teachers\nhave been blamed for this debacle, justly or unjustly, even tho they have\nbeen handicapped with double work and meager salaries, they have made an\nunspectacular but gallant response to the challenge of the times. They\nare meeting the careless, unthinking, ignorant criticism with the antidote\nof facts; they are combating the malicious forces in the only way they can\nbe destroyed with the spiritual weapons of honest, clear-sighted devotion\nto the principles of the Christ expressed in consecrated labor and selfsacrifice.\nOut of all this there has grown a clearer discernment of the needs of the\nchild. Many of the methods that Lincoln used in his self-education in Eng¬\nlish are paralleled in the new trends. Modern classroom experiences in\nEnglish are more closely tied to life experiences. The child is taught to\nhonor and value his own experiences more highly, to use material from all\nhis studies, to develop the talents that he has. His oral an-d written expres¬\nsions in school are actual counterparts of the letters, reports, speeches, and\nprocedures of real life. There is an endeavor to teach the child that modern\ninventions are servants to aid him in attaining a richer, fuller life, not\nmasters to dominate him. Lastly, thru instilling habits of fact gathering\nand clear thinking, we would teach him to recognize the menace of modern\npropaganda.\nIN HOME ECONOMICS\nBEULAH I. COON, AGENT FOR STUDIES AND RESEARCH IN HOME ECONOMICS\nEDUCATION, UNITED STATES OFFICE OF EDUCATION,\nWASHINGTON, D. C.\n\nIn checking their instruction against the need of pupils to meet constantly\nchanging social and economic conditions in the home, home economics teach¬\ners have found it advisable to discard old methods of teaching, to evaluate\nmore critically the kinds of experiences of pupils, and to extend their in¬\nstruction beyond the classroom into the home, cooperating with parents\nand pupils in setting goals and checking accomplishments.\nAmong the instructional trends which seem to be apparent are the fol¬\nlowing :\n1. Transferring attention from teachers’ methods to pupils’ experiences.\n2. Emphasizing behavior and attitudes rather than information and skills as the\nend of instruction.\n3. Organizing instruction around underlying principles or generalizations rather\nthan a mass of facts.\n4. Using the home as a laboratory for experiences to supplement those of the\nclassroom.\n\n"}
{"page": 358, "printed_page": null, "text": "352\n\nNational Education Association\n\n5. Beginning to use homemaking problems as a center for instruction and to\ncooperate with other teachers in the attainment of goals important in home and\nfamily life.\n6. Meeting individual differences.\n7. Sharing with pupils the setting of goals and the planning for experiences\nneeded to attain goals.\n8. Recognizing the close relation between measurement and teaching.\n9. Organizing instruction suited to various age groups.\n\nEach of these instructional trends has been an evidence of the home\neconomics teacher’s better recognition of pupils’ problems, her desire to\ngive significant help adapted to different maturity levels, and her willing¬\nness to check her work as a teacher in the light of results occurring in living\nrather than in terms of the information learned.\nIN HOME ECONOMICS\nFREDA GERWIN WINNING, ASSISTANT PROFESSOR OF EDUCATION, NEW YORK\nUNIVERSITY, NEW YORK, N. Y.\n\nToday, more than ever before, changing conditions in society and family\nlife are influencing school organization, and in turn are influencing the\nchoice of curriculum materials selected for use in the teaching of home eco¬\nnomics in the secondary schools. Changes in the material character of the\nhome, and changes in the attitude toward life itself are largely responsible\nfor the new emphasis. Presentday teaching of home economics emphasizes\ncertain specific trends basic to the development of courses and lessons in\nour secondary schools. Seven basic trends present themselves:\n1. The materials are selected from a great variety of items and the\ncurriculum is itself not fixed and final. It changes its emphasis with the\nneeds of the community and with the needs of the individual pupils.\n2. Recognition of the influence of environment on the development of\nhome and family life.\n3. Emphasis on personality development and personal training in order\nto make it possible for pupils to fit into presentday society.\n4. Materials which emphasize social and personal relationships so basic\nto successful family life rather than the skill involved in cooking and\nsewing.\n5. The home is the basic factor in community life and its activities are\nfundamental training in the managerial aspects of living.\n6. Standards of living usable today and in the homes of tomorrow are\ndeveloped. With decreased incomes, increased complexity of buying prob¬\nlems, and a greater variety of items from which to choose, family buying\nhas become an important item in our national life and consumer education\na real challenge and a real responsibility.\n7. A greater variety of types of courses are included. Foods and cloth¬\ning courses are still present, but to them have been added courses in child\ncare, home management, housing, consumer education, and family life.\n\n"}
{"page": 359, "printed_page": null, "text": "Department of Secondary Education\n\n353\n\nIN MATHEMATICS\n..\n\nH. C. CHRISTOFFERSON, MIAMI UNIVERSITY, OXFORD, OHIO\n\nThe predominant trend is for meaningful teaching, for each pupil to\nhave complete understanding of fundamental mathematical processes. For\na child to be able to use his mathematical tools effectively; for him to be\nable to think in terms of numbers and letters, formulas, and graphs; for\nhim to see relationships and to know how one quantity determines or is de¬\ntermined by others, he should have complete mastery of these mathematical\ntools and perfect understanding of their use and meaning.\nIn happy accord with this emphasis upon meanings there is a decided\ntendency toward greater emphasis upon outstanding fundamentals and\nthe elimination of much abstract material of less crucial or immediate conse¬\nquence. Formulas, equations, and graphs are first used in the seventh and\neighth grades, and still in the ninth grade form the major part of algebra.\nA minimum list of fundamental theorems in geometry with greater emphasis\nupon their practical applications seems clearly to be current.\nTo insure mastery of fundamentals which have been meaningfully taught\nthere is developing an intelligent and comprehensive program of diagnostic\ntesting. It is of little consequence for a teacher or pupil to know that a\nchild is above or below the norm on a survey test. It is of great consequence\nto know by means of a carefully prepared diagnostic test the abilities which\na child has developed satisfactorily and the ones which he has failed to\ndevelop.\nIN MATHEMATICS\nEARL MURRAY, HEAD, MATHEMATICS DEPARTMENT, SANTA BARBARA\nHIGH\n\nSCHOOL,\n\nSANTA BARBARA,\n\nCALIF.\n\nTrends in the instruction of mathematics in the high school are following\ntwo changes in the philosophy of education, namely, that our education is\nthe sum total of our experiences and that this is a changing world.\nThe study of mathematics is being differentiated into two types—certain\nmathematical concepts for all, and the technical mathematics for the\nspecialist. It is argued that there are specific concepts of quantitative think¬\ning, consumer mathematics, social statistics, processes, methods, and types\nof reasoning which must become a part of the education of every student\nof the secondary level. If our curriculum is to be reorganized on the basis\nof a core curriculum centered around the social approach, then it is up to\nus to see that the socializing contributions of mathematics are not omitted\nfrom the life of the child.\nMathematics for the specialist is being vitalized in a number of ways.\nThe unit activity project is being used in Santa Barbara. For example, a\nunit or similarity of triangles was worked out in detail and used to develop\nindividual initiative, alleviate the boredom of drill and formal teaching,\nand allow the student to follow his particular interests, instead of requiring\na set assignment for each day’s preparation.\n\n"}
{"page": 360, "printed_page": null, "text": "354\n\nNational Education Association\n\nThe fusion of mathematics courses is becoming more common, and the\ntraditional order of teaching mathematics is being broken down. Some\nchanges along this line will be made in California next year. Finally, along\nwith our mathematics instruction, we are not forgetting that ours is the\ntask of developing the whole child, and that we are making our mathe¬\nmatics instruction contribute to the formation of a happy individual and\na useful citizen.\nIN MODERN LANGUAGES\nHARRY V. WANN, HEAD, DEPARTMENT OF FOREIGN LANGUAGES, INDIANA\nSTATE TEACHERS COLLEGE, TERRE HAUTE, IND.\n\nFactual knowledge is not so important as are attitudes. Integration will\naccomplish little without effective teaching. Languages require a long period\nof preparation but amply repay in results obtained. Much more integration\ntakes place now than is generally supposed.\nIf integration means enrichment of experience, it is eminently desirable.\nIf it means regimentation of emotions, it will bring diffusion of interest and\nlittle spontaneous selection.\nEducationists are not unanimous in the conviction that integration is\npossible in all lines of study. It is clear that modern language teachers do\ncorrelate with English, social studies, art, and music.\nThe language teacher can cooperate with the proponents of integration\nby (1) more careful selection of materials, and by (2) planning with their\nprincipals and colleagues on definite common objectives.\nObjectives of modern language teachers are in perfect harmony with\nthose of the educationists. They are: (1) to develop intellectual power\nleading to keen, analytical thinking, and clear, incisive speech; (2) to foster\na feeling of reverence for accurate, effective English, and for language\ngenerally, as our universal means of communicating with our fellow men;\n(3) to provide an insight into varying modes of psychological approach to\nthe expression of thought, with consequent cultivation of international¬\nmindedness, world-citizenship, humanity, and broad sympathy; and (4)\nto open up a vision of the growth and significance of traditions and civili¬\nzations which have contributed to the formation of the environment in\nwhich we live.\nIN MODERN LANGUAGES\nC. H. S. KING, HEAD, DEPARTMENT OF GERMAN, REED COLLEGE,\nPORTLAND, ORE.\n\nRelatively few teachers are experimenters or involved in the trends,\nwhich may be defined as impulsions given by alert, energetic, and able\nminority groups. The most extraordinary and fundamental trend is that\ntoward experimentation. Foreign language teachers are abandoning guess¬\nwork and subjective impressions for objective data. In order to take account\nof the vast body of research that is accumulating, an annual survey of re-\n\n"}
{"page": 361, "printed_page": null, "text": "Department of Secondary Education\n\n355\n\nsearch is conducted and a new department has been added to the Modern\nLanguage Journal to publish results.\nContrary to popular belief, adults from twenty to forty years old can\nlearn a language more readily (at least under classroom conditions) than\nchildren from eight to twelve, according to the findings of recent experi¬\nments. But the experimenters believe that foreign language should remain\na high-school subject.\nConsiderable numbers of modern language teachers agree that the read¬\ning objective is the one appropriate for the vast majority of students.\nCarefully graded texts based on the modern Frequency Word and Idiom\nLists are of vast importance in the reading method, but greater achieve¬\nments in a two-year course are predicted when syntax counts have been\nmade for all languages. Syntax counts in French and Spanish have been\nstarted, but are not yet complete.\nJust how intensively grammar is to be studied in connection with the\nreading method remains a problem, but the conviction is gaining ground\nthat grammar must be accurately learned and slipshod reading must not be\npermitted.\nMany high schools are now dividing language students into two cate¬\ngories : those who study a language two years only, and those who pursue\nit for a longer period. The latter are given more aural and written work,\nmore grammar, and more “extensive” reading, with reviews of grammar\nin the advanced stages.\nIN MUSIC\nARTHUR\n\nS.\n\nGARBETT,\n\nDIRECTOR OF EDUCATION,\n\nWESTERN\n\nDIVISION,\n\nNATIONAL BROADCASTING COMPANY, SAN FRANCISCO, CALIF.\n\nThe spread of music by mechanical means coincides with a steady growth\nof music as a cultural study in the schools so that we have a situation to\nwhich I feel I may justly apply the word “unprecedented.”\nOur concern, however, is with the effects of these mechanical aids, and\nI can best sum up the situation in a few sentences which I may have used\nbefore at these meetings. “Music has long been regarded as a universal art,\nbut never before today has music had universal distribution.”\nWhat I hope for, and look for eventually, is the growth of a new genera¬\ntion of American composers emerging by selection from contemporary hosts\nof youngsters in sympathy with their aims. They should be writing music of\ntheir own kind, in their own idiom, about the things they know, and at their\nown age level. What this music will be like, no man yet can say. But with\nthe present spread of musical experience over America into regions hitherto\nremote from such opportunities surely the naturally inventive, creative\nimpulses of our people must flower into a new musical growth. At present\nwe are only absorbing the flood of music now being poured over us; presently\nmere absorption must cease, to be followed by production, by a prolifera¬\ntion of new melodies and harmonies beyond our ken.\nSeparatisms thru isolation are now ending amid the welter and chaos of\nour changing times. The migratory wave of incoming strangers is over.\n\n"}
{"page": 362, "printed_page": null, "text": "356\n\nNational Education Association\n\nOver, too, is the long period of forced material growth. The American\npeople of tomorrow will have greater security and more leisure. They will\nbe subject to less nerve strain, and relieved somewhat from the hectic rush\nincidental to the growth of a nation. Sooner or later the melting pot must\nsimmer down. Even the threatened world war, if it should materialize, could\nnot permanently delay the inevitable trend toward national homogeneity\nwhich the future holds inevitably in store. Already, our children are chil¬\ndren of the Machine Age, accommodating themselves readily to changes\nagainst which the elder generation protests in vain. Seeing new and bound¬\nless opportunities in the new cultural expansion, they will look back\namazedly at those of us today who see nothing ahead but darkness and\ndisaster as “the old order changeth giving place to the new.”\nMusic must play a great part in this new expansion. Music is no longer\nthe remote, desiccated art detached from life that it once was. The Euro¬\npean classics will retain their hold upon us only according to their intrin¬\nsic worth and not by virtue of a prestige already in process of modification.\nAmerica has her own saga to sing, and the least that we of the older gene¬\nration can do is to put the feet of our children on the path of creative ex¬\npansion and wish them godspeed in the new adventure of American musical\npioneering.\nIN PARENTHOOD\nMURIEL W. BROWN, SUPERVISOR OF PARENT EDUCATION, EMERGENCY\nEDUCATION PROGRAM, STATE DEPARTMENT OF EDUCATION,\nSACRAMENTO, CALIF.\n\nThe opportunities for pre-parental training in family life education at\nthe secondary level are particularly challenging. During adolescence most\nyoung people react to family life situations with an intensity they have not\nfelt before and may not feel again until they are responsible for families\nof their own. This increased awareness of themselves in relation to their\nfamilies can be channeled so that it provides a natural motivation for the\nsystematic study of (1) the meaning and purpose of family life, (2) the\nnature of family relationships, and (3) home management in relation to\nfamily life.\nThe following significant experiments actually under way in a few high\nschools demonstrate that activity programs for family life can be success¬\nfully worked out in public school systems for young people of high-school\nages:\n1. Coordinated course for boys and girls in family living.\n2. Family projects on which parents and children work together under the guidance\nof teachers who help with technical problems of construction.\n3. Discussion groups and forums in which parents, teachers, and children consider\nproblems of community interest, sharing points of view and adjusting differences\nof opinion.\n4. Directed observation of child behavior in connection with courses in family\nrelations and child development.\n\n"}
{"page": 363, "printed_page": null, "text": "Department of Secondary Education\n\n357\n\nTo fail to provide within the public school curriculum for progressive\nfamily life education is to deprive children of opportunity for growth and\ndevelopment in one of the most essential aspects of their life experiences. To\nexpect adult education to perform miracles of personality readjustment is\nridiculous.\nIN SCIENCE\nGEORGE J. SKEWES, HEAD OF DEPARTMENT OF EDUCATION, STATE\nTEACHERS COLLEGE, MAYVILLE, N. DAK.\n\nDefinite curriculum materials are being used to teach scientific attitudes\nand scientific method. At least one set of new texts and many individual\nteachers are offering students these opportunities. It is to be expected that\npupils will be better able to base their opinions on fact, to distinguish\nbetween fact and theory, to formulate hypotheses, to invent experiments for\nchecking hypotheses, to select the proper controls and variables in an experi¬\nment, and to analyze cause and effect relationships as a result of this\ntraining.\nNew science texts, altho organized into units, are breaking away from\nthe old unit idea. They follow a more psychological order in that they\npresent the various principles of the unit in a sequence which makes under¬\nstanding easier. Satisfactions accrue to the learner from each problem in¬\nstead of being reserved until the final problem. When the various principles\nhave been mastered, the learner has the satisfaction of using them in the\nfinal integrating problem of the group. The teacher must have the entire\norganization of the unit in mind from the beginning, but the learner is not\nexpected to comprehend the interrelationships until the end of the unit.\nThe belief that the present science courses are not as functional as they\nshould be is producing new compilations of principles to use in revising\ncourses. It is also producing such new courses as the course in health. These\nnew health courses if not adopted generally will at least modify the content\nof existing courses in biology, chemistry, and general science.\nIN SCIENCE\nGEORGE EBY, SCIENCE DEPARTMENT, RICHMOND HIGH SCHOOL,\nRICHMOND, CALIF.\n\nWhat shall we do about the non-college students? Obviously, there are\ntwo things we can do. We can prepare separate classes containing suitable\nmaterial for them or we can reorganize our college preparatory classes and\nmake them suitable for both college preparatory and non-college students.\nThis latter method while it does not appear so on the surface is really a\nplan for conducting two classes in the same room at the same time.\nIt seems to us that the separate classes are more adaptable for a wide\nrange of non-college students. The importance of a careful selection of\nuseful material for these classes cannot be overemphasized. Too many per¬\nsons seem to believe that all they have to do is to take some stock-model\ncollege preparatory courses and integrate them and then they have a course\n\n"}
{"page": 364, "printed_page": null, "text": "358\n\nNational Education Association\n\nsuitable for all. Such things as integration and core curriculums are merely\nvehicles for bringing an education to students. You must first decide on\nwhat that education shall be and then later decide upon the vehicle.\nThe main purpose of science for these students is to give them a broad\ngeneral background of useful information. Our non-college students do\nbetter when most of their time is spent in the laboratory where they can\nlearn by working on the apparatus with their hands. A qualitative study of\na subject is of more value to non-college students than a quantitative view.\nWe have prepared a series of animated movies showing the chemical re¬\nactions for each element. These movies greatly shorten the time needed to\nlearn each group of reactions and make clear details which are practically\nimpossible to explain in words.\nIN VOCATIONAL EDUCATION\nO. D. ADAMS, STATE DIRECTOR FOR VOCATIONAL EDUCATION, SALEM, ORE.\n\nPortland, Oregon\n\n-\n\n“Trends in High-School Instruction and New Curriculum Materials in the Sec¬\nondary Field” was the theme of three general meetings and fourteen conferences\nheld by the Department of Secondary Education. The first of these general meetings\nwas held at the First Baptist Church and was attended by over two thousand people,\neighteen hundred remaining seated thruout the meeting. Ernest D. Lewis, president\nof the Department, presided, and after preliminary remarks and announcements\n\nv ■■\n\n'\n\nFirst Session, Monday Afternoon, June 29, 1936\n\n■ ' -iifcf.\n\nTrends in industrial education have been in the direction of “training\nfor a specific occupation” and thus they contribute to the social spirit thru\nthe development of certain marginal characteristics and abilities in connection\nwith job performance, as a result of the training and not as a major objective.\nThe trend to move in the direction of training in a large variety of occu¬\npations and with newer interpretations on some phases of federal policy\nhas been indicated thru the passage of the George-Deen vocational bill in\nCongress recently. This act will increase the occupations field of activities\nas well as broaden the geographical scope of the program.\nTrends in industrial arts point to the general shop type of organization\nwith a more generalized type of drawing that will serve more students.\nThe trend is toward better related instruction thru individual assignment\nand supervised study. Too much emphasis cannot be placed on apprentice¬\nship, which entails in its organization many types of instruction: the corre¬\nspondence type, part-time classes, evening classes, individual reading courses,\nand itinerant instruction.\nNewer devices and materials will depend upon the proper use of those\nwe now have. These will include a wider use of visual aids, exhibits, fairs,\nand industrial institutes. One very important trend is that in the direction\nof the Future Craftsmen of America, a device for promoting interest in\nindustrial education, and one receiving the support of the entire industrial\ngroup.\nSECRETARY’S MINUTES\n\n"}
{"page": 365, "printed_page": null, "text": "Department of Secondary Education\n\n359\n\ncalled attention to the purposes of the Department of Secondary Education and\nintroduced the speakers, Paul R. Hanna, associate professor of education, Stanford\nUniversity, California, and Gibson Bowles, president of the Portland High School\nTeachers Association, who read the paper prepared by Payne Templeton, principal,\nFlathead County High School, Kalispell, Montana.\nAt the conclusion of the two addresses, the meeting adjourned to break up into\nsubgroups for fourteen joint conferences held in rooms in the First Methodist\nChurch, the Women’s Club Building, and the First Baptist Church. In these round\ntable conferences talks were given by a speaker, or speakers, upon some phase of\nthe general theme pertinent to the problems of each particular department and were\nfollowed by discussion under the guidance of a leader. Thru cooperation of the\nchairman, secretary, and leader of discussion, material presented at each conference\nhas been collected and summarized for use as space in Secondary Education permits.\nThe fourteen conferences were as follows: ancient languages in cooperation with\nthe American Classical League; business education in cooperation with the Depart¬\nment of Business Education; English in cooperation with the National Council of\nTeachers of English; geography in cooperation with the National Council of\nGeography Teachers; health and physical education in cooperation with the De¬\npartment of School Health and Physical Education and Northwest Conference on\nHigh School and College Hygiene; home economics; library services in cooperation\nwith the Joint Committee of the National Education Association and the American\nLibrary Association; mathematics in cooperation with the National Council of\nTeachers of Mathematics; modern languages in cooperation with the National\nFederation of Modern Language Teachers; music in cooperation with the National\nConference of Music Supervisors; parenthood training in cooperation with the\nAmerican Association of University Women; science; social studies in cooperation\nwith the National Council for the Social Studies; and vocational education in\ncooperation with the Department of Vocational Education.\n\nSecond Session, Tuesday Afternoon, June 30, 1936\nA luncheon in which high-school librarians joined with the high-school teachers\nwas held in the auditorium of the Public Service Building. Luncheon was served\nby the service restaurant class, department of vocational education of the Portland\nschools, and was a practical demonstration of coordination of school and community.\nThe president of the Department presided and presented distinguished guests,\nofficers of the Department, members of the local committee, and the following speak¬\ners: Barrett C. Kiesling, Evaline Dowling, and Frederick Houk Law.\nA high-school town meeting of the air, broadcast over a nationwide hookup, was\na feature of the program. Students from the High School of Commerce, Portland,\nparticipated in this demonstration of the use of the radio in instruction, Mr. Lewis\nopened the broadcast program and later gave a concluding talk.\nAnother special feature was the initiation ceremony in which the Older of the\nRose was conferred on Edith A. Lathrop and Mr. Lewis by Mrs. Elsie Brown\nO’Brien of the Portland Women’s Advertising Club. Over two hundred were\npresent at this luncheon.\n\nThird Session, Wednesday Afternoon, July 1, 1936\nThe final meeting was held in the Oriental Theatre. George R. Rankin, vicepresident, presided over the first part of this meeting. The educational value of\nmotion pictures and the research methods employed by the film producers to insure\nauthenticity in such productions was shown thru both motion and still photography.\nStudents from the Washington High School took part in a class demonstration of\nmotion picture appreciation conducted by Fannie L. Barber, their teacher, and\nWilliam Lewin. Barrett C. Kiesling gave a report on a nationwide survey on motion\npicture appreciation and explained a most unusual exhibit.\nUpon adjournment of this session, the annual business meeting was called to\norder by the president. Gibson Bowles, president, Portland High School Teachers\n\n"}
{"page": 366, "printed_page": null, "text": "360\n\nNational Education Association\n\nAssociation, was appointed secretary pro tem in the absence of Ann E. Ryder,\nsecretary. Minutes of the meeting held in Denver were read and approved. The\nreport of the treasurer, L. Denzil Keigley, was read and approved. The work of\nthe past year was reviewed and suggestions for continued progress for the coming\nyear given by the president, received hearty approval from those present.\nA motion that dues of affiliation by groups be fixed at $10 and dues of supporting\nmembership by individuals be fixed at $5 was made, seconded, and carried.\nA motion was made that in schools where it is impossible to obtain members or\nmore members, the teachers be asked to form a group of two or four at 50 cents\nor 25 cents each for a membership (one name being listed for each $1 fee paid to\nthe treasurer and listed as a single membership). Motion was duly seconded and\ncarried.\nErnest D. Lewis of Evander Childs High School, New York City, was unani¬\nmously reelected president and given a vote of appreciation for his work in the\npast. (See Historical Note, p. 348.)\nA motion that the president be given authority to appoint a director for each of\nthe regional districts was made, seconded, and carried.\nMeeting adjourned.\n\n"}
{"page": 367, "printed_page": null, "text": "DEPARTMENT OF\nSecondary School Trincipals\n\n"}
{"page": 368, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of secondary school principals was organized in\n\nTopeka, Kansas, in 1886, under the name of the Department of Secondary\nInstruction. Anticipating the proposed merger of the National Association\nof Secondary Principals with the National Education Association, the\nname of the Department was changed to the Department of Secondary\nSchool Principals.\nThe officers of the Department for the year 1936-37 are: president,\nWillard N. Van Slyck, Principal, High School, Topeka, Kans.; first\nvicepresident, M. G. Jones, Principal, High School, Huntington Beach,\nCalif.; second vicepresident, Paid E. Elicker, Principal, Newton High\nSchool, Newtonville, Mass.; executive secretary, H. V. Church, 5835\nKimbark Avenue, Chicago, III.; executive committee: K. J. Clark,\nPrincipal, Murphy High School, Mobile, Ala.; Oscar Granger, Principal,\nHaverford Township High School, Upper Darby, Pa.; Harrison C.\nLyseth, State Supervisor, Secondary Education, Augusta, Maine; John\nE. Wellwood, Principal, High School, Flint, Mich.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n18&7:393-442\n1883 -.401-433\n1889 -.497-533\n1890 -.613-655\n1891 -.615-687\n1892 -.333-373\n1893 -.177-242\n1894 -.743-794\n1895 -.579-635\n1896 -.557-619\n\n1897:644-699\n1898 -.664-700\n1899 -.601-817\n1900:428-453\n1901:565-604\n1902:455-492\n1903:429-486\n1904 -.473-536\n1905 -.423-479\n1906:633-636\n\n1907:521-710\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[ 362 ]\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\n\n1929:579-632\n1930:543-595\n1931 -.577-620\n1932 -.493-524\n1933 -.507-530\n1934 -.493-512\n1935 -.461-470\n\n"}
{"page": 369, "printed_page": null, "text": "THE HIGH SCHOOL’S RESPONSIBILITY IN THE\nNEW EDUCATION\nFLORENCE hale, EDITOR,\n\nThe Grade Teacher, NEW YORK, n. y. ; and\n\nT\n\nPAST PRESIDENT, NATIONAL EDUCATION ASSOCIATION\n\nhas a different concept of the responsibility of the\nhigh school from that which was true of the old education. In the older\nschools it was nearly always true that the curriculum and general aims of\nthe school were considered mostly as college preparation. If a pupil failed\nin college examinations or later in the course, the high school from which\nhe came was likely to be looked upon as below standard. Because they knew\nthis, high-school teachers became almost nervously anxious about the college\nstudent and had little time to give to the consideration of the very much\nlarger number of pupils who would never go to college and whose prepara¬\ntion should fit them for a happy and profitable life in society.\nMany educators resented this point of view, but dared not speak against\nit. Today, even the most timid high-school instructor comes out boldly with\nthe idea that the greatest responsibility for the secondary school is the prepa¬\nration of all its pupils for whatever course of action awaits them upon\ngraduation from high school. The college student’s needs are not neglected,\nbut no longer is it an accepted condition for the college to dictate the course\nof study and methods of the whole secondary school in terms of college\nrequirements.\nVocational education is an honored subject in the secondary-school cur¬\nriculum. In these days, when more pupils are staying in school because they\ncannot secure work as they used to do after the legal age of school attendance,\nit is particularly important for the secondary school to study its clientele in\nits town or city and to provide something worthwhile for those pupils who\nmay not excel in scholarship and who may even find it difficult to achieve a\npassing mark in all of the high-school subjects. Certainly it is better for\nsociety to keep these pupils in a decent atmosphere, surrounded by right\ninfluences than it is to allow them aimlessly to roam the streets with neither\na job nor a place to go.\nWe are not hearing so much these days about lowering the standard of\nthe school by allowing pupils of this type to remain in it. The high school\nin the new education does not propose to put a premium on laziness or bad\nbehavior, but it demands that a pupil shall do the best that he can, accord¬\ning to his ability. It is rather a case of the school fitting the individual pupil\nthan of the pupil being hammered into some sort of a model to fit the school.\nIn the school which has not become converted to the new education, we\nstill find the attitude of the survival of the fittest and occasionally hear a\nteacher mourning about the lost standards because some pupil whose rank\nwas below the passing mark was allowed to go on. We hear more of the\nup-to-date educators considering whether the boy shall be allowed to stay\nin school or whether he shall be promoted on the basis of what is best for\nhe new education\n\n[ 363 ]\n\n"}
{"page": 370, "printed_page": null, "text": "364\n\nNational Education Association\n\nhim and in consideration of the extent to which he has labored faithfully\nand has been a respectable member of the school family.\nUnfortunately, the lack of sufficient teachers and too large classes as a\nresult of financial retrenchment have made it impossible for the high-school\nteacher to carry out her ideals of individual instruction, which is what this\namounts to; but the extent to which the high school of the future can do this\nis, in a great measure, the extent to which our general public will become\nan enlightened and ambitious citizenry of the future.\nWHAT DIFFERENCE SHOULD HIGH-SCHOOL\nEDUCATION MAKE?\nA. L. THRELKELD, SUPERINTENDENT OF SCHOOLS, DENVER, COLO.\n\nI shall not attempt to be encyclopedic in dealing with this question. I have\narbitrarily selected certain areas of life in which I think high-school educa¬\ntion should make a distinct difference. These I shall name and discuss briefly.\nCivic-mindedness—Every high-school graduate should be more civicminded than if he had not attended high school. This civic-mindedness would\nbe characterized by his willingness, by his desire, to give of his time, his\nenergy, and his money to those enterprises which are for the common good.\nIf he is civic-minded he will see the fundamental importance of good com¬\nmunity life to good individual life. He will see life not as a compromise\nbetween what is good for the individual and what is good for the com¬\nmunity, but as a process made up of two aspects, community life and\nindividual life. This relationship between the individual and society he\nwill see as an immutable principle running thruout all life. Perhaps at this\nparticular stage of our development we lack an appreciation of the meaning\nof societal life to individual life more than we lack an appreciation of the\nmeaning of individual life to societal life. High-school education should\nmake a difference in this situation.\nUnderstanding of economic life—A high-school education should make a\ndifference in our understanding of our economic life. What is the meaning\nof the corporation in our modern industrial structure ? How does it compare\nor contrast with the idea of individual enterprise which once was prevalent?\nWhat are the implications of economic change for change in educational\npolicy, in political policy, in the functioning of parental responsibility, in\nvarious other areas of our lives? A high-school education should make a\ndifference in the way a person thinks on these things and in the way he acts\nand lives.\nTaxation—What is the .real meaning of taxation in any situation and\nwhat, in particular, is its meaning in a democracy as contrasted to its mean¬\ning in an autocracy? The high-school graduate’s reaction to these questions\nshould be different from that of the person who has not had the advantages\nof a high-school education. I should expect a high-school graduate to have\nan understanding of the nature of expenditures that are made out of taxation.\nCommonly, people seem to look upon tax levies as extortions of funds that\nare to be spent for some unworthy purpose. Perhaps this is putting it strongly.\n\n"}
{"page": 371, "printed_page": null, "text": "Department of Secondary School Principals\n\n365\n\nIf I seem to exaggerate, it is for the purpose of bringing into greater relief\nwhat I wish to present. With this understanding, then, let us go further\nwith the consideration of this very important subject of taxation. How\nmany high-school graduates have been brought to appreciate the elementary\nfact that no group activity of any kind is possible except as some tax is levied\nto support it? A group of a half dozen boys may get together to do some¬\nthing in common. It may not be necessary to levy a money tax in this situa¬\ntion, but each one will have to do his part, and that is, in essence, a tax levy.\nMoney simply represents work done, or at least it should represent that.\nWe can proceed from this very simple situation to one in which a group of\nboys get together to organize a baseball team. There is certain equipment\ncalled for which no one individual can be expected to provide. The fielder\nmay be expected to furnish his own glove, but since they will all use the\nballs and bats it seems natural for all of them to chip in and buy this kind of\nequipment. They do this without thinking much about it. They do it just\nas the natural thing to do. Well, that is the levying of a tax in order to\ncarry out a cooperative enterprise. They will probably go farther than that\nand buy collectively the catcher’s mitt and mask and protector, because they\nfeel that the catcher should not, as an individual, be put to greater expense\nthan the other members of the team, and since the kind of equipment that\nhe needs to do his part in carrying on the team activity costs more than\nthat required by the other members of the team, taxation is extended to\ninclude the buying of that kind of equipment. We can go ahead with the\ndevelopment to this meaning of taxation from one group to another, and we\nfinally get to the largest cooperative enterprise in which we engage, namely,\nour government. The same principle applies thruout. The funds which a\ndemocratic government collects in the way of taxes are funds which are to\nmeet some group need. Such taxes represent money which can be more\neffectively used for the common welfare when collected and expended by\nour government than in any other way.\nTaxation, while not the whole economic problem, is a very important\naspect of this problem, and I know of no aspect of the problem about which\nmore ignorance prevails. But I have not attempted here to raise any point\nother than the point of the philosophy of taxation. Were we to go into a\nconsideration of the question of what system or plan of taxation would be\nmost intelligent in terms of the realities of the present day, we would find\nstill more ignorance to consider. Now at the risk of seeming dogmatic, I\nam going to say that, by and large, there has been practically nothing in our\nschool program, up to and including the high-school years, that would give\na person any considerable degree of intelligence in his concept of taxation.\nI think that high-school education should make a distinct difference in an\nindividual with reference to his attitude on such an important matter as this.\nQualifications for political service—A high-school education should make\na distinct difference in an individual with reference to his qualifications for\npolitical service. Whether this political service he is to render as a citizen\nin voting for others for public office, or whether he is to render it as a\npublic officer or an employee of the public makes no great difference here.\n\n"}
{"page": 372, "printed_page": null, "text": "366\n\nNational Education Association\n\nHe should' be better prepared for either of these aspects of political life\nbecause of having had a high-school education. It is extremely difficult to\nintroduce realism into the teaching of civics in our schools. But every effort\nshould be made to do so. There are many simple matters that can be taught\nwhich are really not controversial in any serious way which we do not seem\nto teach very thoroly, if at all. We are still giving too much of our time to\nteaching merely the anatomy of government and not very much to the\nteaching of its physiology. High-school education should make a difference\nin one’s functioning in political life.\nAppreciation of the esthetic—High-school education should make a differ¬\nence in the appreciation of the esthetic. In a nation that makes high-school\neducation so extensively available as ours does, we should have a citizenship\nthat demands the beautiful in everything. In our community planning it\nwould seem that high-school education should result in our making the busi¬\nness districts of our cities beautiful, our city streets and our driveways thru\nthe country beautiful. Many of them have been made thus, but we still have\nall kinds of unnecessary eyesores in terms of “hot dog” stands, advertising\nequipment of various kinds, filling stations, and overhead wiring in place\nof the beautiful. I would not destroy these things. To the extent that they\nare needed we should have them, but they should be planned in accordance\nwith an appreciation of the esthetic. Much of this is being done, but we\nstill have a long way to go. Thru all of our community planning as well as\nthru the planning we do for our own individual homes, there should be\nevidence of a growing appreciation of the esthetic. High-school education\nshould make a difference here.\nAppreciation of the scientific method—Lastly, I want to mention a type\nof appreciation that high-school education should effect. I shall call it an\nappreciation of the scientific method. I am not going to enter into any fine¬\nspun definition of the scientific method. I am just going to call it the method\nby which we have a great respect for the truth, a method by which we look\nfor facts and know facts when we have found them, a method by which we,\nwith a minimum of error, draw conclusions from facts, tho we should know\nwhen we are generalizing that we are exercising ourselves in the field in\nwhich most of our errors are made. Someone has pointed out that scientific\nworkers have made much less error in the revealing of facts than they have\nm generalizing from facts. It is in the field of generalization that we are\nm danger of going astray, even if we are highly trained as scientific workers.\nIf this is true of those who have had extensive scientific training, what is\nthe case among those*who have given no serious thought to how generaliza¬\ntions may be accurately drawn? If we could just produce a citizenry that\nwould always demand, as a first consideration, such facts as are available as\na basis for action, we would accomplish a great deal. We need to be better\ndisciplined in seeking out causes, in connecting causes with effects. A highschool graduate should be less gullible, more resistant to propaganda, more\ndiscriminating in the choice of values, and more realistic in his thinking\nthan the person who has not had the opportunity of a high-school education.\nAs I stated in the beginning, I have arbitrarily chosen just a few aspects\nof life in which high-school education should make a difference. On the\n\n"}
{"page": 373, "printed_page": null, "text": "Department of Secondary School Principals\n\n367\n\nwhole, I believe high-school education is making a difference for the better\nin these particulars. I do not intend what I have here said to be understood\nas a blanket indictment in any sense of our high-school program. No insti¬\ntution that has won its way with our people as has the American high school\ncan be hopelessly off the track. But there are always particulars, many of\nthem extremely important, in which we can improve; and, as I have indi¬\ncated, I have chosen to mention certain ways in which a high-school educa¬\ntion should make much more of a difference than it does at the present time,\nand, of course, a difference for the better.\nSEQUENCE OF LEARNING MATERIALS IN THE\nCURRICULUM\nAUBREY A. DOUGLASS, CHIEF, DIVISION OF SECONDARY EDUCATION, STAPH\nDEPARTMENT OF\n\nEDUCATION,\n\nSACRAMENTO,\n\nCALIF.\n\nThe American secondary school has experienced little criticism of the\nscope or breadth of its total offerings. For a number of years one subject after\nanother has been added to the curriculum, until the number has become\nalmost bewildering. Altho the total would be considerably reduced if sub¬\njects covering essentially the same ground were given identical titles, the fact\nremains that the modern secondary school out-rivals institutions of similar\npurpose of whatever time or place. A wide variety of subjects has frequently\nbeen looked upon with favor on the ground that more adequate provisions are\nthus made for individual differences in interest and in ability.\nOver a number of years our secondary schools have been criticized because\nof lack of sequence shown by learning materials. Comparisons between\nEuropean and American practise have been made, to the disadvantage of\nAmerican practise. Our schools, so the criticism has run, offer many subjects,\nbut require little consecutive effort. At the end of his course the pupil is\nincapable of sustained mental habits; he does not have an accumulation of\nwell-organized information or data to apply to a new problem situation.\nTo correct this condition, there has been for many years, both in the\nsecondary school and in the college, a practise which requires that a field of\nconcentration be selected in which the student would pursue advanced study\nin perhaps two fields. Because of inability to determine or to agree upon the\nvalues of the various subjects, the individual interests, abilities, or whims of\nthe student decide the field or fields of concentration.\nIn secondary education, the placements of mathematics and foreign lan\nguage are striking examples of what has been done and is done. Granted that\nthe content of algebra and geometry is useful, or that the individual has\ngained a fair reading knowledge of the foreign language in question, experi¬\nence, common sense, and the facts of psychology unite to condemn the custom\nof placing these subjects in Grades IX and X on the assumption that the\nindividual should be able to retain and use them after the lapse of two years,\nor even one year. Altho the movement toward integration may be expected\nto bring about a more consistent and a more continued use of materials, and\nthus help establish some of the needed repetition and sequence, it is doubtful\n\n"}
{"page": 374, "printed_page": null, "text": "368\n\nNational Education Association\n\nif the problem will be entirely solved in this manner. If a curriculum organ¬\nization should demand continued effort, and if it should prohibit a smattering\nof many subjects with consequent failure to carry any one of them beyond\nthe elementary stage, definite attention should be given to the sequence of\nlearning materials.\n\" An important reason for favoring a curriculum defined in terms of activ¬\nities is found in what may be termed the natural method or approach to\nlearning. A few years ago the term “project” was used as a shibboleth; now\n“unit” serves to describe the accepted point of view. In any case the use of\nsubjects or classifications of knowledge to determine scope is regarded with\ndisfavor. Because of the habits of thinking and of action which have been\nassociated with this classification, or because of both of these reasons, it is\nregarded as fostering cold-storage, non-functional methods.\nA final reason of great significance for reexamination, if not redefinition,\nof the method of defining scope has to do with the comprehensiveness of the\nclassification. The multiplication of the classifications of knowledge gives\nrise to a situation that makes it all but impossible to insure a good general\neducation. Everywhere reaction has set in against the practise of depending\nupon the pursuit of special subjects to secure breadth of training. Precep¬\ntorial, honors work, and orientation courses in the colleges, the activity or\nunit organization in the elementary school, and integrated programs in the\nsecondary school, are all founded upon the same general principles, one of\nwhich is that the individual should contact the various phases of culture.\nIt has been many years since Herbert Spencer, in his essay entitled “What\nKnowledge Is of Most Worth,” presented a scheme for organizing the\nactivities of certain secondary schools of England in terms of the major\nclassifications of activities which, when properly carried out, might aid in\nthe accomplishment of the ultimate aim or goal of education, which he took\nto be complete living. A classification similar to Spencer’s, if indeed it was\nnot suggested by Spencer, was presented nearly twenty years ago by the\nCommission on the Reorganization of Secondary Education. That classi¬\nfication stimulated widespread interest and was widely adopted in theo¬\nretical discussions of the purposes of education.\nRecently there has been considerable dissatisfaction expressed against the\nclassification of activities under discussion. It has been asserted that it has\nnot produced results, and is incapable of producing results. Both these asser¬\ntions are debatable. Altho the prevailing classification in secondary schools\nis the one based upon subjects, there seems to have been considerable move¬\nment toward a more functional organization within the traditional courses.\nThis may be due to what may be termed popular pressure for education that\nis more closely related to environmental problems, rather than to the results\nof theoretical discussions or philosophizing upon the purposes of the secondary\nschool. In health education and in vocational education there has also\nbeen a more functional organization which again may be due primarily to\nthe practical situation.\nThe Commission on the Reorganization of Secondary Education termed\nfundamental processes, along with health, worthy use of leisure, and citizen-\n\n"}
{"page": 375, "printed_page": null, "text": "Department of Secondary School Principals\n\n369\n\nship, aims of education. Others using the same or a similar classification have\ncalled health or citizenship categories under which activities or adjustments\ncarried on or made by the individual might be grouped, and have conditioned\naccomplishment upon the fundamental processes. The Reviewing Committee\nof the Commission did, however, state specifically that immediate objectives\nshould be stated in terms of interests, ideals, habits, and powers, as well as\nin terms of knowledge.\nTo determine the scope of the curriculum, a recent plan of great value\nrelies upon “social functions,” defined as a series of categories under which\nmay be classified those activities which the race has carried on, is now carry¬\ning on, and will in the future continue to carry on. In a sense, a social func¬\ntion represents a basic human desire or need. For example, the race has always\nprotected life and property, it has expressed religious impulses, has promoted\nthe process of education, and has produced, manufactured, and distributed\ngoods. The activities carried on because of the desire to protect life and\nproperty or to educate the young vary with time and place; it may be ex¬\npected that they will continue to vary. Institutions, as media thru which\nsocial functions are carried on, are also subject to change. Government has\ngrown up in part to provide protection to life and property; the church\noffers means of expressing religious impulses; the school is the agency to\nwhich is relegated the primary responsibility of providing means of educa¬\ntion. Because they are dependent upon social functions, the institutions society\nhas set up do not define the scope of the curriculum. The list or series of\nsocial functions does adequately define scope, because it is sufficiently com¬\nprehensive to include all the major human purposes and activities.\nThe major consideration in determining the scope of the curriculum is\nnot the classification which is eventually adopted, but the thoro consideration\nof the social purpose of the school. A viewpoint which is based upon knowl¬\nedge of the ideals towards which society has been, and is, striving, and an\nunderstanding of what comprises the good life, are first considerations. No\nhuman desire or aspiration, and no important activity or series of activities\ncan be omitted. At this point the individual striving to understand the pur¬\nposes of education will come face to face with teleology, or the idea that the\ncharacter of being is directed towards an end, or shaped by an ultimate\npurpose.\nMaturation, or the development of the individual thru inherent growth\nprocesses, as conditioned thru exercise and learning, is depended upon even¬\ntually to locate the processes and units of learning. With one point located\nat the earliest age and the other at maturity, the line of maturation pre¬\nsumably rises to indicate increasing development. At the chronological age\nof six, when the average child enters school for the first time, certain\ncapabilities have presumably been developed. When the junior high school\nis reached these capabilities have increased; by the time the secondary school\nhas been completed, it seems that they very nearly coincide with the adult\ncapabilities which the particular individual will reach.\nData on physical growth are perhaps more complete and usable than\ndata from any other field. With the principles and information regarding\n\n"}
{"page": 376, "printed_page": null, "text": "370\n\nNational Education Association\n\nphysical defects and methods of carrying on a remedial program, they have\nfound considerable use in the better school systems in planning the program\nof health and physical education. They are, however, capable of much more\nextensive and more widespread application than has been accomplished up\nto this time.\nThe whole question is complicated by the individual nature of the facts\nof individual development. The intelligence of the individual is arrived at,\nin the first place, by striking an average of his performance upon special\ntests. Of late this point has been expressed by the remark that there is no\nsuch thing as an average individual. In the second place, homogeneity in\nclass groups is something we have almost despaired of, even in schools where\nability classifications are possible. There are always individual variations\nfrom the norm, not only so far as the individual’s average capacity is con¬\ncerned, but also with respect to special abilities and disabilities. Thus the\nfacts and principles of maturation present a complicated picture; their\napplication to the educative process seems still more complicated. This whole\nproblem,, which is by no means new, is one to which increasing attention\nmust be given.\nThe frame of reference for scope and sequence of the curriculum thus\nexhibits, on the one coordinate, scope; on the other coordinate, sequence.\nScope is indicated by the areas of human experience. These areas may be\nstated in terms of subjects, in terms of the six great interests around which\nhuman life revolves, or in terms of social functions. The essential considera¬\ntion is that there be sufficient breadth to insure contacts with the various\naspects of culture; it is strongly advisable that the classification stimulate\na functional organization of learning materials.\nThere must, of course, be flexibility within the general frame of reference\nfor the curriculum. The whole concept of individual differences insists upon\nthis provision. Yet flexibility does not mean chaos, nor should it mean\nrampant individualism even in the United States. Flexibility can be insured ;\nat the same time a very serious practical difficulty can be overcome.\nFrom an administrative standpoint, important questions are these: Can a\nplan of scope and sequence be put into practise ? Is it possible in the secondary\nschool to schedule classes which are developed in accordance with a classi¬\nfication which contains six divisions of major human interests or needs, or\nin accordance with a series of eleven social functions, such as those contained\nin the Virginia course of study? Can decision be reached regarding the\nknowledge, skills, processes, and units of instruction which shall comprise\nthe core curriculum? Can flexibility be maintained? The most acceptable\nanswers to these and to similar practical administrative questions are secured\nfrom places where attempts have been made to bring practise into accord\nwith theory. One never knows of all the difficulties, or does one learn all\nthe unfavorable reactions of teachers who struggle with details. These items\ndo not appear in the literature.\nThe program of the California State Department of Education is based\nupon the developments occurring in the school systems of the state. Thus,\nthe educational problems of the department are those of the public schools.\n\n"}
{"page": 377, "printed_page": null, "text": "Department of Secondary School Principals\n\n371\n\nThe personnel of the department naturally gives such assistance as it can\nwith respect to those problems; it has little compunction in drafting avail¬\nable talent wherever found. Several statewide committees are functioning,\nthe membership of which is made up of public school teachers and adminis¬\ntrators, persons from college faculties, and others. Numerous general edu¬\ncational meetings, meetings of local principals, councils, and publications\nissued by the department and other organizations are used to carry informa¬\ntion to the educational public. A Committee on the Scope and Sequence\nof Major Learnings in the Curriculum is attacking the problem indicated\nby its title.\nUnder these conditions, it is interesting to note what the extent and trends\nin development are. In the first place, the centers of growth are the indi¬\nvidual school systems; second, the attack has been directed at improving\nexisting practise; third, there is much similarity among the schools; fourth,\nthe majority of the secondary schools of the state are at work upon one or\nmore phases of the curriculum.\nThe traditional school-subject classification still dominates the majority\nof the schools; improvement is sought within the limits of the traditional\nclassification. College entrance requirements, notably those imposed by the\nUniversity of California, are not an inconsiderable factor in this situation.\nThe classification found in the Cardinal Principles of Secondary Education,\nor modifications of that classification, are very influential in directing think¬\ning. There has been considerable development of the core idea, which may be\nregarded as an extension of the general program of the elementary school.\nThere is a growing tendency to apply the term “social living” to the core\ndeveloping on the secondary level. This core contains units in citizenship,\nconsumer education, home relationships, health and physical education, and\nappreciation. Usually it is paralleled by courses designed, at least theoretically,\nto further general and particular interests, especially those pertaining to\nvocations and later educational careers.\n\n"}
{"page": 378, "printed_page": null, "text": "'\n\n'\n\n■\n■\n\n.\n.\n'\n\nv!t:\n\n■\n\n-**\n\n-\n\n-\n\n\\\n\n■\n\n1\n\n"}
{"page": 379, "printed_page": null, "text": "DEPARTMENT OF\nSocial Studies\n\n"}
{"page": 380, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of social studies was formerly the National Council\n\nfor the Social Studies and was 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 1926-27 are: president,\nR. O. Hughes, Department of Curriculum Study, Public Schools, Pitts¬\nburgh, Pa.; first vicepresident, Elmer Ellis, Department of History,\nUniversity of Missouri, Columbia, Mo.; second vicepresident, C. C.\nBarnes, Head, Social Science Department, Public Schools, Detroit,\nMich.; secretary-treasurer, Howard E. Wilson, Graduate School of\nEducation, Harvard University, Cambridge, Mass.; executive com¬\nmittee: C. H. McClure, State Teachers College, Kirksville, Mo.; Fre¬\nmont P. Wirth, George Peabody College for Teachers, Nashville, Term.\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\n1950:597-606\n1931:621-632\n\n1952:525-532\n1933:531-536\n\n1954:513-519\n1935:471-482\n\n"}
{"page": 381, "printed_page": null, "text": "SHALL THE SOCIAL STUDIES ABOLISH SUBJECT\nBOUNDARIES?\nMARY ELIZABETH KNIGHT, CHAIRMAN, SOCIAL STUDIES COMMITTEE,\n\nI\n\nSEATTLE PUBLIC SCHOOLS, SEATTLE, WASH.\nN discussing the question, “Shall the social studies accept conventional\n\nsocial science school subjects as fundamental categories or shall they\narrange and present experiences directly related to the performance of\nfunctions in society?” I shall undertake as my initial obligation an attempt\nto set up the alternatives of the issue as clearly and definitely as I can. Then\nI shall have the temerity to review the case, not from the point of view of a\nsubjectmatter specialist or an expert in educational theory, but from the\nstandpoint of a general practitioner—a classroom teacher. This does not\nmean, however, that any position I take is representative of my group.\nFirst of all, what are the alternatives implied in the issue? The issue\nseems clearly to be the proposed organization in terms of experiences directly\nrelated to the performance of functions in society as against the old retention\nof definite subject boundaries.\nAs I see it, the burden now shifts to the proponents of the new order to\nprove first, that there is developing a new synthesis of learning content that\nis less artificial, more vital, and more meaningful than the traditional social\ndisciplines; second, that under it the child will attain more desirable goals;\nthird, that it is practicable in the light of the realities of the classroom.\nLet us advance to the probable crux of the problem—the human being\nand his school development. It is manifestly impossible to present the many\nfacets of this aspect of the controversy, imbedded as they are in modern\nphysics, biology, psychology, and philosophy. The need has not been for a\nvital problem but for richer background training in the special fields of\nbiology, psychology, ethics, logic, philosophy, and history of education. As\nit is, I cannot yet come to the conclusion that when subjects are dispensed\nwith and programs integrated that this will mean a better integration of\nthe child’s personality.\nOne contention is that for real learning the interest must be the immedi¬\nate life situation or fulfilment of an immediate felt purpose. Again it is con¬\ntended that real learning comes only in the framework of the solution of a\nproblem or in the seeking of a definite goal. We can go a long way in the\ndirection of insisting upon experience in problem solving and individual\nexpression and yet feel that orderly sequential background training has its\nplace in the sun. There is moreover the very stern reality that the problems\nof today are not those of tomorrow. For this reason, tho we must indeed\ndevelop power to attack and solve problems, we must also develop those\nbasic learnings and viewpoints necessary even to grasp a problem and view\nit in its proper setting. We might go so far as to say that richness and\nsequence of learnings and understandings are basic to the integration of\npersonality in that they alone give the perspective, described by Santayana,\n[ 375 ]\n\n"}
{"page": 382, "printed_page": null, "text": "376\n\nNational Education Association\n\nthru which “we see ourselves in the mirror of the stars and laugh as we\npass on.”\nFrom this very superficial presentation of the issue in relation to the\nchild we come to the third point of attack, the practicalities of the class¬\nroom. Here we tread on uncertain ground because there is involved the ques¬\ntion of just how much a desirable goal should yield to practical aspects of\nthe situation and how far the practical aspects should be reshaped to the\ndesired goal. Nevertheless, it is apparent that there are some very real\ndifficulties facing the proposed reorganization. That a mixture of subjectmatter places a great strain on the average teacher must be conceded by\nthose who have watched teachers struggle under several so-called “prepara¬\ntions.” It is one thing to correlate with other fields; it is another thing to\nconduct the work on the basis of several fields of special learning. Again,\nthere must be taken into account the chances for a balanced program out¬\nside of subject boundaries in view of the fact that teachers are individuals\nwith special interests and predilections. We have seen courses in “Problems\nof Democracy” become courses in forensic oratory, sociology, politics; an\nexperimental course we tried out in one of our senior high schools, entitled\n“Social Leadership,” became a course in economics. This does not mean that\nthere is not wool-gathering in subject-boundary organization, but only to\npoint out the increased opportunity for wandering afield at irrelevant\ntangents when subject boundaries no longer serve as guides. It may be said\nthat relationship sets up no limits because all things can be considered to be\nrelated. Moreover, when we consider the varied social backgrounds and\nmultiplicity of life interests of a typical public school group, the problem of\nbuilding a course in terms of life functions seems serious. How can it be\nother than in terms of large generalities no more specifically functional or\nimmediately vital to all members of the group than subject organization?\nFurthermore what are the implications for classroom equipment, the school\nbudget, and book publication ?\nDare we in our educational philosophy and resulting organization en¬\ndeavor to develop for the very real problems of presentday living without\nassuming the obligation to transfer to the child the results of the experiences\nof man as these seem naturally to have arranged themselves into separate\ndisciplines? Are we yet prepared to say that such courage on the teacher’s\npart will give to the child the equipment to apprehend and truly compre¬\nhend, as well as solve life problems?\n\n"}
{"page": 383, "printed_page": null, "text": "Department of Social Studies\n\n377\n\nNECESSITY AND SCOPE OF SOCIAL INDOCTRINATION\nNORMAN F. COLEMAN, PROFESSOR OF ENGLISH, REED COLLEGE,\nPORTLAND, ORE.\n\nA famous English scientist is said to have declared that if he could be\nassured he would always think what was true and do what was right, on\ncondition of being turned into a sort of clock and wound up every morning,\nhe would instantly close with the offer. One might, perhaps, question the\nsocial usefulness of such an automaton, but one must recognize in it a de¬\nlightful simplicity of motivation and a restful freedom from perplexing\ndoubt.\nMuch of the social indoctrination that is practised today under dictator¬\nship proceeds with similar directness to the control of speech and conduct,\nand is accompanied by a similarly confident assumption of rectitude. But in\na democracy, teachers assume no such control, and have no such confidence.\nThey are more likely to go to the opposite extreme, casting doubt upon all\npositive statements and recommending no clear lines of action. In them and\nin their pupils “the native hue of resolution is sicklied o’er with the pale\ncast of thought.” I speak, of course, of the social sciences in high school and\ncollege. It was a social science major who confessed upon graduation, “Well,\nI know a good many things that need to be done, but I do not know any\nreason why I should do them.” Somewhere between these two extremes of\nauthoritarian control on the one hand, and paralyzing indifferentism on the\nother, lies the way of the true teacher of the social sciences.\nWe should understand clearly at the outset that no teacher can be wholly\nresponsible for the determination of social attitudes and the inculcation of\nsocial ideals in his pupils. The home, the church, the press, and the radio\nare continually at work in these directions. The teacher at best will be able\nonly to foster some attitudes and ideals already in his pupils’ minds and to\ndiscourage others. It seems to me that he must do these things if he is to\ndeserve the name of teacher.\nOf course, accurate scientific information is a fundamental necessity to\ngood teaching of any science. In general, however, the social scientist must\nbe content with a less complete stock of this information as a basis of indicated\naction than must the natural scientist. In such a complex organization as\nhuman society, action cannot always wait for the complete analysis of\ntangled forces. Effective direction of social forces depends upon selection\nand emphasis, upon deciding, with such information as can be mustered, what\nis the most promising direction, and then moving before it shall be too late.\nThe social scientist recognizes the necessity for social action as well as for\nsocial study, and for him attitudes and impulses are as important as facts;\nthey are facts.\nRecent investigations have shown that high-school students have eager\npurposes for the improvement of society, but that they hold these purposes\nindividually and have only rather vague notions of putting them into effect\nby individual effort. They evidently need much more experience of investi¬\ngation pursued socially and of action socially undertaken.\n\n"}
{"page": 384, "printed_page": null, "text": "378\n\nNational Education Association\n\nThe fact remains that attitudes and ideals both for better and for worse\nare already formed in youthful minds, and that these change rapidly as\nthey are encouraged or discouraged by social influences, at school, in the\nhome, and in the street. Taking for granted that the school influence may\nbe intelligently directed, let us ask ourselves what direction it may most\nsafely and most wisely take. May I offer three suggestions, in the order\nof their importance?\nFirst, the school for its very life must avoid special propaganda. While\nteachers as citizens have and should have party affiliations and party con¬\nvictions, they are public servants. They should give their personal views,\nif at all, modestly, and should treat different or opposing views with fairness\nand respect.\nSecond, the school should stress the general attitude of a democracy, its\nfaith that free men generally respond to educational opportunity, and that\nsocial wisdom is most likely to be discovered and developed thru free dis¬\ncussion. The assumption of special enlightenment by members of special\ngroups and the attempt by violence to impose their views upon society at\nlarge are the very denial of democracy. This heresy should and must be\ncombated in season and out of season, and the democratic faith and practise\ncorrespondingly championed and inculcated.\nThird, the school should foster and encourage, and if necessary provide,\nforms of social activity in which young people may experience the benefits\nof free discussion and the satisfactions of associated effort. Theoretical oppo¬\nsition to dictatorship is not enough; the student must learn to recognize the\ndictatorial temper and to destroy it in himself. Theoretical belief in free\nspeech and shared control must be enforced by the organization of these in\ndiscussion of social questions and determination of social policy.\nOur system of public education aims at nothing less than the preparation\nof every citizen to play a helpful part in the government of our country.\nThis cannot be accomplished by training our boys and girls to think and act\ncorrectly as individuals under teacher and textbook guidance. They must be\nfree to make mistakes and to learn thru mistakes. Above all they must be\nfree to cooperate in learning and in achieving an ordered social life. The\nautocratic temper, the will to dominate is present everywhere in school and\nout. It will yield only as the practise of cooperation proves its superior worth\nand yields its greater satisfactions. It was the wisest and most beloved of\nAmerican leaders who expressed the very genius of democracy in the state¬\nment, “As I would not be a slave, so I would not be a master”—the two\naspects of freedom.\nIn the present disturbed state of political opinion thruout the world, there\nis very evident need that a democracy must perpetuate itself and develop\nits institutions thru inculcating vital attitudes and ideals in its youth. There\nis abundant support in American history for the democratic faith in the\ngeneral responsiveness of people to educational opportunity. Men and women\ngenerally can be prepared for free citizenship, and in free discussion as a\nmeans of social guidance, men and women by comparing and examining\nopinion and proposal together can find a way to “the good society.” These\n\n"}
{"page": 385, "printed_page": null, "text": "Department of Social Studies\n\n379\n\nideals may be strengthened in boys and girls not by pressure and authority,\nbut by experience of creative discussion in classroom and forum, and by\nparticipation in social achievement thru cooperative effort.\n\nTHE SOCIAL SCIENCE PROGRAM\nEDGAR H. WHITNEY, FIRST ASSISTANT SUPERINTENDENT OF SCHOOLS,\nPORTLAND, ORE.\n\nIn order that there shall be a suitable program of social science instruc¬\ntion in the secondary schools, adequate background shall be laid in the pre¬\nschool, primary, and intermediate grades of the elementary school. The\nprogram is now handicapped because of a shortage in the number of ade¬\nquately trained teachers. The teacher trained in normal school of a quarter\ncentury ago who has not kept abreast with the movements in education is\nunfit to function in a progressive school. College and university graduates\nof a generation ago wdio have had little or no training in methods or class¬\nroom procedures, other than those used by their favorite professors, are\nwofully inadequate to the task of handling a social program in secondary\nschools.\nThe child-centered school and the child-centered unit of activity have\nbeen variously interpreted and much confusion has been the result. Some\nprogressive educators have taken the position that every child, regardless of\nwhat other children in the group may do, should be permitted to choose\nhis own activity unit of work. Others have contended that a very definite\nprogram of activity should be prescribed and that all children, regardless\nof previous experiences and interests, should be made to conform to the\nadopted units of work. In our opinion both are wrong. To follow the first\nplan results in hopeless confusion and antisocial reactions on the part of\nthe children. Especially in the lower age-levels, to follow the second plan\nresults in killing the enthusiasm of the child and destroying his initiative.\nA more liberal attitude on the part of the public regarding the academic\nfreedom of the teacher in presenting social problems in his classroom must\nbe attained. If the facts of history gleaned from authentic sources by masters\nin that field cannot be freely discussed by teacher and pupils, especially in\nthe junior and senior high-school groups, without incurring the wrath of\nprejudiced groups; if the subject of the religions of the world cannot be read\nand compared without bringing down upon the teacher’s head the wrath\nof some narrow-minded denominational group; if the politics of our country\nshall continue to be the football of the predatory politician and efforts on\nthe part of the teachers in our schools to bring enlightened intelligence to\nplay in the evaluation of governments, men, and measures, without having\nthe schools condemned as subversive institutions and the teachers branded\nas anarchists and communists by those whose political schemes would be\nthwarted by a full knowledge of the truth, just so long will it be impossible\nfor a social science curriculum worthy of the name to function in our public\nschools.\n\n"}
{"page": 386, "printed_page": null, "text": "380\n\nNational Education Association\n\nTHINGS WHICH HAVE WORKED AND THINGS WHICH\nHAVE NOT WORKED IN SOCIAL STUDIES\nETHEL M. RAY, MC LEAN JUNIOR HIGH SCHOOL, TERRE HAUTE, IND.\n\nThe thrill which comes to teachers thru things which have succeeded is\nthe inspiration for carrying on. The laboratory method of teaching social\nstudies stands at the top of the things that have worked. This method, of\ncourse, presupposes a well-equipped classroom. So closely allied with the\nlaboratory method of teaching that it can hardly be separated from it is\nsupervised study. This is the personal direction by the teacher of the use\nof the equipment in the classroom in preparing the assigned work. Super¬\nvised study does not eliminate the recitation but. does reduce the amount of\ntime to be spent in recitation.\nVisual education is an inspiration to students. Altho we have a talkie and\na silent movie machine, I get the best results from the machine which enlarges\nordinary pictures or printing and reproduces coloring. The picture remains\nin the machine while reports are given and discussions are carried on. Valu¬\nable contacts were made by our students because of this type of visual edu¬\ncation. We were invited to come before a class of foreigners and also a class\nin adult education. Detailed reports of these trips were given to the classes\nby the students who participated. One of the most successful things in visual\neducation is the making and showing of our own slides. No student who\nmakes a slide and sees his own work before him will ever forget what the\nslide was meant to portray.\nLearning to do by doing is a most successful product of the social studies.\nSchool elections have been written up in many school magazines recently.\nWe make them our entire school project from the beginning to the end with\nthe exception of the printing of the ballots which is done by the same firm\nwhich prints the actual ballots. Details are carried out according to election\nlaws; election terms become a part of the vocabulary.\nObservation tours which show the actual functioning of our governments\nimpress schoolroom lessons. These trips serve a twofold purpose: (1) edu¬\ncation of boys and girls, and (2) education of the parents who go with us.\nAfter a study of immigration, naturalization court opens up a new field of\nthought and gives chances for comparison. An observation trip which comes\nevery two years is the one to the state legislature.\nThe social studies should be made so romantic, so vital, so much a part\nof life that they sell themselves to the students with a lifetime guarantee.\nFusion, the unified course in the social studies, was one of the first educa¬\ntional dust storms to sweep the social studies sky. The argument for this\ncourse, according to one of its leading advocates, was that it would turn out\nbetter citizens than the courses which treated the subjects of history, geog¬\nraphy, and civics separately. After three years of struggling in our school,\nfusion gave a last feeble groan and died. The fusion idea left both teachers\nand students with the feeling of being all up in the air. We came down to\nearth deciding to teach history and geography as separate subjects. We also\ndecided if our separate courses could turn out citizens who could drive their\n\n"}
{"page": 387, "printed_page": null, "text": "*\nDepartment of Social Studies\n\n381\n\nown cars safely in their own neighborhoods, cross their own country by their\nskill, participate intelligently in the affairs of their own community and\nnation, and have a tolerant understanding of world problems, we would\nask for nothing more.\nMuch discussion at the present time is being carried on over “ability\ngrouping.” After ten years of classifying our students on the basis of intelli¬\ngence test quotients we decided to adopt an alphabetical classification. For\nfive years this classification has been in use and a much better social feeling\nexists. Why did we make the change ? Ability grouping creates an unfounded\nsuperiority and inferiority complex in the students. It is undemocratic.\nToo long have the makers of the courses of study turned over civics to\nthe fourth year of the senior high school and have left civics incidental in\nthe junior high school. After several years of experimentation, I am con¬\nfident that much of the work in civics is not too heavy for seventh- and\neighth-grade students. Think of the thousands of students who never reach\nthe eighth grade; of the many more who do not reach high school at all.\nIs it any wonder we turn out the type of citizens we do? We serve only\nthe ones who reach the senior year of high school with the most nourishing\nof social studies food. My course of study is to have correlated civics in the\nlower grades and the first year of junior high school. In the eighth grade\nthere will be an entire semester for civics. Since the compulsory school age\nis being raised, we will be able to reach many more youthful citizens than\nwe do today.\nThe greatest failure that has been made in the social studies has been the\nassumption that the home and the community give their children the right\nkind of social training. They do not. As social studies teachers, let us accept\nthe responsibility of putting social roots to our boys and girls. Maybe the\ndoing of this will necessitate a complete revision of the entire curriculum,\nmaking the social studies the foundation of that curriculum. This revision,\nwhen it comes, should be made only after a careful and painstaking diagnosis.\nThe big problem for the social studies is now and always will be to find\nthe right teacher; one who is really trained in college and out—the out count¬\ning for as much as the in; one who really understands boys and girls; and\none who has vision and cares for the future.\nWhat we need more than anything else in the social studies field is a reign\nof common sense which will clear away the dust and let us get down to the\nactual work of the day, the social studies training of our boys and girls.\nOur failures of the past should point out the path for the future. For all\nthese things which have not worked we have pointed out things which have\nworked.\nSECRETARY’S MINUTES\n\nPortland, Oregon\nFirst Session, Monday Afternoon, June 29, 1936\nThe first meeting of the Department of Social Studies was held in the auditorium\nof the First Baptist Church and followed a joint meeting with the Department of\nSecondary Education. R. O. Hughes, president of the Department, presided. An\n\n"}
{"page": 388, "printed_page": null, "text": "382\n\nNational Education Association\n\nattendance of from four hundred to four hundred and fifty people was noted at\neach of the two sessions.\nThe general theme for the meeting was “Issues in the Social Studies.” Abstracts\nof the addresses of Mary Elizabeth Knight, Norman F. Coleman, and Edgar H.\nWhitney appear in the preceding pages. President Robert M. Steele, State Teachers\nCollege, California, Pennsylvania, considered the question, “Shall the social studies\nseek to enable pupils to adjust themselves to current or developing social ideals, or\nshall they seek the reconstruction of society?” His point of view was that neither\nblind adherence to past social practises and policies nor undertaking to set up an\nentirely new social system was the proper policy for schools to pursue. They should\nseek to train pupils to realize the conditions and problems surrounding them and\nto be prepared to take such attitudes and engage in such activities as would best\nserve the common need.\n\nSecond Session, Tuesday Afternoon, June 30, 1936\nThe general theme for the second session was “Methods and Ideals in the Teaching\nof the Social Studies.” The session was opened by Lacy B. Copenhaver, Holladay\nSchool, Portland, who was chairman of the local committee of arrangements for the\nDepartment. This committee had rendered very faithful and excellent service in\ngetting ready for the meetings of the Department. Miss Copenhaver introduced the\npresident of the Department, R. O. Hughes, who proceeded to take charge of the\nfirst number on the afternoon program. This was an exceedingly interesting panel\ndiscussion participated in by eight representatives of the Portland high schools—\nPreston Bassett, Grant High School; Ruth Clausen, High School of Commerce; Betty\nEiler, Girls Polytechnic School; Laura Krantz, Washington High School; Mary\nPeck, Roosevelt High School; Janet Sooysmith, Lincoln High School; Dale Strick,\nFranklin High School; Frank Yett, Jefferson High School. They presented very\npleasantly and frankly their points of view on questions of method and procedure\nin social studies classes. Teachers had a chance to see themselves as the pupils see\nthem thru the medium of this discussion.\nFollowing the panel discussion, Superintendent Willis A. Sutton of the schools\nof Atlanta, Georgia, spoke on “The Up-To-Date Social Studies Teacher,” setting\nforth ideals and fields of knowledge which he believed should be accepted and\nunderstood by a successful teacher of the social studies. Ethel M. Ray read a paper\non “Things Which Have Worked and Things Which Have Not Worked in Social\nStudies.” An abstract of this paper appears in the preceding pages.\nThe closing speaker for the afternoon was Vierling Kersey, state superintendent\nof public instruction, Sacramento, California. He considered “Teacher and Pupil\nin the Social Studies,” bringing out different dominating purposes in the teaching\nof social studies, particularly civics, that could be distinguished at different periods.\nIt was the general impression that the meetings of the Department were unusually\nprofitable and well received. A partial census of those present showed that repre¬\nsentatives of at least thirty-three states, two territories, the District of Columbia,\nand British Columbia were in attendance.\n\n"}
{"page": 389, "printed_page": null, "text": "DEPARTMENT OF\nSpecial Education\n\n"}
{"page": 390, "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 1936-37 are: president,\nLettisha E. Henderson, Marshall Junior High School, St. Paul, Minn.;\nvicepresident, Georgia B. Howe, Girls Prevocational Work, Portland,\nOre.; secretary-treasurer, Mrs. Nellie C. MacDonald, 1104 Twentyfourth Avenue, N. E., Minneapolis, 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[ 384 ]\n\n1934:521-534\n\n1935:483-498\n\n"}
{"page": 391, "printed_page": null, "text": "THE SMOUSE OPPORTUNITY SCHOOL\nH1LMA A.\n\nANDERSON,\n\nASSISTANT\n\nPRINCIPAL,\n\nDAVID\n\nW.\n\nSMOUSE\n\nOPPOR¬\n\nT\n\nTUNITY SCHOOL, DES MOINES, IOWA\n•\n\nunique and beautiful David W. Smouse School was dedicated in\nDes Moines, Iowa, May 1931. The school is unique in that it brings\ntogether in one building, children with physical handicaps of various types,\nincluding orthopedic cripples, the deaf, children with seriously defective\nvision, cardiopaths, and other children with seriously defective vitality. It\nis unique, also, in that it was the gift of Dr. David W. Smouse and the\nlate Mrs. Smouse, former residents of Des Moines. Their donation of onethird million dollars was given the Des Moines Board of Education with\nthe request that it be used for such school purposes. The school is now\nmaintained and under the supervision of the Board of Education.\nIt is beautiful because its planning and erection were under the direction\nand interested supervision of school officials who worked untiringly to pro¬\nvide a maximum of beauty and tranquillity combined with utility. The\nschool is a structure of brick and stone located on a wooded tract of ten\nacres.\nIts decorative scheme involves the liberal use of color; blackboards have\ngiven way to blueboards, greenboards, and so on; white walls turn into soft\ngreens, lavenders, and in some rooms the walls are covered with beautiful\nwashable wallpaper. Especial art objects such as pictures, medallions, cur¬\ntains, decorative hangings, tile insets, and wrought-iron guides have been\nused freely thruout the building. A charming fountain done in colored tile\nwith a relief of Michelangelo’s Mother and Child as its motif is seen in\nthe center patio or light court of the building which with its garden furni¬\nture serves as a study hall for children needing help from fellow classmates\nwhich cannot be given in a regular classroom. A long circular ramp rises by\nan easy gradient about this center court which makes for easy access for\nwheel chairs to any of four floor levels. Stairs at either end of the building\nare provided for those who can use them. Two open courts on either side of\nthe center patio landscaped with shrubs, flowers, and a pool with fish and .\nlilies make delightful recreation places for the children.\nAll the classrooms are on the outer sides of the building and besides the\nsix classrooms equipped with the standard schoolroom equipment of the Des\nMoines public schools, we have one special sight-saving room, three special\nconnecting rooms for the deaf department, one diversified manual and indus¬\ntrial arts room, and a home economics laboratory with a model apartment\nunit for teaching actual home problems. Every detail of equipment for these\nrooms was carefully studied to make it fit the needs of the physically handi¬\ncapped child. Much of it was especially built in the school furniture factory.\nDesks, tables, chairs, sand tables, easels, lockers, drinking fountains, black¬\nboards, play equipment, and work benches are all adjustable to the demands\nof each individual handicapped child.\nhe\n\n[ 385 ]\n\n"}
{"page": 392, "printed_page": null, "text": "386\n\nNational Education Association\n\nIn addition to these workrooms, we have a great playroom in old English\nstyle with an attractive stone fireplace. It offers a place for games, story¬\ntelling, programs, and assemblies, as it can be quickly set up with robin’s-egg\nblue chairs of various sizes which are stored under the stage. The physio¬\ntherapy department, nurses’, and examining rooms, principal’s office, large\nrestroom with its sixty cots, children’s lunchroom, kitchen, and teachers’\ndining room all were planned with care, and in these, as well as in the\nclassrooms, usefulness has been combined with beauty.\nWho are these children? Our present records with an enrolment of\ntwo hundred show, in round numbers: crippled, forty; heart cases, forty;\ndeaf, twenty-five; sight conservation, twenty; defective vitality, seventy-five.\nThe whole school district of Des Moines, fifty-four square miles, is “Smouse\nSchool District.” They arrive in the mornings by street-car or taxi and are\nready for work at 8:45. At fleet of nine cabs brings about eighty of these\nchildren whose physical condition would not allow transportation of any\nother kind. At 3:10 their school day is over and the children are returned\nto their homes.\nAll of our children are admitted by clinic. At this clinic which is held\nonce a week in the building, the parent and child meet a school physician, a\nschool psychologist, and the principal. The school physician, after a physi¬\ncal examination of the child and consultation with the parent in which he\nobtains the history of the child, gives his recommendation regarding admis¬\nsion to the school.\nFor educational purposes the child is then classified or assigned to one\nof our three departments (1) general department, which includes cripples,\nheart cases, and defective vitality group; (2) the deaf department, which\nincludes totally deaf children and a few hard of hearing; (3) sight-saving\ndepartment for children with defective vision. We have no blind children\nin the school.\nTeaching technic with the general group is that used by any good pri¬\nmary, elementary, or junior high-school teacher since we follow the course\nof study for the Des Moines public schools. After finishing the ninth grade\nthe child is transferred to one of our regular high schools and carries on\na high-school program.\nIn the sight-saving department is one teacher. The children in this\ndepartment suffer from eye defects which make it impossible for them to\nread the print of ordinary textbooks without injury. The teacher has\nfamiliarized herself with types of eye defects and helps the child to make\nadjustments and use devices helpful to him. We have in our classroom special\nattachments to hold the large clear-type textbooks at the proper reading\ndistance and angle of vision, blackboards which tip forward to eliminate\nglare, unglazed paper, soft pencils, large-type typewriters, and special light¬\ning provision.\nOur deaf department is made up of three connecting rooms, one for the\nbeginning group, one for the intermediate group, and one for the advanced\ngroup. Three specially-trained teachers care for these twenty-five children\nand use the oral method which includes lip reading and speech development\n\n"}
{"page": 393, "printed_page": null, "text": "387\n\nDepartment of Special Education\n\ninstead of the sign language which we have so long associated with the deaf\nchild or adult.\nWhile the school is thus primarily an opportunity for educational advan¬\ntages, the child’s health and emotional reactions to his work and fellow\nclassmates are always kept in mind. Each child must take a rest period of\nthirty minutes daily, while some children have more frequent or longer\nperiods of rest as the doctor, nurse, or teacher may recommend. In the\nschool lunchroom special attention is given to the preparation of the chil¬\ndren’s lunches.\nWe also have a very well-equipped physiotherapy department where the\nchild can have various types of treatment. The equipment consists of dress¬\ning rooms, showers, tub baths, three massage tables, three ultra-violet and\ntwo infra-red lights, one baker, one hydrotherapy tank, and a corrective\ngymnasium. The child is referred to this department by his own doctor,\ndoctors from the city health clinic, or one of our examining school physicians.\nThe full-time physiotherapist is in charge of this department, caring for\neighty-two children with volunteer help from the Junior League of Des\nMoines.\nThe question might arise now, Once a child is admitted to the school, does\nhe stay until he has finished the 9A grade or the work outlined for his particu¬\nlar department? No. Our transfers from Smouse School average about sixty\na year. A child is dismissed in much the same manner in which he is admitted.\nThe school physician, psychologist, and principal again decide, keeping in\nmind the welfare of the child.\nConsideration and cooperation among the various groups is an outstand¬\ning feature. The husky deaf boys make grand wheelchair pushers and are\nalways willing. The sight-saving group with their skill in using the type¬\nwriter have made a significant contribution to our school paper, the S.O.S.\nPost. They assume the typing and mimeographing responsibilities. They also\ndo a great deal of work for our primary teachers as the large-size type con¬\nforms to the standard type for our primary work.\nPROGRESS OF EDUCATION OF THE DEAF IN DAY\nSCHOOL\nMARIA\n\nP.\n\nTEMPLETON,\n\nPRINCIPAL,\n\nSEATTLE\n\nSCHOOL\n\nFOR THE\n\nDEAF,\n\nSEATTLE, WASH.\n\nIn the progress made by the Day School for the Deaf, especial attention\nshould be given to the work done for the children in the grammar grades\nand their advancement in education beyond the eighth grade. In the first\nyears of the Day School the work which received the most attention was the\nprimary and intermediate grades and it was thru the good work done in those\ndepartments that the Day School, in spite of much opposition, proved its\nplace as an educational asset and necessity.\nAs progress in their education continued, the question of what was to be\ndone with the children as the time approached for graduation from the\neighth grade, became serious for both parents and teachers. No special\n\n"}
{"page": 394, "printed_page": null, "text": "388\n\nNational Education Association\n\nconsideration had been given to this phase of deaf work and each teacher had\nto pioneer for himself, and the question of higher education became most\nvital to him.\nThe same ideals of education were held out to the deaf child as those\nheld out to the hearing brother and sister and the deaf child was led to\nbelieve he had brains and ability to go on and accomplish more work. Thus\nwith his self-respect raised he looked forward to continued schooling.\nThe result of experimental years has been gratifying and today we are\nsending our deaf to our regular city high schools where they compete with\nthe hearing children, and the deaf are proving that their teachers who had\nfaith in them had not misplaced their confidence.\nWe must give much praise to the teachers in high school who, thru their\ninsight into a problem of unusual educational value, have helped us accom¬\nplish a reality of what at one time seemed purely visionary.\nRED CROSS ACTIVITIES IN THE FIELD OF PUBLIC\nHEALTH\nTHOMAS W. GOSLING, NATIONAL DIRECTOR, AMERICAN JUNIOR RED CROSS,\nWASHINGTON, D. C.\n\nThe conservation of the public health is a primary responsibility of the\nofficial federal, state, and local health agencies and not of voluntary organ¬\nizations. However, the Red Cross has always taken an active part in this\nwork and thru the passing years has made many noteworthy contributions.\nThe Red Cross engages in health activities which supplement the work of\nthe official agencies to the end that it may help to develop adequate public\nhealth services in undeveloped fields.\nThe Red Cross engages in health activities thru the medium of its chap¬\nters, of which there are more than thirty-seven hundred. Much of this work\nis done thru Red Cross public health nursing services. That work began in\n1912 and grew to large proportions shortly after the close of the World War\nwhen there were more than two thousand of these services. Many of them\nhave since been taken over by the official agencies and continued thru boards\nof health and boards of education. More than five hundred chapters are still\nemploying public health nurses at the present time either independently or\njointly with school health departments and other agencies. Many communi¬\nties in the country, particularly rural areas, have learned to depend upon\nthese nurses for their public health programs.\nSchool nursing is one of the most important phases of the public health\nnursing program. The objectives of this activity are fivefold in character:\n1. Control of the dangerous communicable diseases among children thru systematic\nand daily inspection of the schools, thru home visits, and thru immunization projects.\n2. Correction and detection of physical defects by sponsoring examination of\nschool children and by follow-up visits in the home.\n3. Maintaining a healthful environment in the school buildings and on the grounds.\n4. Helping the teachers build health education programs to be included in the\ncurriculum.\n5. General health promotion thru encouraging outdoor life and recreational\nactivities.\n\n"}
{"page": 395, "printed_page": null, "text": "Department of Special Education\n\n389\n\nOur nurses are working on that basis in several thousand schools in the\ncountry at the present time.\nInstruction in home hygiene and care of the sick is another special feature\nof our public health nursing program. Classes of instruction consisting of a\nminimum of thirty hours of classroom work are conducted for high-school\nstudents, as well as the lay public. Many of our nurses are engaged in other\ncommunity health services apart from their school work. Communicable\ndisease control, special projects in immunization against diphtheria, typhoid,\nand smallpox, special projects in tuberculosis control, instructive visits in the\nhome for the prevention of illness and sanitation of the home and environ¬\nment, bedside nursing care, and similar projects are among the most common.\nChapters frequently engage in health projects other than the employment\nof public health nurses. Last year several chapters assisted in immunizing\nmore than fifty thousand children against diphtheria in communities where\nthis work would otherwise not have been done. Similarly, chapters have\nparticipated in immunization projects against smallpox during outbreaks\nof this disease and against typhoid fever in sections of the country where\ntyphoid is endemic and therefore a constant health hazard. Several chapters\nhave engaged in tuberculosis control activities. Some of them conduct tuber¬\nculosis clinics, offering free physical examinations for those who may be\nsuspected of having the disease. More recently a few chapters have under¬\ntaken, in cooperation with school and health authorities, a project in giving\ntuberculin skin tests to all or some of the upper grade and high-school\nstudents.\nAnother very noteworthy health activity of the Red Cross is in the field\nof pellagra control. Thru extensive activities in this field in recent years the\nRed Cross, in cooperation with state and local health authorities, has been\ninstrumental in effecting an enormous saving of life.\nRed Cross chapters engage in a number of other health activities for\nchildren. They conduct clinics for the health supervision of infants and pre¬\nschool children; they assist parent-teacher associations in conducting Sum¬\nmer Round-Up campaigns for preschool children; they organize dental\nclinics for children unable to pay for this service; they provide clinics and\nfollow-up care for crippled children; and they furnish school lunches for\nundernourished children. Other miscellaneous health projects are spon¬\nsored by chapters thruout the country. Conducting classes of instruction in\nnutrition is one of their major interests.\nThe Junior Red Cross frequently sponsors health projects in connection\nwith its school work. Providing glasses for defective vision; removal of\ndiseased tonsils and adenoids; prevention and control of simple goiter;\nfurnishing lunches for undernourished children; projects in promoting gar¬\ndening and in health education are among the most common sponsored by\nJuniors.\nSome day the Red Cross hopes to be able to provide a service that will\nassist teachers in their health education work. We believe this will meet a\nreal need and offer an opportunity for usefulness, particularly in schools\nin rural areas and smaller communities.\n\n"}
{"page": 396, "printed_page": null, "text": "390\n\nNational Education Association\n\nFrom this discussion you will readily see that the Red Cross does not\nengage in any one health activity or project to the exclusion of others.\nChapters are required to study local needs and local resources. If the serv¬\nices most needed cannot be provided thru official channels, namely schools,\nboards of health, or other agencies, then chapters are urged to help meet\nthis need so far as they are able. Competent leadership, adequate funds,\ngenuine community interest in the project in question, cooperation on the\npart of official agencies and others concerned are among the important fac¬\ntors to help determine what course chapters shall pursue.\nGIRL SCOUTING AND THE PHYSICALLY HANDICAPPED\nMRS. HARRY ROBBINS, GIRL SCOUT COMMISSIONER IN CHARGE OF WORK\nWITH THE PHYSICALLY HANDICAPPED, SEATTLE, WASH.\n\nWhat are we doing, as an organization, to give our physically handi¬\ncapped girls Girl Scouting at its best? We understand that many author¬\nities in the United States in the fields of both education and recreation are\nadvocating a wider variety of activities for all boys and girls. It is in line\nwith such thinking that authorities on the care and education of the physi¬\ncally handicapped urge that, instead of alternative badge and rank require¬\nments designed for physically handicapped girls only, a wide variety of\nactivities open to all Girl Scouts be developed so that all have more choice.\nTo gain information helpful in framing permanent policies and to aid\nleaders of physically handicapped Scouts in meeting present problems and\nopportunities as wisely as possible, a very few special badge and rank require¬\nments for blind, crippled, and partially seeing Girl Scouts are being tried.\nLeaders of plwsically handicapped girls are invited to send to Girl Scout\nNational Headquarters their questions and their special problems.\nWhen request is made for approval of any real concession or alternative\nto meet what seems the need of an individual girl, the captain, the local\ncommittee on badges and awards, and at least one authority in the field of\nthe girl’s handicap are asked to give careful thought to what alternative\nthey consider desirable in the light of the girl’s limitations and possibilities.\nThey are asked to test the value of the suggested alternative by these ques¬\ntions: Does it represent effort equal to that of the usual requirement? Will\nthe knowledge and skills which it represents help with the girl’s adjust¬\nment and service in her special environment ? Will the knowledge and skills\ngained carry over into later life? Each recommendation is considered and\napproved, or disapproved with suggestion on procedure considered more\ndesirable, by a committee at National Headquarters.\nAt this time three definite alternatives to rank requirements, other than\nthose given in the Girl Scout Handbook, have been approved for our physi¬\ncally handicapped Girl Scouts. These were worked out with authorities\nand permit:\n1. Some other handwork than sewing to meet the Second Class sewing requirement\nfor the girl whose oculist forbids use of her eyes for sewing\n2. Some first aid knowledge and skill for the blind girl, other than taking out a\nsplinter\n\n"}
{"page": 397, "printed_page": null, "text": "Department of Special Education\n\n391\n\n3. Ability on the part of the blind girl to use an eye cup rather than attempt to\nremove a speck from the eye. This last is procedure approved by many authorities\nin every case of a speck in the eye.\n\nThese alternatives are considered as temporary expedients only during\nthis time of experimentation.\nPresent experience indicates that under able leadership no alternatives\nor substitutes in the present Girl Scout program are needed for deaf girls.\nMany blind girls are achieving First Class rank. In the case of cardiac,\ncrippled, and tuberculous Girl Scouts, it is recognized that many of these\ngirls will never be able to meet all of the present requirements for First\nClass rank; that some may never go beyond Tenderfoot requirements. The\nnational Girl Scout organization urges its leaders to accept these facts, at the\nsame time endeavoring to help these girls thru Girl Scouting to find open\ndoors to new fields of interest and service, and to wider horizons. It is felt\nthat the fields of arts and crafts and nature hold limitless possibilities, and\nspecialists in these fields are members of the national staff.\nThe national Girl Scout group has been fortunate in having the counsel\nand cooperation of such national groups as the American Foundation for\nthe Blind, American Red Cross, International Society , for Crippled Chil¬\ndren, National Society for the Prevention of Blindness, National Tubercu¬\nlosis Association, and Volta Bureau. In response to requests from many\nsources, the American Red Cross has issued a braille edition of the Girl\nScout Handbook. The National Society for the Prevention of Blindness\nmade possible the publication of a large type edition of sections of the Girl\nScout Handbook thru Tenderfoot and Second Class.\nThe national Girl Scout organization recognizes that it is still exploring\nin this challenging field, and is planning now for further study of accom¬\nplishments and problems. This study will be carried on in close cooperation\nwith authorities in the different fields of care and education of the physically\nhandicapped, as well as with leaders of troops, some just beginning, some\nwith several years of experience.\nSOME PHASES OF TREATMENT OF CHILDREN WITH\nORTHOPEDIC HANDICAPS\nESTHER GILLETTE, PHYSIOTHERAPIST, GEORGIA WARM SPRINGS\nFOUNDATION, WARM SPRINGS, GA.\n\nPhis discussion will be limited to the so-called “after-treatment” of chil¬\ndren and adults who are paralyzed as a result of anterior poliomyelitis\n(infantile paralysis). The aim of this treatment is to prepare the indi¬\nvidual to take his place in society, so far as his physical handicap is concerned.\nBefore going into the treatment a description of poliomyelitis should be\ngiven. The disease attacks the cells in the anterior horns of the spinal cord\nwhich control the action of the voluntary muscles, not the muscles them¬\nselves. Because of the interruption in the path of the impulse, the muscles\nfail to contract and atrophy results from disuse. There is also an indirect\neffect upon the vascular system, causing a decrease in the circulation and\n\n"}
{"page": 398, "printed_page": null, "text": "392\n\nNational Education Association\n\na lessening of nourishment to the muscles and bones. There are three\nstages—acute, convalescent, and chronic. No muscle reeducation is attempted\nuntil the convalescent stage when the fever and the soreness in the muscles\nhave disappeared. The treatment previous to this is mainly the prevention\nof deformities.\nThe “after-care” begins with the convalescent period and consists of:\n(1) rest, (2) muscle reeducation (neuromuscular education) and massage,\n(3) prevention of deformities by use of braces and corsets or body sup¬\nports, (4) correction of deformities by means of braces, corsets, plaster\ncasts, and operation.\nBefore the patient is seen by any of the doctors he is given a muscle\nexamination by the head physiotherapist. The purpose of this is to obtain\na concrete picture of the muscle strength of the individual, as the subse¬\nquent treatment and recommendations of the orthopedic men are determined\nby this muscle test. Each muscle is tested for its strength, the grades running\nzero, poor, fair, good, normal.\nAfter the doctors have seen the patient and made recommendations as\nto braces, and if he is considered ready for the muscle reeducation, he is\nsent to the pool where he is assigned to a physio for his under-water treat¬\nment. The principle of the under-water treatment is that due to the buoyancy\nof the water, which eliminates one-half of the body weight, weakened\nmuscles are able to function much more easily than they can out of water.\nIn giving the exercises to the patient, the physiotherapist is guided by a\ncopy of the muscle test chart. The exercises are graded according to the\nstrength of the muscle and vary from time to time as the muscle gains\nin power.\nThe under-water treatment is given in the morning. Immediately after\nlunch the patients have a rest hour, during which time they receive their\nmassage in their rooms. After rest hour those who have progressed suffi¬\nciently to warrant it are given instruction in walking.\nThe educational and psychological aspects are not neglected, as they are\nconsidered important in a well-rounded program. There is a school for those\nunder high-school age, and tutoring may be obtained for the older ones.\nSocial affairs and entertainments are provided, such as movies, parties, pic¬\nnics, and home talent programs. Under the direction of a physiotherapist,\nthose having arm and hand involvement are supervised in handcraft.\nPHYSICAL EDUCATION FOR THE MENTALLY\nHANDICAPPED\nJOSEPHINE L. RATHBONE, ASSISTANT PROFESSOR OF PHYSICAL EDUCATION,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nIn physical education, we have some definite opinions, well supported by\nscientific study and experience, as to what normal children need to keep their\nbodies strong and to help them to grow into well-adjusted adults. They need\nactivities for the physiological developing of the neuromuscular nervous\nsystem since it affects the entire vigor of the body. They need experience in\n\n"}
{"page": 399, "printed_page": null, "text": "Department of Special Education\n\n393\n\njoining with other boys and girls in socializing activities. They need experi¬\nence in conquering physical fears and developing courage.\nThere are two groups of children who might be classed as mentally\nhandicapped—one with definite mental deficiencies and the other with defi¬\nnite mental acuities. In physical education we are trying to adapt our pro¬\ngram to the needs of these two groups of children. We must study the\nmentally deficient children as physical problems and must adapt our activi¬\nties to meet their body demands. Many of them will be sluggish physio¬\nlogically and will need as vigorous activity as possible. These children may\nhave a flair for socializing, but their recreational activities will have to be\nclosely supervised so that they shall learn how to cooperate in ways that\nwill not be socially unacceptable. As far as courage is concerned, these chil¬\ndren often have an over-abundance because they do not have the intelli¬\ngence to warn them to be cautious. They present a definite problem to the\nphysical education instructor who is anxious to give them joyous, vigorous\nactivities. They must be taught the dangers involved in physical activities\nand shown how to protect themselves.\nThe mentally superior children present entirely different problems.\nPhysiologically, they may need stimulation to offset their sedentary manner\nof living or they may need physical education of a rhythmic type to help\nrelease some of the residual tensions which result from their intellectual\nconcentration. They are likely to be individuals who tend to seclude them¬\nselves and therefore must be urged to take part in group activities. They\nmay dislike physical education and present a real problem to the instructor\nwho is forced to modify the program to include activities which will appeal\nto the highly intellectual pupil of limited motor skills. The extremely intelli¬\ngent person is wise enough to see the hazards involved in many physical\nactivities and he is likely to resist taking part in those stunts and games\nwhich he thinks may injure his body. He needs a training in conquering\nphysical fears and in building up physical and emotional Stamina; therefore,\nhe is a challenge to all those who are concerned with the physical education\nprogram.\n\nTHE TESTING OF THE DEAF AND THE HARD-OF-HEAR¬\nING CHILDREN IN ST. PAUL SCHOOLS WITH THE\nARTHUR PERFORMANCE SCALE\nHELEN M.\n\nBISHOP,\n\nPSYCHOLOGICAL\n\nEXAMINER,\n\nPUBLIC SCHOOLS,\n\nST. PAUL, MINN*\n\nThe purpose of the present study Was to determine the level of mental\ndevelopment of the children in the classes for the deaf and the hard of\nhearing in the St. Paul schools between 1929 and 1936. The Arthur Per¬\nformance Scale was given to each of the ninety children admitted to the\nspecial classes for the deaf and hard of hearing in St. Paul between January\n1929 and May 1936.\n\n"}
{"page": 400, "printed_page": null, "text": "394\n\nNational Education Association\n\nThe practise of the division of hygiene consists in recommending to the\ndoctor for a hearing examination all children who on the audiometer tests\nshow a hearing loss of 15 percent or more in either or both ears. From this\nlist of children the doctors select the ones who are to be placed in the deaf\nand hard-of-hearing classes. Some children remain in the classes thruout\nthe eight grades; others remain only until enough lip reading has been\nmastered to permit them to carry on in the regular grades; still others are\ntransferred out, due to improved hearing.\nFor the ninety children studied, the intelligence on the Arthur Perform¬\nance Scale ranged from 152 to 68. The median I.Q. was 97; the mode, 97 ;\nand the mean, 97.16 for the group.\nSince the Arthur Performance Scale can be administered without a\nspoken word, it has proved of use in determining the mental age level of\nthe deaf and the hard-of-hearing children in St. Paul. Four children who\nhad been placed in the classes for the retarded on the basis of ratings ob¬\ntained with verbal scales were retested on the Arthur Performance Scale.\nIt was believed that more accurate measures were obtained for them with\nthe Performance Scale, since it did not penalize them for defective hearing.\nSo far as one can draw conclusions from ninety cases, the findings indi¬\ncate a normal distribution with as nearly an unselected group of deaf chil¬\ndren as one can find in the general school population. The results indicate\nthe advisability of continued use of the Arthur Performance Scale for\nthe deaf children in St. Paul.\nTHE SPEECH DEFECTIVE IN THE RANKS OF THE\nHANDICAPPED\nEARL W. WELLS, PROFESSOR OF SPEECH AND DIRECTOR OF SPEECH CLINIC,\nOREGON STATE COLLEGE, CORVALLIS, ORE.\n\nWhile every teacher should be interested in the child’s most important\nmeans of self-expression and social adaptation—his speech—the teacher of\nthe deaf, blind, crippled, and mentally retarded should be particularly inter¬\nested in corrective speech since he so frequently encounters the problem of\nspeech disorders. Speech defectives must not be confused with individuals\nneeding speech improvement. The latter include most Americans! The\nspeech defective is one who vocalizes, articulates, or pronounces in a manner\nso definitely subnormal (not abnormal, as one may speak abnormally well)\nthat his speech attracts undue attention.\nSpeech correctionists everywhere feel profoundly that a thoro remedial\nspeech program should be established in our public school system. Their\nconviction rests upon three major conclusions. To begin with, there is a\nformidable number of speech defectives in our schools, from 5 to 15 percent\nof the enrolment according to various state and municipal surveys, one\nmillion according to the report of the Subcommittee on the Child Defective\nin Speech at the White House Conference on Child Health in 1930.\nSecondly, if education should teach the student how to earn a livelihood,\nserve society, and enjoy life, then truly the speech defective endures as great\n\n"}
{"page": 401, "printed_page": null, "text": "Department of Special Education\n\n395\n\na disadvantage as any handicapped individual. In the third place, it is the\nconclusion of authorities that at least half of the disorders of speech could\nbe prevented, corrected completely, or very materially alleviated.\nToday a number of obstacles are preventing the realization of a thoro\nspeech correction program in our schools: (1) a more widespread apprecia¬\ntion of the need for such a program on the part of educators generally is\nimperative; (2) state legislative and administrative action is essential to\ngive the speech defective a special status such as is conferred upon other\nhandicapped children and to provide a definite place in the state course of\nstudy for speech correction; (3) an adequate, but necessarily expensive, pro¬\ngram can be financed successfully only by the allocation of special funds as\nis done for other defectives; (4) there is the problem of perfecting a speech\ncorrection curriculum; (5) despite rather phenomenal progress, too few\nnormal schools, colleges, and universities yet provide the quantity and quality\nof training needed by teachers for, corrective speech work.\nIn view of recent advancement and present favorable circumstances, the\ncase for speech correction in our schools may well be won in the next decade.\nLET’S STUDY THE WHOLE CHILD\nMAE F. WILLIAMS, DEPARTMENT OF PUPIL PERSONNEL, PUBLIC SCHOOLS,\nTACOMA, WASH.\n\nThere is nothing of greater importance in the whole field of education\nthan that of effecting a satisfactory adjustment between pupils and school.\nYet with all the help that the school can give, we often find the influence\nof the home and neighborhood pulling too strongly in the opposite direction.\nThere is a crying need for the better understanding of all children, based\nupon a more exact and scientific knowledge of the conditions surrounding\nand facing the child as an individual. There are so many environments,\nso many differences in temperament, mentality, neighborhoods, and family\nrelationships, that we may well feel that a child’s actions in school are a\nbarometer of his home life. For years we tried to make the child good thru\nthe church, and well thru medical aid. We accepted the fact that he had\nnot conformed to the standards of morals and health, that he was out of\nstep with society and emotionally unstable. Today we are probing for causal\nfactors, rather than resting content with the recognition of symptoms.\nThe child, whether average or exceptional, at home and at school, is\nfacing adjustments and going thru development processes every day and\nevery hour of his life. These processes are interwoven and interrelated. I\nrefer to the child’s intellectual development, which is mental, his educational\ndevelopment, which is academic, his physical development, and his social\nand emotional development, which is environmental. We may study these\nseparately, but we find them ever merging one into the other.\nEducation is really more than the association of books, teacher, and\nchildren. Our greatest progress will lie in teaching and directing the pupil,\nrather than in teaching subjectmatter so rigidly. The need is that of guid¬\ning the child to meet life’s situations, for that is what is before him. Every\n\n"}
{"page": 402, "printed_page": null, "text": "396\n\nNational Education Association\n\nchild, regardless of the degree to which he deviates from the normal, must\nhave the same opportunities to be educated according to his ability, capacity,\nand talent.\nTHE KINESTHETIC APPROACH TO REMEDIAL READING\nA. O. FREEL, PRINCIPAL, ABERNETHY SCHOOL, PORTLAND, ORE.\n\nAfter working for a year in the Beech School in Portland with a group\nof seventeen children in the 2-B class, only three of whom were able to read\nup to their grade level, we found that we had made very little progress\nwith the group as a whole. We were at our wits’ end to know what to do\nnext, as our best endeavors had practically failed to meet the needs of these\nchildren.\nDuring the following summer I went to the University of Oregon and\nvisited the classes for atypical children being conducted in the clinical\nschool, and conferred at length with those in charge. When school opened\nin September the teacher who was to have these children and I decided to\ntry the plans being worked in the clinical school at the University. Of\ncourse, we had to adapt the work to fit a classroom procedure, as nearly\nall of the work done in the clinical school was individual.\nTo begin with we explained our plans carefully to the children. They\nhelped us to accumulate a stack of magazines which we piled on a work\ntable in the rear of the room along with scissors and paste. Each child made\nfor himself a scrap book by fastening art paper together with paper fasten¬\ners. We gave this group of pupils about an hour each day for three days a\nweek writing stories about pictures they found in these magazines. The\nother two days they used their textbooks or supplementary readers.\nEach child was permitted to select a picture that appealed to him, take it\nto his seat, and write a story about it. They were at liberty to write on any\nsubject and to say whatever they felt like saying. As they wrote their stories\non composition paper, they were to ask how to spell every word that they\nwere in doubt about. When a child asked for the spelling of a word, we\nwrote it for him on a long slip of paper with crayola in blackboard-size\nletters. Then he pronounced the word and traced it with his finger, saying\nthe word as he traced it. We did not allow him to say the letters. If a word\ncontained more than one syllable, the child said each syllable as he traced\nit, but he wrote the word as a unit. After he had traced and said the word\nuntil he thought he could write it from memory, he turned the paper over\nand tried to write it. If he failed, he traced some more until he could write\nit correctly from memory. Then he wrote the word in his story and pro¬\nceeded until he came to another word he could not spell when the same\nprocedure was followed out. Of course, many times these children mis¬\nspelled words without knowing it. These words were taken up separately\nlater on and taught by the same method. This tracing and saying the word\nfocused all three of the child’s learning processes on the word.\nThe individual learns by means of mental images retained in memory.\nThese atypical children seem not to be able to retain a mental picture.\n\n"}
{"page": 403, "printed_page": null, "text": "Department of Special Education\n\n397\n\nTherefore, they must learn thru other sense channels. The two remaining\nsenses thru which they can learn to read are the auditory and the kinesthetic\nor motor senses. When these two senses are utilized in this way, the learner\ngets mental images (auditory and kinesthetic) which function quite as well\nas do the visual images for the average child. The tracing and saying by\nsyllables soon builds up a vocabulary of syllables in the child’s memory\nwhich enables him successfully to attack new words for himself.\nAt the end of four months’ time, the seventeen pupils in this group had\nmade an average of eleven months’ progress in reading ability as shown by\nthe Stanford Reading Tests.\nDuring the last four years in the Abernethy School, we have done remedial\nwork with between forty and fifty children who were so far retarded in\ntheir reading that they were not able to do their other school work suc¬\ncessfully. In every case these children have been given sufficient help to\nenable them to go back into their classes and succeed there.\nSECRETARY’S MINUTES\n\nPortland, Oregon\nBusiness Meeting, Tuesday Afternoon, June 30, 1936\nThe meeting was called to order by the president, Mrs. Mabel A. Harms, at\n2:15 o’clock in the auditorium of the First Christian Church. The minutes of the\nmeeting of the previous year were read and approved.\nThe treasurer’s report was next given as follows: receipts, $79.50 (including $25\nallowed from the N. E. A. not yet received), disbursements to July 1, $68.12;\nbalance on hand July 1, $11.38. Additional expenses will accrue until September 1.\nThe motion was made, seconded, and carried to accept the treasurer’s report.\nThe report of the Program Committee was given by Mrs. Harms. This Committee\nconsisted of the members of the Executive Committee, the local chairman of the\nPortland convention, Lewis C. Martin, and the senior specialist in the education of\nexceptional children, Office of Education, Elise Martens. The Committee’s report\nwas as follows:\nFirst Session. Program of general interest to the whole group held at the BehnkeWalker building on Monday, June 29, at 2 p. m.\nSecond Session. Luncheon meeting held at the Sign of the Rose Tea Room with\nHenry L. Dixon, psychiatrist of the University of Oregon Medical School Clinic\nas speaker. This was followed by the business meeting after which 3 group\nmeetings were held at 3 o’clock in the First Christian Church.\nThe group discussions were as follows:\nGroup A Panel Discussion on the Progress in the Education of the Mentally Ex¬\nceptional Child. Leader, Corinne Bell, Child Welfare Department, Okla¬\nhoma College for Women, Chickasha, Okla.\nGroup B Panel Discussion on the Progress in the Education of the Physically Ex¬\nceptional Child. Leader, Edna Davis, principal, School for the Deaf,\nSpokane Wash.\nGroup C Symposium. Education and Mental Health of the Exceptional Child.\nPresiding, Elise Martens, senior specialist in the education of exceptional\nchildren, U. S. Office of Education, Washington, D. C.\nThis report was approved.\nThe report of the Committee To Study the Constitution was next given by Lettisha\nHenderson, chairman. Other members of the Committee were Georgia Howe, Mrs.\n\n"}
{"page": 404, "printed_page": null, "text": "398\n\nNational Education Association\n\nNellie C. MacDonald, Mrs. MacLaughlin, and Lewis C. Martin. The recommenda¬\ntions were as follows:\n(a) That the fiscal year of the Department of Special Education be the same\nas that of the N. E. A., from September 1 of the one year to September 1 of the\nfollowing year. This to be incorporated as a bylaw to the constitution.\n(b) That the membership dues of fifty cents as provided in the motion of\n1935 be incorporated as a bylaw and that dues paid during the convention are\nto apply for the following year.\n(c) That the constitution be amended to the effect that the office of secretarytreasurer be one office but that the chairman of the Membership Committee\nhandle all items referring to membership in order to relieve the secretary of\nsome of the heavier duties.\n(d) That the constitution be amended to include remedial reading as a ninth\ndivision in the Department.\n(e) That a committee be appointed to distinguish more definitely the purpose\nof this organization from that of the International Council for Exceptional\nChildren in the effort to do away with overlapping of the work of the two groups\nand to consider some type of arrangement for publication of material of the\ntwo organizations.\nThis report was followed by a discussion from the floor of each of the points in it.\nIt was moved, seconded, and carried that recommendations (a), (b), (c), and\n(e) be adopted.\nAfter a rather heated discussion as to whether remedial reading shall be incorpo¬\nrated as a ninth division of the Department of Special Education, recommendation\n(d), and after a considerable difference of opinion on this matter it was finally\ndecided to let the matter lie over for another year. The motion was made, seconded,\nand carried that a committee be appointed to study this question and report at the\nmeeting next year.\nIn the absence of the membership chairman, Nellie Feetham, the secretary re¬\nported a total of 107 active members for the year and 125 letters to supervisors,\ndirectors of special classes, and state supervisors of special education.\nThe report of the Nominating Committee composed of Miriam Bishop, chairman,\nGrace Towsley, Mrs. Nellie C. MacDonald, Elise Martens, and Mrs. Mabel A.\nHarms was given by Miss Bishop. Since there were no nominations from the floor\nit was moved, seconded, and carried that the secretary cast a unanimous ballot for\nthe slate as read. (See Historical Note, p. 384.)\nMarie Vicklund, chairman of the Resolutions Committee, next reported on the\nresolutions, which were as follows:\n\nWhereas, The General Program Committee of the National Education Asso¬\nciation has seen fit to include Special Education as a department and to assist\nin the promotion of its extension and publicity, and\nWhereas, To that end has provided Elise Martens, senior specialist in the\neducation of exceptional children, U. S. Office of Education, Washington, D. C.,\nand\nWhereas, Mrs. Mabel A. Harms, president of the Department, has worked\nso effectively and untiringly to promote this splendid program for 1936, and\nWhereas, The local committee has so graciously provided pleasant and effec¬\ntive meeting places and other courtesies, and\nWhereas, Dr. Lewis C. Martin, local chairman of the Department has co¬\noperated in a way which was invaluable to the success of the meeting, and\nWhereas, The speakers on the program, one and all, are outstanding in their\nspecial fields and have given richly of their learning,\nTherefore, Be It Resolved, That this Department of Special Education extend\nto these people and all others, their sincere appreciation and gratitude.\nThe motion was made, seconded, and carried that the resolutions be adopted.\nThe meeting was then adjourned.\n\n"}
{"page": 405, "printed_page": null, "text": "DEPARTMENT OF\n\nS UPERINTENDENCE\n\n"}
{"page": 406, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of superintendence was the outgrowth of a meet¬\n\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 wa3 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 1936-37 are: president,\nA. L. Threlkeld, Superintendent of Schools, Denver, Colo.; first vicepresident, A. J. Stoddard, Superintendent of Schools, Providence, R. I.;\nsecond vicepresident, Jesse H. Mason, Superintendent of Schools,\nCanton, Ohio; executive secretary, Sherwood D. Shankland, 1201\nSixteenth Street, N. W'., Washington, D. C.; executive committee:\nFrank G. Pickell, Superintendent of Schools, Montclair, N. J. (term,\nexpires 1937) ; George C. Bush, Superintendent of Schools, South Pasa¬\ndena, Calif, (term expires 1938); Ben G. Graham, Superintendent of\nSchools, Pittsburgh, Pa. (term expires 1939); I. C. Cochran, Superin¬\ntendent of Schools, San Antonio, Texas (term expires 1940).\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1873 :244-270\n1874:297\n1875 :189\n1876:291\n1877:253-261\n1879:223\n1880:235-236\n1881:252\n1882 :Pt.II :1-112\n1883 :131\n1884 -.283-292\n1885:160-191\n1886:333-350\n\n1887:509-538\n1888:513-543\n1889 -.611-613\n1890:365-542\n1891:379-525\n1892 -.559-743\n1894 -.252-592\n1895 -.213-429\n1896 -.231-392\n1897:195-316\n1898 -.303-488\n1899 -.251-379\n\n1900:183-296\n1901 -.189-348\n1902:151-305\n1903 -.139-300\n1904 -.173-332\n1905 -.155-270\n1906: 29-214\n1907:145-327\n1908 -.129-312\n1909 -.159-330\n1910 -.143-306\n1911 -.161-329\n\nf 400 J\n\n1912: 329- 497\n1913: 99- 354\n1914: 133- 291\n1915: 253- 525\n1916: 895-1099\n1917: 661- 845\n1918: 473- 683\n1919: 483- 673\n1920: 407- 536\n1921: 679- 849\n1922 -.1295-1464\n1923: 881-1024\n\n1924 -.803-961\n1925 -.633-862\n1926:665-838\n1927 -.697-871\n1928:655-830\n1929 -.643-802\n1930:607-770\n1931 -.645-800\n1932 -.543-677\n1933 -.551-680\n1934 -.535-672\n1935:499-626\n\n"}
{"page": 407, "printed_page": null, "text": "GENERAL SESSION\nMONDAY EVENING, FEBRUARY 24, 1936\nSYMPOSIUM ON FEDERAL SUPPORT OF PUBLIC\nEDUCATION\nPAUL R. MORT, PROFESSOR OF EDUCATION, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK, N. Y.\n\nFacts\n\nO\n\nSocial and Economic Welfare\nur social and economic welfare demands a more adequate educa¬\n\ntional program than the poor states can provide. The social and eco¬\nnomic benefits from good education are not limited to the communities in\nwhich the education takes place. They are, on the contrary, widely diffused\nthruout the nation. This holds as well for the social and economic losses\nfrom poor education. Whether we look upon this on the positive side of\nincreasing our social and economic well-being, or on the negative side of\nremoving festering sores in our social, civic, and economic system, the con¬\nclusion is the same—that a satisfactory foundation of education should be\nprovided in every community thruout the nation.\nEconomists have made much of the positive influence of education on\neconomic well-being. Sociologists have pointed to its advantages from the\nangle of the general social welfare. The extent to which we would be\njustified economically and sociologically in supporting education has been\ngiven all too scant consideration. We have no measures as yet of the degree\nto which increases in expenditure on education are accompanied by propor¬\ntionate economic and social returns.\nMuch has been made of the fact that inadequately educated persons\ncannot be barred from migrating from place to place. Coupling this fact\nof mobility of the population with the fact that, according to present birth¬\nrates, urban communities cannot perpetuate themselves, we see that there\nis operating a great magnet that draws the less well-educated population\nin from the rural areas and villages. It brings into our cities an undue pro¬\nportion from the marginal and submarginal economic areas in which the\neducational programs are the poorest. The migration of the Negro popula¬\ntion to the North is a dramatic example of this. The principal of a junior\nhigh school in Harlem recently told me that the parents of 93 percent of\nhis children were migrants from other states. When one has visited some\nof the schools in which those persons had their education, one can under¬\nstand some of the social, civic, and economic problems which we in New\nYork City have in our midst.\nI think we have been unduly impressed by those individuals from the\npoor areas who by dint of sheer native ability and good luck have risen to\na high place in their communities. We might have a better perspective if\n[401]\n\n"}
{"page": 408, "printed_page": null, "text": "402\n\nNational Education Association\n\nwe were to take the trouble to discover to what degree this group is repre¬\nsented on the relief rolls and in our courts—to study the American slums\nin our large cities.\nI remember well experiencing the increase of Flint, Michigan, from\n10,000 to more than 100,000 in population. That population was drawn\npretty largely from the country roundabout. Many of the people, whom\nI knew, moved to Flint. I myself lived there during a part of that period,\nand experienced the discouraging attempt at adaptation which these people\nmade. They were not equipped for the social and civic problems which\nthey .had to face—and Michigan’s educational system was by no means\namong the poorest.\nOn the economic side, limited educational opportunities are associated\nwith limited standards of living. This at one and the same time reflects\nlimited consumption and limited will and ability to produce. It is reflected\nin the economic status of others, not only in the poorer communities but\nalso in the abler communities. Finally, great geographical groups of peoples\nwith limited education influence the economic and social pattern of the\nnation at large. They provide pliable support for selfish pressure groups\nthat hope to mold to their own advantage the civic as well as the social\nand economic pattern of the nation. There would seem to be no question\nbut that all people, rich and poor, are vitally concerned with the estab¬\nlishment of a minimum of educational opportunity at least sufficiently high\nto safeguard ourselves against dangers. There is much evidence that we\ncan well afford to support a foundation program because of its general\neconomic benefits alone.\nI shall now show that this result cannot be attained without federal aid.\nPoorer States Lack Ability\nThe poorer states do not have the ability to support an educational pro¬\ngram sufficiently good to safeguard us against these social and economic\nills. The great differences in the abilities of states have long been known.\nIt has been contended that they are not large enough to be disturbing, that\nthey could be offset in the poorer states by reasonable effort. Studies by\nAshby and Chism,1 Norton students, have shown that we may not have\nany such comfort. They show that if the poorer states were to tax them¬\nselves for the support of a defensible foundation program, there would be\nno funds for other public services unless derived from confiscatory taxes.\nThat question is answered. We need not argue about that any more.\nAnother fact, all too little appreciated, is that local initiative is now\nlanguishing in our rich states as well as in our poor.\nLocal Initiative Restricted\nOverburden on the property tax handicaps local initiative in practically\nall states. This is a matter on which we are all too poorly informed. I\nthink we hardly realize, having grown up in a tradition of local initiative,\nthe important part local initiative is supposed to play in our local set-up.\n1 Ashby, Lyle W. The Efforts of the States To Support Public Education as Related to the Ade¬\nquacy of the Support Provided. (To be published.)\nChism, Leslie. The Economic Ability of the States To Finance Public Schools. New York:\nTeachers College, Columbia University, 1936,\n\n"}
{"page": 409, "printed_page": null, "text": "Department of Superintendence\n\n403\n\nIt is a means by which experimentation is supposed to bring about adapta¬\ntion in our schools. Now, there are many ways in which it can be handi¬\ncapped but one of the ways which we tend to overlook is that if the prop¬\nerty taxpayer is bearing an unfair burden, he does not assume responsibility\nas he would if carrying only a fair share of the cost of government. In\ntimes like these he will be overanxious to throw the burden off and in better\ntimes, he will be unduly slow in accepting the burden.\nThe removal of the property tax overburden by the states is slow and\ndifficult. It can be speeded up thruout the nation by federal participation\nin school support. Interestingly enough, many people have thought of fed¬\neral support as being somehow or other inimical to local initiative and thus\nto the experimental process upon which we depend chiefly for the adaptation\nof our schools to new needs. Seeing the very real dangers, they failed to\nassess the potential benefits. This was in no small part due to the failure\nto analyze the support phase of local initiative. Recent analyses have shown\nthat where the property tax is carrying more than its fair share of the\nburden of all government, local initiative is handicapped. It carries a mill¬\nstone about its neck. Local initiative can be restored to health.\nI think in the past ten years those of us who have lived thru the period\nof great increase in state aid in New York state would agree that with the\nincrease of state aid from forty million to one hundred and twenty-two mil¬\nlion dollars, the amount of central control has decreased rather than in¬\ncreased, and local initiative has been strengthened.\nFederal Aid a Potential Boon to Local Initiative\nThis has been one of the important considerations in the state studies\nof school finance during the past decade. State aid to education provides an\nexcellent channel thru which non-property taxes collected by the central\nauthorities may be passed back to localities to relieve the property tax and\nthus to rehabilitate local initiative. But the process of broadening the tax\nbase has not been free from restrictions. Difficulties in administration of\nnewer taxes among states have arisen. A vast amount of time has been spent\nby tax experts in attempting to work out reciprocity arrangements and\nuniform plans among the states. Recently considerable support has devel¬\noped among tax experts for a process of shortcircuiting these difficulties\nby utilizing the federal government as a tax-collecting agency. There is\nlittle doubt but that if properly handled, it would bring measurable relief\nto the property tax upon which local initiative now depends for support.\nThis would quicken the operation of local initiative and hence the experi¬\nmental adaptation of our schools to new needs. We should not minimize\nthe difficulties of our poorer states and of the poorer communities in our\nabler states, but we should not be blind to the need, all up and down the\nline of ability, for enlivening local initiative. It is on this that our schools\nplace the greatest dependence for long-time educational efficiency.\nWe have seen that federal aid is necessary for the establishment of a\ndefensible minimum program of education, and that, if freed from control,\nit will rehabilitate our languishing local initiative, in states rich and poor.\nBut is it constitutional ?\n\n"}
{"page": 410, "printed_page": null, "text": "404\n\nNational Education Association\n\nConstitutionality\nA review of the evidence seems to leave little doubt with respect to this\npoint. Dean Russell’s analysis of Madison’s Journal of the Constitutional\nConvention indicates that federal interest in education was considered in\nthe writing of the welfare clause into the Constitution. Furthermore, the\nfederal government has participated in the support of education since Ohio\nwas admitted into the Union in 1802. There has been a tendency in recent\nyears to discount the implications of the federal land grants to common\nschools—to claim that they were made as a means of encouraging pur¬\nchases of federal land. It does not seem to me in any degree to lessen the\nsignificance of even the early federal land grants to schools to say that they\nserved immediately practical purposes. However this may be, it is a fact\nthat with the passage of time and the corresponding decrease in federal\nlands, the land-grant policy became continuously more liberal. Nor have\nquestions been raised concerning the constitutionality of later grants which\ndid not involve federal control of state policy. If there is a tendency (and\nthere has been in some quarters) to question the constitutionality of the\nSmith-Hughes Act due to the recent AAA decision of the Supreme Court,\nthis is only an additional argument that such control features should be\navoided over and beyond the other arguments to be presented later and\nwhich by themselves are entirely competent.\n\nDangers\nHampering Local Initiative\nI.shall now deal with the dangers and how to avoid them. I am going\nto picture the dangers in a very serious picture and I want you to balance\nthat picture over against the serious conditions which we now face. It is\nno easy task ahead of us. It is fraught with dangers. We should be aware\nof them. We should provide for them.\nThere are two dangers which we can and must avoid in the development\nof a federal support system. First, that the life-giving force of local initiative\nmust not be hampered. It can be safeguarded if we will consistently refuse\nto transfer discretionary powers to a central authority. On the contrary,\nas I have pointed out above, it will draw lifeblood from federal support.\nWe can design a federal support system entirely free from federal control.\nIf we distribute aid on a mathematical basis, free from central control, we\ncan make it feed local initiative.\nBut, you say, there are those who will not be content to free federal\nsupport from control. This is true. They will deny that the job can be\ndone equitably unless discretion is granted to central authorities. There\nare those who throw up their hands in despair at the sight of a little edu¬\ncational arithmetic. Not willing to examine the pragmatic tests, they will\ndamn it with such epithets as “too complex.” They will say, “Give us some¬\nthing simple that we can understand.” Interestingly enough, I have never\nyet met this question from legislators—men who know that you must have\narithmetic even to build a bridge or to mix paint. Such mathematical\nformulas for federal aid are now available. Complex in their development—\n\n"}
{"page": 411, "printed_page": null, "text": "Department of Superintendence\n\n405\n\nyes. But, who worries about the complexity of the formulas of stress when\nhe crosses a bridge?\nDriven from this position by the facts, they will jump the fence and\ndemand discretionary power for its own sake as a means of getting quick\nreform. Or they will insist that no aid be given unless their own favorite\nreforms are made mandatory. This is attractive to all of us and is, there¬\nfore, a real source of danger. Somehow when it comes to our own pet\nreforms, it is difficult to use patient processes. We reach for the surgeon’s\nknife of coercion; we shrink from the slower therapy of democratic\nprocesses.\nTempting as it may be, we must beware of the counsel that would place\nthe money in the hands of an authority at Washington which would lay\ndown specifically the hurdles to be jumped by the states and would seek\nto assure for every dollar spent a dollar’s worth of improvement. Its at¬\ntractiveness makes it dangerous.\nWhat a splendid thing it would be if at one sweep we could eliminate\nthe slums of American education. That person lacks imagination indeed\nwho cannot become enthusiastic over this possibility. With more thought\non the subject, we are likely to become skeptical as to whether or not such\nresults obtained by coercion would, in the long run, be more effective. We\nare likely to doubt the ability of any central board, however benevolent,\nto decide from afar what is best for every isolated community. We must,\ninstead, insist that the decision as to how much money a state obtains must\nnot be left to the judgment of any central group. It must, rather, be deter¬\nmined mathematically. This would avoid one type of discretionary power,\na type of discretionary power which provides an open door to unpredictable\ncontrols.\nHaving taken this important step away from control, we should not\ndally with the idea of requiring certain improvements which nearly every¬\none agrees are desirable—a minimum expenditure on schools for Negroes,\na minimum school term, a denial of the right to lower present expenditures\nby states and localities, the requirement of larger rural school districts.\nThese we might not find particularly objectionable since the control in¬\nvolved is delimited. Unpredictable controls are not likely to arise. But, we\nmay well ask ourselves why it is necessary for Congress to tell the states\nthat these simple minimums are desirable. What state is there that does\nnot have in its educational and lay leadership an understanding of such\nsimple correctives as have been mentioned here? Are not such controls\nsuperfluous? All that is really required is a statement of the general pur¬\nposes in the act a periodical survey of what is happening in the states as\nrelated to these purposes, and a report to Congress and to the public of\nhow well the intent of Congress is being carried out. For an effective ex¬\npenditure of funds, we may depend upon the fact that inefficient use will\ntend to keep the modest beginning program from expanding or may even\nresult in its repeal.\nTo safeguard local initiative, we must not be afraid of the arithmetic\nby which an equitable distribution of federal money can be made, free\n\n"}
{"page": 412, "printed_page": null, "text": "406\n\nNational Education Association\n\nfrom central control. And, we must resist the temptation to write con¬\nditional hurdles into the law. I believe that we shall find ourselves scien¬\ntific enough and patient enough for this. We shall not lack reminders of\nthe dangers. Let us heed them. Let us feed local initiative with federal\nsupport. Let us protect it from federal control.\nTax Limitations and Central Support\nThe second danger is that we may permit the tax limitation movement\nto get the upper hand. There is a movement at the present time which\nseems to be flooding the country. Its purpose is to limit local taxing power\nthru tax limitations for current expenditures, maximum expenditure limita¬\ntions, and state budgetary reviewing bodies. I do not believe that this move¬\nment is in any way a product of the increased interest in central support.\nSome of the bitterest fights and greatest losses have occurred in states which\nhave done little or nothing in decades to improve their state support sys¬\ntems. But there can be no question that the forces back of this movement\nare not friendly toward expenditures either local or by the state. They are\nclosely allied to those which are fighting for reduction of state support.\nWhat would be the result in the state of New York, for example, if\nthey should at one and the same time bring about a statewide limitation\non taxation and a drastic cut in state aid? If this tax limitation were a con¬\nstitutional matter, the communities would be in a strait-jacket until such\ntime as a long fought battle for the elimination of the tax limitation or\nthe restoration of state aid could be won.\nLet us apply this same reasoning to a hypothetical national situation.\nLet us picture the conditions that would exist if we had substantial federal\naid and if associated with this we should permit the imposition on states\nand localities of drastic tax limitations.’ I do not mean by federal author¬\nity ; I mean by these groups in our communities that are now fighting for\nsuch limitations. Should we not then be in a dangerous degree susceptible\nto serious setbacks in our educational program in case any national force\nshould result in a drastic reduction of federal support?\nI do not believe that increase in federal support in itself would strengthen\nthis tide that is upon us, nor do I believe that the results of such a combina¬\ntion of circumstances would be particularly worse than the situation that\nis now developing. It would be more dramatic. It emphasizes the neces- •\nsity to resist these limitations in no uncertain manner. Much loss has\nalready been sustained because we, the educational group and the lay\nfriends of education, have been altogether too inert. If a concerted fight\nfor federal support were to have no other effect than to awaken us to the\nforce and drastic effects of this engulfing tide of limitation, it would be\nworth its cost.\nA Program for Federal Support\nStudies have recently been completed which are designed to diagnose\nthe needs and to prescribe the remedy. They propose as a defensible mini¬\nmum for every community in the United States a program of the type\nthat could be purchased for $60 per elementary pupil and $100 per high-\n\n"}
{"page": 413, "printed_page": null, "text": "Department of Superintendence\n\n407\n\nschool pupil in the year 1930-31. This minimum would be about the aver¬\nage for such states as Iowa, Ohio, Colorado, and Minnesota. It is approxi¬\nmately at the bottom of the expenditure scale in such states as New York,\nNew Jersey, and California. It is near the top in such states as Alabama,\nNorth Carolina, and South Carolina. It would represent improvement in\neducational opportunities for about half of the children in American schools.\nThese studies show the feasibility of federal collection of sufficient reve¬\nnues to pay for half of this program, outright, in all of the states, to be\nused as the states see fit, to expand education or to rehabilitate the financial\nstructure of local initiative thru relief of the property tax burdens.\nThe eventual program would provide, then, for the outright payment of\nhalf the cost of the $60 program by federal grants of all states and the\nequalization of the burden of the other half by additional grants. States\ncould then proceed with their state reorganization of school finance with¬\nout the difficult struggles involved in competing with each other and with\nthe federal government in the levying of new-type taxes.\nAs a first step, these studies propose going one-fourth the way. They\npropose the use of a program costing $15 per elementary pupil in attendance\nand $25 per high-school pupil—or about 25 percent. This is somewhere\nnear the 1930 minimum for white children in the poorest states. The\nactual minimum in Arkansas was $9 for 1930 at the height of expenditure\nfor American education—so this starts about where they were.\nThis program would force but little expansion in these states. It would\ngive them financial leeway to build on their present low foundations. As\nthey respond to this stimulus, the federal program should gradually be\nraised until in a decade or so we have reached the higher level proposed,\nthat is, the $60 minimum.\nMathematical bases for ascertaining need and ability have been deter¬\nmined. The need measures correct for population density, for differences\nbetween elementary- and high-school costs, and for costs of living. The\nability measures are based on economic data regularly collected by federal\nagencies. The resulting measures are equitable. They can be written into\nthe law. They require no discretionary power in Washington. No unfore¬\nseen controls, the fruit of discretionary power, can grow out of them. The\namount required by the first step is approximately $300,000,000; by the\nultimate program, $1,400,000,000.\nThese studies are reported in detail in a five-hundred-page volume now\nin press. They take the whole problem of federal aid, scan it in detail,\nturn it over and look at the bottom of it, and find a desirable program, of\nwhich this is a summary. They consider the problem of controls in detail\nand reach the conclusion that there should be no controls, no compliance\nprovisions, save a report of use after the fact, for the information of Con¬\ngress, the public, and the professions. The program would not interfere\nwith present aids until in its final stages it would supersede them. States\nwould be free to use the funds for any educational purposes. The report\nalso recommends liberal federal aid for central housing of rural schools\nsomewhat along the lines of the Missouri law.\n\n"}
{"page": 414, "printed_page": null, "text": "408\n\nNational Education Association\n\nResults of the First Step\nIn appraising the potential effects of the major recommendations we\nmust consider what it will do in raising’present standards and how it will\npromote the free flow of local initiative.\nThe first step would make possible the improvement of the poorest\nschools. In addition, it would free local taxes from extreme burdens in\nthese communities. Experience shows that those who have been willing to\ntax themselves in extreme degree for a meager program will be willing to\ntax themselves moderately for better education. The improvement of the\nschools will, therefore, not be limited to the improvement of those below\nthe $15 program. It will be found all up and down the line—in poor\nstates and in able states. It costs more money. I mean we will spend more\nas a result of such a program in education. But, if the economists are right,\nif we really face this program as a broader program of education, we will\nbe able to afford it.\nWhen this improvement is compared with the need, it is small indeed.\nIt leaves the poor schools not so poor but far from what the national wel¬\nfare demands as the first step. It makes only a beginning at the needed\nshoring up of local initiative all up and down the line of ability in com¬\nmunities and states. We will hardly meet the eventual need, however,\nwithout starting somewhere. During the next few years we should make\nthe extended nature of the need commonplace information not only with\nthe profession but with the lay public. We should center our interest on\nthis immediate step only as a step and not as the ultimate objective.\nThe Adequacy of the Ultimate Program\nEven the ultimate objective for a defensible foundation program for the\nUnited States will appeal to many of my hearers as rather low. At first\nthought the drive toward a foundation program costing approximately $60\nper elementary pupil and $100 per high-school pupil will seem modest\nto those of you who come from communities which are spending double\nthis amount or more. The significance of this ultimate program lies not\nin its extent as a standard for better schools but as a minimum for our\npoorer schools. There is hardly a state in which a $60 program would not\nrepresent improvement in some schools. In our states of average ability\nlike Ohio, Indiana, etc., it would represent improvement in approximately\nhalf of the schools. In our poorest states it would represent improvement\nin all schools.\nThis is viewing it from the angle of the program actually purchased.\nLooked at from the angle of financial support for the entire program, the\nadequate financing of a $60 program would have a salutary effect on the\nfinancial bases for all states, rich and poor. It would represent not only\nimprovement of the minimum program of our poorer schools, but a\nstrengthening of local initiative even in the abler communities. It would\nresult in greater expenditure all up and down the line. This greater expendi¬\nture would result in improved social and civic conditions and greater\neconomic ability to the nation at large. The degree to which this is true\n\n"}
{"page": 415, "printed_page": null, "text": "Department of Superintendence\n\n409\n\nmay be seen by considering the states which are at the top of the national\nexpenditure scale—New York, New Jersey, and California. That is, that\nminimum we are proposing would hardly alfect those three states. We\nhave a few states at the bottom that are not up to that but, by and large,\nthey are not affected. The first step would give them about $16,000,000.\nIt would ultimately give New York $81,000,000.\nThe $81,000,000 which the ultimate program has for New York would\ndoubtless be partly reflected in reduction of some state taxes now used to\nyield the present $122,000,000 of state aid, but no small part of it should\nbe used to further reduce local contributions to a more adequate mini¬\nmum and thus to strengthen local initiative. The $33,000,000 for New\nJersey would go almost twice as far in attaining the equalization and local\ninitiative objectives as the program with which the legislature of that state\nis now struggling. The $53,000,000 for California would play a signifi¬\ncant role in meeting the local initiative objective in that state.\nLet your own imagination play with the effect of $103,000,000 for\nPennsylvania, $78,000,000 for Ohio, $44,000,000 for Indiana, $71,000,000 for Illinois, $43,000,000 for Missouri, $33,000,000 for Kansas,\n$23,000,000 for Nebraska, $93,000,000 for Texas, $15,000,000 for Colo¬\nrado, and $25,000,000 and $27,000,000 respectively for Arkansas and\nSouth Carolina, which are now spending less than two-thirds of these\namounts, and which is about 50 percent more than they were spending in\n1930-31. The immediate program would give about 20 percent of the\nfigures I have given. I shall try to portray the significance of the $60 mini¬\nmum proposed for the ultimate program.\nWhat kind of a program will $60 buy? Recent studies of school sys¬\ntems in Delaware, Pennsylvania, New Jersey, and Maine throw some light\non this question. Before reviewing the available data, I wish to remind\nyou that it is impossible to give any definite idea of what we will be able\nto buy with $60 per weighted pupil by the time the schools of the nation\nattain this level. At best this cannot be expected short of a decade. The\nimmediate program recommended would provide only one-fourth this\namount as a minimum. The practise in schools operating on the $60 level\ntoday would not be a certain guide. In even a decade many of the practises\nnow being worked out experimentally in the best schools of the country\nwill be universal practise in the schools of the lower level recommended as\nthe ultimate national minimum. Perhaps the most accurate picture could\nbe obtained by observing the best practises in the presentday $60 schools.\nThe study of forty communities in Delaware, New Jersey, and Penn¬\nsylvania during the spring of 1935 showed that schools on the $60 level\nwere predominantly of the traditional type. The buildings were fairly good\nand reasonably well cared for. The curriculum followed was usually that\nprovided by the state, but the textbooks themselves were the strongest influ¬\nences on the courses in the elementary schools and almost the sole deter¬\nminers in the high school. Standardized tests were used some time during\nthe year, but more for the purpose of general appraisal than for the study\nof individuals. Supervision fell more into the classroom visitation classifica-\n\n"}
{"page": 416, "printed_page": null, "text": "410\n\nNational Education Association\n\ntion than in the category of constructive helpfulness thru analyzing individ¬\nual needs, assisting in improving the course of study, and helping in the\ncreation of new materials and more effective teaching settings. The curric¬\nulum included art, which in many instances had gotten away from the old\nstereotyped still life or design patterns. In very few classrooms were rows\non rows of identical drawings on exhibit. The music and art were generally\ntaught by special teachers. As a rule classroom procedures followed the old\nsubject recitation lines with little attempt to get the subjects out of their\nown logic-tight compartments. But in nearly every school there was at least\none teacher who was following the less stereotyped procedures typical of\nthe higher expenditure schools studied. Occasionally there was evidence\nof attempts to blend the school and the community into a more lively cur¬\nriculum. Field trips were taken. Projects drawing on the communities’ re¬\nsources were pursued.\nThe primary grades were still giving major emphasis to reading, but\ngreat inroads were evident on the old uninspired belief that vast numbers\nof children who had spent a year in learning to read could not progress\nin reading by going along to the second grade with their group. Social\nstudies played a considerable part in the work even of the primary grades.\nClassrooms thruout showed evidence of the belief strangely rather foreign\nto most schools of a decade or so ago, that children may have some use for\nbooks and other reading matter apart from their textbooks.\nIn the high schools there was some breadth of opportunity and consider¬\nable emphasis given to guidance. A well-planned guidance program, so\nessential to a modern high school, was a rarity. In its beginning stages,\nhowever, it was present in practically all schools. The social studies showed\na tendency to leave the beaten paths and dip, even tho slightly, into prob¬\nlems of presentday citizenship. Orchestras and bands provided opportuni¬\nties to those seeking the cultural advantages which musical performance\naffords.\nThere was usually a well-appointed play field and a gymnasium. In ap¬\nproximately half of the schools fairly satisfactory physical and dental inspec¬\ntions were made systematically and in some instances a follow-up made by\nmeans of school nurses. Where such service was provided, the nurse’s office\nwas an improvised cell, but poorly equipped, and the load carried was usually\ntoo heavy. But it is nevertheless a sign that the excellent work done in higher\nexpenditure schools is having a salutary influence.\nThe Delaware-New Jersey-Pennsylvania study investigated the time at\nwhich these newer developments came into the schools. A surprisingly large\nnumber of them were introduced during the last decade. They are signs of\na metamorphosis that will markedly change the nature of a $60 program\nfor the better by the time when, even under the most favorable circum¬\nstances, a $60 program becomes an established national minimum.\nTo many of you the conditions I have described are poor indeed when\ncompared with the schools on the high expenditure levels. Certainly it would\nbe more inspiring if we could look forward to a national minimum school\nwith small classes, teachers of exceptional ability and training, special work-\n\n"}
{"page": 417, "printed_page": null, "text": "Department of Superintendence\n\n411\n\ners to assist in studying the needs of pupils and community and in ministering\nto these needs, a wealth of materials of instruction, books as plentiful as\nchildren need, failures and misfits eliminated because the school knows where\nevery child really is and how to stimulate his development from wherever\nhe is without recourse to barbaric methods. But to those who know the\npoorer conditions which the $60 program can practically replace in a reason¬\nably short period, the objective is vastly worth striving for. This is particu¬\nlarly true if it is realized that the experimentation afforded in the better\nschools is rapidly influencing the practises even on the $60 level. The $60\nlevel may not provide very good conditions for experimentation but there\nis evidence that it can provide teachers sufficiently well selected and trained\nto take advantage of the progress made thru the schools affording more\nnearly ideal conditions. This is perhaps the most significant characteristic of\nthe program proposed as the ultimate defensible minimum.\nSome idea of the nature of the average schools now operating below the\n$60 level can be obtained from the Maine school finance study referred to\nabove. Among the schools studied was a group operating at approximately\n$27 per weighted pupil. This is more than double the expenditure of a con¬\nsiderable number of schools for white children and of a vast number of\nschools for Negroes. In these instances the school buildings were poorly\nlighted, poorly heated, poorly equipped, poorly maintained, barren in ap¬\npearance. Many elementary buildings were heated with stoves. The toilets\nwere filthy, the halls disorderly. Many high-school buildings made no pro¬\nvision for any but academic work. Supervision was sketchy and inadequate.\nThe result was reflected in the thin program and in the shallow, if earnest,\nteaching. Schools were stereotyped, with everything organized on a classrecitation basis.\nIn many of these schools a majority of the pupils were seen standing about\nidle during periods devoted to “physical education.” Supervision consisted of\npreventing disorder, snowball throwing, etc. Gymnasium and equipment\nwere not to be found. In the high schools on this level, athletics were an\nactual danger; in many cases boys were not properly examined to determine\ntheir fitness to take part. The investigators found as many as 25 percent\nabsent on account of common colds.\nOn the low level, the lack of books and the hunger for them was almost\nunbelievable. Many children had access to none but their textbooks, except\nperhaps at home or in a friend’s house. In one small secondary school an\nencyclopedia was purchased. Within the year it was thumbed and worn as\nif it had been there a decade. Clearly, children were deprived of the chance\nto develop tastes and habits which would stand them in good stead in their\nleisure hours now and in the future.\nThe schools described here are fine institutions compared with some of\nthe neglected schools which I have visited in other states. The good feature\nof these schools was that they were presided over by teachers who, for the\nmost part, had good intentions, if little training, sketchy materials to work\nwith, and practically no expert assistance. These schools provided a place\nwhere children, who had by some means or other obtained a drive to learn\n\n"}
{"page": 418, "printed_page": null, "text": "412\n\nNational Education Association\n\nand had the ability to master the typical curriculum, could have at least a\nmodicum of contact with books. The educational opportunity is really largely\nlimited to this group. The misfits remain misfits. With all the good intentions\nin the world, the poorly-trained teacher, with nothing but a few textbooks\nand no expert supervisory assistance, obtains results which are meager indeed.\nSchools operating on the ultimate national foundation level are vastly\nsuperior when measured in terms of the percent of children provided with\neven an awakening educational opportunity.\nTo get an idea of the actual minimum conditions one would have to con¬\nsider the deplorable situations under which vast numbers of children receive\ntheir schooling. The worst conditions I have observed were in some of our\nseparate schools for Negroes. Some of these schools operate but a brief period\neach year. School buildings are poorly lighted, lacking in equipment, and\ndesigned neither as a protection against inclement weather, nor as an educa¬\ntional laboratory. Teachers are hardly more than literate. The mass of chil¬\ndren packed into a classroom await their turn for the brief attention of the\nteacher. In some instances as many as four or five children are found crammed\nin one seat, attempting to share a single dilapidated textbook. In other cases\na half-dozen children are found without even this much of an aid to learning,\npatiently waiting for something to happen. In such schools not even the\nchildren with unusual drive and ability are able to make progress.\nIn reviewing this evidence purely from the standpoint of what a $60\nminimum means educationally, it has seemed to me that such a program\nprovides a cause in which the profession and the lay public alike can join with\nthe zeal of crusaders.\nBut there is more to the proposed financial program than appears here.\nThe establishment of a defensible national minimum would be of little con¬\nsequence if, once attained, it were to remain static. An adequate financial\nprogram will have within it the seeds of adaptation and adjustment. The\nproposal for granting substantial aid to all states from taxes collected by\nthe federal government will relieve the present overburdened local taxes and\nthus feed local initiative. It will strengthen the dynamic adaptive elements\n—the vitamins of our school systems.\nThe minimum program side of the question is static. The local initiative\nphase, much less well understood, is a moving dynamic element. In my own\nthinking I cannot see that one is of any greater importance than the other.\nI want a decent program of education for every boy and girl in America\nas soon as it can be obtained, but I want in that program the seeds of change\nand adaptation which will keep it from becoming obsolete. Let us by all\nmeans provide for the national financing of a decent foundation program of\neducation, but let us at one and the same time build into the financial struc¬\nture the great adaptive force of local initiative.\n\n"}
{"page": 419, "printed_page": null, "text": "Department of Superintendence\n\n413\n\nFEDERAL SUPPORT AND LOCAL RESPONSIBILITY FOR\nEDUCATION\nLOTUS D. COFFMAN, PRESIDENT, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nThe most important document ever issued in this country dealing with\nfederal support of public education was the report of the National Advisory\nCommittee on Education in 1931. This committee, consisting entirely of\neducators, was created by President Hoover to prepare “the proper chart\nby which to steer our educational course,” so far as the federal govern¬\nment is concerned. This historic document has had little influence in deter¬\nmining national policies with reference to public education. To be sure, new\nand unforeseen circumstances since 1931 may have been partly responsible\nfor diverting the attention of the government from the recommendations of\nthe committee.\nThe need for the report arose from the fact that the federal government,\nthru its various departments and agencies, was already supporting or aiding\nmany lines of education over which it was exercising varying degrees of con¬\ntrol and also from the fact that many new demands for federal appropria¬\ntions for education were being pressed on Congress. It was clear from the\npolicies already adopted and the new support being urged, that large sums\nwould be needed in the future if Congress acceded to the demands of the\npressure groups for appropriations for some aspect of education. There were\nno clear-cut definitions of policy that the federal government should follow\nin the face of these demands and no well-defined areas as to the nature and\nextent of the jurisdiction it should exercise once appropriations were made.\nThe committee favored the use of federal funds for public education. It\ndisapproved federal laws that provide for the matching of moneys; it opposed\ngiving federal authorities the right to approve or reject state plans; it called\nupon the government to restrict all federal grants for special types of edu¬\ncation ; it urged that studies be made to determine how far and by what\nmethods the people are justified in using the federal tax system to supple¬\nment state and local taxes in support of public education; it requested that\nall future grants to states be made only after thoro educational studies have\nshown to the satisfaction of the appropriating power that such federal aid\nis justified, that future grants be apportioned on the basis of need rather than\nin terms of an equal amount for each state, and that such grants be sub¬\njected to review every ten years; it advised further that federal control be\nrestricted to audits of the funds; and finally it recommended that more\nliberal appropriations be made to the Office of Education for educational\nresearch and information service designed to stimulate and improve the\nvarious types of education in the states.\nNothing has happened in the last five years that would materially change\nthese recommendations. I might conclude at this point were it not for the\nfact that recent events make it imperative that we renew our faith in these\nprinciples. For the first time in the history of this country there exists a\nserious challenge to many of our most familiar institutions and our most\n\n"}
{"page": 420, "printed_page": null, "text": "414\n\nNational Education Association\n\nessential traditions and beliefs. We stand at one of those junctures of\nhistory where men are called upon to defend the things they have taken for\ngranted or to support proposals that call for sweeping changes in their\nmode of life and in their ways of thinking.\nIf any social, political, and educational institutions or traditions are\nchallenged by the drift of events, then all institutions and traditions will be\naffected alike. And yet thru the changing currents of events there may be\ncertain philosophic consistencies and fundamental principles that remain or\nshould remain unimpaired. It is this thought that I should like to explore\nfor a moment in analyzing the assumption that federal support without fed¬\neral control is desirable for public education.\nFrom Colonial times down to the present, one of the most powerful forces\nand traditions in America has been local responsibility. Local communities\nhave had certain clearly understood jurisdictional responsibilities. They have\nmade laws for their own government, levied taxes for the support of their\ninstitutions, cared for their poor, policed their property, maintained roads,\nand provided schools. Also, they have shared with the state its responsibility\nin maintaining all those agencies, institutions, and activities that would pro¬\nmote their common welfare. No force has been more potent in the building\nof this nation than this conception of state and local responsibility. It has left\ncommunities free to test their strength and to experiment with ideas that\nthey thought would contribute to their welfare. It has helped the people to\nmaintain an interest in government, for they saw it at work every day. Since\nthey shared directly in creating the patterns of the government that served\nthem, its mistakes became quickly visible to them and they were in a posi¬\ntion to experiment with the correctives that should be applied.\nNow it is maintained that local autonomy has outlived its usefulness.\nAttention is called to the fact that local government has broken down in\nmany communities. With improvement in travel and communication we are\nmade patently aware that communities no longer exist as neighborhoods in\nthe way they formerly did. Then, too, our conception of public welfare has\nbeen expanding. The states have assumed more authority and the federal\ngovernment has grown more powerful. It now regulates industry, banking,\ninsurance, transportation; it engages in vast public works; it erects federallyowned utility plants; it lends money, builds houses, feeds the poor. Even a\nnovice knows that local communities have lost some of their early prestige\nand glory and that the federal government, in particular, has moved swiftly\nto consolidate imperious powers in the hands of its administration.\nBut the conception of local responsibility is not dead and the federal gov¬\nernment has not become supreme. There are still millions of persons in this\ncountry who have lingering in their breasts the democratic belief and aspira¬\ntion that the future welfare of the country resides in preserving local re¬\nsponsibility and individual liberty. On the other hand there are millions of\ncitizens who declare with equal fervor that the public welfare, including\nuniversal education, is of such grave national concern that the federal govern¬\nment must, thru appropriations and otherwise, assume greater and greater\ncontrol over it. They point out that illiteracy, health, and a knowledge of\n\n"}
{"page": 421, "printed_page": null, "text": "Department of Superintendence\n\n415\n\nnew citizenship problems are matters of national concern, and that no satis¬\nfactory solution of them can ever be arrived at if their care is left to local\ncommunities.\nThe conflict between these two conceptions of sovereignty is not confined\nto the future status of education. It includes every one of the traditions and\nconceptions that we have cherished as a free people and all of the aspirations\nthat we hope to achieve thru greater cooperation and collective action. This\nconflict is something more than the superficial clashing of matters of little\nconsequence. It may be the mightiest struggle between two contending\nphilosophies that the world has ever witnessed.\nThe assumption of greater power by the central government over private\nbusiness and the welfare and educational institutions of men, is not con¬\nfined to America. The movement has expressed itself even more vigorously in\na number of other countries than it has here. In some countries the domina¬\ntion of private business, of the schools, of the church, and of humanitarian\ninstitutions, has become complete. Fascism in Italy, Nazism in Germany,\nCommunism in Russia, militarism in Japan, and the New Deal in this coun¬\ntry, each in its own way represents a distinct move in the direction of control\nby the central government of the life and thought and associations of men.\nIn America, at least, this tendency to centralize power represents a protest\nagainst the excessive use of liberty by individuals and the exploitation of the\nmasses by industry. It also represents a desire on the part of people in general\nfor greater protection and greater security.\nOf this I think we may be certain, we shall not return willingly to the\ndays of unrestricted exploitation. We may also be equally certain that\nAmericans do not wish and will not long support a program which deprives\nthem of all liberty, of the right of private ownership, of free competition\nunder fair conditions, of a voice in the management of their own affairs,\nand of the education of their own children. These conditions are in¬\ndigenous to the American soil.\nIn the desperate struggle to achieve economic security, Americans are\nface to face with the ever-constant danger, rendered more acute during a\nfinancial crisis, of losing their liberties and of restricting unnecessarily their\nopportunities. Our government was designed to prevent this catastrophe;\nby its very nature it is intended to avoid two dangers—the danger of un¬\nlicensed liberty which culminates in anarchy, and the danger of a domi¬\nnating dictatorship which culminates in regimentation. We have tried to\npreserve enough freedom to insure and to maintain the self-respect of our\ncitizens on the one hand and enough control to insure order and the promo¬\ntion of their community interests, on the other. If the federal government\nswings too far in the direction of individualism, we assume that the broader\nsocial and political interests of the people will operate to check it; if it\nundertakes the role of a dictator and seeks to regiment the life of individ¬\nuals and of business, sooner or later the people will seek a restoration of\ntheir personal liberties.\nSo long as these fundamental principles are deeply imbedded in our\ndemocratic philosophy, we shall not undertake to obtain economic security\n\n"}
{"page": 422, "printed_page": null, "text": "416\n\nNational Education Association\n\nby depriving men of the right to earn; nor shall we command that busi¬\nness be operated without profit, or that wealth be acquired thru gratuitous\ndistribution. There is in society, as between man and man, a wide diver¬\nsity of individual gifts and functions, and so, perforce, there must be dis¬\ntinction of rewards. We may put legal restrictions upon our inalienable\nrights and traditional liberties, but it is neither desirable nor possible to\ndestroy them by legislative fiat.\nA government in a republic is by its very nature experimental. We ex¬\npect it to adjust and to adapt itself to new needs and to new conditions,\nbearing in mind at all times that it will not arrogate too much authority\nto itself or attempt to strangle the opportunity for achievement by in¬\ndividuals and by private enterprises. For several years now we have been\nmoving in the direction of greater governmental control of nearly every\nphase of life. This movement, symbolized by the New Deal, is now being\nsubjected to its first barrage of criticism, some intelligent and some con¬\nspicuously partisan and narrow in scope. The critics maintain that the pro¬\ngram repudiates industry, promotes indolence by paying men not to pro¬\nduce, and is making the American farmer, once the most independent\nhuman being on earth, a cog in a vast governmental machine. They also\nclaim that this revolution in American traditions and values is based upon\nthe hateful principle of coercion. On the basis of all this, perhaps the least\nwe can deduce is that the changes, apparent or implicit in present federal\npolicies, are causing not only doubts and misgivings but also something akin\nto outright fear in the minds of vast numbers who are accustomed to think¬\ning of our country as it has always been.\nWe must not be misled: Education is enmeshed in the struggle. From\nColonial times to the Civil War, the federal government encouraged educa¬\ntion in both the lower and the higher schools by making grants of money\nor of land, but it never undertook to regulate teaching. Not until the\nenactment of the Morrill Act in 1862 was there a change. With the passage\nof that law and since then, in a succession of acts, the federal government\nhas assumed a directive control of specialized types, and more recently over\nother aspects of education. I am not at the moment concerned with the\ngranting of federal funds for public education, for as I have frequently\nstated I fully believe they should be granted; but I am concerned with the\nmanner in which they shall be used. In my judgment, federal funds can\nbe used to improve the schools without dominating instruction or without\ndepriving the states and communities of their rights to experiment with\neducation.\nI have observed with no little anxiety the continued and increasing pres¬\nsure of the federal government to dictate the educational program of the\ncountry. Until comparatively recently all federal grants were made for\nspecific purposes. In each of these there always lurked the danger of com¬\nplete control. Federal authority and money are powerful forces to place\nin the hands of those who wish to federalize the schools of America. Long\nbefore the depression, questions were being raised by educationists and\nlaymen as to how far the policy of subsidization for specific purposes could\n\n"}
{"page": 423, "printed_page": null, "text": "Department of Superintendence\n\n417\n\nbe carried, for signs and hints of conflicts and subordination were begin¬\nning to appear.\nEvery school superintendent knows that during the last three years\nthere have been at times as many as three, and sometimes more, federal\nofficers seeking jurisdiction over some of the youth of his community.\nEvery educator knows, too, that there have been established in each state\na federal officer in charge of adult education and another in charge of the\neducation of unemployed youth; and that these officers were appointed\nin many instances without the knowledge or consent of the state superin¬\ntendents, and that they may operate entirely independently of them. In\nsetting up the National Youth Administration the educational officers, fed¬\neral, state, and local, were ignored; authority was centralized in the hands\nof persons inexperienced for the most part in educational work; there was\na duplication of agencies, federal and state, with attendant expense and\nmachinery.\nWith the general aims and purposes of the National Youth Adminis¬\ntration I have been in full sympathy, but the manner in which it is being\nadministered raises serious questions for our contemplation. It is divorced\nfrom the existing educational agencies; it is an educational program thinly\ndisguised as a relief program; it is controlled by a central office which\ndetermines the policies for all states. These conditions certainly create a\npresumption in favor of the political domination of the schools. It would\nbe an easy step from this to a situation where the materials of instruction\nwere suggested and then required from Washington. Once we provide\na great body of teachers whose pay comes from Washington and whose\nstatus is determined by federal officers, it is inconceivable that they will be\nfree from politics. If the American people are willing to entrust the educa¬\ntional programs for adults and for unemployed youth to the federal govern¬\nment, one wonders how strongly they would resist advances to turn the\nmanagement of all their schools over to a centralized federal authority.\nWhen such a possibility is mentioned, there comes the instantaneous\nanswer, “Never”; and yet little seeds, sown here and there, may bear a\nforest in later years.\nI cannot leave the question of federal control of education without\nreferring to current movements in the field of higher education; of these\nI can speak with greater assurance and knowledge. I do not refer primarily\nto the work-relief program for college students, which as everyone knows\nis directed from a central office and includes only projects approved in\nWashington. I refer more particularly to the increasing tendency on the\npart of the federal government to dominate, thru the use of money and\npower, certain aspects of the higher educational program of this country.\nThis tendency, beginning in 1862, gathered strength slowly thru the years,\nbut became lusty and vigorous with the passage of the Bankhead-Jones\nAct, which grants large appropriations to the land-grant colleges for re¬\nsearch, resident instruction, and extension. It provides for the establish¬\nment of regional laboratories to carry on researches. What shall be studied\nat the laboratories, the length of time that the laboratories may exist, the\n\n"}
{"page": 424, "printed_page": null, "text": "418\n\nNational Education Association\n\namount of money each shall have, and the personnel are all determined in\nWashington. It is not necessary for the United States Department of Agri¬\nculture to designate as regional laboratories any of those now existing at\nthe colleges or universities thruout the country. At whatever laboratories\nit designates, it may provide for a concentration of talent which will de¬\nplete the personnel of existing experiment stations and thereby destroy\nthe possibility of training others who will perpetuate scientific inquiry.\nTo be sure, regional studies are highly important; they are urgently\nneeded. Regional cooperation is already under way. On their own initia¬\ntive the staffs of the land-grant colleges have been at work for some time\nintegrating the problems of their respective regions. If federal money were\nallocated to the institutions where talent already resides and if the note¬\nworthy voluntary efforts at regional studies already under way were sup¬\nported, the menace of federal supervision and direction of scientific re¬\nsearch would be removed; but the law leaves the federal authorities no\nchoice in the matter.\nThe money made available for resident instruction by the BankheadJones Act must be spent for instruction in certain fields specified by the\nbill or by those in charge of the administration of the Act. The land-grant\ncolleges have been informed by some of those primarily responsible for the\nAct, that the money or a part of it should be spent in providing instruction\nof a kind in which they are particularly interested.\nThe basis for real dictation is even more obvious in the uses that the landgrant colleges are expected to make of the extension funds which the Bankhead-Jones Act provides. These funds exist in large amounts; for example,\nabout $250,000 a year is available to Minnesota (this is expected to increase\nto nearly $400,000 a year). One cannot find much the matter with the law\nexcept that it gives to the United States Extension Service wide-open powers\nfor administering its provisions. The United States Extension Service held,\nprevious to the Supreme Court decision ending the AAA, that the land-grant\ncolleges should use this money to administer the Agricultural Adjustment\nAct in their respective states. The agricultural program, as everyone knows,\nwas built in Washington. The extension staffs of the land-grant colleges\ndid not plan or help to prepare the Act, but they were called upon to present\nit to the farmers of America. In reviewing the program this last fall the\nextension service in the various states was requested to gather opinions of\nfarmers as to what they thought the cut in production in each county should\nbe, and the new program was framed on the basis of these opinions. No phase\nof the program was based upon carefully collected data. The farmers were\nreally not being educated in fundamental matters resulting from sound\nscientific investigations, or was the staff paid by Bankhead-Jones extension\nfunds expected to make such studies.\nOne must not lay all the blame upon the government for this situation.\nI he colleges themselves are partly at fault. Hard up as they have been in\nrecent years, they look upon these funds as a godsend; they use them to\ntransfer men from one type of work to another so as to pay their staffs larger\nsalaries. Every land-grant college receives these funds; some have merged\n\n"}
{"page": 425, "printed_page": null, "text": "Department of Superintendence\n\n419\n\nthe allotments into their general budgets on the assumption that the appro¬\npriations will be continued. At Minnesota we have refused to merge either\nthe funds with our regular budget or the employees paid out of BankheadJones funds with our regular staff. We believe that it is proper for a uni¬\nversity to study the triple-A or any other act so that it may point out its\nstrengths and its weaknesses to the farmers of the state. We do not propose\nto sell our liberty to tell the farmers that any federal act is economically un¬\nsound or politically undesirable, if our studies lead us to such conclusions.\nI have recited these facts relating to federal support of higher education\nbecause they emphasize the drift in the direction of federal domination. I\nam not certain that the American people understand fully what is happen¬\ning. Once they do understand I do not believe that they will long permit an\nagency in Washington to dictate what shall be taught to children in each of\nthe states and in their respective communities. I do not believe that they will\npermit a central government to define or to limit their educational programs;\nthey will insist upon the right to control and to experiment and to expand\ntheir schools according to local needs and wishes.\nFrom Colonial times the people of this country have sought to keep their\neducational systems free from political control. School districts are for the\nmost part coterminous with political areas, but independent of political\ndirection. We have made our schools as flexible and as responsive as possible\nto varying circumstances and to the aspirations of local communities. That\nthere have been dangers in this policy, that some schools have been poor and\nincompetent, must be admitted. But who would trade these dangers and\ninadequacies for a system that will mean the teaching of the political phi¬\nlosophy held by the ruling power, whether conservative, liberal, or radical,\nto the youth of the country? Such a trade will mean a radical change in our\neducational program every time new rulers are established in Washington.\nIt will mean more than that; it will mean that the schools will no longer\nbe the hope of democracy, for democracy cannot survive if the product of\nthe schools is sent into the world indoctrinated with any theory or as the\nprotagonists of any program. If they are denied the instruction that demands\na careful consideration of all facts and of all issues, and if they are denied\nthat training which insures free thinking and free acting as individuals,\nthe doom of democracy is sealed.\nPreserving for the states and the local communities a share of responsibility\nin maintaining education does not mean that the schools will be unprogres¬\nsive or that the federal government can do nothing to help them. Everyone\nknows that changes in our educational program are inevitable and should be\nencouraged. Everyone knows that with the improvement in transportation\nand communication, larger administrative and taxing units for the schools\nare generally necessary. Everyone knows, too, that the federal government\nis well equipped to collect moneys from the entire country and to distribute\nthem to the states for the aid of education. We believe that this can be done\nwithout destroying the essential spirit of localism and intimacy.\nWhile the federal government is appropriating considerable sums of money\nfor education in special fields, it is providing no money for liberal education\n\n"}
{"page": 426, "printed_page": null, "text": "420\n\nNational Education Association\n\nand no money to train the young people of the nation in the exercise of their\npowers as self-governing citizens. Hitherto we have believed that the chief\nmeans of control in a democracy is a system of popular education which in¬\ncludes everyone within its scope, while the chief means of control in an\nautocracy is some sort of central power. We have cherished and built up our\nsystem of free schools because the power to administer them has resided with\nthe people. Self-government will vanish in proportion as the people relinquish\ntheir rights of sovereignty over the education of youth.\nThe American schools have not pursued a wholly laissez faire policy. They\nhave made steady progress. Their controls have resided for the most part in\nvoluntary societies of professional educators. No other country has had such\nagencies in like number or of like influence. These societies have been free\nagents, studying, investigating, and modifying the educational program of\nthe country, with but one object in mind, that of improving it. Every experi¬\nment in education soon comes to be known thruout the country; it is studied,\nexamined, evaluated, and, if found good, soon imitated.\nIn a federalized system there will be little or no need for agencies of this\ncharacter. Federalized societies of teachers will be concerned with the pro¬\nmotion of partisan interests and with carrying out the federal program of\neducation. I have seen such systems at work. One of the most noteworthy\nof them is in New Zealand. New Zealand has probably gone farther with\nsocial legislation than any country in the world. It has carried such legis¬\nlation to the point where there is almost no private money for the schools\nor for charity. The schools are bureaucratized. The number of persons in\ntraining for teaching is limited by the central office; teachers are assigned\nto their school posts; their salaries are fixed at headquarters; no one is ever\npermitted to become a candidate for a teaching position; the curriculum is\nlaid down and the teachers are required to follow it scrupulously; the su¬\npervision is inspectorial, designed to determine whether pupils can pass the\nexaminations set by the government. Parents are not expected to visit the\nschools, parent-teacher and alumni associations are unknown, and teachers\nmeetings are held only to petition the government for higher wages or to\nseek interpretations of the rules and programs sent out by the government.\nSuch a system is not without its advantages. It insures efficiency and thoroness and a mastery of the things necessary to pass the state examinations.\nBut is there anyone who believes that America should follow this pattern?\nOur schools of the future will be determined by the political philosophy\nwe accept and the kind of government we adopt. The American people are\nnow engaged in making that decision. There are only three ways that they\ncan go: Move in the direction of greater federal control, which means more\nregimentation of life; move backward to the days of absolute free choice\nand of personal independence, which, I am convinced, are and should be gone\nforever; or insist upon a steady course in preserving our theory of govern¬\nment of checks and balances—a theory essentially and uniquely American,\nwhich provides that government shall be voluntarily determined and volun¬\ntarily altered to meet changing conditions, but which never, at any time,\nshall permit unlicensed liberty on the one hand or absolute domination on\n\n"}
{"page": 427, "printed_page": null, "text": "421\n\nDepartment of Superintendence\n\nthe other. Such a government will distribute school funds according to edu¬\ncational needs for the purpose of insuring, so far as possible, a knowledge\nand mastery of the things men should know and understand in discharging\ntheir duties as citizens. Such a government will provide liberally for the\nstudy and dissemination of information about education in this country and\nabroad. Its leadership will be intellectual, not partisan; and the children of\nthe nation will be regarded as future citizens, not as wards of the state.\nFEDERAL SUPPORT OF PUBLIC EDUCATION\nCHARLES H.\n\nJUDD,\n\nHEAD, DEPARTMENT OF EDUCATION,\n\nUNIVERSITY OF\n\nCHICAGO, CHICAGO, ILL.\n\nA study of the history of\n\nfederal participation in education\n\nin the\n\nUnited States cannot fail to convince anyone who approaches the subject\nwith an impartial attitude that there are major difficulties, even major\nhazards, in the attempt to bring into successful cooperation the states\nand the central government. The states seem to be left by the Constitu¬\ntion of the\n\nUnited\n\nStates with\n\nfull\n\nresponsibility for\n\neducation.\n\nThe\n\ncentral government seems to be limited to those types of participation\nwhich can be entered into only thru grants of land or money. Any grant\nwhich the federal government makes to public education must\n\nbe\n\nad¬\n\nministered by the state or by some agency controlled by the state. The\npossibilities of incoordination are numerous. The federal grant may itself\nbe unwise. State administration may be faulty. Above all, friction may\narise because of the incompatibility of federal purposes and influences with\nthe purposes of a given state system of education.\nIt is important that we consider some of the historical examples of\nfederal participation in education. The first federal support of schools was\nthru the well-known grants of\n\nland\n\nfor the maintenance of common\n\nschools made to the states carved out of the Northwest Territory. The\nmembers of Congress were acutely aware of the problems which con¬\nfronted the pioneers who were moving into the western wilderness. The\ndesire to help the pioneers to keep alive the traditions of civilization ex¬\npressed itself in the pronouncement made in 1787 which has been quoted\nagain and again by those who seek the support of high authority and\nlofty sentiment\n\nin\n\nemphasizing\n\nthe\n\nimportance\n\nof\n\nschools:\n\n“Religion,\n\nmorality, and knowledge being necessary to good government and the hap¬\npiness of mankind, schools and the means of education shall forever be en¬\ncouraged.” As a substantial contribution to the ideal thus expressed, Con¬\ngress reserved the sixteenth section in every township in the Northwest\nTerritory as school land. No sooner were the sixteenth sections made avail¬\nable for the maintenance of public schools, however, than forces directly\nopposed to religion, morality, and knowledge came into full operation.\nThe land dedicated by federal enactment to schools was wasted, squan¬\ndered, and in many cases corruptly dissipated. In a few instances school\nlands were saved, sometimes by lucky accident. Where they were saved,\nthey yield income which is highly beneficial. For the most part, however,\nthe story of the administration of the land grants for the maintenance\n\n"}
{"page": 428, "printed_page": null, "text": "422\n\nNational Education Association\n\nof schools is one of the darkest records of incompetency in the history of\nthe United States.\nAs a second example of federal support of education, we may consider\nthe grants of land made in 1862 for the purpose of encouraging the develop¬\nment of the science of agriculture and the mechanic arts. These grants\nwere made in wartime when the food supply of the nation was in jeopardy\nand when the profession of engineering was in its infancy. A need more\nurgent than that of 1862 can hardly be conceived. A great national crisis\nwas at hand, and the states could not meet this crisis. Assistance from\nthe central government was absolutely essential.\nWith the income from the lands given for the development of agri¬\nculture and the mechanic arts, the states established the institutions now\nknown as the land-grant colleges. There can be no doubt that the United\nStates has received from the land-grant colleges important contributions\nof knowledge and a body of trained men and women who have greatly\nbenefited the nation. While much has been gained, it is equally true that\nthere has been in many of the states a disturbance of the equilibrium of\nhigher education which has been disastrous. One has only to think of\nOregon, where the land-grant college has been the rival and enemy of\nthe state university. The land-grant college of that state flourished because\nit was supported in part by the federal government, which has added to the\noriginal grant of land made in 1862 subsequent grants of money. The\nstate of Oregon has been thrown into political turmoil in its effort to\nassimilate two institutions when it has barely enough resources for one\ngood institution. The experience of Oregon is paralleled by that of other\nstates. For example, Washington, North Carolina, and Iowa have been\ndisrupted\n\nby conflicts of\n\ninterests\n\nand\n\neven\n\nby\n\nquarrels\n\nbetween\n\nthe\n\nland-grant college and the state university. In not a few cases states have\nhad to appeal for aid to surveyors imported from outside the state to\nadjust the programs of the rival institutions so as to avoid indefensible\nduplications.\nIt is not especially important for the cursory view which is possible on\nthis occasion to attempt to decide whether the difficulties arising out of the\npresence in a state of a separate federally aided land-grant college are due\nto the form of the federal grants or to the shortsightedness or folly of\nstate officials. The fact is that, whatever the cause, a lack of internal\nequilibrium or coordination has appeared where state support and federal\nsupport have had to be adjusted to each other.\nAgain, let us consider what the federal government has done for the\neducation of its wards—the Indians, the natives of Alaska, and the in¬\nhabitants of the island possessions. One does not need to express personal\njudgments on these undertakings, which have often been most infelicitous.\nAll that is necessary is to read the official impeachments made by each new\nadministration of the work of its predecessor. If official condemnation is\nnot enough, let one visit such schools as the federal government now con¬\nducts on Indian reservations and evidence in abundance will be found\nof the evils of remote control of education by federal officials who are\n\n"}
{"page": 429, "printed_page": null, "text": "Department of Superintendence\n\n423\n\ntotally ignorant of the most elementary principles of school organization\nand administration.\nThe examples drawn from history before 1917 might possibly be over¬\nlooked as illustrations of natural incompetency on the part of a struggling\nnation. No such extenuation can be offered to cover the record of the\nmost recent federal interference with state organization of education,\nwhich is fresh in the minds of all of us. The organized manufacturers of\nthe country, aided by a small group of radicals among the educators,\nmade an attempt, with the assistance of federal appropriations, to divide\nthe American educational system into two rival camps, one devoted to\ngeneral education, the other to federally supported, federally directed,\nand federally controlled vocational education. Fortunately, the present\nfederal Administration has been wise enough and strong enough to require\nvocational education to recognize itself as a part of an undivided educa¬\ntional system. No one can be so shortsighted as to believe, however, that\nthe victory for internal harmony and coordination has been completely\nwon. Vocational education as it was injected into the educational system\nof this country was partisan and foreign to the genius of the American\npeople. It has not yet completely adjusted itself to the social ideals which\ncharacterized this nation.\nI pause to make the comment that the difficulties which arose from the\nspirit and purpose that prompted the creation of the Federal Board for\nVocational Education are not referred to here with any desire to disparage\nvocational education. It is my belief that vocational education must in the\nfuture be greatly expanded. The point which concerns us at the moment is\nthat the coordination of community needs and federally formulated plans\nis extraordinarily difficult of achievement. There can be no doubt that\nvocational education itself has been retarded by the antagonisms which\nhave been developed thru the recent federal interference with state and\nlocal school systems. Educational leaders will have to show genuine\nstatesmanship in order to repair the social damage which has already been\ndone.\nThe critical attitude which a study of the history of education compels\none to take toward federal participation in education gives place to an\nattitude of gratification, but only partial gratification, at one point. The\nfederal government has maintained since 1868 the Office of Education\nin the Department of the Interior. American educators recognize that this\nfederal agency has collected and made available a .vast body of useful\ninformation. No other nation has so significant or readily accessible a\ndetailed record of the facts about its schools as has the United States. One’s\ngratification soon reaches its bounds, however, when one considers the\nstepmotherly way in which Congress has treated the Office of Education.\nAppropriations so small that it has often been impossible to publish the\nfacts assembled have seriously handicapped the Office. When any pretext\nof economy has been available as an excuse, the framers of the budget\nand the appropriating committees of Congress have made the Office of\nEducation the first victim of drastic reductions in appropriations. Collec¬\ntion, interpretation, and publication of information—the most efficient\n\n"}
{"page": 430, "printed_page": null, "text": "424\n\nNational Education Association\n\nforms of participation in the improvement of education with which the\nfederal government has ever been induced to experiment—have, as a\nresult, been so inadequately supported that one must conclude that the\npeople of the United States or at least their representatives in Congress\ndo not understand or appreciate the value of what the United States Office\nof Education does.\nThe difficulties which result when federal interests and state interests\nclash or when Congress exhibits a lack of understanding and appreciation\nof the fundamental information on which all intelligent educational ad¬\nministration depends are greatly accentuated by the practise which has\nprevailed since 1911 of requiring the states to match federal funds ap¬\npropriated for particular forms of education. Appropriations made on\nthe so-called “fifty-fifty principle” unbalance the whole system of state\nsupport because for every federal dollar given for a particular purpose\nthe state must provide a dollar out of its own revenues even if existing\neducational enterprises have to be starved in order to match federal money.\nBecause of historical evidence of the kind which has been briefly re¬\nviewed, the National Advisory Committee on Education, appointed in\n1929 and commissioned by President Hoover to chart a course for the\nfederal government to follow in dealing with education, recommended\ncomplete abandonment of the type of appropriations for the support of\nschools and colleges that had been made in the past. This committee further\nrecommended that in the future federal grants to education be turned\nover to the states to be administered by them without the exercise of\ncontrol by the central government. Finally, the committee, unable to\narrive at any decision with regard to the method of distribution of federal\nfunds and unable to determine the amount of federal support which was\nnecessary or desirable in order that educational opportunities might be\nequally available for all the children of the nation, recommended a thoro\nstudy by a well-equipped commission of the whole problem of federal\nfinancial support of schools.\nThere can be no doubt that the report of the National Advisory Com¬\nmittee on Education represented the general opinion of educators at the\ntime that it was rendered. It is worthy of note, however, that one line of\nconsideration, which was an essential part of the thinking of some of the\nmembers of the committee but was not a part of the report, related to the\ncompetency of the states to administer federal funds given for education if\nin due time such funds were forthcoming.\nThere is no possibility of blinking the fact that many states are in the\nyear 1936 no more able to manage their educational S3istems properly than\nwere in earlier times those states which in the years immediately following\n1785 were entrusted with every sixteenth section of the townships for the\nmaintenance of schools.\nEvidence of the truth of this statement is easy to produce. The Na¬\ntional Advisory Committee on Education was importuned by its Negro\nmembers to take special cognizance of the inequitable distribution of\neducational funds in many southern states. It was contended that the sup-\n\n"}
{"page": 431, "printed_page": null, "text": "Department of Superintendence\n\n425\n\nport of education in these states is so prejudicial to the Negroes that\nspecial federal grants for Negro education seem to be the only possible\nmeans of correcting the situation. It was pointed' out that, while the\nconstitutions of a number of the states explicitly provide that there shall be\nno discrimination in the administration of educational funds on account\nof race or color, the fact is that uniformly a wholly disproportionate share\nof state educational funds and of local school funds goes to white schools.\nI voted at the meeting of the National Advisory Committee on Educa¬\ntion against the plea of the Negroes for special federal grants for the edu¬\ncation of their people because I felt sure that the way out of the difficulty\nwas not to patch up defective state organization by intervention on the\npart of the federal government in behalf of citizens of a particular race or\ncolor. I believed, and I think many members of the committee agreed with\nthe view, that the real corrective for unjust policies in the states must be\neither a marked improvement in state administration of education or in¬\nsistence on the part of the federal government that the states live up to\ncertain general requirements.\nSo clear was the recognition of the impossibility of securing proper ad¬\nministration of any funds, especially funds drawn from the federal treas¬\nury, unless there is a reform of state administration of education that some\nof us tried to devise ways and means of bringing to public attention the\nnecessity for reform of state departments of education and of state\nsystems of support of education. We persuaded the American Council on\nEducation to sponsor an elaborate study of the state departments of\neducation. The study was made by a competent committee on which were\nrepresentatives of political science as well as representatives of education.\nIt revealed a lack of uniformity in methods of organization and adminis¬\ntration and an unevenness in the character of the personnel in charge of\neducation in the different states such as to give pause to the most en¬\nthusiastic advocate of unrestricted federal subventions for education.\nThe breakdown of education in many of the states during the past few\nyears of financial distress, even in some of the states where there has been\na large accumulation of wealth, supplies unwelcome evidence of the validity\nof the doubts which existed earlier about the competency of the states to\nadminister unrestricted federal funds for education.\nAmong the reasons why states are incompetent is the fact that state\ntaxing systems are obsolete. Not only are state systems of taxation unable\nto provide adequate revenues for governmental services, but there is also\nserious incoordination between state and local taxes on the one hand\nand federal taxes on the other. It is, I take it, universally recognized that\nthe federal government has laid its hand on the most productive and the\nmost equitable tax, the tax on incomes. The antiquated taxing systems\nof the states, conceived and written into statutes and even into constitu¬\ntions in the days when communities maintained themselves chiefly by\nagriculture and animal husbandry, are no longer adequate. With the break¬\ndown of local and state taxing systems, there is a strong temptation to\nseek relief by demanding federal aid. While we listen to appeals by state\n\n"}
{"page": 432, "printed_page": null, "text": "426\n\nNational Education Association\n\neducational systems for unrestricted federal grants, let us not blindly forget\nthat state after state can be indicted for wholly neglecting the more\nrational procedure of cleaning house within its own borders.\nIt is time that educators frankly face the fact that in many cases the\nweakest department of state administration is the department of education.\nDuring that part of the nineteenth century when many new states were\nbeing admitted into the Union and state departments of education were\nin process of creation in the constitutions of these states, there was com¬\nplete confidence on the part of the people in the franchise. There was a\ncorresponding suspicion of executive authority. The state superintendency\nwas therefore limited in a large number of the state constitutions in such\nways as to render it feeble to the point of incompetency. Furthermore, the\nsuperintendency was made subject to popular vote, with the result that\nit was rendered open to attack, if not control, by the most malign political\nforces.\nIn taxing systems and in educational administration, therefore, the\nmajority of the states come to the federal government with unclean hands.\nIf the states were provided with large federal grants, would state officials\ndo better than did our ancestors not far removed when they wasted the\nsixteenth sections like reckless spendthrifts?\nIt is not alone the states that have elective state superintendents and\ntaxing systems which reek with decrepitude that have inadequate methods\nof financing their schools. Let us consider the proud Empire State, which\nboasts of everything, especially its system of distributing state money to\nlocal communities for the maintenance of schools. New York state has\nperhaps more methods of equalizing assessments on property in different\nparts of the state than any other state. It has the largest state fund for\neducation that has ever been provided by any state. It has a powerful and\nhighly centralized state education department. It commands the most\nexpert advice that is available in administering its revenues. It guaran¬\ntees to each community $1500 a year for the maintenance of each elemen¬\ntary-school unit, requiring only that the community tax itself at a moderate\nrate. This state, while exhibiting the progressive tendencies enumerated,\nis one of the most backward states in consolidation of school districts.\nSubventions to small districts drawn from the state treasury have tended to\nperpetuate the existing system. Since the adoption of the law granting\nstate funds to local school districts, efforts have been made to patch up\nits fatal weaknesses by administrative concessions. The people of New York\nand the Board of Regents are so little satisfied with the operations of the\nlaw within the state that they have instituted a sweeping inquiry into the\nefficiency of the whole state school system.\nIf New York, with its facilities for equalizing assessments and super¬\nvising expenditures, finds its school finances tangled and difficult to adjust\nbecause of the diversity of local conditions, what is to be expected if the\nUnited States, with the most extreme variations in community character¬\nistics and with no devices for equalizing assessments, attempts to satisfy\nthe demand which is certainly plausible that every child in the country\nbe given opportunity to gain a sound education ?\n\n"}
{"page": 433, "printed_page": null, "text": "Department of Superintendence\n\n427\n\nI yield to no one in the desire for a better distribution of educational\nopportunities, but I am fully convinced that the time has come when we\nwho are responsible for the schools must be realistic in considering what\nmeasures are necessary to guarantee that the character and quality of edu¬\ncation shall be such as to meet the needs of the nation. I, for one, am\nquite as much interested in studying methods of improving education as\nI am in shifting the burden of support from the states to the central\ngovernment. There is absolutely no guarantee, as all history proves, that\nfederal appropriations will produce good schools, good educational oppor¬\ntunities for Mexicans, Negroes, and children in the states which are\ndrained of wealth in behalf of the great industrial and banking centers,\nwhere capital has been concentrated. The quality of education must be\nsafeguarded. Unless all forms of support can be so arranged that they\nwill surely contribute to the betterment of schools, there can be no en¬\nthusiasm for new contributions from any source, least of all contributions\nfrom the federal government, unless there be a repetition of what hap¬\npened to the sixteenth sections of land allotted to townships for the main¬\ntenance of schools.\nI make a plea for unprejudiced consideration of the whole educational\nsituation, not a scramble for money from the federal treasury. I am con¬\nvinced that in the past, when the federal government has been asked to\nparticipate in education, there has been far more thought devoted to\nfinance than there has been to the intellectual and emotional improvement\nof the American people.\nAmong the items that the American people will have to think of if they\nare really interested in education is the length of the school year. They will\nhave to answer the question, How many months in the year should\nchildren attend school in order to become competent citizens of the United\nStates? I am quite certain that I make a statement which cannot be\nrefuted when I say that four months a year or five months a year is\ntoo short a period of schooling to be tolerated in a civilized country. I\nam prepared to defend with vigor the contention that, whatever else\nthe federal government does, it ought to make sure that every child in\nthe United States has at the very least six months of schooling each year.\nAny scheme or plan or proposal which does not absolutely guarantee\na decent minimum of schooling for every child seems to me to be blind,\ninadequate, and unworthy of acceptance. To be quite concrete, if Arkansas\nis so poor that some of the children of that state cannot be provided with\nmore than four or five months of schooling each year while the children\nof some other state receive nine or ten months, I, for one, advocate such\na readjustment of support for public schools in the United States that\neducation shall be furnished to the children of Arkansas at the expense\nof the better-conditioned states.\nIf, instead of thinking of the states which are too poor to conduct good\nschools for reasonable lengths of time, we turn our thoughts to the states\nwhich have wealth, again it seems to me that we should be interested in\neducation of high quality and in proper opportunities for children. In the\nricher states, as in the poorer, the federal income tax is superimposed on\n\n"}
{"page": 434, "printed_page": null, "text": "128\n\nNational Education Association\n\nstate taxes which are almost as diverse as are the taxes of Ethiopia and\nItaly. 1 make no effort to decide whether Illinois or Indiana has the poorer\ntaxing system. I merely point out that the taxing systems of these states\nare different. If now Illinois and Indiana were each to draw from the\nfederal treasury, which used to be replenished each year by the revenues\nfrom an approximately equitable income, a certain sum of money per\nchild, per teacher, or per community for schools and were to add this\nfederal money to the state money collected under the present “horse-andbuggy” or “oxcart” state constitution, would there be justice in the land?\nI read in the writings of some of our colleagues in education vague refer¬\nences to ideal taxing systems. I find the statement that education, if it\nwill adopt such and such a mathematical formula for the distribution of\nfederal grants, will lead the way to the collection of all taxes by the federal\ngovernment and to the allotment of funds to the states for all public\nservices by the same formula. In the meantime, while this sweeping reform\nin taxing systems is being contemplated, I find even the statistical en¬\nthusiasts puzzled quite as much as I am to know what one is to do about\nUtah and California, which contribute from the state treasury a large\npercent of the cost of schools, and Colorado and Kansas, which for\nsome reason are only moderately generous or even quite parsimonious in\nappropriating state funds to their schools.\nI am well aware that school men and women recoil from the idea that\nthe authorities of the federal government be allowed to exercise any\ndegree of discrimination in the distribution of federal funds for schools.\nI wish to leave no doubt in the mind of anyone that I am here and now\nexplicitly advocating a distribution of federal appropriations for general\neducation, if and when such appropriations are made, in such a way that\nfederal support will go first to those parts of the country where money is\nmost needed to maintain schools. I believe in intelligent discrimination\nrather than blind mathematical distribution of the spoils.\nHaving thus recorded the essentials of my creed, I shall use the re¬\nmainder of the time at my disposal advocating a plan for federal partici¬\npation in the support of schools.\nThe distribution of wealth in this country is such, because of industrial\nand economic conditions, that the banking centers may properly be called\nupon to pay for governmental activities in amounts that will make pos¬\nsible adequate public services in all parts of the country, in the non¬\nbanking centers as well as in the centers rich in capital. The purely\ngeographical subdivisions of the United States no longer correspond with\neither the needs or the activities of the population. The boundaries of states\nhave been broken down by the evolution of systems of transportation and\nby the interchanges of commerce. Economic boundaries are not coincident\nwith the rivers, lakes, and parallels of latitude which the early surveys\nadopted as boundaries of the states. Migration of the American people has\ncreated modern problems which must be met by modern provisions for\nthe support of governmental services, chief among which is education.\nWith the facts which have been cited in mind, I advocate a period of\nexperimentation during which the intelligence of American educators and\n\n"}
{"page": 435, "printed_page": null, "text": "Department of Superintendence\n\n429\n\ngovernmental officials will be devoted to a careful study of the effects of\nnew federal appropriations for the support of public schools of the elemen¬\ntary and secondary levels. The purpose of this experimental endeavor should\nbe the discovery of the best possible methods of equalizing educational\nopportunities in different sections of the United States. I advocate the\ndistribution of federal funds first and in largest measure to those states\nin which the average income is low. I advocate that experimentation begin\nwith some such modest sum as $50,000,000 or $75,000,000. I mention\nthese sums because they were the amounts discussed and approved as\nemergency funds by a competent committee which was convened by the\nUnited States Commissioner of Education in 1933. The distribution must,\nin my judgment, be left to the discretion of a properly constituted federal\nauthority, preferably a small commission made up of experienced educators\nand presided over by the United States Commissioner of Education, which\nshall pass on the requests made by various states for federal aid.\nI am fully aware that the proposal to treat the states differently, especi¬\nally if the differences in treatment imply any slightest discretion, will meet\nwith strong objections. Indeed, I have heard objections to any plan im¬\nplying discretion expressed in a small committee room with violence and\nhammering on the table when, I am frank to say, logic and an appeal\nto intelligence seemed to me more appropriate. I am also aware that\ndiscrimination among the states is highly unpopular in the Congress of the\nUnited States. However, it is possible, I am sure, to show the lack of\nwisdom and justice in some of the uniform grants now made to states\nthat have wholly different needs. For example, the appropriations for agri¬\ncultural experiment stations in the various states are the same no matter\nhow different the size or the population of the states. I venture to say\nthat anyone except a member of Congress would see the humor of giving to\neach of the six states of New England an appropriation for the main¬\ntenance of an agricultural experiment station exactly equal to the ap¬\npropriation made for the same purpose to Iowa or Illinois, where there\nare large-scale enterprises in the field of agriculture. Equality of federal\nappropriations will not equalize educational opportunities. I advocate a\ndeparture from the procedure adopted in the case of agricultural experi¬\nment stations. I advocate that the first federal appropriations for public\nschools be on the basis of needs, not on a per capita basis or in accordance\nwith any uniform plan of equal treatment of the states.\nAfter listening to all the objections which have thus far been offered\nby statisticians to discrimination between the states in the distribution of\nfederal funds for schools, I feel justified in characterizing these objections\nas political rather than rational. It is universally agreed without any\nreservations whatsoever that there are gross inequalities in education in the\ndifferent states, gross inequalities in wealth, and gross inequalities in ad¬\nministrative competency. These inequalities are urged as the grounds for\na demand that federal appropriations be made and then, inconsistently,\nas it seems to me, in the name of state rights, one single mathematical\nformula is offered and declared to contain all the wisdom that it is\nappropriate to apply to the situation.\n\n"}
{"page": 436, "printed_page": null, "text": "430\n\nNational Education Association\n\nI share the anxiety of those who shudder at the possibility of blundering\nmistakes by government officials, but I do not find the remedy for possible\nofficial incompetency in the adoption of a mathematical formula which\nis utterly lacking in support from experience on a national scale.\nSome years ago the central span of a great bridge which was being\nconstructed across the St. Lawrence River fell to destruction as the at¬\ntempt was being made to bring it into place. The engineering calculations,\nwhich had been made by some of the best bridge architects in the world,\nwere wrong because no one had any knowledge of the rate at which\nmechanical stresses are transmitted thru so vast a structure. The formulas\nof ordinary experience were rendered inappropriate by the sheer mag¬\nnitude of the span of steel. 1 contend that it is the part of wisdom to\nexperiment modestly with the national problem of distributing federal\nfunds to elementary and secondary schools. I believe that it is nothing\nshort of folly to insist on the adoption of a formula that has worked\nwith only limited success even in the comparatively small area of a single\nstate.\nAs a second and important feature of the plan for distribution of federal\nfunds, it will be necessary, I believe, greatly to reenforce the federal\nOffice of Education. Valuable as the reports of this federal agency are,\nno one can doubt that with more adequate resources they can be greatly\nimproved. The Office of Education should become a competent center of\ninvestigation equipped to gather the information necessary to furnish the\npeople of this country with a true and adequate account of the success of\nfederal support of schools and of the points at which the experimental\nplan is in need of revision.\nIf experience accumulated during experimentation with the equalization\nfund justifies the federal government in taking over a share of the support\nof schools in all the states, then federal grants should be made the basis\nof certain demands which will assure the nation of proper conduct of its\nschools. It is easy to enumerate some of the guarantees that the nation\nhas a right to demand. One such is that there will be a decent enforcement\nof the fundamental law now included in a number of state constitutions\nrequiring that there be no discrimination against any citizen because of\nrace or color. A second guarantee that is essential is that schools in all\nsections of each state be conducted each year for a sufficient number of\nmonths to provide proper preparation for citizenship. I have heard it\nargued that public opinion can be relied on to control the length of the\nschool year. In reply, I say that I can take anyone who really desires\nthe truth to states where the cities enjoy twice as long a school year as\ndo some of the remote rural areas. Public opinion is likely to become fixed\nin its acceptance of that which is familiar. If federal support is to be some¬\nthing more than a substitute for support by local taxes, it must, I hold,\nhe directed toward the elevation of public opinion. The length of the\nschool year is an objective fact, but there is nothing self-propelling about\nthe local school organization in an ignorant and backward community.\nIt is being demanded in some quarters that the federal government give\nto the states money for schools without attaching any conditions whatso-\n\n"}
{"page": 437, "printed_page": null, "text": "Department of Superintendence\n\n431\n\never to the grants. It seems to me that sheer expediency dictates that\neducators recognize the improbability that Congress will abdicate to\nsuch an extent. Beyond expediency, however, is the consideration that\neducators ought always to be ready to attach to any plea for new re¬\nsources the condition that the resources will be used to improve schools\nrather than merely to perpetuate present inadequacies.\nAnother essential of school organization is the power to retain pupils\nand compel attendance over a period of years. The laws of the various\nstates are so different in their prescriptions with regard to school at¬\ntendance that it is little short of grotesque to advocate like treatment of\nthe states. 1 have heard it argued from the platform of this Department\nthat federal funds should be given to the states without any requirements\nof any kind. In support of this contention, it was said that England pays\na large share of the cost of education in local communities but does not\nin any way interfere with the local program of instruction. This state¬\nment is truly astonishing. It is a fact which should be known to anyone who\nventures to speak on the English system of education that, when com¬\npulsory school attendance laws are passed in England, they are passed by\nthe Parliament, which consists of the House of Lords and the House of\nCommons. The compulsory school attendance laws are not left to the\nminor political units. If the prescription that pupils shall attend school\nup to a certain age is not a method of controlling the instructional\nprogram of communities, I can hardly imagine what the word “control”\nmeans.\nIt is probably unconstitutional for the Senate and the House of Rep¬\nresentatives of the United States to do what the Parliament of England\ndoes, but it is certainly possible for the federal government of this country\nto exercise coercion of reluctant parents and of communities by making\nthe passage of a reasonable compulsory school attendance law a condi¬\ntion antecedent to the receipt by a state of federal support for schools.\nI could mention other minimum essentials of education which, in my\njudgment, should be written into any federal law giving support to\nschools. Perhaps the examples which I have given are for the moment\nadequate. I believe very sincerely that education should and will com¬\nmand in the future larger support than it has in the past. I believe that it\nis the duty of educators to think first and foremost of ways of improving\neducation. We of the schools are public servants. We must indeed make\nclear to those whom we serve the necessity of providing adequate re¬\nsources for our work, but, even more than other public servants, we\nshould be prepared to guarantee high-grade service and should welcome the\nsupport of law in so doing. Education has in the past been thought of by\nthe American people as one of their most precious democratic opportuni¬\nties. Of late, many parents arc confused. They hear educators disputing\namong themselves about the contents and methods of teaching. They hear\ncompetent witnesses testify that education is not suited to the needs of\nmodern society. When representatives of the schools ask for increased sup¬\nport, the common people are thrown into a state of perplexed doubt. A\nschool year of reasonable length, improved training of teachers, and power\n\n"}
{"page": 438, "printed_page": null, "text": "432\n\nNational Education Association\n\nto retain pupils can probably be agreed upon by a great many, if not all,\neducators as essential to the maintenance of adequate education in a dem¬\nocratic civilization. If the list of agreed upon virtues can be increased,\nI will extend my advocacy of requirements to include the additions. For\nmy own part, I should like to include improvement of the curriculum, but\nI doubt whether all the members of this assembly would follow me with\napproval if I indicated what improvement of the curriculum means to my\nmind. I am hopeful that at some time in the future expert educational\nopinion will accept more generally the curriculum which I am sure ought\nto be adopted by the public schools, but I judge that experimentation in\nthe use of federal funds should not at the moment be thought of as directly\ninvolving the curriculum.\nI am by no means sanguine that the plan which I have proposed can\nbe carried out in full. In fact, I feel very sure that there is a long, hard\nstruggle ahead before any federal support for schools will be forthcoming.\nI am aware, too, that many educators will refuse to subscribe to discrimina¬\ntive distribution of federal funds and prescribed conditions in any federal\nlaw. I regret that we are in disagreement. I venture to express the hope that\nour disagreement will not lead us to divide into party organizations domi¬\nnated by fixed prejudices. I believe that the Department of Superintendence\nhas shown high wisdom in calling for a free and frank expression of\nviews on this topic. The next step which, in my opinion, organized educa¬\ntion should take is the serious and continued study of the problem of\nfederal participation in education. It will certainly be disastrous if edu¬\ncators have to lay the needs of public schools before the federal Administra¬\ntion with the confession that these needs have not been thoroly considered\nand that alternatives have not been weighed and impartially evaluated.\nMy earnest plea to this body is not to accept any view as finally and fully\nestablished. If we are obstinately dogmatic, there is great danger that we\nshall defeat our own purposes. I urge an open-minded consideration of\nthe needs of American youth and an ultimate effort to secure from the\nfederal Administration and the Congress the types of aid which will con¬\ntribute most fully to the equalization of educational opportunities and to\nthe improvement of school systems in all of the states.\n\nSupplementary Statement by Lotus D. Coffman\n\nI did not understand that this part of the meeting was to be in the nature\nof a debate. I had a certain theme in mind and it was my thought that I\nwould perhaps make a contribution to this discussion by wholly sticking to\nthe question of control.\nThis discussion reminds me of a great meeting we had at the University\nof Minnesota about three weeks ago which was addressed by five of the\nleading economists of this country. The subject of the discussion was: Is\ninflation inevitable? And, at the conclusion of their discussions, when the\nmeeting was turned over to the floor, one man arose and pointed out that\n\n"}
{"page": 439, "printed_page": null, "text": "Department of Superintendence\n\n433\n\nthey had all agreed that inflation is inevitable but that the manner in\nwhich it may come and the extent to which it may be carried on depends—\nand from that point on, their discussions began to vary.\nI think we may say here that the three of us are agreed that some fed¬\neral assistance for education is necessary but that the manner in which it\nshall be used depends—and it is at that point that our differences of opinion\nbegin to arise.\nI am not prepared to quote you any figures. I wonder sometimes what\nwe would do in the state of Minnesota if we got twenty-five or thirty mil-,\nlion dollars from the government—and particularly if the University got\na slice of that.\nI was interested in Dr. Judd’s comments on the unclean hands which\nthe state administrations have. It must be admitted that many of our state\nadministrations have squandered funds but I can hardly imagine how we\nwould improve conditions by sending one group of people with unclean\nhands to another group of people whose hands are equally unclean.\nI have no comments to make about New York. I stay away from there\njust as much as possible. However, it may be necessary for me to go there\nmyself some day to find out the facts.\nBut, I should like to take a few minutes to finish the discussion I started\nearlier on the question: “In what ways shall the federal funds be used\nto determine the programs and policies of the schools of the country? Shall\nthe school system become the agency of official Washington?”\nMy point of view in regard to this question is affected by the philosophy\nI hold—that democracy and public education were born of the same parents\nand were cradled and nurtured in the same atmosphere. I believe that\nboth of them will be destroyed if the advocates of the equalization theory\nin education have their way. Every educator is prepared to accept the\nequalization theory within certain limits but he knows full well its com¬\nplete application is sophistry of the highest order!\nThere are certain fundamental principles affecting education to which\nwe have held with great tenacity. We have never accepted the thesis that\ncontrol and regulation must accompany grants of money. Of course, that\nis exactly what does happen where a dictator reigns. But we have con¬\nsistently maintained, no matter how exalted our rulers may have become\nwith their sense of self-importance, that they are the representatives of\nthe people. Furthermore, we have found, for the most part, that those\nappointed or elected to power like to use their power and the funds at\ntheir command in ways that will serve the best interests and are in accord¬\nance with the wishes of the people.\nWe have also believed that if federal aid were used to establish equaliza¬\ntion as a maximum, it would kill local initiative. The surest way to destroy\nthe forces that made America strong and great, the surest way of sapping\nthe vitality and virility of this country, will be to erect a system of federal\ntaxation and of the distribution of funds which will weaken state and local\nsources of support and which will also create in the minds of the people\nof the country a feeling of dependency on the Great White Father in\nWashington.\n\n"}
{"page": 440, "printed_page": null, "text": "434\n\nNational Education Association\n\nBy custom and by wisdom the principal support of education should\ncome from local and state governments, and they should be primarily re¬\nsponsible for the management of their schools.\nThe federal government should never undertake to manage schools ex¬\ncept those which exist in federal jurisdictions. Its activities, aside from\nthe granting of funds according to needs based upon carefully conducted\nstudies, should be confined largely to the kinds of intellectual assistance\nthat it can render to the educational leadership of the country. By this\n-I mean educational assistance thru research, thru the collection and dis¬\nsemination of trustworthy information about the schools of this country\nand of other countries. But the local authorities, except perhaps in times\nof emergency or highly special circumstances, should have the free and\nunhampered right to make unrestricted decisions as to what uses shall be\nmade of any money which the federal government provides, and the only\ncontrol of the federal government should be an audit to see that the money\nhas been spent for educational purposes.\nNo school system in the world has been so sensitive and so responsive\nto the democratic popular will, and to the needs and aspirations of the\npeople, as the American school system. It is a system that has been free\nfrom social class or caste bias. It is a decentralized system because no other\nis better adapted, indeed so well adapted, to a democratic nation.\nWhen one thinks of the enormous expansion of territory in this coun¬\ntry; of how highly varied the economic and political conditions are; of\nthe fact that we face an occidental civilization on the East and an oriental\ncivilization on the West, a backward people to the South and a highly\nintelligent people to the North; when one remembers that great areas in\nthis country are inhabited largely by blacks, that certain sections are heavily\npopulated by Mexicans, that our cities incorporate great foreign centers,\nand that life itself differs according to whether it is located on the plains,\nthe mountains, or the coastal areas, and whether it is North or South—\nwhen one contemplates these facts and conditions, one must realize how\nfeeble, futile, and doomed to failure would be any effort by a remote gov¬\nernment to mold the inhabitants of this country into a common pattern.\nStandardization will result in a hardening of the processes of education and\nin a system that is less responsive to the local needs of the people.\nI am so clear and firm in my conviction with regard to the policy we\nshould pursue that I do not believe human distress should be taken advan¬\ntage of to establish a federally controlled program of education.\n\nSupplementary Statement by Charles H. Judd\n\nI am certainly glad that I have never been in New Zealand. I am by\nno means as frightened about federal control of the whole scheme of\nAmerican education as my colleague on this program.\nWhile I am disposed to agree that we ought all of us to do what we can\nto stimulate local initiative, I am certain that local initiative is not the only\nform of wisdom in the world.\n\n"}
{"page": 441, "printed_page": null, "text": "Department of Superintendence\n\n435\n\nI listened, too, with much interest to the statement made by Professor\nMort of a program involving no conditions to be imposed by the federal\ngovernment. His statement was so clear that you can readily see the con¬\ntrast between his position and mine. I am sure you have his view and all\nof its implications in your thinking. I tried to anticipate some of the state¬\nments that I knew he would make because I realized that he wTas to have\nthe last word in this rebuttal.\nSince I cannot follow his final statement, I tried to meet most of his\npoints in my original paper. I turn, therefore, from the statements made\non this program to a matter which is very concrete and should, I think,\nbe discussed in connection with our papers.\nThe Legislative Commission of the National Education Association met\nyesterday afternoon and approved, after brief consideration, a bill wffiich\nis to be presented to Congress. This bill provides for $300,000,000 to be\ngiven to the various states. Three-quarters of this money is to be turned\nover to the states on a per capita basis of $5 for each child. Even here there\nwas one qualification that the authors of the bill felt under obligation to\nrecognize. A child in Arizona is more difficult to find than one in Mas¬\nsachusetts, and so the $5 per capita is to be distributed by a formula which\ngives sparsely settled areas slightly more than $5.\nAfter providing for the per capita payments to all of the states, onequarter of the money is to be allocated in inverse ratio to the wealth. That\npart of the bill seemed to me to be very much fairer than the first part,\nbut I was informed that Congress will not vote for a bill which does not\ngive each state equal treatment. I dealt with that matter, it will be remem¬\nbered, in my paper. I, personally, do not believe that it is wise policy to\nmake equal appropriations to all of the states regardless of their present\nwealth and regardless of the character of the population.\nThe bill provides for an appropriation to the Office of Education. The\nduties of the Office will be greatly enlarged by the appropriation of the\n$300,000,000, but only $25,000 was added to the funds available in that\nOffice. I tried to compute the percent that this $25,000 is of the total sum\nbut I ran out of zeros. It seems to me that the officers of the National\nEducation Association are following in this case the evil traditions of their\nown past and are not giving to the Office of Education the support which\nit has a right to expect from educational people.\nThe bill does not accept in full the position taken by Professor Mort\nthat the federal government has no right to impose any condition on schools\nwhen it makes appropriations for their support.\nThe bill stipulates that schools shall be kept open at least 160 days each\nyear. The Legislative Commission was quite unwdlling to qualify in any\nway this condition so as to require a modification in the states of their\ncompulsory attendance laws. Unless the compulsory attendance laws are\nmodified in many of the states, it is worse than folly to think that a require¬\nment of 160 days will be effective.\nMaryland once had a law compelling children to go to school only\n100 days. In many localities the schools wrere open much longer, and the\n\n"}
{"page": 442, "printed_page": null, "text": "436\n\nNational Education Association\n\nwhole organization of the school was disrupted by the return each year of\nthose children who came to be known as 100-day children.\nThe bill also stipulates that no state shall reduce its own contributions\nto education below the level reached at the low point during the depression.\nI have no comment to make on this except to call attention to the fact that\nit illustrates once more the fundamental fact that it is quite impossible for\nthe federal government and the states to get into rational relations with one\nanother without some authoritative definition of what must go on in the\nstates if the federal government gives them money.\nFinally, I listened with a great deal of interest to the statement that\nwas repeatedly made at the Legislative Commission that this is the psy¬\nchological moment to get money. We have been told for the last eighteen\nyears that “it is the psychological moment to secure a secretary in the\nPresident’s cabinet.” The leaders who have been promising educators this\naddition to the President’s cabinet are the same ones who now want us\nto take advantage of a political campaign in order to extract money from\nthe federal treasury.\nMy own conviction is that educators ought not to attempt to determine\nfundamental educational policies in the light of such expediencies as seem\nto attach to a political campaign. I recall that some years ago a group of\nearnest reformers got something written into the Constitution of the\nUnited States at the psychological moment. A few years afterwards the\nnation found a psychological moment to take this provision out of the Con¬\nstitution.\nI warn educators that if they want genuine educational policies to be\nadopted, they should give some deliberate consideration to the bills which\nthey present to Congress. It is my belief that the whole matter of federal\nsubventions to schools ought to be studied very carefully and deliberately\nand not rushed thru a meeting of the Legislative Commission of the Na¬\ntional Education Association.\nFor the reasons which I have given, I am forced to the conclusion that\nthe National Education Association has not utilized the wisdom of the\neducational profession in drafting this bill, and I, personally, am against\nthis bill.\n\nSupplementary Statement by Paul R. Mort\n\nI am willing to leave the appeal to a study of this problem. We might\nget $300,000,000 or $75,000,000 or $50,000,000 at the present moment\nbut whatever it is, it is really rather insignificant compared to the goals\ntoward which we must go. We must study this whole problem of local ini¬\ntiative as it never has been studied, not thru oratory, not thru pounding on\ndesks, not thru a little dabbling here and there in history, not thru dabbling\nwith formulas.\nAs I said, let us study this problem. We are going to have a long time\nto study it before we get very far. Let us study the things done in the\nlocal situations because they are important. Let us study the issues long\nwhich Dr. Judd has raised because they are important!\n\n"}
{"page": 443, "printed_page": null, "text": "Department of Superintendence\n\n437\n\nI would like to point out the difference between the old land grants and\ngrants in money. When they got these old land grants, they had to sell\nthe land—they were in the real estate business. When they got the money,\nit had to be invested. There was more trouble!\nAs I recall the discussions, they have to do with how much they sold\nthe land for and the loss of permanent funds. I know of no current pro¬\nposal that lands must be sold or that funds must be invested. Also,\nwe have developed in the past few decades a profession which we did not\nhave a hundred years ago. We refer to the state department of education\nas a safeguard; I want to submit to you that perhaps the state department\nof education can never be the safeguard—the safeguard is the legislators\nwho by you and the friends of education should be informed on these mat¬\nters thru your activities.\nIn New York state, after the passage of the equalization bill, just so\nthe record will be clear, the matter of consolidation increased so rapidly\nthat they had to treble the staff investigating it and the Commissioner\nsaid, “Let’s stop this until the Commission gets thru because they are going\nso fast that they may not do it the way they want to.”\nWell, when we get away from the oratory in the study of this matter,\n1 hope a few facts will remain in your minds. One of the reasons for it\nis lack of money and another is lack of insight. We have increased our in¬\nsight much more rapidly in the last few years than we have our money.\nI have had considerable contact with people in poor areas and rich areas,\nin poor states and rich states, and I have confidence that the will of those\npeople that has caused them to tax unreasonable amounts for education\nwill have much to do with improved education under your leadership when\nonce we get financial support.\nI said I would like that to be considered—but not for long, just long\nenough to be studied. It is at least twenty-five years until we reach these\nobjectives. In the meantime we will have a chance to do something with\nthe beginning science of education which Dr. Judd and others have opened\nup for us in the past few decades. There ought to be a vast amount of\ndata collected before that program is consummated.\nIn the meantime, let us safeguard these forces we do not understand but\nhave a lot of confidence in, like local initiative, and let us move intelligently!\nAnd, just this final word: The program we have the next twenty-five\nyears is a crusade, a veritable crusade. It is not a teacher’s crusade or a\nchildren’s crusade. This is a job for the American people and we must turn\nour attention to bringing into consideration more and more of the lay\nfriends of education who must stand shoulder to shoulder with us if we\nare going to get anywhere!\n\n"}
{"page": 444, "printed_page": null, "text": "438\n\nNational Education Association\n\nGENERAL SESSION\nTUESDAY MORNING, FEBRUARY 25, 1936\n“The Social Studies\n\nCurriculum ”\n\nThe 1936 Yearbook\n\nTHE SCHOLAR IN AN AGE OF CONFLICTS\nCHARLES A. BEARD, AUTHOR AND HISTORIAN, NEW MILFORD, CONN.;\nAND MEMBER OF FOURTEENTH YEARBOOK COMMISSION\n\nAll about us are signs of stresses and strains. Optimism cannot over¬\nlook them. Nor can indifference deny their exigency. East and West, war\nlooms on the horizon, while the President and Congress of the United\nStates seek ways and means of keeping the nation out of impending con¬\nflicts. At home ten million men and women search hopelessly for a chance\nto make a decent livelihood, and millions of young people hunt vainly\nfor opportunities in which to try their talents. With staggering burdens\nforced upon government and society by an economic crisis, there can be\nno doubt about the gravity of the issues before us.\nIn such a time it is above all things fitting for us, on this occasion, to\ninquire, wTith the powers of mind we can command, into the present duties\nand responsibilities of the teacher and the school in America. Taking ac¬\ncount of these stresses and strains, and painfully aware of the perplexities\ninvolved, I venture to lay before you my opinions on the subject for your\nconsideration, and at the conclusion to suggest a program of action appro¬\npriate to the challenge of the hour.\nAt the very outset we face this pertinent question: What is the primary\nfunction of the public school system in American democracy? It is, as I\nsee things, the training of minds and the dissemination of knowledge\n—knowledge useful in the good life, in the conduct of the practical arts,\nand in the maintenance and improvement of American society. The\nteacher is not a physician, a nurse, a soldier, a policeman, a politician, a\nbusiness man, a farmer, or an industrial worker. These offices have their\nrights and duties, but the fights and duties of the teacher’s office are\nmarked by special features. To be sure, all citizens of the. United States\nhave many common responsibilities, but we are concerned here with the\nimmediate interests of the profession. The teacher’s principal business is\nthe training of minds and the dissemination of knowledge.\nFor the training of minds, a trained mind is required. For the dissemi¬\nnation of knowledge, a mastery of knowledge is required. The union of\nthe trained mind and knowledge makes scholarship. So the teacher is\nunder obligation to be a scholar—not a pedant, but a scholar dedicated\nto the cultivation of the mind and the transmission of knowledge useful\nin the good life, the arts, and the management of social affairs.\nThere are many, no doubt, who deny this conception of public educa¬\ntion. They look to the schools to correct all the ills of humanity. Society\ncreates conditions that foster crime; the schools must serve as crime pre¬\nvention agencies. Society sends undernourished, ill-clad, and sick children\n\n"}
{"page": 445, "printed_page": null, "text": "Department of Superintendence\n\n439\n\nto school; teachers must feed and nurse the unfortunate. Parents quarrel\nand fight at home; teachers must make saints of children so trained at\nthe fireside. Parents refuse to read good literature and insist on main¬\ntaining an intellectual and moral vacuum at home; teachers must turn the\nvictims of the vacuum into wise and good men and women. Parents sur¬\nround children with trashy newspapers, flashy movies, and radio nonsense ;\nteachers must overcome the distempers and follies of such a life. Special\ninterests in society demand this or oppose that; teachers must bow to the\nwinds of these passions and pressures. Self-constituted professors of all\nrighteousness think they have the way of universal salvation; teachers\nmust force the creed upon the rising generation. These views of education\nrun counter to my notion of its duties in American society.\nIf the primary function of the public schools is the training of minds\nand the dissemination of knowledge that is useful to individuals and societ)q then the teacher cannot be a firewarden, policeman, soldier, and\npolitician combined. On the contrary, the teacher is another kind of per¬\nson, with other duties and responsibilities—the duties and responsibilities\nof the scholar. It is right and proper, of course, that any individual teacher\nmay feel bound to assume the obligations of the soldier, propagandist, or\npolitician. In this case let the teacher take up the profession with which\nsuch obligations are properly associated.\nAccepting this conception of the public schools, what then are the qual¬\nities of the scholar—of the trained and well-equipped mind? It would be\nabsurd to assume that the question can be answered with a light heart\nand once for all. Of the qualities required in the field of the physical\nsciences, I certainly should not venture to speak. But out of some experi¬\nence as a student and teacher in the sphere of the humanities, I hazard\nan opinion and submit it to your judgment.\nThe first quality of mind required of the scholar in the humanities may\nbe described as judicial. Some prefer the term “scientific.” Over that I\ndo not wish to quarrel, but it has always seemed to me that the materials\nwith which the humanities deal are not identical with the materials that\nfall within the domain of natural science. There is a border line, to be\nsure, but the distinction should be maintained, for convenience, and with\na strict regard for the nature of things. The scientist may be entirely\nneutral in respect of performances in the physical world. The student\nof the humanities cannot be so cold, detached, and Olympian. His nearest\napproach to the scientific spirit is represented by the judicial temper.\nThe spirit of the judicial mind is the spirit of the quest for truth in\ncases particular and general. It is not given to mortals, apparently, to\nknow the whole truth about anything; but humanity has found by long\nexperience that it cannot live well without truth, without the knowledge\nthat can only be attained by patient inquiry in the equitable temper. If\nthe mind is closed and made up at the outset, if blinders are deliberately\nput on, if there is a resolve to hear and see only one part of each case, par¬\nticular and general, then accurate knowledge and the utmost truth cannot\nbe attained. Surely there can be a consensus on this proposition.\n\n"}
{"page": 446, "printed_page": null, "text": "440\n\nNational Education Association\n\nThe judicial mind tries to look deeply into every subject in hand and\nall around it. It tries to grasp the uttermost ramifications. The good\njudge, as the late Justice Oliver Wendell Holmes once said, must listen\nto things that are shocking and hateful to him, as well as to the pleasing\nand gratifying. He must confess that he is not God endowed from the\nbeginning with omniscience. He gives all parties their day in court. He\nhears what they have to say for themselves. He knows the fragile char¬\nacter of direct and circumstantial evidence. He allows for extenuating\ncircumstances. He seeks to enter into the minds of witnesses and counsel\nthru the channel of sympathetic understanding.\nUnless mankind is to surrender to utter irrationality and blind parti¬\nsanship, unless the achievements of the scientific and judicial method are\nto be discarded as worthless, unless our very eyes deceive us, we must con¬\ncede that the quest for truth in this spirit is indispensable to the conduct\nof private and public affairs, to the advancement of learning, and to the\nimprovement of life and society. Having taken this position, it is incum¬\nbent upon us to preserve and defend it as one of the obligations imposed\nupon the scholar as teacher. Others may enjoy the luxury of imagining\nthemselves omniscient and omnipotent; others may claim by partisan reve¬\nlation the one and only truth, and assert the right to impose their will\nupon their neighbors and countrymen by terror, fire, and sword. To the\nscholar as teacher this luxury is denied. With the office of teacher go\nobligations not imposed on physicians, nurses, policemen, soldiers, propa¬\ngandists, and promoters of special interests.\nThe judicial mind is only attained by study and practise. Before it\nmust be kept the examples of the world’s thinkers who have represented\nit at the best, who have advanced knowledge and served mankind by the\npatient quest for truth. The galleries of history are crowded with such\nfigures, and in its better hours mankind pays tribute to them. If in mo¬\nments of rage and distemper it defies and spurns them, in all hours of\nconstructive effort it must seek wisdom in their achievements and resort\nto their methods in dealing with life’s exigent problems. Otherwise it must\nsurrender to passion and brute force.\nThe bitter fruits garnered by those who surrender to brute force, to\nunreason, and to untruth, are immortalized by Shelley in fourteen lines\non the fate of Ozymandias, the supreme master of tyranny:\nI met a traveller from an antique land\nWho said: Two vast and trunkless legs of stone\nStand in the desert. Near them, on the sand,\nHalf sunk, a shattered visage lies, whose frown,\nAnd wrinkled lip, and sneer of cold command,\nTell that its sculptor well those passions read\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them and the heart that fed:\nAnd on the pedestal these words appear:\n“My name is Ozymandias, king of kings:\nLook on my works, ye Mighty, and despair!”\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe lone and level sands stretch far away.\n\n"}
{"page": 447, "printed_page": null, "text": "Department of Superintendence\n\n441\n\nIf the public schools are to aid in preserving American society against the\nfruits of unreason and the sneer of cold command, then they are com¬\npelled by the very nature of their function to assert and defend the ju¬\ndicial spirit, the scientific temper, against passion and tyranny.\nBut the judicial mind, the mind of the scholar, does not operate in a\nvacuum. .It functions in American society. The knowledge which it dis¬\ncovers, accumulates, and disseminates is bound to have influence upon\nthe prevailing conceptions of the good life, the conduct of the practical\narts, and the governance of society. Here the teacher of the humanities\ndeparts from the absolute neutrality of science. The chemist as chemist\nmay be neutral; he may not care whether the chemical he compounds\nis used to heal the sick or poison a personal enemy. The teacher of\nfinance and banking, doubtless, may say that he does not care whether\nthe knowledge he disseminates is employed in useful banking practises or\nin wrecking banks and robbing the public; but he cannot in fact, in his\nselection and presentation of materials, give effect to any such sublime\nindifference.\nSo we seem driven to the conclusion that the knowledge disseminated\nin the schools should be knowledge useful in the good life, the conduct of\nthe practical arts, and the maintenance and improvement of American\nsociety. Then, what kind of knowledge can be deemed to possess such\nutilities?\nSurely it must be accurate, realistic, and relevant, not false and fan¬\ntastic. It can be gained only by patient study and by the exercise of the\njudicial or scientific temper. It must be comprehensive knowledge—knowl¬\nedge that takes into consideration the known facts and factors that are\nrelevant to any subject, topic, or theme in hand. At once elements con¬\ndemned as “controversial” by the thoughtless are introduced into instruc¬\ntion. How could it be otherwise? Does anyone really believe that there\ncan be a true history of the United States, for example, that does not deal\nwith the great issues of banking, tariff, taxes, budgets, agriculture, indus¬\ntry, and labor that have formed, and still form, so much of the substance\nof American history and practise? Surely no intelligent American believes\nthat European history should be deliberately falsified by omitting all ref¬\nerences to communism, and by teaching, as one school persecutor has\nurged, “only the geographical facts of Russia.”\nSuch perversion of instruction in the schools is more than a betrayal\nof knowledge and truth. It assumes that knowledge and truth are of no\nimportance, that a nation can live by lies and deception. It is not an out¬\ngrowth of patriotism, as alleged. It represents an effort of partisan and\nnarrow interests to intimidate and conquer the schools for their own pur¬\nposes and ends. It is not only a false philosophy. It is an attempt to impose\non the schools a species of tyranny foreign to American traditions, to the\nprinciples of American constitutional law, and to everything that scholar¬\nship must regard as its obligation. The judicial spirit and loyalty to real¬\nistic knowledge forbid scholars to surrender to this yoke of perversion and\nfalsehood. If the schools must surrender to it, then let the schools re¬\nnounce scholarship and accept the sneer of cold command.\n\n"}
{"page": 448, "printed_page": null, "text": "442\n\nNational Education Association\n\nYet it would be idle to suppose that the path of scholarship is smooth\nand easy. Teachers are mortals and find the way hard. And all around\nthem are individuals, societies, organizations, and associations, well\nfinanced, strong in lungs, powerful in publicity. All around them are\nviolent conflicts of ideas and interests. A prominent business leader calls\non business men to “gang up” against the New Deal. Labor leaders call\nstrikes. Governors mobilize the militia and declare martial law. Every¬\nwhere, in the press and the forum, controversial issues of American life\nare discussed, sometimes reasonably, often bitterly. The tariff, foreign\npolicy, war and armaments, agriculture, industry, labor, feminism, social¬\nism, communism, civil liberties, are examined, debated, and agitated.\nPropagandists of every variety, many well supplied with funds, direct\ntheir fire upon teachers and the schools. Individuals and cliques wrap the\nAmerican flag around their shoulders; they vociferously proclaim them¬\nselves to be the only wise, true, and honest patriots; and then they demand\nthat the schools accept their versions and commands. Whole volumes have\nbeen written to describe the nature, methods, and purposes of these pres¬\nsures on the schools and scholarship.\nSo fierce is the fire that the timid are likely to seek escape in evasion\nby surrendering the obligation and mission of the public schools, by bow¬\ning to the whim or pressure dominant for the moment. Sometimes even\nthis evasion is called impartiality, but in truth it means capitulation to\nspecial interests. It means, in effect if not purpose, a partisanship far\nworse, intellectually and morally, than open partisanship, for it lends the\nsanction of learning to the sneer of command. It is not by surrender that\nscholarship wins victories. Only by the vigorous and unremitting asser¬\ntion of its values against sheer pressure and force can scholarship dis¬\ncharge an obligation to American society that transcends all partial and\nspecial interests—the obligation of training minds and disseminating\nknowledge—knowledge useful in the good life, the conduct of the prac¬\ntical arts, and the maintenance and improvement of American society.\nIf the above conception of the schools and scholarship be accepted, if\nthe doctrine of servile obedience to the sneer of cold command be re¬\njected, then what is the next important step to be taken in the field of\npublic education? It is, in my opinion, the clarification of the obligations\nof education, a definition of the relation of the schools to a society ever\nmarked by conflicts of ideas and interests, a statement of the teachers’\nresponsibilities and rights, and the establishment of open procedures that\nwill protect the schools against raids and enable them to fulfil honestly\ntheir transcendent duties.\nIt seems that we have reached a point in American life where the main¬\ntenance of educational liberty can no longer be taken for granted. All\nover the country, schools are attacked by highly organized and wellfinanced minorities that seek to browbeat legislatures, the Congress of\nthe United States, schoolboards, and teachers. The precious values of\nliberty and scientific inquiry are threatened with extinction, and with\nthem the principles upon which democratic government rests.\n\n"}
{"page": 449, "printed_page": null, "text": "Department of Superintendence\n\n443\n\nIf we are to uphold and defend the liberties and responsibilities of\neducation, we must take a leaf from the book of the patriots who founded\nthe American Republic. They wrote the principles of liberty in funda¬\nmental laws, and they provided agencies, tribunals, and procedures for\ntheir enforcement. From the field of constitutional law, organized edu¬\ncation in America must borrow its guiding rules. In the light of consti¬\ntutional experience, its immediate obligations are clear. I hey are:\n1. To draft a national code of good practise for the teaching of subjects which\nin their nature involve or touch upon controversial questions—a code incorporating\nthe fundamental liberties of press, speech, and religious worship guaranteed by\nour constitutions.\n2. To define the rights and duties of teachers and pupils in conducting class¬\nroom exercises.\n3. To secure the cooperation of parents and schoolboards.\n4. To provide rules of procedure for the examination and adjudication of specific\ncases of controversy.\n5. To publish a constitution for the teaching profession, setting forth the prin¬\nciples, rules, and procedure of good practise.\n6. To educate teachers and the public in the liberties, responsibilities, and duties\nof inquiry, research, and scholarship in American society.\n7. To establish a national body, perhaps connected with the National Education\nAssociation, provided\n\nwith funds and competent legal talent\n\nand charged with\n\nthe duty of promoting and defending the rights of free scientific inquiry before the\npublic in general and in particular communities beset by witchburners and fanatics.\n\nWith Europe turning to a tyranny more frightful than that against\nwhich the founders of the American Republic waged war in the eighteenth\ncentury, with voices crying that liberty is a delusion and that brute force\nis a virtue, a crisis is upon us. Recognition of this fact lies in suggestions\nalready at hand, actions already taken, and projects for the future. The\nCommission on the Social Studies, sponsored by the American Historical\nAssociation, saw the challenge and made proposals for coping, with it.\nThe theme is also treated in the current yearbook published by the Depart¬\nment of Superintendence, especially in the chapter by Leslie A. Butler.\nThere the question is examined from various angles, and positive procedures\nrespecting academic freedom are presented for consideration. The manysided nature of the problem is recognized by Dr. Butler. Reciprocal rights\nand duties are accepted as fundamental, and parents, schoolboards, admin¬\nistrators, teachers, and pupils are called upon to explore and assume their\nappropriate responsibilities.\nThe task before us is to carry forward the work thus far competently\nadvanced. Drifting is perilous. Already in large sections of Europe teach¬\ners belie known truths, and prostrate themselves before the possessors of\nsheer power won by assassination and intimidation. Already the drill\nsergeant, aided by the yellow press, is abroad in many parts of our own\ncountry, seeking to terrify, malign, and dominate schoolboards, superin¬\ntendents, and teachers.\nDivided and trusting to luck, we may be overcome by belligerent mi¬\nnorities ; united we can defy powers that seem omnipotent. Let us study\nthe problem. Let us clarify our minds. Let us set up a constitution of\n\n"}
{"page": 450, "printed_page": null, "text": "National Education Association\n\n444\n\nsafeguards for scholarship, and devise processes for enforcing it. Let us\nrededicate ourselves to the American tradition of liberty and to the faith\nthat error need not be feared where reason is free to combat it. Let us\nassert anew against brute force the values of independent scientific in¬\nquiry, of the unhampered search for truth, of the fair hearing and the\nfair play, and uphold them by fearless and united effort. Not for the\ngratification of pride, nor with any gesture of false superiority. Not out\nof any academic pique. But because in this spirit and by this procedure\nalone can American democracy cope with its gravest problems under the\nforms of law, thus maintaining amid the wreck and ruin of parliamentary\ninstitutions, East and West, the example of a nation that has not lost its\nhead or its heart.\nJURY-PANEL DISCUSSION OF 1936 YEARBOOK\nYear-book Commission Members:\n\nC. B. Glenn, Superintendent of Schools, Birmingham, Ala.,\nChairman\n\nCharles A. Beard, Author and Historian, New Milford,\nConn.\nHerbert B. Bruner, Professor of Education, Teachers Col¬\nlege, Columbia University, New York, N. Y.\nLeslie A. Butler, Superintendent of Schools, Grand Rapids,\nMich.\nGeorge S. Counts, Professor of Education, Teachers Col¬\nlege, Columbia University, New York, N. Y.\nFrank N. Freeman, Professor of Educational Psychology,\nUniversity of Chicago, Chicago, Ill.\nLeonard V. Koos, Professor of Secondary Education, Uni¬\nversity of Chicago, Chicago, Ill.\nPaul T. Rankin, Supervising Director of Curriculum and\nResearch, Board of Education, Detroit, Mich.\nVirgil Stinebaugh, Director of Junior High Schools and\nCurriculum Revision, Indianapolis, Ind.\nRalph W. Tyler, Professor of Education, Bureau of Educa¬\ntional Research, Ohio State University, Columbus, Ohio\nHoward E. Wilson, Assistant Professor of Education,\nGraduate School of Education, Harvard University, Cam¬\nbridge, Mass.\nSuperintendents Representing the Audience:\n\nFrederick\n\nH.\n\nBair,\n\nSuperintendent of Schools, Shaker\nHeights, Ohio\nWorcester Warren, Superintendent of Schools, Bridgeport,\nConn.\nBen G. Graham (presiding officer) : Your Department, believing that\nif the schools are to function properly in a democracy, more time and\n\n"}
{"page": 451, "printed_page": null, "text": "Department of Superintendence\n\n445\n\nattention must be given to a reorganized and modernized program of social\nstudies, appointed a Yearbook Commission two years ago for the purpose\nof preparing a report concerning this important field. During those two\nyears your Commission has been hard at work. It has sought and obtained\nvaluable help from experts in various fields and has prepared and placed in\nyour hands the Fourteenth Yearbook of the Department of Superintendence\nwhich deserves the careful study of every school administrator of the United\nStates. The work of the Commission was done under the direction of Dr.\nC. B. Glenn, of Birmingham, as chairman.\nA panel discussion has been organized so that the salient features of the\nyearbook can be brought directly to your attention in the program this\nmorning. The panel will be under the direction of Superintendent Glenn.\nChairman Glenn : It is no small service that these, my associates on\n\nthis Commission, each an expert in his field, have rendered to the Depart¬\nment in the preparation of your yearbook, The Social Studies Curriculum.\nAt repeated conferences for two and three days at a time during the past\ntwo years, they have worked over the material which now is in your hands\nas the Fourteenth Yearbook of the Department of Superintendence. These\nconferences have been frank and sincere. At times courage and the spirit\nof real sportsmanship have been necessary, but we are here today for this\nfinal engagement on speaking terms, each with the other, and without even\na minority report.\nMay I relate an incident that happened in one of the early conferences\nas illustrative of the fine spirit of sportsmanship that characterized the\ngroup. As each member of the Commission prepared the first draft of the\nchapter assigned to him, it was mimeographed and mailed out to the others\nin order that when we came together, each might be ready with suggestions\nand criticisms.\nIt happened that the first draft of the chapter prepared by one of the\nmembers of the Commission, whose name I shall not divulge except to say\nthat he is listed on the program which you hold as “author and historian,”\nwas not at all acceptable to a number of the members of the Commission.\nA preliminary conference was held. All agreed that something must be\ndone. Due to the high esteem in which this young man was held and per¬\nhaps to a feeling of hesitancy in going to the mat with him, each was reluc¬\ntant to offer his criticism. No one would bell the cat!\nBut the fatal moment arrived and the issue had to be faced. One member\nafter another expressed himself—at first rather timidly, but finally, as\ncourage increased, definitely and boldly. Never did a young man stand his\nground or take it on the chin better. When the smoke of battle cleared, he\nraised his paper aloft and said: “Mr. Chairman, I think this paper that I\nhave prepared is nothing but a hunk of cheese. If you will excuse me from\nthe conference this afternoon, I will rewrite it and present it to you\ntonight.” This was done and the result is one of the best chapters of your\nyearbook. After this, not one of us dared to show the white feather or “to\ntake a walk.”\nAs a background for our discussion today, several fundamental issues\nhave been chosen. In a few minutes, each member of the panel will he\n\n"}
{"page": 452, "printed_page": null, "text": "446\n\nNational Education Association\n\ncalled upon in turn to discuss one of these basic issues. Each person will\nspeak for three minutes. During that time, there will be no interruptions\nor group discussions. After each one has had three minutes of “congressional\nimmunity,” the meeting will be thrown open for free discussion. Members\nof the panel will address their questions to each other and their remarks to\nthe audience. In this free-for-all discussion there should be no orations.\nTwo minutes of continuous speaking should be enough for anyone.\nAt the suggestion of President Stoddard, we have two school superinten¬\ndents on the panel to represent the audience. We welcome Superintendent\nFrederick H. Bair of Shaker Heights, Ohio, and Superintendent Worcester\nWarren of Bridgeport, Connecticut.\nShould members of the audience wish to write out questions and send them\nto the chairman by means of the ushers, their inquiries will be given as\nmuch attention as time permits.\nWithout further preliminaries, Dr. Freeman of the University of Chi¬\ncago will discuss “How far is it possible, in view of the complexity of the\nproblems of modern life and of the effect of emotion on judgment, to enable\npupils to attain an intelligent understanding of these problems or to prepare\nthem intelligently to analyze new problems as they arise? If this is possible,\nshould it not be the chief aim of the social studies to achieve it?”\nFrank N. Freeman: If the chairman will permit, I should like to have\nabout fifteen seconds of my later time to preface my statement by one or\ntwo remarks. Some of my statements may seem to be provocative. I do not\nwish to raise any false issues but rather to clarify issues or prepare for their\nclarification. The statements I make, therefore, are intended to be made\nin a conciliatory spirit and in the hope of adjustment in the later discussion.\nThe most fundamental issue concerning the social studies is the question,\nWhat is their function? To come to the heart of the matter at once, I\nadvance the proposition that their paramount function is to make pupils as\nintelligent as possible concerning the nature of society, and the problems\nwhich grow out of the relations of human beings to each other in a society.\nThis means two things: first, that pupils should understand something of\nthe way social institutions have evolved, of the ways in which they serve\nhuman needs, and of the diversities which exist in different parts of the\nworld; second, that pupils should become aware of the conflicts and clashes\nof interest existing in society and of the differences of opinion that obtain\non questions of political, economic, and social organization.\nSuch a statement of aim is controverted on two main grounds. The first\nobjection is that it is impractical. Human beings cannot be made effectively\nintelligent on social problems, it is said, because, first, their conduct is de¬\ntermined by emotion rather than by intelligence; and second, presentday\nproblems are too complex to be compassed by the intelligence of the ordi¬\nnary man, even if he devoted his mind to them. Even legislators, whose\nbusiness it is to study these problems, are compelled to pass blindly on the\nvast majority of the measures that come before them. This objection is not\nto be lightly put aside. Doubtless there are limitations to the enterprise.\nBut education in the modern sense is comparatively recent. If we take the\n\n"}
{"page": 453, "printed_page": null, "text": "Department of Superintendence\n\n447\n\nlong view, we can discern some progress toward the control of conduct by\nintelligence and the understanding of social problems by the common man.\nThe second objection is that the business of the school is not to make\npupils intelligent so much as to build a new social order; that teachers have\nthe privilege and obligation to take sides on the great issues which divide\nthe citizenry, to direct actively the course of social development, and to use\nteaching as an agency of propaganda.\nTo take such a position is, in my judgment, to misconceive the function\nof the public school. The school represents the whole people, not a part,\nwhether majority or minority. Further, it represents the present, not a\nfuture social order. The teacher may trace past trends, but he cannot fore¬\ncast the future. His function is to portray and explain so far as he can—not\nto preach.\nThe liberty of the teacher must be interpreted in the light of these prin¬\nciples. The teacher is free to do certain things but not to do others. If the\nteacher asserts his freedom to take advantage of his position of dominance\nover the minds of his pupils to preach sectarian doctrines of any kind—\nreligious, political, or economic—he invites reprisals. Teachers’ oaths are to\nbe abhorred, not because they impose an obligation alien to the teacher’s\nposition, but because they imply that teachers would ignore such an obliga¬\ntion if they were not forced to acknowledge it formally. If the educational\nprofession did not as a whole repudiate the utterly untenable position that\nteachers should be agents of propaganda, we should have to admit that there\nwas some ground for the demand that teachers should formally acknowledge\ntheir obligation to the society which they represent.\nChairman Glenn : “Even tho it is psychologically possible for the\n\nelementary-school pupil to understand social problems, is 'it wise, par¬\nticularly from the point of view of children’s interests, to introduce these\nproblems before the high-school level?” Dr. Bruner of Teachers College.\nColumbia University.\nHerbert B. Bruner: I should like to contend that it is not only wise\nto introduce pupils of the elementary grades to certain elements of social\nand economic problems but it is imperative that we do so.\n\nIf another generation grows up as ignorant as we adults are of the social\nand economic forces which have caused the debacle thru which we have\nbeen passing for the last six years, much of the blame can be laid at the\ndoors of our schools.\nIt would be foolish, of course, to argue that the abstract and intricate\ntheories involved in the discussion of many social and economic problems\nshould be presented to children. Fortunately, this is neither desirable nor\nnecessary. It is a well-known fact of child psychology that the conceptions\nof the child in regard to the world undergo decided development from early\nyears to\n\nadulthood. It is also true, altho not in the same sense, that the\n\nconceptions of the adult regarding the world are colored and sometimes\nradically changed by shifting conditions year after year. There are, too,\nwide differences of opinion among our leading economists and sociologists\nregarding the solution of some of these problems. Think of it, even Con-\n\n"}
{"page": 454, "printed_page": null, "text": "448\n\nNational Education Association\n\ngress is not certain! Why, even the Supreme Court is divided! If we wait\nuntil the prospective learner is able to master all of the elements of many\nof these problems, we shall be a long time in beginning.\nWe cannot know the whole truth about anything. As I see it, our attempt\nin the social studies, as well as elsewhere, should be in the direction of as¬\nsisting pupils, first, to become more keenly aware, on their own age and\ngrade levels, of the problems involved in certain socio-economic areas;\nsecond, to arrive at a gradually increasing understanding of the ways in\nwhich they may solve these problems for themselves and their fellows; and\nthird, to translate these understandings, as appropriate occasions arise, into\nhappy and socially valuable action.\nFor example, it is highly important that the people of our country under¬\nstand some of the elements of the principle of interdependence. It would be\nfolly to introduce the intricate theories of international relationships to\npupils in the elementary grades. On the other hand, certain highly funda¬\nmental ideas regarding interdependence can be understood by children even\nin Grades I and II, when they are supported by familiar illustrations such\nas the interdependence necessary in building a house in their own school¬\nroom, the mutual help required in presenting a little play or pageant, the\ninterdependence of the members of the child’s own family, or the inter¬\ndependence of the grocer and the farmer.\nIf we in education have due and intelligent regard for increasing the\nsecurity and happiness of the mass of our people, decidedly increased atten¬\ntion must be given in the schools to socio-economic problems. While an\nenormous amount of experimentation is needed in this area, we already\nhave, in my judgment, a sufficient basis of experience to justify the state¬\nment that literally hundreds of the significant elements, requisite to an\nunderstanding of some of the fundamental issues, can be attacked with ease,\nhigh interest, and great value by elementary- and high-school pupils, pro¬\nvided proper curriculum materials are in the hands of interested teachers.\nChairman Glenn : “Among the few illustrations found in this year¬\n\nbook, the frontispiece shows a school child vainly endeavoring to catch up\nwith the overwhelming amount of material being thrust upon him in our\npresentday school. What specific changes in the curriculum do you think\nflow from the yearbook?” Dr. Wilson of Harvard University.\nHoward E. Wilson: Mr.\n\nChairman, people who are looking for a\n\ndefinitely prescribed course of study in the social studies are not going to\nfind it in the Fourteenth Yearbook of the Department of Superintendence.\nIn that respect the yearbook is somewhat like a gentleman who recently\nentered a barber shop in Boston. He wanted a shave and was seated in the\nchair with the barber’s apron about him and lather over his face. Suddenly\nthe door opened, a man rushed in and shouted, “Murphy, Murphy, your\nhouse is on fire!” The patron in the barber’s chair jumped up, wrapped the\nbarber’s apron about him, and ran thru the door and down the street, with\nlather flying to the right and left. He ran two blocks before stopping sud¬\ndenly and saying, “Oh, hell, my name’s not Murphy!”\nIn spite of the fact that Murphy, in the form of a definite prescription\nfor a course of study, is not in the yearbook, the vearbook contains a great\n\n"}
{"page": 455, "printed_page": null, "text": "Department of Superintendence\n\n449\n\nmany practical suggestions for those who are concerned with the social\nstudies curriculum. I should like to suggest this morning what some of\nthose practical suggestions are that I would try to follow if I were a super¬\nintendent of schools reading this yearbook. My colleagues on the Commis¬\nsion may not agree with the deductions I draw from the volume we have\nprepared, but I should like to suggest three specific lines of action that it\nseems to me a superintendent of schools would be warranted in following\non the basis of data presented in this yearbook.\nFirst, a strong effort should be made to eliminate the undesirable and un¬\nnecessary duplication and repetition in American history which now char¬\nacterizes the usual social studies program. The average graduate of the\nAmerican schools has studied American history in more or less chronological\nfashion in Grade V, again in Grade VIII, and again in Grade XI or XII.\nThe work in American history at these three levels has differed primarily\nin degree of detail, and the repetition has succeeded in building only an¬\ntagonism on the part of pupils. I should recommend the elimination of\nAmerican history as such from the first six years of the school system, altho\na great deal of the content of American history will be included in the re¬\nvised course of study for those years. The American history courses in the\njunior and senior high schools should be made different from one another\nin scope and in quality as well as in quantity of detail. Only by eliminating\nthe traditional repetition can American history serve its best educational\npurposes. I believe the elimination of the repetition is entirely warranted by\nthe data presented in this yearbook.\nSecond, in the intermediate grades, Grades IV, V, and VI, I should\nlike to see organized a sequence of units which will present an elementary\nsurvey of American ways of living. Each of these units should trace some\nsignificant aspect of our social environment as it has developed from early\ntimes to its present operation in society. Typical of the units suitable for\nsuch a course are: “How Alen Have Learned To Farm and the Place of\nFarming in Our Social Structure Today,” “Man’s Continuing Attempt To\nFind New Sources of Power,” “The Story of Man’s Search for Beauty\nand Utility in Architecture,” and “The Social Effects of the Rise of\nScience.”\nEach of these units should be made up of a series of short, dramatically\npresented stories which are all focused upon the central idea the unit con¬\ntains. The sequence for units for Grades IV, V, and VI should be repre¬\nsentative of all of the most significant area of social experiences. They\nshould not include, however, a great deal of the geography material perti¬\nnent to the intermediate grades inasmuch as geography is primarily a\nnatural science and should well constitute the core of the natural science\ncurriculum.\nThird, the ninth-grade course in social civics should be radically revised\nto focus the attention of pupils for a time on the study of their own com¬\nmunity. In that course particularly pupils should be made to see the social\nstructure and the social pattern of the community groups which surround\nthem. In many respects the hook Middletown seems to me to offer the best\nclue for what the revised social-civics course may contain. At this grade\n\n"}
{"page": 456, "printed_page": null, "text": "450\n\nNational Education Association\n\nlevel the pupils should well study the physical structure underlying com¬\nmunity life, the vital statistics concerning the community population, and\nthe community’s facilities for educational and recreational development.\nIn the Fourteenth Yearbook there seems to me to be ample justification and\nsuggestion for carrying out this revision in the ninth grade. Particularly is\nmaterial pertinent to the social-civics course to be found in the chapter on\n“The Utilization of Community Resources.”\nTo summarize: I have said that if I were a superintendent called upon\nto put certain aspects of the Fourteenth Yearbook into operation in my\nschools, I should first try to eliminate the unnecessary repetition of Ameri¬\ncan history in the various grade levels of the schools; second, I should\norganize the social studies units of Grades IV, V, and VI as a sequence\nof units representative of American ways of living; and third, I should\nmake the social-civics course of Grade IX a more intensive study of the\ncommunity on the part of the pupils who themselves are citizens of that\ncommunity.\nChairman Glenn : “How large a place should education in human\n\nrelations within family and neighborhood groups have in the social studies\nprogram?” Dr. Rankin of the Detroit schools.\nPaul T. Rankin : The basic purpose of the social studies is said to be\n\nto develop understanding of human relations. But let us examine the con¬\nventional program in typical schools to see how far it deals with all types\nof important human relations. In geography, pupils study the relationships\nof people as conditioned by their environment; in history, they study human\nrelationships in their chronological sequence; in economics, classes and\ngroups in society in terms of wealth and its distribution ; in civics, govern¬\nmental relationships. All of these subjects tend to stress human relations\nin large groups, including states, nations, regions, cities, economic classes,\nand racial groups.\nYet what relationships count most in determining the human happiness\nthat we value so highly? Are they not the relationships in small and inti¬\nmate groups?\nThe personal relations within the family, the small club or society, the\nneighborhood, the school, and the place of business are matters of real\nsignificance to every person. Indeed, the problems involved in the intimate\ncontacts of everyday life require action more frequently and by larger num¬\nbers of people than do the problems associated with more remote contacts\nin governmental, regional, and racial groups. The evidence from many\nsides points to the need of developing power to live effectively and agree¬\nably with those with whom one comes in daily contact. Consider the many\ninstances of inability to adjust to the requirements of living in small and\nintimate groups. Husband and wife take their differences to the divorce\ncourts; children and their parents too often are unable to solve their con¬\nflicts with satisfaction to all concerned; the quarrels of brothers and sisters\noften continue thruout life; next-door neighbors allow minor disagreements\nto develop into major friction; people in the same store or office or shop\nhave trouble in working out their mutual relations.\n\n"}
{"page": 457, "printed_page": null, "text": "Department of Superintendence\n\n451\n\nAre such matters fit subjects for treatment in the social studies program?\nShould the school aid boys and girls to become conscious of problems in\nintimate human relations, and should it give them means of meeting these\nproblems intelligently? In brief, has the school a responsibility for this\nphase of human relations as well as for the more remote contacts of large\ngroups? The answer would appear to be “yes” if we accept as the task of\nthe school the provision of experience and interpretation which will help\nboys and girls to live efficiently and happily now as young people and later\nas adults in this modern world.\nThe test of good teaching of social studies is not only the development\nof intelligent citizens of large organized groups like the city and nation,\nbut also the development of persons who can meet the social demands of\neveryday living in the home, the shop, and the neighborhood.\nChairman\n\nGlenn :\n\n“Will meaningful social concepts be facilitated\n\nmost by teaching social studies as separate subjects, or as a general course,\nor as a part of an integrated curriculum?” Mr. Stinebaugh of Indianapolis.\nVirgil Stinebaugh: The organization of social studies materials is\n\nalways a difficult problem. Since human relationships are so varied and com¬\nplex, they cannot be perceived in toto. Therefore, certain phases must be\nselected for study and analysis at any particular time. Selecting the plan\nof organizing materials is an inescapable and baffling problem for those who\nare constructing the social studies curriculum and proceeding to develop\nthis important study, knowing full well it will in turn become the target\nof the critics who fail to point the way.\nVarious alternatives are possible. At least three may be readily dis¬\ntinguished :\n1. Using the traditional subject classification and organizing separate courses of\nstudy in history, geography, civics, etc.\n2. Ignoring subject classifications within this field and planning a general social\nstudies course.\n3. Eliminating all subject classifications and planning an integrated curriculum.\n\nIt is recognized that many different factors may affect the success or\nfailure of the plan which is adopted. Such matters as the general plan of\nschool administration, the building facilities, textbooks, the training of the\nteachers, and the general attitude of the community are all important con¬\nsiderations. The primary criterion is which plan will best facilitate the\nformation of meaningful social concepts. It is obvious that no one can\nclaim that either one of these plans is the sole means of arriving at the\ndesired objective. There is a great range of possibilities within each of\nthese major choices. For example, if the plan of organizing separate subject\ncourses is adopted, the course of study in history may be organized as a\nchronicle of events, encyclopedic in character, a series of isolated facts,\nwith no meaningful relationship apparent. On the other hand, the course\nof study in history can be organized about vital topics or problems in such\na manner as to reflect clearly certain significant relationships.\nEqually extreme positions could be pointed out in each of the other plans\nof organization. So far as subject lines become a barrier to the establish¬\nment of meaningful relationship, to that extent is it desirable to eliminate\n\n"}
{"page": 458, "printed_page": null, "text": "452\n\nNational Education Association\n\nthem. For this reason the general social studies course of study or the inte¬\ngrated curriculum may afford greater opportunities for reflecting desirable\nrelationships. The administrator must first decide which plan is the most\npractical and feasible in the local school system. The next consideration\nis how to make the adopted plan facilitate the formation of meaningful\nsocial concepts as far as possible.\nObviously, the most effective integration of experience is effected in the\nclassroom under the direction of an able, cultured teacher with broad ex¬\nperience. Such teachers are always alert to utilize every opportunity to\nbuild up meaningful concepts by relating new ideas to the previous experi¬\nence of the learner and by collecting pertinent data from every available\nsource. The skilful teacher will confront the pupil with situations which\ndemand the constant analysis and synthesis of data. In some instances, time\nand sequence will be significant. In other instances, place or location will\nbe paramount. Sometimes emphasis will be given to political relationships;\nat other times the social or economic relationship will be emphasized.\nIn planning the made-in-advance curriculum, there are certain definite\nlimitations in pointing out these relationships properly in the course of\nstudy. In deciding the issue, the local administrator should choose the plan\nof organization which is workable in the local situation and then plan the\ndetails so as to facilitate rather than hinder the formation of meaningful\nsocial concepts by the pupils.\nChairman Glenn: “In the organization of the social studies, what\n\nweight should be given to the opinion of some college faculties that highschool students should not study problems in the areas of economics and\nsociology, but that these fields should be left for consideration at the col¬\nlege level?” Dr. Koos of the University of Chicago.\nLeonard V. Koos: It is not uncommon for members of college and uni¬\n\nversity faculties in the fields of economics and sociology to contend that\nthese subjects are not suitable for study by pupils at the high-school level.\nThe reasons given for this standpoint, as far as I have been able to dis¬\ncover, are chiefly two. The first of these is that the youth of high-school age\ncannot grasp the concepts and principles of economics, for example, suffi¬\nciently to warrant taking the time for it. The second reason is dependent\non the first and is in the nature of a protest against having the high-school\npupil come to college with the belief that he has studied and understands\neconomics when he has had only enough to ruin his approach to it as a\ncollege subject. Sometimes these college teachers of the subject urge having\nthe high-school pupils’ contact with the social studies restricted to courses\nin history.\nI doubt that many persons at work in or otherwise conversant with the\nhigh schools are sympathetic with this point of view. They would urge that,\nin spite of all the recent popularization of education at the college level,\nlarge proportions of the population do not attain that level and that, in\nthe interests of having an intelligent electorate, it is desirable to give all\npersons as good an understanding of the economic and social world as is\n•possible. Some would also contend, with justification, that a considerable\n\n"}
{"page": 459, "printed_page": null, "text": "Department of Superintendence\n\n453\n\nproportion of high-school pupils can grasp the principles and concepts of\nsuch a field as economics as well as many college students who study the\nsubject. Concerning the recommendation that contact with the social studies\nin the high school be restricted to courses in history, it may be said that\nhistory has diverse aspects, including the economic and sociological, and\nthat a grasp of elementary aspects of the social sciences may be essential to\nthe understanding of history.\nAfter all, to be sure, the issue of whether youth of high-school age can\nbe taught to understand such principles and concepts should be settled by\nexperiments rather than by dialectics-experiments' that\n\ninform\n\nus what\n\nprinciples and concepts persons of different maturities and abilities can\nunderstand and by what approaches or procedures understanding may best\nbe secured.\nChairman Glenn: “To what degree can the content of the social\n\nstudies be selected on an objective basis?” Dr. Tyler of Ohio State Uni¬\nversity.\nRalph W. Tyler: The curse of educational discussions is the “either-\n\nor” attitude. For example, if one believes in encouraging careful scholar¬\nship, then it is believed that one has no concern with the social develop¬\nment of pupils. Similarly, if one suggests the value of objective studies in\ncurriculum construction, it is at once assumed that one sees no place for\nthoughtful judgments and philosophic reflection.\nObjective investigations are not necessarily mechanical methods for speci¬\nfying social studies content. The use of the adjective “objective” implies\nstudies employing technics of investigation which help to safeguard the data\nfrom personal biases and wild guesses. Such data, however, in curriculum\nconstruction, as in any field of scholarship, should then be given careful and\nintelligent consideration by thoughtful persons. Curriculum content ought\nnot to be selected mechanically. However, there are several types of ob¬\njective data which are needed in order to provide a basis for intelligent\njudgments. Without such data, judgments of content are likely to repre¬\nsent personal hobbies or matters of individual circumscribed experience.\nObjective studies in the field of the social sciences provide one important\nbasis for selecting social studies content. These studies give us realistic\npictures of our civilization rather than myths and prejudices. These studies\nare the primary concern of the social scientists. On the other hand, those\ninterested in education are primarily responsible for other needed investi¬\ngations. Objective studies of the problems, needs, interests, and opportuni¬\nties of boys and girls provide another type of data needed in selecting\ncurriculum content. A third type of investigation is one which gives us a\nrealistic picture of the social problems and needs of adults in our society.\nBy considering the data from these three types of studies, more intelligent\njudgments may be made regarding those social facts and ideas which will\nhelp to meet the needs of pupils and those which may contribute to the\nsolution of the social problems of our adult world.\nThe need for bases by which to select content is due to the limitation of\ntime for education. All the valuable content known in the social studies\n\n"}
{"page": 460, "printed_page": null, "text": "454\n\nNational Education Association\n\nfield cannot be included in the curriculum. Hence, we must select the more\nvaluable contributions which the social studies may make in the develop¬\nment of pupils. These three types of objective studies give a basis upon\nwhich judgments of valuable content may be more intelligently made.\nChairman Glenn : The next question, to be discussed by a superin¬\n\ntendent, is “Can the superintendent be more than an administrative figure¬\nhead as far as the real work of the social studies curriculum committees is\nconcerned ?” Mr. Butler of Grand Rapids.\nLeslie A. Butler: The answer is “yes” and there are several reasons,\n\nmore reasons than time permits me to give.\nThe superintendent’s inescapable obligation is to see that the pupil is\ntaught to think logically in order that he may be able from time to time to\ndetermine intelligently what are the wisest social, civic, and economic poli¬\ncies for a democracy like ours. If the pupil is to undergo this development\nand improvement in his thinking, the materials must be the social, civic,\neconomic, and political problems of the past and present. In other words,\nin the social studies curriculum there must be room for current and past\nissues that have been and are pertinent to the country’s development. This\nis a major reason why the superintendent of schools should concern himself\nwith the social studies curriculum.\nBut the superintendent’s responsibility does not end here. It falls to him\nto make certain that the social studies curriculum functions in the classroom\nwith a minimum amount of disturbance and misrepresentation. The pupils\nmust be protected from sinister propaganda and false information and the\ninstructor from unfair accusation of having imposed his personal views upon\nIds classes. The superintendent must, therefore, see to it that the class¬\nroom procedures, so far as possible, minimize the likelihood of heckling by\npublicity-seeking individuals and others from the outside. The superinten¬\ndent should see to it that in the classroom there is a mutual understanding,\nand to embody the principles basic to such mutual understanding there\nshould be devised an acceptable code of fair practise.\nSince the teacher is the one who will use the curriculum, he should have\nthe opportunity to participate in building the social studies program. Some\nof us are convinced that a properly functioning curriculum depends in a\nlarge measure on the teachers who have much to do with building that\ncurriculum. At the outset it would be much easier to delegate all this work\nto a few supervisors or curriculum experts, but if such a plan is used and\nthe curriculum, after its completion, is superimposed upon those instructors\nwho are to use it without their having had any part in building it, the in¬\nterest of the instructor would certainly be on a much lower level than if\nthe curriculum is partially a creature of the instructor’s own efforts. Oppor¬\ntunities for teacher participation are made possible largely thru the efforts\nand influence of the superintendent.\nThe laboratory-library-research type of schoolroom procedure is becom¬\ning more and more acceptable in elementary and secondary schools thruout\nthe country. There is an important principle involved in this, namely, the\nprovision for activities by which the pupils will learn social science prin-\n\n"}
{"page": 461, "printed_page": null, "text": "Department of Superintendence\n\n455\n\nciples thru social action in their groups. Research must be applied to action.\nIn the words of William H. Kilpatrick, we must endeavor “to develop\nyouth that is socially capable and\n\n[socially] disposed.” This being true,\n\nthere is all the more of an obligation on the part of the superintendent’s\nadministrative staff to make certain that there is made available a wdde\nvariety of material for use in the social studies workroom and classroom.\nIt is a prime responsibility of the superintendent to insist that the social\nstudies curriculum be a living, moving, dynamic production designed for\ncontinuous revision according to changing conditions.\nChairman Glenn : The final issue presented by the members of this\n\ngroup as this part of the panel is: “Is the trend toward a collectivistic or\ncooperative society so clear and relentless that the classroom teacher should\nrecognize this point of view in his teaching of the social studies?” Dr.\nCounts of Teachers College, Columbia University.\nGeorge S. Counts: Mr. Chairman, this question cannot be answered\n\nwithout some clarification of terms. Collectivism is here employed to char¬\nacterize an economy marked by close integration,\n\ninterdependence, and\n\nsome form of unified control, coordination, and direction. Since the disso¬\nlution of the fairly self-contained rural household of the early years of the\nRepublic, a relatively complete collectivism on a small scale, the trend\ntoward a new integration which embraces the entire nation has advanced\nhand in hand with the movement of technology into the realms of trans¬\nportation, communication, production, exchange, and government.\nAlready the new conditions seem thoroly to have established themselves.\nThe American people today experience a collectivism of prosperity, de¬\npression, and catastrophe. It is not a question of trend; it is a question of\nreality. It is a condition, not a theory, nor is it a hope.\nThat this condition now existing will continue is not absolutely certain.\nIn fact, little is certain in this vale of blood and tears. In the sphere of\nsocial affairs, one must always deal\n\nin probabilities,\n\nand it should\n\nbe\n\nobserved that he who does nothing is dealing in probabilities quite as much\nas he who takes positive action.\nTo my mind, the probability lies overwhelmingly in the direction of the\ncontinuation of the present collective pattern. Some persons talk of resur¬\nrecting the old household economy; others suggest that collective action\nbe employed to establish and enforce an extreme form of economic indi¬\nvidualism. The first of these proposals is the most wishful of thinking; the\nsecond, in spite of its apparent emphasis on individualism, would require\nsustained governmental action of the most powerful and pervasive type—\ngovernmental action that would make the New Deal look like an extreme\nform of laissez faire—a policeman on every corner.\nThere is, of course, another possibility that should not be left out of\nthe reckoning. There is always the possibility of catastrophe. We may not\nbe able to make our adjustments to the new forces and conditions which\ntechnology has done so much to bring into the wmrld. As an Oxford arche¬\nologist has said in the last issue of Harper s magazine, civilization may\nalready have entered upon a period of profound regression due to man’s\n\n"}
{"page": 462, "printed_page": null, "text": "456\n\nNational Education Association\n\ninability to cope with the world which his genius has created. The universe\nis not necessarily good and time does not wait for the laggard.\nLet us assume that we cannot turn back and that we may avoid catas¬\ntrophe. There remains the condition of collectivism with which we shall\nhave to come to terms. But this does not mean that the schools are forced\nto a narrow form of indoctrination as many critics have supposed. On the\ncontrary, it provides a firm basis for an education with its feet on the\nground of reality. Within the pattern of ever-closer integration, there are\nmany possibilities. It is the function of the school to explore these possibili¬\nties—all of them—and help the younger generation to a solution that is in\nharmony with the ideals of American democracy. American educators may\nhesitate, but I am of the opinion that sooner or later they will find no other\ncourse open to them.\nChairman Glenn : The panel is now open for questions from mem¬\n\nbers of the Commission, Superintendent Bair, Superintendent Warren, or\nfrom members of the audience.\nWorcester Warren : I congratulate the Commission on producing a\n\nuseful yearbook. I believe that the production of yearbooks by the Depart¬\nment has been one of the most valuable activities it has carried on.\nI am glad that the yearbook has given considerable attention to the\nquestion of the teachers in the social science program, altho the discussion\nthis morning, except for that of Superintendent Butler, has hardly touched\nthe teachers. I do not believe that the superintendents are greatly impressed\nwith the danger of restriction to academic freedom in our public school pro¬\ngram. We do not believe in indoctrination. We do believe in the development\nof the independent thinker by giving him plenty of opportunity to think on\nall sides of a given public question. This includes controversial questions of\na public nature. In order to do this we agree with Dr. Beard and this year¬\nbook that we need teachers thoroly prepared in the social sciences—teachers\nwho are scholars, who are liberal, who are tolerant. This is largely the re¬\nsponsibility of the teacher-training institutions and it is not being carried out\nat the present time. However, the superintendents have some responsibility.\nUndoubtedly the situation could be greatly helped by improving our method\nof selecting teachers, something in the direction of the system now carried\non in Providence. We could also improve the situation by directing our\nsupervisory program more definitely to the problem of creating conditions\nin the classroom conducive to a free and intelligent discussion of controversial\nquestions as outlined by Dr. Beard.\nFrederick H.\n\nBair: Mr. Chairman, I am moved with very sincere\n\nadmiration for this yearbook and for the men who wrote it. I am persuaded\nthat ff the superintendents will really read this book and see that it gets to\nthe classroom teachers, much benefit will be derived.\nI have one or two suggestions to propose. The first is that the yearbook\nas it stands is too solid a block for wide diffusion. I have wondered for years\nwhether these yearbooks could not be broken up into appropriate pamphlets\nso they could be brought into classrooms flexibly as the material is needed.\nThe second suggestion that came into my mind is that the yearbook should\nbe read by superintendents of schools parallel with and teamed up with what\n\n"}
{"page": 463, "printed_page": null, "text": "Department of Superintendence\n\n457\n\nI think is a very great report, published in the January 1936 Bulletin of the\nDepartment of Secondary-School Principals. Dr. Thomas H. Briggs was\nchairman of the committee making the report. 1 may be oversanguine but I\nthink that book marks a milestone in the field of secondary education, the\ngreatest, perhaps, since the statement of cardinal principles.\nThe third suggestion is that the superintendents of schools and the\nteachers need more than a yearbook. This Department or some other appro¬\npriate agency should consider thoughtfully and I think tenaciously the possi¬\nbility of setting up a continuing research organization to get to the teachers\nin the field, material in the realm of social studies while it is alive and in\nform to be used by children. That is a great problem. The greatest problem\nnow of the practical schoolman is to get the data which is contemporary\nand sifted for accuracy, yet written in terms for children.\nChairman Glenn: We will now have the questions sent up by the\n\naudience: “Should children in the schools be taught the salute of the Ameri¬\ncan flag and to pledge allegiance? Can the teachers join in this ceremony\nand maintain their academic freedom?”\nI think perhaps you would like to hear from the representative on this\nCommission who comes from Boston—Dr. Wilson.\nHoward E. Wilson : Dr. Glenn, I feel it is very difficult to answer this\n\nquestion, partly because I do come from Boston, and by the same token I\nfeel it is all the more important that I should try to answer it.\nI have no objection to having pupils take an oath of allegiance and salute\nthe flag in connection with appropriate educational content in the schools.\nI think it unfortunate and unwise, however, if teachers and pupils are forced\nto go thru a ceremony of this sort without attaching any deep meaning to it.\nWherever the ceremony is performed, it seems to me that there should be\nattached to the symbolism which makes it significant the more liberal mean¬\nings which are basic to the Constitution and basic to the body of principles\nfor which the flag has come to stand.\nIn taking an oath of allegiance and in saluting the flag, I should like to\nhave pupils recognize that in so doing they are supporting the amendment\nclause to the Constitution and the basic principles of social existence ex¬\npressed in the first ten amendments to the Constitution. The statement of\nbasic tenets of American life which Dr. Beard has so admirably prepared\nfor this yearbook and which is to be found in one of its early pages is a sound\nstatement of the liberal point of view for which the oath and the flag\nsymbols may stand.\nMy theory, then, is that the symbolism and emotionalism connected with\nthe flag and the oath should and ought to be attached to the liberal point\nof view which I am sure most of us cherish. The teacher who is alert and\nliberal will, I think, use the occasion of the oath of allegiance and the salute\nto the flag as a liberalizing occasion rather than an inhibiting and narrowing\noccasion. I have the greatest objection to the use of the symbols in a narrow\nsense or an ultraconservative sense, but I have the deepest loyalty to the use\nof the symbols in the liberal freeing sense in which they are part of the\nAmerican traditions.\n\n"}
{"page": 464, "printed_page": null, "text": "458\n\nNational Education Association\n\nChairman Glenn: Dr. Freeman, in your preliminary remarks, you\n\nrequested for time later.\nFrank N. Freeman: At some time or other, I will have another state¬\nment to make but I do not know whether this is the time for it or not.\nChairman Glenn : The panel is open.\nGeorge S.\n\nCounts: Mr. Chairman,\n\nI would like to say a word in\n\nresponse to this question.\nI would oppose the compulsory flag salute in the schools not on the\nground that children should not be taught to be loyal to the deepest inter¬\nests of the American people and great ideals of our country. Clearly they\nshould be so taught. I would oppose it on the ground that it represents an\nunwise interference with the educative process by an outside force that\nknows nothing about that process.\nThe teachers of this country are citizens. They have been reared in the\ntraditions, in the culture of this country. They are, I think, more nearly\n100 percent Americans in origin than any other occupational group. If they\ncannot be trusted with the education of American children, then there is no\nhope for the Republic!\nChairman Glenn : Is there any further discussion ? Here is another\n\nquestion sent up from the audience: “Does the Commission consider such\narithmetic subjects as insurance, budgeting, and investment, especially as\nconcerns the individual and the family, as part of the social studies?”\nFeslie A. Butler: Briefly my answer would be—in elementary form,\n\nyes. I think Dr. Bruner, who has given considerable thought to that sub¬\nject, should answer that question.\nHerbert B. Bruner: Mr. Chairman, I think he has passed the buck to\n\nme but here is my answer. In the field of insurance you have the fundamental\ngeneralizations that are needed for the understanding of social security and\nneed not confine yourself to the actuarial phases. For instance, you would\nlike the youngsters to have a better understanding of risks by such a general¬\nization. Then, since these kinds of risks cannot be undertaken by everyone,\npeople have to band themselves in a group in order to take care of this\ninsurance.\nThen you might get to a place in piling up your generalizations where\nyou say that charity, for instance, cannot take care of all these risks—Mr.\nHoover notwithstanding—and may have to do something about it from\nthe government point of view. In this way you have a better understanding\nof the whole problem of social security, which is a problem of social studies,\nI would say.\nCharles A. Beard: I want to ask Dr. Bruner a question. I believe in\n\nthis question was mentioned the subject of investment. I would like to ask\nif he thinks this can be handled so a fellow will not be busted in his old age.\nDr. Bruner : You do not have to be old to be busted!\nChairman Glenn: Are there any other questions?\nDr. Freeman: A question has been brought up from the floor. “Do you\n\nnot violate the principle pronounced by )T>urself in the introduction when\nyou advocate pointing out significant relationships, principles, and concepts?”\n\n"}
{"page": 465, "printed_page": null, "text": "Department of Superintendence\n\n459\n\nIt all depends, if I may answer that question, on what you mean by\n“significant relationships, principles, and concepts.” If your meaning of\n“significant relationships,\n\nprinciples,\n\nand\n\nconcepts”\n\nis\n\nthe same as my\n\ninterpretation, you do not violate the principle I stated. In other words, I\nthink we have to draw distinctions here and in all our discussions, and we\nwill come to an agreement if we agree on certain distinctions.\nNow, if I understand Dr. Counts and Dr. Beard on their general\nprinciple of social organization, then I do not fully agree with their ideas in\nthe way in which it should be treated in the schools. It is possible that 1\nmisunderstand their position but it does seem to me there is a distinction\nbetween what we may call truth—to use Dr. Beard’s phrase—and what\nwe may call doctrine—to use a somewhat different phrase. I think there\nis a distinction between truth and doctrine. I do not think that is a universal\nand fixed distinction. What is truth and adopted at one place will not be\nthe same at another place.\nFor example, if we are to teach certain problems at certain levels, they\nwill, of necessity, be treated dogmatically because the children at those\nlevels will not be capable of viewing them or treating them by the method\nof evaluation, and of understanding different points of view.\n\nAt a higher\n\nlevel, these problems could be treated in this later fashion.\nIn other words, I should like to raise the question, to clarify my own\nthinking, whether there is not a distinction, at different levels, on truth\nand fact and doctrine. I should like to quote from Dr. Dewey who has, I\nthink, stated this in as clear a fashion as it has ever been stated.\nFor scientific method is adverse not only to dogma but to doctrine as well, pro¬\nvided we take “doctrine” in its usual meaning—a body of definite beliefs that need\nonly to be taught and learned as true. This negative attitude of science to doctrine\ndoes not indicate indifference to truth. It signifies supreme loyalty to the method by\nwhich truth is attained.\n\nChairman Glenn : A question. “Where can a superintendent secure\n\nthe papers presented by this panel?” The secretary replies: “In the Official\nReport which will be sent to all members of the Department.”\nAjiother question from the audience. “If it is a fair question, what is the\nspecific and definite charge against the activities of the Liberty League?”\nDr. Counts.\nDr. Counts: I think I have made myself fairly clear'in the morning\npapers. I do not believe it is a liberty league.\nChairman Glenn : A question passed on to Dr.\n\nRankin. Will you\n\nread it?\nPaul T. Rankin : “To what extent does the Commission approve the\n\nset-up for elementary materials by Professor Wilson?”\nYou recall Dr. Wilson proposed the elimination of history, practically,\nin the elementary school. He proposed that the course for Grades IV, V,\nand VI be a sequence of units dealing with the significant aspects of Ameri¬\ncan heritage. But speaking as one member of the Commission, it seems the\npoint is very well taken. Those of us who have examined courses of study\ndesigned for those three levels, feel very sure that there is altogether too\n\n"}
{"page": 466, "printed_page": null, "text": "460\n\nNational Education Association\n\nmuch repetition. As somebody expressed it, the youngsters get tired of having\nColumbus discover America so many times.\nAs far as the suggestions about materials in Grades IV, V, and VI, it\nseems to me that is in line with the thing the Commission has gone into in\nregard to the general curriculum in social studies.\nChairman Glenn : Mr. Stinebaugh has a question.\nVirgil Stinebaugh: The question is:\n\n“To what extent should the\n\nstudents participate in social studies curriculum construction?”—to organize\nthe material profitably.\nDr. Rankin: Mr. Chairman, may 1 say something on that point? Dr.\n\nButler, in his comments on the place of the teacher, has indicated that the\nteacher should have a large share in the curriculum construction in this\nfield and presumably in other instructional fields. There is, of course, a\nplace for scholarship and its contribution but there is also a place for that\nunderstanding of children and their needs which characterizes the superior\nteacher, and I would plead strongly for the participation of teachers in the\ncurriculum reconstruction program, particularly in the field of social studies.\nChairman Glenn: Dr. Beard.\nDr. Beard : The question has been asked : “What concrete action does the\n\nCommission recommend that the Department of Superintendence take in\norder to safeguard freedom of teaching as defined in the report?” In Dr.\nButler’s chapter of the book you will find set forth the principles of such a\nscheme. Now the Department of Superintendence might, in its wisdom,\nadopt the principles that are set forth in Dr. Butler’s section and make it the\nbasis for the establishment of some section of the National Education Asso¬\nciation to carry out the principles therein set forth.\nChairman Glenn: Dr. Counts has a question.\nDr.\n\nCounts: “Will you briefly substantiate your statement that col¬\n\nlectivism is a fact and not a trend?”\nI would say that the presence here of this group of educators from all\nparts of the United States engaged in the formulation of educational policies\nfor the nation is clear evidence of the emergence of a collective order. The\nadvance of technology, as I said in my brief statement, has destroyed the\nearlier self-contained household economy of one hundred years ago. The\nsimple economy of the founding fathers has been replaced by a vast and\nclosely integrated system of economy reaching from one\n\nend of the country\n\nto the other, embracing all parts of the nation, and operating as a unit.\nMoreover, during the last seventy-five years there has been a definite\ntendency in the direction of social control of this economy—control first\nby the corporation and later by unions of corporations, by the manufacturers\nassociations and by the great banks of the country. Already we have in our\nsociety, forces and instrumentalities for controlling and directing, to a very\nconsiderable extent whether for good or ill, the economic destinies of the\nAmerican people.\nIt seems likely that we shall continue in this direction until there is\nclearly established a kind of dictatorship of these great property interests.\nSuch an outcome is being forced by the maturing of the whole economic and\n\n"}
{"page": 467, "printed_page": null, "text": "Department of Superintendence\n\n461\n\nsocial situation. But there are other possibilities which the schools should\nexplore thoroly from the standpoint of American democracy.\nChairman Glenn: Dr. Freeman.\nDr. Freeman: The first question is: “Will Dr. Freeman comment on\n\nDr. Wilson’s proposals for Grades IV, V, and VI?” I do not feel com¬\npetent to comment on the details of the proposal.\nAs to the overlapping there is no question, it seems to me. As for the\ngeneral basis that we should attempt to discover what experiences are perti¬\nnent and useful at successive levels, I think that general principle can be\naccepted and that we must investigate more than we have as to what those\nexperiences are.\nAnother question: “Does not Dr. Freeman assume for the schools any\nresponsibility for improving society? Does he mean that we should be\nsatisfied with things as they are simply because it is too hazardous to attempt\nto predict what society will be tomorrow?” Decidedly and emphatically, it\nis simply a question as to the method. I think the schools will improve society\nto the extent that they remove ignorance and develop the ability to analyze\nand think and take positions on social questions. It is simply a question as\nto how far we shall go to determine the conclusions pupils arrive at and\ndistinct methods they shall pursue.\nMay I add one other comment. It seems there is an issue on which we\nshould all agree, that these problems regarding methods and procedures in\nthe schools should be left to school people—teachers and administrators—\nrather than ex parte outside pressure groups.\nChairman Glenn : Another question for Dr. Counts.\nDr. Counts: “How specifically may we plan for jobs instead of doles\nin our present technological set-up?” I would first like to ask you a question,\nWho are “we” ?\n\nI know that the American Liberty League, referring back to that organi¬\nzation, has said that if we will just let them alone and the forces they repre¬\nsent, they will see to it that all the ten or twelve million out of work will\nbe put back to work. I have my doubts. I do not believe that is their\nmajor interest.\nI would like to see a move in this country that would recognize this\nproblem mentioned here as one of the great social problems of our times.\nThere is a question that our schools should be dealing with and exploring\nall of the possibilities that have at least been offered. It is not, morever, the\ntechnological set-up; it is the question of the social arrangement thru which\ntechnology is permitted to operate.\nDr. Butler: Here is a question: “Should we have so-called parallel\n\ncourses in history and geography? Should there be treatment of subjects\nof similar nature in the same grade, especially if history and geography\nare taught as separate subjects?”\nI am sure we are aware in certain fields that that is a controversial sub¬\nject. In other words, some historians feel that if we combine the two sub¬\njects, history loses out, and those in the field of geography have the feeling\nthat geography loses out thru conversion of the two subjects.\n\n"}
{"page": 468, "printed_page": null, "text": "National Education Association\n\n462\n\nIt seems to me we have in the yearbook called attention to the fact that\nwe are not advocating an elimination of trends. There comes to mind that\nthere is a certain momentum so far as experiences are concerned of the\nindividual—common experiences which everyone in the democracy should\nhave—that if thru the activity process or the unit process or whatever we\ncare to call it, there is at the end of a certain period of time an apparent\nlack of certain informational knowledge, shall I say, then there is also prob¬\nably developed a feeling of need and the opportunity comes then and there,\nand the conviction develops on the part of pupils themselves that there is\nthat need.\nDr. Bruner: I have a question. “Give an illustration of what young¬\n\nsters can do in dealing with socio-economic problems.” I will give you an\nactual illustration. In the southwest part of the country some of the children\nin a certain school went to the post office, and some to the building trades,\nin order to look over the question of what machines and men do. That seems\nto be quite a moot question but they were reporting on it. These youngsters\nwent to the post office and saw the stamping machine which replaced six\nmen. Another group observed the machines used in the building trades.\nThey summarized so well what men could do and what machines could do\nthat I jotted it down.\nIt is hard work to lift great weights. Let the machines do it. They have no backs\nto break.\nIt is unpleasant work to care for garbage. Let the machines do it. They do not\nmind ill-smelling odors.\nIt is dangerous work to pour white-hot metals. Let the machines do it. They have\nno hands to burn.\nIt is careful work to make tiny watch springs. Let the machines do it. They have\nno eyes to ruin.\nIt is fast work to print a daily newspaper. Let the machines do it. They do not\nmind hurry and confusion.\nThere are thousands of jobs for the machines, which men and women do not\nwant to do. Many of these are jobs that they should never have to do. When we\nhave learned to use our machines wisely, we shall never have to do such things.\nBut men and women enjoy doing many kinds of work. Indeed people would be\nquite unhappy if they did not have a chance to do their work. Machines should not\nbe used\n\nfor work of this kind. In fact, much of such work cannot be done by\n\nmachines. We do not want machines to paint our pictures. We do not want our\nmachines to take our trips. Some people do not want them to work in the garden for\nus. Some do not want them to carve our toys and ornaments. Some do not want\nthem to make our music, or even cook our meals, or run our trains. Some are glad\nthey cannot do these things as well as men and women can. If they could, there\nmight be a time when there would be no work left for us to do.\nBut there is work for both machines and people. There are many new kinds of\nwork we have never done because we have not had the time to do them or they\ncost too much. We need more houses for people to live in. We need more doctors\nto care for all of our sick people. We need more teachers to show the people better\nways of living. We need engineers to drain swamps and water the dry deserts. We\nneed to do thousands of things we have not had time to do before. With the help\nof our iron slaves we can do these things.\n\nThat is the fourth grade! Of course, they did not mention such things as\n“technological unemployment” but they were getting some of the very\nfundamental ideas on this very important problem.\n\n"}
{"page": 469, "printed_page": null, "text": "Department of Superintendence\n\n463\n\nChairman Glenn : The Commission presents this yearbook with the\n\nbelief that it will help in “the clarification of human values and their\nreformulation in order to give expression to them in terms of today’s life\nand opportunities.” Educators, particularly superintendents of schools, have\nlistened in recent years to perplexing discussions of the problems of a dynamic\nsociety. Often these discussions have been theoretical, technical, and highly\ncontroversial. Altho these oratorical and literary tilts have proved stimu¬\nlating, there comes a time when the practical school worker must face this\nquestion, Of what significance to childhood is this variable social evidence,\nand how can it be used in the classroom? There is, of course, no single or\nfinal answer to the question but this yearbook does, in the opinion of the\nCommission, suggest some of the next steps. The Commission has abundant\nfaith in the ability and common sense of superintendents of schools and their\nco-workers—children, teachers, and principals—to properly interpret and to\ntake this next best step.\n\nGENERAL SESSION\nWEDNESDAY MORNING, FEBRUARY 26, 1936\nTHE EDUCATIONAL POLICIES COMMISSION\nJOHN A. SEXSON, SUPERINTENDENT OF SCHOOLS, PASADENA, CALIF.\n\nThe Educational Policies Commission was appointed in December 1935,\nby joint action of the executive committees of the National Education\nAssociation and the Department of Superintendence. The Commission is\ncomposed of eleven appointed and five ex-officio members selected by the\nexecutive committees solely on the basis of ability to contribute significantly\nto the solution of the problems confronting education in America. As a mem¬\nber of the Commission, I cannot with propriety comment upon the selection\nof our sponsors beyond the observation that the Commission has among its\nmembership persons who have repeatedly demonstrated their courage and\ntheir ability, both to attack problems and to devise solutions for them.\nIt is my judgment that the Commission will act and that thru its action\nopportunity will come to the lay and professional friends of public educa¬\ntion in America to enlist in a well-planned campaign to bring recovery and\nsustained progress to the schools of America.\nThe Commission met for purposes of organization in Chicago in January\n1936. Superintendent A. J. Stoddard was unanimously chosen as chairman\nof the Commission. William G. Carr, well-known director of research of\nthe National Education Association, was chosen as the executive secretary.\nA headquarters office and staff were provided in the headquarters building\nof the National Education Association at Washington, D. C.\nPurposes\n\nUp to the onset of the so-called depression, public education in America\nhad expanded almost without interruption. This expansion occurred both\nwith respect to areas served and with respect to number of persons affected\n\n"}
{"page": 470, "printed_page": null, "text": "464\n\nNational Education Association\n\nby these services. This era of prosperity and progress was so long and so\nuninterrupted that it created in the public mind a comfortable matter-offact attitude toward the schools, their financial support, their control, their\nmanagement, and their fixed place among the indispensable services of gov¬\nernment. Schools were a matter of course, like the air we breathe. Pro¬\nposals affecting them were dismissed as of minor consequence or as affecting\nonly insignificant aspects of the school program. Our people regarded public\neducation in America as so safely and securely established as to be beyond\nthe slightest possibility of serious impairment or curtailment.\nWith catastrophic suddenness, the economic depression dealt our schools\na staggering, paralyzing blow. Without significantly reducing the faith of\nour people in the desirability, even the necessity, for free, universal agen¬\ncies of public education and without so much as raising the question of the\nsignificant implications of public education as a means of social progress,\nmillions of our citizens have been compelled to stand helplessly by and see\ntheir schools steadily retreat before\n\nthe implacable\n\nforces of economic\n\nnecessity.\nFor a time there was comfort in the assurance that when the low point\nof the economic crisis had passed and economic recovery had set in, the\nbenefits thereof would be reflected in increased financial support, and the\nschools would be restored to their former status. You are well aware that\nnow, altho economic recovery is reputed to be well advanced, recovery and\nresumption of normal functioning for the agencies of public education are\nas yet illusionary. Indeed, there is conclusive evidence that, in a great\nmajority of the states and in countless thousands of school districts, such\nresumption\n\nis\n\nimpossible\n\nof\n\naccomplishment\n\nunder\n\nexisting\n\nconditions.\n\nFurthermore, there is no basis whatsoever for an assumption that these\nlimiting factors will be corrected or improved by any amount of economic\nrecovery or any degree of so-called prosperity, except as there is definite\nplanning for the specific purpose of establishing and maintaining a program\nof public education compatible with our national needs. Once again, Amer¬\nica faces the age-old challenge inherent in the very nature of a democracy—\nthat its citizens must, by social cooperation, prepare themselves and their\nchildren to accept their responsibilities as citizens, to discharge the duties\nwhich citizenship implies, and to guide the destiny of that democracy. At\nother times, great leaders have appeared to guide the nation in the adjust¬\nments necessary to meet the challenge. Today, the National Education Asso¬\nciation and the Department of Superintendence join together in a coopera¬\ntive effort to plan a long-term program of public education for America, and\nto attempt to arouse to action those agencies essential to the implementa¬\ntion of the program.\nThe first and most essential accomplishment will be that of releasing to\nthe service of the public schools of America the most able, the most con¬\nsecrated, and the most courageous lay and professional leadership available.\nTo this end, the Educational Policies Commission will first address its\nefforts. It can, in fact, do little more than operate as an agency to reflect\nthe steps necessary for the accomplishment of desired ends, and appeal to\nyou and to others to undertake the duties and obligations involved in their\n\n"}
{"page": 471, "printed_page": null, "text": "Department of Superintendence\n\n465\n\ncompletion. The Commission will proceed democratically in an attempt to\nformulate plans and policies, seeking advice, counsel, cooperation, sugges¬\ntion, and direction. The result depends upon you and upon thousands of\nothers—how seriously you regard the present crisis; how conscious you are\nof the implications of past and impending changes and readjustments; how\nmuch of time, thought, and effort you, as an individual, are willing to con¬\ntribute to this task of placing public education in its proper status as an\nessential service of government in this democratic society. With all the\nsincerity of purpose and wholehearted consecration to the responsibilities\nimposed, that the individual members of the Commission possess, they solicit\nyour unreserved enlistment in the cause for the duration of the campaign.\nThe Commission has no illusions; it does not underestimate the greatness\nof the task; it expects a long and difficult program with all too many dis¬\ncouraging incidents, defeats, and disappointments. Its invitation to you is\na call to strenuous duty, in an effort to advance the cause of public educa¬\ntion in America.\nThe task ahead, in the opinion of the Commission, is that of evolving\nw’ell-considered and effective plans and policies. We are of the opinion that\nthe preliminary steps in the solution of our problems have been completed\nby the collection of data, the survey of conditions, the measurement of need,\nand the tentative determination of the kind and type of educational agen¬\ncies essential for the objective realization of an effective program of public\neducation. The Commission proposes not to repeat these studies and inves¬\ntigations but rather to utilize them in evaluating proposed procedures to¬\nward educational progress and improvement. Thousands of pages of reports,\nstudies, pronouncements, recommendations, and conclusions of inestimable\nvalue in the intelligent administration of public education have been for¬\ngotten or ignored during the past decade of economic and social confusion.\nThe best work of the wisest educational leadership in America stands dustcovered in government archives or on the shelves of research bureaus, while\nthe children of America suffer for that educational opportunity which these\npronouncements would, if applied, provide for them.\nThere are certain critical issues of immediate portent on which the Com¬\nmission must act immediately. Two are selected as typical: first, the financ¬\ning of public education in the light of demands for, and trends toward,\nfederal participation; second, the control of public education in the light\nof present trends to establish new educational agencies to serve large num¬\nbers of youth and then to remove them from the custody of the organized\nagencies of public education and to establish for them new institutions and\nnew practises in such fields as preschool and adult education, and even deep\ninto the secondary and college levels.\nIt does not seem that it should be necessary to emphasize the signifi¬\ncance of trends of such importance, and their probable influence upon the\nfuture of the program of public education in America. It is obvious that\npolicies which will shape these trends, and which will guide them toward\ntheir full objective realization as potent agencies of educational influence in\nAmerica, are to be evolved around hundreds of conference tables thruout\nthe length and breadth of America in the months that are ahead. From the\n\n"}
{"page": 472, "printed_page": null, "text": "466\n\nNational Education Association\n\nstandpoint of the Commission, it seems important and essential that those\nwho represent public education, that those who are concerned about public\neducation, who have an understanding of its needs, and who are guided in\ntheir thinking by sound principles, shall he present at these councils, and\nshall influence plans and policies pertaining thereto.\nWhile the issues suggested above are the larger issues, others of equal\nimportance are under consideration thruout the nation. What should be the\nrelationship of education to social reconstruction ? How shall the social in¬\ncome be allocated to the various services of government, of which education\nis admittedly one of the more important? How shall we establish and main¬\ntain conditions of social and economic security for our teaching profession,\nadequate to their needs and of such a character as will guarantee the\neffectiveness of their teaching? How shall we organize and unify the teach¬\ning profession to the end that it may exert its influence toward the further¬\nance of an adequate program of public education ? What can the schools\ncontribute to the solution of problems of unsocial behavior, crime, and\ndelinquency? How can lay groups of unquestioned influence and power be\nenlisted in support of a program of public education? Why is it that hun¬\ndreds of thousands of children in rural communities are without educational\nopportunities, and how may this condition be corrected ?\nIn the opinion of the Commission, the next five years should be a period\nof great significance in the rebuilding of our structure of public education;\nof reestablishing, in the minds of our citizens, those great purposes to which\npublic education was originally dedicated; of re-creating public enthusiasm\nfor the American ideal, not only in education, but with regard to all matters\npertaining to social progress. It would be unfortunate if the educational\nleadership of this nation, if members of this great teaching profession,\nshould stand idly upon the sidelines while this great contest for the sur¬\nvival of the agencies of social progress is waged before their very eyes.\nRecently the National Education Association called to its headquarters\noffice a man representative of the best and most dynamic educational lead¬\nership in America. I refer to my friend and erstwhile fellow-superintendent,\nWillard E. Givens. Annually we elect to the presidency of the National\nEducation Association, and of our Department, those whom we are pleased\nto honor with positions which we solemnly assure them are places of signifi¬\ncant educational leadership. These men and women in a sincere effort to\nexercise this leadership have created this Commission. They have defined\nclearly the task to be done, the problem to be solved. Stripped of unneces¬\nsary verbiage this task is that of providing educational opportunities in\nAmerica adequate to her needs for all persons, for all levels and for all\nages.\nThe machinery is ready; the organization is completed; we face now the\ntask of carrying on. Officers of the National Education Association and the\nDepartment of Superintendence can do nothing without support—personal\nand financial. In the program of the Commission educational leadership in\nevery district and community must be contacted and cooperation secured.\nThe Commission must search the membership rolls of the two bodies in\n\n"}
{"page": 473, "printed_page": null, "text": "467\n\nDepartment of Superintendence\n\nseeking these leaders. The money to finance and support this and other\nprograms and policies comes from membership dues and from dues only.\nTo carry out the present plans of the National Education Association and\nthe Department, at least a 10 percent increase in membership is absolutely\nnecessary. May I, on behalf of this Commission and as its first appeal to\nthe professional forces of America, plead for professional loyalty and pro¬\nfessional solidarity—loyalty that speaks thru the tangible support of our\nprofessional bodies and solidarity that refuses to permit disagreements or\ndifferences to dissuade us from the accomplishment of our major purposes.\nIt is\n\nmore important that the\n\nchildren of America\n\nhave educational\n\nopportunities than that the schools that supply these opportunities shall\nbe patterned in the images of a particular professional faction.\nThe Commission of and by itself can accomplish nothing.\n\nIts main\n\ncontribution, if any, will be that it may serve as a unifying agency about\nwhich the embattled forces of public education in America may rally,\nand from which may emerge those plans and policies which, in the judg¬\nment of a majority of the best informed and most intelligent of our citizens,\nshall be deemed essential to the attainment of those goals which we would\nall, by common consent, approve. The Commission can face this great\nresponsibility with confidence and optimism; it can proceed to act with\nrespect to .the problems which confront it; and it can make recommenda¬\ntions for effecting cooperation and action thruout the profession and thruout the nation, only so far as, and to the extent that, it has the support\nand the advice of the unified teaching profession of America, and guided\nthereby, does propose sound and significant plans and policies for the benefit\nof public education.\n\nTEACHING CONTROVERSIAL SUBJECTS IN THE\nCLASSROOM\nDemonstration Class of St. Louis High-School Seniors in “Problems of\nDemocracyP conducted by:\nROY W. HATCH, STATE TEACHERS COLLEGE, UPPER MONTCLAIR, N. J.\nPresident Stoddard :\n\nThere has been a lot of talk the last few years\n\nabout new names and new faces on the program. As president this year\nI have attempted to find new names and new faces. I think, if you will\nlook over the program you will say we have been somewhat successful, for\nthere are over two hundred new names and new faces this year. Many of\nthem will speak. In other words, we will hear from some new people.\nA word about the program last night.\n\nI make this statement only\n\nbecause I have been asked this question probably a dozen times as to\nhow the speakers were chosen. I wrote directly to Norman Thomas\nbecause, as far as I know, he is the Socialist party. In choosing the other\ntwo speakers I wrote directly to the national committees of those two\nparties, and former Governor Allen and Senator Barkley were sent to\nus, chosen directly by the national committees of those two parties.\n\n"}
{"page": 474, "printed_page": null, "text": "468\n\nNational Education Association\n\nThe program that is to be presented here this morning is, frankly,\nan experiment, the same as a million experiments that are taking place\nin America this morning when teachers come before classes of pupils to\nconduct similar experiments. We have a great teacher here this morning;\nwe have a great group of high-school pupils. The discussion that is to\ntake place is not staged. The topic of discussion this morning has not\nbeen discussed between this teacher and this class, or any other teacher\nand this class, as far as we know. In other words, this is not a primed affair.\nI\n\nheard a great teacher one time make the statement that you can\n\npredict to a split second when a comet will come back after four hundred\nor five hundred years but nobody in the world can tell what a high-school\nsenior will do the next second! So, young ladies and gentlemen, we are\nat your mercy. You have a chance now to get even with all the super¬\nintendents of the country in any way you want. I am happy to present\nMr. Hatch, who will conduct the demonstration.\nRoy W. Hatch : We are all glad to be here this morning and we\n\nare not going to waste any time, but get on our way. I want to set the\nideal of this teaching very quickly and very definitely in lines from one of\nKipling’s great poems. Grace, I will ask you to give those lines.\nGrace Niebuhr:\n\n“All we have of freedom,\nAll we use or know,\nThis our fathers bought for us\nLong and long ago.\n“Ancient\n\nrights, unnoticed\n\nAs the breath we draw,\nLeave to live, by no man’s leave\nBut underneath the law.”\nMr. Hatch: “Underneath the law.” And here we write those words.\n\n(Mr. Hatch wrote on the blackboard, “Underneath the law.”)\nAnd that law, for us in this particular situation, is what law, Lorrayne ?\nLorrayne Pfeil: The Constitution.\nMr. Hatch : That is it—we are speaking and thinking today about\n\nthe Constitution of the United States of America. One of the finest things\nI\n\nknow, young people,\n\nabout all the discussion that has been coming\n\nforward in the last few weeks is that at least we are going back and\nreading our Constitution and trying to find out its significance.\n1 remember a fine old speech made many years ago by an old farmer\nback in Massachusetts, old Jonathan Smith. He was a member of the\nConstitutional\n\nConvention\n\ndiscussing whether\n\nin\n\n1788\n\nMassachusetts\n\nin\n\nMassachusetts when they were\n\nshould\n\naccept this Constitution\n\nthat\n\nhad been made in Philadelphia and he had listened to debates pro and\ncon. The delegates were divided and then the old farmer arose and gave\nus right there an ideal which I would like to hand out to you. Just\nwatch his language; count his words of more than one syllable, please.\n\n"}
{"page": 475, "printed_page": null, "text": "Department of Superintendence\n\n469\n\nH ere is what he said: “Mr. Speaker, I am a plain man and am not\nused to speak in public, but when I first heard of this Constitution, I\nwent and got a copy of it and I read it over and over. I did not go to\nany lawyer in our town and ask his opinion of it. We have no lawyers\nin our town and we get along just as well without them.”\nJust think of Jonathan Smith doing that thing. Can you not see that\nfarmer as he went about his work in the fields on his farm and in his\nbarn, repeating the Constitution, clause by clause, article by article, over\nand over, and thinking about it! It seems to me that is what we are all\ndoing today and should do as far as our Constitution is concerned!\nAnd now we are coming directly to what we have as the nub of our\ndiscussion this morning. The young people themselves have set this assign¬\nment, and out of our discussions the past week at Cleveland High School,\nwe have put it in this form: “In the light of the important recent decisions\nof the Supreme Court, does the New Deal deserve a re-deal?”\nThat is their wording and I repeat it: “In the light of the important\nrecent decisions of the Supreme Court, does the New Deal deserve a\nre-deal?” (Mr. Hatch wrote the project on the board.)\nNow, quickly, give me some of the outstanding recent Supreme Court\ndecisions. George?\nGeorge Mitsch : AAA.\nMr. Hatch: The AAA. Give us another, someone?\nDoris Lawler: TVA.\nMr. Hatch: Another?\nDorothea Collins: NRA.\nMr. Hatch: All right, there are three outstanding ones. Any others?\nRalph Simon: Gold clause.\n(Mr. Hatch wrote the list on the board.)\nMr. Hatch : I wonder now if any of you happen to know or can\ngive me the decision of the Supreme Court, as far as the number of mem¬\nbers voting and how they voted, was concerned—how they voted on these\nquestions. What was the vote in the case of the AAA ?\nFrank Fenenga: Six to three.\n(Mr. Hatch wrote the answer on the board.)\nMr. Hatch: What was it on TVA? Joe?\nJoe Fleischman: Two to one.\n(Mr. Hatch wrote the answer on the board.)\nMr. Hatch : On the NRA—Lorrayne?\nLorrayne Pfeil: Nine to nothing.\n(Mr. Hatch wrote the answer on the board.)\nMr. Hatch: And, on the gold clause?\nCarl Duesenberg: Five to four.\n(Mr. Hatch wrote the answer on the board.)\nMr. Hatch: When I put those figures on the board, what is apparent\n\nto everyone, Jeannette?\nJeannette Perrot: They were very undecided about their opinions.\nMr. Hatch : There is a considerable difference of opinion. Right from\n\n"}
{"page": 476, "printed_page": null, "text": "470\n\nNational Education Association\n\nthe start, would you want to draw any conclusions from the very fact\nthat only once were the justices unanimous and once very close in their\nvote on the gold clause—have you any conclusion or general remark on\nthat set-up? What do you say, Wilbur?\nWilbur Horn: From the figures, I would say in general that they\nwere against the policies of the New Deal.\nMr. Hatch: That the Supreme Court was opposed to the New Deal?\nAnybody want to disagree? Virginia?\nVirginia Leicht: From these figures, I think the Supreme Court has\nbeen divided in its attitude toward the New Deal because two of the\ndecisions were for and two against the New Deal policy, and in only one\ndecision were they unanimous.\nMr. Hatch: How about that, Wilbur?\nWilbur Horn: In the NRA decision it seems they were quite certain\non that and on the AAA, six to three; while that is not bad, it is bad\nenough.\nMr. Hatch: All right. What do you say, Charles?\nCharles Schmich : Concerning the AAA decision, I might say it is\nrumored that Chief Justice Hughes was undecided as to which way to\nvote, but as the vote as it stood was five to three, he decided to vote with\nthe majority, thinking that a five-four decision would place the decision\nopen to criticism, whereas a six-three decision makes it appear that the\njudges were a little more positive in their opinions.\nMr. Hatch : Well, we have to discount a little for rumor.\nI want to ask you this question. We have had, so we are told, over one\nhundred and twenty decisions during the term of this present Adminis¬\ntration. Over one hundred of those have been unanimous decisions on\nmatters that came before the court. Six or eight, however, have been of\nthis type—a five-to-four decision. What is the unfortunate aspect of such\nclose decisions, Pauline?\nPauline Lane: I think it is unfair to accept any measure by a five-tofour vote, because when men are so divided, the view of one person should\nnot be allowed to swing the entire measure.\nMr. Hatch: Did you get that, John? What do you think about that?\nJohn Becker: I think she is right because in that wav a law lies\nin the hands of one man and the way he votes can change a whole law.\n1 think it should require at least a two-thirds vote.\nMr. Hatch : You would want to change it to require a two-thirds vote?\nCharles Blair: Remember that to require a two-thirds vote would\nbe to permit four members of the court to obstruct the will of the court,\nwhich is worse than a majority rule.\nMr. Hatch: Come on, now, dig into that. Doris?\nDoris Lawler : I think the Supreme Court should remain as it is and\nthat the five-to-four decision should be the law of the land because by\nmaking any restrictions on the Supreme Court and saying the law has\nto be by more than five-to-four decisions in order to become law, you\nare going to have politics enter into the Supreme Court. If that were\n\n"}
{"page": 477, "printed_page": null, "text": "Department of Superintendence\n\n471\n\nchanged, if the four men who are for or against it or want the law to\npass, why one person may perhaps thru politics go on one side or the\nother. The way it is, everyone can stick to his own opinion.\nMr. Hatch : The status- quo is what you are after. She does not agree\nwith you two people on the five-to-four decision.\nBut, look—would President Roosevelt, had that decision been against\nhim on the gold, clause, for instance, would he have had the right to have\nadded new names to the Supreme Court bench in order possibly to swing\nit his way? George?\nGeorge Mitsch: Yes, the President could have added new names to\nthe bench because the Constitution states that the President can do this\nby and with the consent of the Senate. This has been done in our history.\nMr. Hatch: You say we have done that thing? Have we? Do you\nremember the case ?\nGeorge Mitsch : It was during President Grant’s term. The President\nappointed two more justices.\nMr. Hatch: Can you give the facts?\nGeorge Mitsch: I do not believe that I can.\nMr. Hatch: Who can give the facts? Has the situation ever occurred\nbefore where the President has appointed additional members to the Court\nand so changed the verdict?\nFrank Fenenga: Yes, it was done during President Grant’s admin¬\nistration. A case went against Grant, by a vote of four-to-three so he added\ntwo judges and the decision became five-to-four in his favor.\nMr. Hatch : That is an interesting thing. And, had it been the AAA\ncase, how many would President Roosevelt have had to appoint in order\nto swing it?\nThe Class: Four.\nMr. Hatch : He would have had to appoint four to have gotten his\n\ndecision there. That is, of course, assuming that after they got to the\nSupreme Court they would follow thru—but it does not always happen\nthat way. We have had many interesting illustrations of men being appointed\nbecause of their liberal or conservative points of view who have failed to\nregister that way when they became members of the Supreme Court.\nJust before I came to the stage, one of your friends outside gave me a\nquestion for you and I put it down on paper. Here it is, “Why should\nnine men answer for 128,000,000 people?” Do you get it? Well, what\ndo you say to that one—why should nine men answer for 128,000,000\npeople ? What do you suppose he’s got behind that ? Watch him!\nLorrayne Pfeil: I think that the nine men should rule the lives of\nthe 128,000,000. The members of the Supreme Court are appointed for\nlife and, therefore, they do not have to spend half of their time getting\nvotes from people and, therefore, they are not interested in politics as\nmuch as men would be if only in there for a definite number of years.\nIf we left it to Congress, where we have a lot of political graft, our country\nwould certainly go on the rocks.\nMr. Hatch: Frank, will you answer that?\n\n"}
{"page": 478, "printed_page": null, "text": "472\n\nNational Education Association\n\nFrank Fenenga: Congress instead of the Supreme Court should rule\n\nthe United States. With nine men in control, we have judicial oligarchy\nwhereas Congress is likely to vote as they think the people want them\nto vote.\nMr. Hatch: Don?\nDon Borlinghaus: I agree with Frank that Congress should rule\nthe country and not the Supreme Court. Congressmen would vote in\norder to please the people and get their votes and get back in office, while\nthe Supreme Court will do as it pleases and not to really please the people\nof the United States of America.\nMr. Hatch : What do you say, Ken ?\nKenneth Moyer: I think Don and Frank apparently forget that\nwe have a Constitution and as long as we have the Constitution, we should\nabide by it and when Congress goes against the Constitution, the Supreme\nCourt should tell them that they are wrong. Therefore, we should have\nthe Supreme Court, and keep it just as it is.\nMr. Hatch: What do you say, Melvin?\nMelvin Schisler: I think also that the Supreme Court should re¬\nmain as it is, with the Supreme Court having power to override legislation\nof Congress, in order to maintain the check and balance system of our\ngovernment.\nMr. Hatch : What do you say to that one? Watch that closely.\nGeorge Mitsch : Well, the President checks Congress and the Supreme\nCourt checks both Congress and the President, but who checks the Supreme\nCourt? Who checks the Supreme Court as we have it now?\nMr. Hatch : Carl ?\nCarl Duesenberg: Congress checks the Supreme Court by impeach¬\nment when it finds it necessary to do so.\nDon Borlinghaus: I disagree with Carl. I think the Senate checks\nthe Supreme Court because they try all cases of impeachment which are\nbrought by the House.\nMr. Hatch: Frank?\nFrank Fenenga: The Senate and not the Congress has power to try\nall impeachments.\nMr. Hatch: Pauline?\nPauline Lane: There must be other reasons in order to impeach a\njudge. You cannot impeach a man merely because he does not think\nas you do.\nMr. Hatch : All right. Ken ?\nKenneth Moyer: Congress still has a check on the Supreme Court.\nWhether a judge thinks the way you do or not, does not enter into it.\nMr. Hatch: Is this a sound basis for impeachment?\nLorrayne Pfeil : The judges of the Supreme Court do not need to\n\nbe impeached if they only decide on the constitutionality of the law. The\nonly right of impeachment is treason or some high misdemeanor.\nMr. Hatch: Now, let us halt with that a moment, and leave it in\nour thinking. But, have you read anything that is along this line in the\n\n"}
{"page": 479, "printed_page": null, "text": "Department of Superintendence\n\n473\n\npress or anywhere else—have you been reading whether we should have\nany change in our Supreme Court either as to unanimity of action by the\njudges or as to possible review of their findings by Congress?\nGeorge Mitsch : I read one of Senator Norris’ speeches in which he\nsaid: “The people can change the Congress but only God can change\nthe Supreme Court’’—and I agree with him.\nMr. Hatch: Now, do you remember what the present Chief Justice\nsaid the Constitution really was? How many remembered that when we\nput it on our blackboard the other day?\nJeannette Perrot: “The United States Constitution is what the\nSupreme Court says it is.’’\nMr. Hatch : “The Constitution,’’ said Mr. Hughes when governor\nof New York, “is what the Supreme Court says it is.’’\nNow, here is an interesting thing. The Supreme Court decided the\ngold clause case on a five-to-four basis. Now, in all such cases or their\nreverse, one man alone would have said what the Constitution is. Keep\nthat in the hack of your thinking for a while because I want to get on\nto other phases.\nNow, these three—the AAA, the TVA, and the NRA—have been the\ngreatest challenges of all to the so-called New Deal that we are dis¬\ncussing, and in the light of these decisions, does the New Deal deserve\na re-deal? I want to ask you this question. 1 would like to learn just how\nyou feel on this issue.\nFor instance, are you in sympathy or not with the decision of the\nSupreme Court in the AAA case? Let us have a little discussion on this\ncase and bolster up what you have to say with facts.\nWalter Rohlping: The Supreme Court decision was correct since\nthe present Administration by furthering the AAA has not engaged in the\ngeneral welfare for the country. The AAA is not concerned with gen¬\neral welfare and, therefore, the AAA is constitutionally unsound and the\nSupreme Court in submitting its decision was right in saying that it was\nunconstitutional.\nMr. Hatch : Can you tell me where you will find in our Constitution\nthe clause which the Supreme Court justices reviewed in passing on the\nAAA case? Quickly, who will locate it for me? I want the exact clause.\nWho has it?\nJanet Hagen : Article I Section 8.\nMr. Hatch : Always read the Constitution that way. Will you read\nit, Janet?\nJanet Hagen : “Congress shall have the power to lay and collect\ntaxes, duties, imposts, and excises, to pay the debts and provide for the\ncommon defense and general welfare of the United States.”\nMr. Hatch : Now, let us see just what that says. It says Congress\nhas the right to do three things. What are those three things again ?\nJohn Becker: Congress shall have power to lay and collect taxes, to\nprovide for the common defense, to promote the general welfare, and\nto pay debts.\n\n"}
{"page": 480, "printed_page": null, "text": "474\n\nMr.\n\nNational Education Association\n\nHatch : And\n\nunquestionably this question swings around what\n\nphase ?\nJohn Becker: The general welfare.\nMr. Hatch: Now, Walter says that this particular decision is right\n\nbecause the AAA is not concerned with general welfare and, therefore,\nit is unconstitutional.\nMarie Klinge : I think the AAA is constitutional because indirectly it\nbenefits the country at large. Without the farmers we could not get along\nvery well if at all. If we help the farmers the country will be benefited\nindirectly if not directly, because the farmers are the greatest consumers.\nMr. Hatch: Who will go after that?\nDoris Lawler: I think the AAA is class legislation. It is taking\nmoney away from the consumer in the form of a processing tax to pay\nfarmers for not raising the so-called basic commodities. For example, if\na farmer is paid to reduce his production of cotton and then shifts to\ncorn, nothing is accomplished. In such a case, one farmer is being paid\nby the government for not raising cotton and is also being paid when\nhe sells the corn. In this way, he is cutting in on the farmer who is not\nbeing paid anything by the government, the farmer who is making a living\nby raising corn.\nThat is why I think the AAA is class legislation.\nMr. Hatch: Grace?\nGrace Niebuhr: Regardless of what the AAA policy is, the question\nnow is whether it is constitutional. In this light, I believe that the AAA\nis constitutional in that it does provide for the general welfare. I do not\nknow how any of us could get along without the food provided by the\nfarmer. I do not believe I would be able to milk a cow or plow a field.\nI do not believe in the policy of the AAA as it has been worked out\nbut I believe the United States Congress should have the power to regulate\nthe farm industry.\nMr. Hatch: You have made your point very clear. Fred?\nFred Hammer: I believe the AAA is unconstitutional as far as the\nlegal side is concerned. Our Constitution—well, the fundamental parts\nof the Constitution are the same as they were years ago and today, with\ndifferent economic needs and social conditions, we are ruling present prob¬\nlems in accordance with the Constitution which was written years ago.\nIf we are to call the AAA unconstitutional, it is because of our Con¬\nstitution, which is law, and not because our social needs or economic\nconditions would guarantee success for helping the average man.\nMr. Hatch: Will you read this to them?\n(Mr. Hatch handed a slip of paper to Lorrayne Pfeil.)\nLorrayne Pfeil: “Laws and institutions must go hand in hand with\nthe progress of the human mind.”\nMr. Hatch : Thomas Jefferson said that years ago. What do you\nthink of that?\nFred Hammer: I agree with Jefferson’s statement.\nMr. Hatch : All right, you and Thomas Jefferson are thinking alike,\n\n"}
{"page": 481, "printed_page": null, "text": "Department of Superintendence\n\n475\n\na couple of good Democrats. Who wants to challenge Thomas Jefferson\nand Fred Hammer at the same time, and take on two good men? Charles?\nCharles Blair: I want to agree with this opinion. The Constitution\nhas not been revised to meet economic conditions in all these years. We\nare frequently forced to interpret its provisions widely because our national\ngovernment has been forced to enter into fields other than those spe¬\ncifically granted.\nMr. Hatch: Do you challenge that?\nRalph Simon : I would like to ask Charles how he would interpret\n\nthe Constitution so as to fit the AAA. I can see no way in which the\nConstitution can be interpreted so as to suit the AAA. The numerous\npoints of the AAA are completely contrary to our Constitution. Under\nthe Constitution, the government is given specific power. The power\nthat is not given to Congress, is given to the states. There is no part in\nthe Constitution that gives Congress or the President any control over\nagriculture. Therefore, it is completely a state problem.\nAlso our Constitution said in Article I Section 8 that the Congress has\npower to lay taxes. Under our present theory of what a tax is, a proc¬\nessing tax is not a tax. You are taking the money from processors and\ngiving it to the farmers. That is no tax. In our country we consider a\ntax as something that is taken from the people and given to the govern¬\nment. This processing tax is not a tax when you take it from the processors\nand give it to the farmers.\nMr. Hatch : That is a good, clean-cut statement. Well, there you\nare. \\ ou have your two statements. Do you want to come back at him,\nCharles ?\nThe Constitution specifically grants Congress the\npower to tax for the general welfare, and the power to tax includes\nthe power to appropriate. Therefore, the AAA is constitutional as an\nincident to the power to tax for the general welfare.\nI want to quote from Justice Stowe’s dissenting opinion in the AAA:\n“Congress has prescribed intrastate railroad rates, by means of its power\nto regulate interstate commerce; it has made and destroyed intrastate\nindustries by raising or lowering tariffs. But in the light of this decision,\nwe can only conclude that these actions are valid as an incident to the\npower to regulate interstate commerce, and not valid as an incident to\nan equally granted power to lay and collect taxes.”\nMr. Hatch : Now, there you have your issue. Here is a question.\nIs this a true or false statement? “Did the Supreme Court in this six-tothree decision declare the processing tax unconstitutional?” Is that true?\n(A number of hands were raised.)\nIs it false?\nCharles\n\nBlair:\n\n(A number of hands were raised.)\n“The Supreme Court declared the processing tax unconstitutional.” How\nmany say it is true?\n(A number of hands were raised.)\nFlow many say it is false?\n\n"}
{"page": 482, "printed_page": null, "text": "476\n\nNational Education Association\n\n(A number of hands were raised.)\nWhich are my true ones?\n(The hands were raised again.)\nNow, you people who had your hands up before, show them where\nit is a false statement.\nJohn Lamping: It is false, because they declared the processing taxes\nshould not be appropriated to the farmers—the taxes should go to the\ngovernment and be used for general welfare. I do not believe it was used\nfor general welfare—and possibly it was not even used for welfare.\nMr. Hatch: When the AAA decision came out, I recall a letter which\n\nI read, by the president of the New England Textile Manufacturing\nAssociation, Mr. George Sloan. He agreed most heartily with the decision\nas handed down by the Supreme Court and in one of his paragraphs,\nhe referred to it as “vicious class legislation.”\nWhat is your reaction to a statement like that on the part of one of\nour great industrial leaders? What do you say, Dorothy?\nDorothy Venverloh:\n\nIf this AAA is called “vicious class legisla¬\n\ntion”—what, then, is the tariff? This could be called vicious class legis¬\nlation in favor of the manufacturer. The manufacturer has nothing to\nsay when legislation is passed to help his business but as soon as legisla¬\ntion is passed in favor of someone else, he has too much to say.\nMr. Hatch : What do you say, Carl ?\nCarl\n\nDuesenberg:\n\nWe must remember\n\nthat the\n\ntariff was insti¬\n\ntuted for the purpose of protecting home industry. Without the tariff\nour own industrial concerns would be undersold and ultimately destroyed.\nIndustry employs by far the greatest percent of the population and, there¬\nfore, the tariff which protects it is for the general welfare.\nMr. Hatch: Dorothy?\nDorothy Venverloh: That is class legislation because it favors your\n\nmanufacturer. Two of the country’s main interests are farming and manu¬\nfacturing, and they should be treated alike.\nCarl Duesenberg: Farming constitutes less than 25 percent.\nDorothy Venverloh: Where would they be without farming?\nCarl Duesenberg: Where would they be without manufacturing?\nMr. Hatch: Guess you have gone about far enough! Can we defend\n\nMr. Sloan or attack him—because he opened himself up when he wrote\nthat! Don ?\nDon Borlinghaus: It is not fair because it keeps the farmers below\n\nour city level. I would like to quote this from Mr. Hatch: “If you tore\ndown our cities and left our farms, in due time our cities would spring\nup as if by magic. Tear down our farms and the grass would grow in\nthe streets of the cities.” Without the farms, our cities and country as\na whole would be ruined.\nMr. Hatch : Thank you very much for that quotation and for remem¬\n\nbering that I used it.\nThat quotation you used, Don, came from a great speech by William\nJennings Bryan at the Democratic Nominating Convention in\n\n1896.\n\nI\n\n"}
{"page": 483, "printed_page": null, "text": "Department of Superintendence\n\n477\n\nthink you got it also from Bert E. Fenenga, your regular teacher in public\nspeaking, for he is a great admirer of Mr. Bryan’s oratory. It is spoken\nof as the famous “Cross of Gold” speech and the paragraph you quoted\nruns nearly as you gave it—at least you had the right idea of it.\n“Tear down your cities and leave our farms and your cities will spring\nup as if by magic, but destroy our farms and the grass will grow in the\nstreets of every city in the country.”\nNow, I want to bring this out. You have brought out your ideas; you\nhave evaluated the evidence in the AAA case. Now, where would you have\nstood if you had been the Supreme Court? We are enlarging the Supreme\nCourt now from nine to twenty-nine. How many in this group would have\nvoted with the six?\n(Eleven students raised their hands.)\nAnd with the three ?\n(The other students raised their hands.)\nCharles Blair: How would you have voted, Mr. Hatch?\nMr.\n\nHatch : Now, you have had your argument and we are going\n\nt'G pass on.\n\nWait a minute! I said that for this reason. I am ready to tell you how\nI feel about the AAA case but before I do so, I would like to know how\nyou think I would have voted. I would like to have a show of hands on\nthat. Now, be fair with me. How many of you think that I would have\nstood with the six in this decision ?\n(Four students raised their hands.)\nAnd how many think otherwise ?\n(The other students raised their hands.)\nMr. Hatch : Now, I will tell you. I agree with the decision.\n\n1 do not know whether you are interested to listen to my reasons or not\nbut I would be only too happy to give them to you and I will do so any\ntime now as far as that is concerned.\nBy the way, I would like to raise another question, but before I do—\nwe are right in our homeroom now and there is nobody here. Do you\nthink I should stand before you and give you my opinion? You know I am\non the Cleveland High School faculty. I am eating out of the public crib.\nI wonder how you feel about my doing this. What do you say, Dorothy?\nDorothy Phillips: I think first the facts should be taken into con¬\n\nsideration both for and against the question and discussed. Then after we\nhave had the discussion and the students have formed their opinions, I\nbelieve that the teacher should tell the way that he would have stood\non the question, and in that way sometimes teachers will bring out points\nthat perhaps have been omitted.\nMr. Hatch : I know, but suppose I do that and I do not agree with\n\nyou? How are you going to feel about that? You have stated an opinion\nand I say that I do not agree—what about that?\nDorothy Phillips: I think that the students should listen to your\n\npoint of view. Then, if you have a good argument on your side, they\nshould be willing to take it into consideration.\n\n"}
{"page": 484, "printed_page": null, "text": "478\n\nNational Education Association\n\nMr. Hatch: And when you took the examination, which one would\n\nyou put down on your paper, I wonder?\nDorothy Phillips: I would put down the one which I thought best\n\nin my own opinion, and believe you would respect it.\nMr. Hatch : 1 appreciate that compliment.\n\nI hope to be willing to\n\nrespect your points of view as I should want you to respect mine.\nDorothy Venverloh: Every man has a right to his own opinion.\n\nMr. Hatch: Walter?\nWalter Rohlfing: I think you have a right to your opinions if you\n\ndo not try to swing us your way. I think some teachers do do that but I\ndo not think that you will do that.\nMr. Hatch : Wait a minute, Walter—you brought out a serious charge.\nYou say it is all right “if you do not try to swing us.” When I ask you\nyour opinion, I ask you to state it as well as you can. When you ask me\nto state mine, I shall do the same and in that statement, I may be “swing¬\ning” you my way, and you do not think I ought to do that.\nWalter Rohlfing: I do not see where you would be swinging us.\n\nI know you could not swing me. My opinion would be just the same.\n\nMr. Hatch : Now, Walter, I want to make a confession. Since I have\nbeen working with you the past week, a certain point of view I had when\n1 came to St. Louis, I do not hold now. One of you got up and said some¬\nthing so well that it made me modify a position I had taken. But, “I cannot\nswing you and you cannot swing me.” I wonder if that is the attitude we\nshould take, both of us? Go ahead, Walter.\nWalter Rohlfing: Maybe it is not the attitude we should have but\n\nI think you have your ideas and I should listen to them. Whether we want\nto adopt them or not, I do not know.\n\nMr. Hatch : You said I could not swing you but I confess that you\nmade me shift and change. Does this not work both ways?\nWalter Rohlfing: I will admit that I will consider your ideas.\nMr. Hatch : Then I want to ask you, what is the good of all this thing\n\nif you come in and take a “cannot-change-me” attitude and I come in and\nsay, “I know so much more than you that you cannot change me”?\nWalter Rohlfing: We get the attitude of the other person into our\n\nconsideration. This will tend to make us think and maybe give us better\nideas.\nMr. Hatch : Dorothea is anxious to talk on that.\nDorothea Collins: The teacher is going to influence us on every¬\n\nthing studied or discussed, but we would much prefer to have him take a\ndefinite stand so we can form our own ideas. We would much rather have\nit openly than to have him attempt to make us think one way or another by\nmore subtle means.\nMr. Hatch : Dr. Stoddard, give Dorothy a double A on that. Did I\nnot have that well staged? You fellows down there are saying, “You had\nthat one set to go!” Yes, that is my philosophy, Dorothea.\nDon Borlinghaus: I feel that the teacher should give his opinion after\n\neverything is said and done so that it is open to discussion in the class. Then\n\n"}
{"page": 485, "printed_page": null, "text": "Department of Superintendence\n\n479\n\ngive both points careful discussion and consideration. He should do this\nin such a way that he is not trying to pull you over to his side of the\nsubject.\nMr. Hatch : Dr. Stoddard tells me that we have about five or six\n\nminutes left. Now, quickly, let us jump into the last phase of the question.\n“In the light of these decisions of the Supreme Court, do you feel that\nthe New Deal deserves a re-deal?” Come on, now, we are getting into poli¬\ntics. You are going to cast your vote before long. How and where are you\ngoing to stand on that one?\nLorrayne Pfeil: I most certainly think the New Deal is not entitled\n\nto a re-deal. It is hard to back this up with reasons because there is so much\nground to cover. But, I will take the instance of the AAA and the NRA.\nThe Administration said these would correct the faults in our country.\nThey spent billions of dollars of the taxpayers’ money and broke the\nsupreme law of the land in order to put these laws into effect, and did not\ndo what they promised.\nMr. Hatch : I take it from what you said that you are not going to\n\nsupport the New Deal.\nFred Hammer: I am of the opposite opinion because the AAA, I be¬\n\nlieve, has been the first effort in quite a while for the purpose of advancing\nour social conditions. I believe that if we are to be hindered or held up by a\nbunch of laws, written more than one hundred and forty years ago, I do\nnot see in any way that conditions in our country can become better\nadvanced than what they are, if the Court’s rulings are to be judged only\non their legality.\nNo great invention or advance in progress jumped up and was concluded\nin one step. Most of our inventions have been thru need and have been\nbuilt up. And, for the same reason, a great many people say that the present\nAdministration has spent too much money. I admit they have spent a great\ndeal but I do not believe anyone thought that the Administration would\nstep right in and in one stroke end the depression.\nMr. Hatch : May I quote here a statement of the late Oliver Wendell\n\nHolmes:\n\n“The\n\nprovisions\n\nof\n\nthe\n\nConstitution\n\nare\n\nnot\n\nmathematical\n\nformulas, having their essence in their forms. They are organic, living\ninstitutions. Their significance is vital, not formal. The case before you\nmust be considered in the light of our whole experience and not merely\nwhat was said one hundred years ago.”\nDo you agree with that, Fred?\nFred Hammer: Yes, I do because our needs are different than then\n\nand I believe we should advance with the times, and if our rulings are to\nbe legal instead of rulings that would help economically, we can expect\nlittle help from the rulings of the Court.\nMr. Hatch : Let us go on the other side.\nJohn Lamping: I might ask Fred whether AAA is economically sound,\n\neven if it is not sound legally.\nFred Hammer: The AAA was to help the farmer. The farmer is the\n\ngreatest consumer of our manufactured products. If he has a great deal of\n\n"}
{"page": 486, "printed_page": null, "text": "480\n\nNational Education Association\n\nmoney in his pocket, he can buy the city manufacturer’s products and\nthereby help the city man. This is a cycle and if the farmer, who is at the\nbase of the cycle, is not well off, then the manufacturer is at a standstill.\nAnd, I believe that if the farmer, who is a real consumer, is able to get\nsome money in his pocket, he will start the wheels of industry rolling.\nMr. Hatch : Now, is there somebody very anxious who has something\n\nthat just must be said?\nKenneth Moyer: I think it is not a complete cycle because the farmers\nonly compose about 10 percent of them.\nMr. Hatch: Should the New Deal then have a re-deal?\nPauline Lane: I believe the New Deal should have a re-deal with the\n\ncards unstacked. By that I mean that the federal government should be\ngiven sufficient power to carry out the policies of the New Deal as they\nwere actually planned. The New Deal has been blocked and buffeted by\na group of men who were jealous—afraid that the present Administration\nwould succeed by carrying out the New Deal.\nThe New Deal, as set up, provides for bettering each and every person,\nwhether he be a farmer or industrial worker. The AAA took care of the\nfarmer; the NRA the industrial worker; the CCC the unemployed young\nman who was striving to get a start in life. So, I contend that if the New\nDeal had been carried out in full, every person would have been benefited\nand made happier. The only plausible reason why the New Deal has been\nunsuccessful is because the national government does not have power to\nenforce its policies. So, I am for giving the New Deal a re-deal and enough\npower to carry it out.\n\nMr. Hatch : Thank you, Pauline.\nMelvin Schisler : I do not know whether she realizes it but the twelve\n\nmajor policies of the New Deal are the first twelve planks in the Socialist\nplatform so, instead of reelecting the New Deal, why not give the Socialists\na chance ?\n\nMr. Hatch : I wish we had more time if we are going to get into that.\nWe had that all discussed last night by some other students of government.\nFrank Fenenga: I understand from the poll taken by the Literary\n\nDigest that 54 percent of the people of the United States are against our\nthree years’ experiment of socialism at a cost of $24,000,000,000.\n\nMr. Hatch : Twenty-four billion is a lot of money to me and I should\nget scared, and I am scared. I really am! But, the point that hit me is that\nyou are rather holding that entire sum up against the present Administra¬\ntion. Are they entirely responsible for all the $24,000,000,000—is that\nyour reaction?\nFrank Fenenga: Yes, it is.\n\nMr. Hatch : Are your facts and figures correct? John?\nJohn Lamping: The New Deal is not entitled to a re-deal because\n\nthey promised to balance the budget. How do they expect to balance the\nbudget by spending $24,000,000,000—more than any other twelve Admin¬\nistrations before have spent! We went thru the Civil War without giving\nso much money out.\n\n"}
{"page": 487, "printed_page": null, "text": "Department of Superintendence\n\n481\n\nI do not see how we can expect Roosevelt and other New Dealers to get\nany farther in their next term, if and when they do get in.\nMr. Hatch : I would like so much to go on with this. Is there something\n\nelse that just has to be said before we choke this off?\nGeorge Mitsch : There is no doubt that the New Deal has benefited\n\nthe country as a whole and the people are happier financially and spiritually.\nThe Declaration of Independence says that this country should be in\n“pursuit of happiness.”\nMr. Hatch : I guess then since we have arrived at a discussion of the\npursuit of happiness, it is a good time to stop.\n\nWe will have to leave it right there. I am sorry that we have to leave\nit, boys and girls. I know how anxious you are to speak up at this point.\nNow, let us bring this lesson to its close. You remember one day I wrote\nthese words on the board but I did not finish them.\n(Wrote on the board: “The hope of democracy is . . .”)\nNow, this is one of the most profound statements I have ever heard\nand it was made by one of our greatest statesmen—Abraham Lincoln. It is\ncharacteristic. I\n\nam going to write it\n\ndown\n\nas something\n\nI want\n\nto\n\nleave with you.\n(Wrote on the board: “The hope of democracy is that eventually the\npeople will wobble right.”)\n“The hope of democracy is that eventually the people will wobble\nright.” Have you got that? You are scowling back there. “The hope of\ndemocracy is that eventually the people will wobble right.”\nHave you ever noticed how often Lincoln uses the words “the people”?\n“. . . the people will wobble right.”\nDemocracy does wobble—it goes back upon itself; it gets confused. It\nsometimes does not seem to know where it is going but its great hope is\nthat eventually it will wobble right. It is my firm belief—and if I did not\nhave this belief, young folks, I would not be standing here before you\ntoday—it is my firm belief that the type of thing you and I are doing\nhere in this free discussion, out of which we grow if we are open-minded,\nwill help us to do less wobbling than we otherwise might, and we will\nget eventually out of this great experiment in democratic government the\nbig hope and ideal Lincoln had. He said once, “I believe my vision and\nideal will some day arrive to their full realization as sure as God reigns\nand school children read.” And, I add to Lincoln, if I may, “as sure as\nGod reigns and school children read and think and discuss and evaluate\nthe great problems that confront their own democracy.”\nAnd now, I want to close with all of us thinking these words. I want to\nclose with all of us thinking these words. I have asked Dorothy Phillips to\nsly them for us. They are old words. You have heard them a thousand\ntimes. Please think them with Dorothy.\nDorothy Phillips: “We, the people of the United States, in order\n\nto form a more perfect Union, establish justice, insure domestic tranquility,\nprovide for the common defense, promote the general welfare, and secure\nthe blessings of liberty to ourselves and our posterity, do ordain and estab¬\nlish this Constitution for the United States of America.”\n\n"}
{"page": 488, "printed_page": null, "text": "482\n\nNational Education Association\n\nMr. Hatch: Yesterday, in the leading editorial in the Post-Dispatch,\n\na splendid editorial called “The Great Adventure,” there was a quotation\nwhich came from the large stone panel of this very building, a quotation\nfrom one of Missouri’s own statesmen known as “the ideal Senator”—\nCarl Schurz. I have asked Frank to read it.\nFrank Fenenga: “Democratic government will be the more successful\nthe more the public opinion ruling it is enlightened and inspired by full\nand thoro discussion. The greatest danger threatening democratic institu¬\ntions comes from influences tending to stifle or demoralize discussion.”\nMr. Hatch: And so, the lesson is over. The lesson is overt Is it?\nAnd, the next assignment? The next assignment—is what? Come on,\nany of you. Is the lesson over? And, what is the next assignment?\nDorothea Collins: The lesson is not over and the next assignment is\n“Read and think and talk\\”\nMr. Hatch: And you people will carry on those old traditions of this\nold frontier town. In the past many an adventurer left St. Louis to go out\nto the far West and the far Southwest and the far North, and here today\nwe are pioneers in another great adventure in freedom of thinking and\ndiscussion in the public schools of all our country.\nMay I close now with the words of Lincoln again, accentuated as Lin¬\ncoln accentuated them when he gave them at Gettysburg. I want you to get\nthe full significance of this. Coming to the close of that masterly talk to his\npeople, he said: “Let us here highly resolve that this Nation under God\nshall have a new birth of Freedom, and that Government of the people,\nfor the people and by the people shall not perish from the earth.”\nEVALUATION FROM THE STANDPOINT OF THE\nEDUCATOR\nLOUIS P. BENEZET, SUPERINTENDENT OF\n\nSCHOOLS,\n\nMANCHESTER, N.\n\nH.\n\nThis, to my mind, is not only the high point of this convention; it is\nthe high point of the twenty-five similar conventions that I have attended,\nand here I am wholly inadequate to meet the situation. I had been asked\nby some of the publicity agents to give an advance copy of my remarks—\nan advance copy of an extemporaneous comment on a recitation which had\nnot yet been held. I thought at first that I could do nothing about it, but\nin a moment of weakness I sat down and wrote out a few preliminary\nremarks. They do not fit the situation at all, however, and so, with your\npermission, I shall throw them away and try to discuss what we have\nseen. By the way, did you see our president sitting here purring like a\nCheshire cat during that wonderful demonstration?\nIn the first place, I am assured that this is simply the mine run of St.\nLouis high-school seniors. If so, then my hat is way off to this school\nsystem. If we had a group of young people like this assembled in the part\nof the country where I live, in our own New England language we would\nterm it “the top of a deaconed barrel of apples.” As I contrast the readiness\nand fluency with which these young people discussed these controversial\n\n"}
{"page": 489, "printed_page": null, "text": "Department of Superintendence\n\n483\n\nsubjects of everyday interest with the total inability to do the same thing\nthat we as high-school students forty years ago would have shown, I am\namazed. In the old days if we could remember the words of the book and\nrepeat them verbatim, we were all right. If we ever stopped to think for\nourselves, we were lost.\nI remember, for example, a certain high-school girl who went to school\nto me some thirty-five years ago. She was a perfect product of the old-time\ncurriculum. In her last examination before receiving her diploma she was\nasked to tell why she knew that the North Pole of the earth did not\ncoincide with the north magnetic pole. She was asked to give three reasons\nbut gave only one, considering that it was cogent enough to answer for\nthree. She said that the North Pole of the earth could not coincide with\nthe north magnetic pole because it is impossible for two bodies to occupy\nthe same space at the same time.\nFrankly, I have learned something this morning. I knew that in certain\ncrises in English history the King had power to pack the House of Lords\nwith enough new members to swing the decision the other way. But I did\nnot know that a President of the United States ever was able to increase\nthe membership of the Supreme Court by packing it with enough new\nmembers to change an important decision.\nAgain, as I see the enthusiasm that these young people show, and their\neagerness to recite, I think of those people who would have us confine our\nteaching to the old-time classics. I wonder if all these hands would be wav¬\ning in the air if the class were debating whether a certain verb was a\nhortatory subjunctive or a subjunctive of ideal certainty; or if the class\nwere debating whether a certain line was a cotangent or a cosecant.\nAgain, it is refreshing to see that today we have an academic freedom\nto discuss controversial subjects of this sort. In the past, high-school teach¬\ners have not always been allowed to talk of subjects of current interest.\nEven in the colleges it has not always been permitted. I remember a friend\nof mine who was an instructor in history in a certain college in central\nNew York state. He was supposed to teach ancient history, but one day\nin the class when they were talking about some raw scheme that had been\nput over in the Areopagus, or whatever they called the political assembly,\nthe instructor said, “That is nothing. The same thing was pulled last win¬\nter in the New York State Legislature by the traction interests.” He pro¬\nceeded to explain to the class just how it was done. He had forgotten that\nin his class was seated the son of one of the trustees of the college and that\nthis trustee was the powerful lawyer who represented the traction people.\nThe next day the president called him up and called him in and called\nhim down, and told him that he was teaching ancient history and to please\nconfine the discussions in his class to events which had happened prior to\n476 A. D. My friend the instructor was so furious that, brooding over\nbis wrongs, he went to the next banquet of the College Alumni Associa¬\ntion and, perhaps having tucked two or three under his belt to fortify his\ncourage, stood up and spilled the whole story. And the next day he was\nfired.\n\n"}
{"page": 490, "printed_page": null, "text": "484\n\nNational Education Association\n\nIt is an encouraging sign to see that we now have more freedom than\never in the classroom, for controversial questions are here and they have\nto be settled and settled right, if the world as we know it is to carry on.\nIt was shortly after the World War that H. G. Wells made the state¬\nment that the fate of civilization depended upon a race between education\nand catastrophe. He was right, as subsequent events have proved. True\ndemocracy, the control of government by the will of the people as a whole,\ncan live only where there is a fairly intelligent electorate. Absolutism was\noverthrown in Russia, but thru the lack of an intelligent middle class it\nwas replaced by another form of despotism. We sometimes think of certain\nEuropean countries, Germany for example, as having a better system of\neducation than our own. But the German system, while it gave all the\nchildren of the nation sufficient training to make them useful servants of\nthe upper class, denied them the kind of education that would have made\nthem intelligent voters. In America one person in three gets some highschool education, but in pre-War Germany only one child in twenty-seven\never went beyond the Volkschule.\nIn Italy it was the same thing—very few citizens worthy of operating\na democracy. At the top were the big industrialists and bankers who\nfinanced the march on Rome, and at the other end of the line were the\nignorant syndicalists who were so benighted as to believe that they could\ndrive out the owners and run the great factories of the Po Valley for their\nown advantage and profit. The French are much better educated as a\nmass than are the Germans and the Italians—witness their disarming\nof Colonel de la Rocque and his Croix de Feu—but they are obsessed with\nthe idea that every German loves war and hungers for revenge upon\nFrance. They read the newspapers controlled by the powerful Commite\ndes Forges, and are sure that their only safety lies in an appeal to arms, and\nshowing an uncompromising front to Germany.\nNearly one hundred and fifty years ago, Mirabeau said of the English\npeople, “They are like a glass of their own ale—a lot of froth at the top,\nsome dregs at the bottom, but plenty of good solid stuff in between.” It is\ntrue today. There is real material for a democracy in the intelligence and\ncommon sense of the British people. Unfortunately, in Russia, Germany,\nand Italy there were only two choices, both of them bound to result in\ndespotism: the despotism of the proletariat, which was successful in Russia,\nor the despotism of big business backed up by the veterans of the World\nWar, which won out in Italy and Germany.\nWe can pass all the laws needed to make a utopia. We can set up iron¬\nclad constitutions protecting the machinery of a democracy, but unless\nwe have an intelligent people to make it function, the result will be des¬\npotism of one sort or another. Many of the South and Central American\nRepublics have constitutions modeled after ours, and laws which parallel\nthose of the United States very closely; yet in only one or two of these\ncountries\n\n(located in temperate zones)\n\nhave we seen anything like the\n\noperation of a government based upon the will of the people. Everywhere\nelse are dictatorships, despotisms, either military or political.\n\n"}
{"page": 491, "printed_page": null, "text": "Department of Superintendence\n\n485\n\nComing back to H. G. Wells. When someone, not long ago, referred to\nhis statement about the fate of civilization, he commented sadly that it\nwas still true, but that education had not yet started. In some countries,\nso-called education is moving backward. Instead of being enlightened, the\nyoung people in five or six of the greatest countries of the world are being\npoisoned with propaganda which it will take years to counteract. It would\nhave been had enough could education have started at scratch in 1919,\nhut in 1939, twenty years later, the schools of Russia, Germany, Italy, and\nother countries will have been working for years to prevent their people\nfrom hearing the truth or recognizing it when it is heard. Those who\ndirect the destinies of schools, even in the most democratic countries, are\nnot always willing that true education shall have a chance. The delegates\nfrom New Zealand and Australia at the Rotary International meeting of\n1933 would scarcely believe me when I told them that there is not a school\nhistory of the United States which can he used both north and south of the\nMason and Dixon line.\nI think of a history of the United States written by my dear friend,\nLawton Evans of Augusta, whose father was the last Confederate general\nto surrender. A certain superintendent introduced that book into the schools\nof Wisconsin. He was fired. The members of the G. A. R. Post did not\nwish their children to read of the things which General Sherman had done\nin demonstrating his theory that “war is hell.” It is only during the last\nsix years that American history textbooks have dared tell the truth about\nthe beginning of our war with Spain in 1898. Recently I sat by a dis¬\ntinguished member of our group and he was amazed when I told him that\nSpain had completely surrendered and that McKinley had in his pocket\nSpain’s answer, yielding every single point, when he went before Congress\nand asked to have war declared.\nWe must face the truth. We must teach the truth. We have thrown into\nthe laps of these young people problems that we have dodged or have not\nsolved. Praise God they will do a better job than their fathers. In them\nlies the hope of democracy.\nEVALUATION FROM THE STANDPOINT OF THE\nLAYMAN\nRABBI ABBA HILLEL SILVER, ANSEL ROAD TEMPLE, CLEVELAND, OHIO\n\nI have always thought that the principle of free discussion in a classroom\nwas an ideal and desirable principle. I never knew that the principle when\napplied actually in a classroom at the hands of an inspired teacher could\nbe quite as thrilling as it turned out to be this morning. To watch the play\nof minds of the young people, the give and take, the eagerness to partici¬\npate, the basic fairness in the approach on the part of all of the young\npeople, was in itself the most convincing testimony, if testimony were\nneeded, to the soundness of the principle of free discussion in our schools\nand in our academic institutions.\nOne of the memorial enterprises of the human mind has, of course,\nbeen the pursuit of truth. Ever since the beginning of his reflected life,\n\n"}
{"page": 492, "printed_page": null, "text": "486\n\nNational Education Association\n\nman has gone out in quest of truth. He had succeeded only in part, in that\nhe has achieved enough of truth to give him a sense of confidence, but not\nenough to make him entirely wise.\nBut this quest for truth, unshackled, fearless, has been man’s magnificent\nadventure upon earth. It has been his cross and his crown and his im¬\nmortality. One of the proudest possessions in the modern world is just this:\nthe free spirit of inquiry, the autonomy of the human intellect, the subtlety\nof the human mind. And one of the unfortunate aberrations of our day,\none of the tragic consequences when so much of the world’s thought has\nbeen roiled and become muddy, is that this human intellect is again being\nmade subject to the interest of the party in control of the state.\nIn this new world where the trend is so definite in the direction of state\nabsolution and totalitarianism, attempts are being made to make the human\nintellect subservient to the platform of the group in power. The spirit\nof free inquiry is being throttled in many parts of the world, and that\nspirit frequently leads to the concentration camp. Thought is being regi¬\nmented. Free research, which in its results does not conform to the set\npattern of the political program and platform of the party in power, is\nanathema. Every writer must become a state functionary.\nEducation in many parts of the world is no longer education but in¬\ndoctrination. Children are not being taught to think but being trained to\nobey. Attempts are being made in some parts of the world today to rewrite\nthe accumulated knowledge of mankind, especially in the fields of social\nsciences, to rewrite them from the point of view of the state of the\nbureaucracy in power—attempts to rewrite history, economics, law, and\nscience of government.\nIn Germany there are people today who boast that they have nationalized\ntruth—but they are teaching their young people to think with their blood.\nIn other parts of the world, they are teaching young people to think with\ntheir stomachs whereas there is only one way to think and that is to think\nwith the mind. In those parts of the world where education is being dis¬\ntorted, education has ceased to become education and has become propa¬\nganda, and a teacher has ceased to be a teacher and has become a pedagog,\nand leaders of youth have fast become drill sergeants.\nWe used to think that ignorance was the greatest menace to civilization,\nthe greatest deterrent to human progress. It is no longer so. Today I\nbelieve the greatest deterrent to human progress and the greatest menace\nare not ignorance and illiteracy but propaganda, which is far more menacing\nbecause it is far more cunning and shrewd and purposeful and organized.\nThere has been developed in our day a complete technic for befuddling\nthe human mind, for undermining human reason with slogans and half\ntruths and three-quarter truths and catchwords and appeals to the emo¬\ntional animality in the masses in order to make the worst appear the better\nreason. Wherever democracy has been destroyed in the modern world, it\nhas been destroyed thru this deadly technic of propaganda, especially among\nthe youth of the world.\nI believe it was Hitler who said that the germinating power of great\nchange, that is, the force that brings about radical changes in society, is not\n\n"}
{"page": 493, "printed_page": null, "text": "Department of Superintendence\n\n487\n\nso much insight as hysteria! And that is it—hysteria! The purpose of\npropaganda is to substitute hysteria for education! So that when you do\nnot educate your young people in the social sciences, in the art of govern¬\nment, when you do not educate them in the sense of enlightening them,\ninforming them, making the available knowledge and truth and facts ac¬\ncessible to them and training them in the ways of critical appraisal and\ncritical evaluation, you are not sending them out into the world as the\nsort of unbiased, impartial people who will be able to make correct decisions\non vital questions but you are sending them out to become easy and ready\nvictims of the first high-powered propagandists that will attack them!\nIn view of this tendency which is developing in all parts of the world,\nincluding our own country, toward state concentration, toward an increase\nin the accession of power by the state, it becomes necessary again to begin\na fight for what we called in our Declaration of Independence, the in¬\nalienable rights of man.\nThis battle was fought to a victory one hundred and fifty years and\nmore ago and it was first waged around the issue of religious freedom.\nWhen the Virginia Act, which was finally adopted in 1785, was being\ndrafted and the question of religious freedom came up for vital discussion,\nit was suggested by one of the religious liberals of that day in that con¬\nvention, and the man was George Mason, that there be included a pro¬\nvision that all men should enjoy the fullest toleration in the exercise of\nreligion. James Madison vigorously opposed the phraseology of that drafted\nresolution because he said, and wisely said, that when you grant a state\nthe right to tolerate this religion or that religion, you are by implication\nsuggesting that the state has a right either to tolerate or prohibit, whereas\nthe right of religious freedom, the right of a man to worship God, is a\nnatural right belonging to man, over which the state has absolutely no\npower. The founding fathers of our Republic were wise enough to under¬\nstand the full force of the argument of Madison, and it was Madison’s\nposition which was finally adopted.\nIn our federal Constitution, the principle of freedom of speech and\nfreedom of the press definitely falls within the same category of belonging\nto man as his inalienable right and not as a privilege bestowed upon him\nby the state. The framers of the Constitution were quick to embody this\nprinciple, this basic conviction, in the first amendment to the Constitution\nwhen they said that Congress shall make no law abridging the freedom of\nspeech or of the press.\nFreedom of speech is something beyond the office, the control, the super¬\nvision, and the legislation of government. It belongs to the individual him¬\nself because he is a human being, because he is a child of God, and not\nbecause he happens to belong to a certain political organization of the state.\nNow, why do I speak of that at this particular time? Because to me\nfreedom of speech means significant speech in significant places. Freedom\nof speech means freedom of significant speech in such places where that\nspeech is likely to have social significance—in the pulpit; on the platform;\nand particularly in the most significant place in a democracy, a classroom.\n\n"}
{"page": 494, "printed_page": null, "text": "488\n\nNational Education Association\n\nTherefore, the teacher enjoys that freedom of speech as an inalienable\nright, not as something granted to him by the state or by a board of edu¬\ncation or by a community which pays the taxes. It belongs to the indi¬\nvidual teacher as his right.\nWhy did the founders of our country take the trouble to write these\nconvictions of theirs into the basic law of the land ? Because—and this\nis the essential word which I should like to leave with you—they wanted\nto protect the individual against the ever-present menace of state encroach¬\nment against the possible tyranny of the state. They wanted to safeguard\ncertain provinces, certain areas in the individual’s life to be forever his\nown, without which the individual becomes the tool, the plaything, the\nsubject instead of the master of his state.\nTherefore, the battle for academic freedom, which many of you are\nwaging today is in its profoundest sense a battle to preserve the classic\ntraditions of American government and American civilization. Remember,\nit is not only fascism which destroys academic freedom, whether it be of\nthe Latin or Nordic variety; it is every government which bases its philoso¬\nphy of totalitarianism, of absolute domination of the individual life in every\nsphere of activity—that is the deadly foe. Dictatorship such as we have\nin the Soviet Union has also destroyed academic freedom; and please re¬\nmember in changing over from capitalist to the socialist form of society,\nyou do not thereby insure the principle of academic freedom. It is only\nin a climate ,and in a mood of liberalism, in a society where individual\nrights are constitutionally guaranteed that you can talk about and experience\nacademic freedom.\nTherefore, those of you who are championing academic freedom today\nare not, in the profound sense, enemies of the free form of government\nbut its staunchest friends and supporters. The intelligent teacher—and we\nhad an opportunity to observe this morning an intelligent teacher at work\nwith his pupils—who teaches a social science is fully aware that his job\nis not to make converts, not to make party members, and not to incite his\nstudents into political or economic action. That was tried abroad, and the\nyouth abroad, many of them still in their intellectual swaddling clothes,\nhalf-baked intellectually, were incited and driven into the arena of political\naction and thought, and made, as you well know, a very sorry mess of it.\nHitler and Mussolini capitalized to the “nth” degree young people’s\nnatural reactions, favorable reactions to the heroicness of nationalism and\nracialism and militarism, and the greatest devotees of fascism are the young\npeople of high-school age.\nIt is not necessary to drive our young people who are still in the stage\nof learning into definite camps to become devotees and converts and dis¬\nciples. The wise teacher is interested in opening doors and lifting curtains\nand informing, not in propaganda. When the wise teacher approaches the\nproblems of the present economic order, he will endeavor to lay bare,\nto uncover to the eyes of the students in his class, all the deficiencies of the\npresent economic order fairly, frankly, without passion, without bias, but\nalso without any attempt at subterfuge or apologetics; he will make known\n\n"}
{"page": 495, "printed_page": null, "text": "Department of Superintendence\n\n489\n\nto his pupils the price which our present society is called upon to pay for\nthese deficiencies in terms of human suffering, of deprivation, of lost op¬\nportunities, of tension, of conflict in our society; and he will draw the\nattention of his students to the plans and programs which have been sug¬\ngested as a means of dealing with these difficult problems and he will en¬\ncourage his students to study these plans as critically, as fairly, as dis¬\npassionately as they can and will guide them into the proper ways of\ncritical judgment and appraisal.\nIs this a fair thing to ask of a teacher? Is it a necessary thing? If it is\nfair and if it is necessary, then what is, I ask you, the purpose behind the\nproposed teachers loyalty oaths? Is it to stop these discussions in the class¬\nroom ? Is it to turn over these young people to agitators and propagandists\noutside of the classroom? If so, then it is a dangerously shortsighted policy\nof fear and despair. What good are oaths of loyalty if they are not ac¬\ncompanied with spontaneity and sincerity? And if there is that spontaneity\nand sincerity, what need is there for loyalty oaths?\nMuch of this counsel of suppression, of classroom terrorization, is the\ncounsel of fear, and I, for one, refuse to be stampeded into fear about the\nfuture of American democracy. I refuse to believe that American democ¬\nracy is in danger of either communism or fascism. There is no visible\ndemand on the part of the great masses of the American people for the\noverthrow of our democratic institutions. The American masses are not\ninclined to destroy these institutions because they sense, even tho they\nhave not reasoned it out to the last detail, that these institutions have\nserved the advancing needs of American life for generations and have\ngiven us values and goods and desirable things to a greater extent than\nhas any other form of government of mankind. They believe that these\ninstitutions can be made to continue to function in order to serve the ad¬\nvancing needs of American life.\nThere may be a greater menace, tho not as great as some people would\nlead you to think, than that which has been called the American fascism.\nThe menace therein lies in this: that as a general principle, it is not\nradical ideals which have overthrown democracies but orthodox ideals\nwhich have outlived their usefulness and refused to die.\nAmerica is going to move forward. It always has. It must move for¬\nward. But, it is not written in the book that it must move forward along\nthe lines or the ruts already defined by Moscow or Rome or Berlin.\nAmerica has a tradition of its own. It has a national genius of its own, a\npolitical science of its own. It has its own way of doing things. It has\npioneered in the past. It may pioneer in the future. It may well be that\nit is going to be the destiny of America to find the synthesis between indi¬\nvidualism and collectivism, retaining that which is wholesome and desirable\nin the old dispensation (and there has been and there is much that is whole¬\nsome and desirable in the old dispensation) and adding to that what\nthe new trend toward a collectivistic civilization will give to it of value\nand worth.\nIt is not written in the book of destiny that America must leap from\nwhat we choose to call rugged individualism to what I choose to call\n\n"}
{"page": 496, "printed_page": null, "text": "490\n\nNational Education Association\n\nrugged communism. We may work out our own salvation. The Slavic\nmodel of Moscow may have much to teach us and we may learn much\nfrom it. But, on the other hand, we ought to remember that in establishing\ncommunism in Russia, they did not have to run counter to a tradition of\none hundred and fifty years and more of personal liberty, of free partici¬\npation in government, of basic inalienable rights. That form of dictator¬\nship established there did not run counter and did not do violence to\nany essential feature in their national culture whereas in our culture,\nfashioned by generations of living, personal liberty, individual rights, free\nparticipation in government, inalienable rights, which are of the very warp\nand woof of our living and thinking, when we come to form our approach\nto a collectivistic society, we may want to make these vital traditions of\nfree American life essential features of the pattern of the new economic\norder.\nIf we make accessible to the young unfolding minds of our rising genera¬\ntion the sources of knowledge, of facts, of truth; if we allow teacher and\npupil in the classroom to discuss informally but in a spirit of deepest\nearnestness and consecration these vital things affecting the American\npolitical, economic, and social life; if we make the American tradition dear\nand precious to these young people by allowing them intelligently to use\nand exercise that tradition during the formative years of their lives in the\nschoolroom—this is the hope of democracy!\n\nGENERAL SESSION\nWEDNESDAY EVENING, FEBRUARY 26, 1936\nPHYSICAL EDUCATION BECOMES A FUNDAMENTAL\nCARL L. SCHRADER, STATE SUPERVISOR OF PHYSICAL EDUCATION,\nBOSTON, MASS.\n\nThe purpose of this address is not so much to plead for recognition of\nphysical education, as to clarify on the one hand its meaning and purpose,\nand on the other, and perhaps mainly, to point out the erroneous concep¬\ntions and fallacies under which physical education in many places is still\npermitted to operate. That the blame for this latter condition must be\nshared by school administrators as well as by the exponents of this par¬\nticular field, is obvious. On the one hand we have the narrow and uneducational and unsafe concept of excessive interscholastic competition,\nand on the other an array of high sounding objectives to which the prac¬\ntise carried on bears no semblance.\nJust as it was not the purpose of forward-looking educators when bring¬\ning art and music into the school program, to create other Michelangelos\nand Van Dykes or Beethovens, so was physical education not intended to\ncreate a lot of Babe Ruths or Tildens. The fact that we may, and as a\nmatter of fact do, discern genius in any of these mentioned cultural fields\ndoes not alter the original underlying purpose, which I believe to be an\n\n"}
{"page": 497, "printed_page": null, "text": "Department of Superintendence\n\n491\n\nopportunity for an apprenticeship upon which intelligent choice and habit\nmay be built.\nIt is safe to say that those who conceive physical education as a way\nof living more fully and sanely are primarily interested in putting educa¬\ntion into play and into athletics rather than in putting play and athletics\ninto education. Physical education so conceived, that is, recognizing in the\nactivities merely the tools thru which to obtain desirable educational re¬\nsults, must of necessity accept biologically basic facts and pedagogically\nand socially sound practises.\nPhysical education is primarily concerned with the building of organic\nvigor and power, and with the mastering of neuromuscular skills. But it\nalso makes valuable contributions to health, to character, and to the\nworthy use of leisure. The primary objectives, namely organic power and\nneuromuscular skills, intelligently accepted and with the teaching and ad¬\nministration intelligently carried on, will make the contributions toward\nhealth, character, and the worthy use of leisure an inevitable and accom¬\npanying result.\nTo think of physical education merely in terms of health would mean\nto center attention upon a corrective, rehabilatory, therapeutic, hospital¬\nized procedure of a bygone age rather than upon the developmental, pre¬\nventive aspect of modern physical education. One reason often advanced\nfor stressing the health objective and even changing the name of physical\neducation to health education, is that it is easier to obtain funds from the\npublic to maintain such a program.\nExpediency, however, should not deter us from enlightening the public\nas to the deeper meaning of physical education. This expediency becomes\nparticularly distressing when health education on the one hand attempts\nto teach as facts matters upon which the medical profession is still divided,\nand then, on the other hand, encourages and tolerates practises which the\nmedical profession as a body recognizes as detrimental to health and proper\ndevelopment.\nWe who are engaged in teaching or are administering teaching are en¬\ntrusted primarily with helping the child to grow. That is our function.\nThis growth is a many-sided process, but having accepted the oneness of\nthe human being, growth must be stimulated in all these directions. Just\nas we have recognized the mentally retarded, and have found and are\napplying means of helping them to grow, so must we recognize the physi¬\ncally and socially retarded and use intelligence to help these to grow. One\nmay think that because the physical lacks are so obvious as compared with\nthe mental shortcomings that here at least we are doing our best. The fact\nthat we are not is undoubtedly due to this very obviousness, which is mis¬\nleading. Only when we recognize that physical growth goes on in seg¬\nments instead of uniformly do we realize that outward appearance is no\nguide for functional vigor, or activity achievement a safe device to de¬\ntermine organic power. We are thinking of the growing boy or girl whom\nwe have in our schools, and not mature college men and women.\nIn the field of competitive athletics we still too often mistake bigness\nfor organic power, when in reality the husky looking freshman entering\n\n"}
{"page": 498, "printed_page": null, "text": "492\n\nNational Education Association\n\nhigh school may be a far greater risk in competitive sport than the smaller\nand leaner type. Biology teaches us that frequently, in rapid growth in\nheight and breadth, the vital organs have not kept pace with this growth,\nand these organs are therefore less well conditioned to stand the great\nstrain which some games and sports demand, particularly in competition.\nTo drive or even to encourage boys and girls in this connection to maxi¬\nmum performance is dangerous, and surely a gross violation of any health\nprogram. The fact that such physically, and probably also pubescent, pre¬\ncocious youth do not experience a breakdown while in school or within a few\nyears after leaving school is no proof that they have not been harmed.\nOnly too often do organic weaknesses, traceable to early extravagances,\nmanifest themselves later in life. Growing youth needs much of its energy\nfor growing, and while intelligently guided activity, even to the extent of\ngreat exertion, stimulates this growth, exhaustion is positively destructive\nand inhibitive to this growing process. The element of fatigue is an im¬\nportant factor and the ability to recognize its warning and heed it is a\nfundamental requisite of the teacher entrusted with the physical education\nprogram.\nThis is not intended to be a tirade aimed at competitive sports, but\nrather a plea for more sport, that is, more participants in sport. If we\ncould be certain that the administrators in education, that is the superin¬\ntendents and principals of schools, recognize physical education, of which\nathletics is a part, as a means of achieving certain educational ends rather\nthan looked upon the outcome of a game or competition as the end, we\nmight boast of the greatest youth movement the world has known. The\neducational ends here referred to are enhanced by the contribution which\nphysical education rightly conceived and intelligently carried out makes.\nThe obtaining of these ends in the main is the building of habits, either\nhealth or character habits. Neither of these two can be considered sub¬\njects to be passed, nor can they be achieved thru either lecture or textbook.\nExperience is the best teacher, and if we are correct in the assumption that\nhabit is the result of frequently repeated acts, then we have reason to as¬\nsume that many imbedded habits will function later after definite leader¬\nship and supervision have ceased.\nThis intelligent leadership in habit formation is an obligation of every\nteacher, but teacher preparation as yet leaves much to be hoped for in this\ndirection. Subject teaching is still the dominant note, in spite of the accepted\nslogan that we must teach the child. We profess one thing and practise an¬\nother. It is not the knowledge of health facts that fixes right living habits\nupon us; nor does the mere knowledge of the Ten Commandments or the\nsaluting of the flag make us the good citizen. It is the repetition of practises\nthat makes our behaviors habit. An activity program, therefore, full of real\nlife situations, is most promising toward these desired ends. We recognize\nthe advantage of activity in that it can be directed. We can set right the\nindividual who is wrong, and keep right the one who is right, because we\nsee him do the wrong or the right thing. We do not know what he thinks.\nWe like or dislike each other because of what we do, not because of what\nwe think. Hence we may w ell define character as a manifestation of deeds.\n\n"}
{"page": 499, "printed_page": null, "text": "Department of Superintendence\n\n493\n\nGoethe expresses this thought in Faust, “Talents are nurtured best in soli¬\ntude, but character on life’s tempestuous seas.”\nThe play world in which youth lives contains these storms in all varia¬\ntions. Activity has been well called one of the great hungers of life. Bio¬\nlogically this is of significance because activity means building of organic\npower.\nNo other field in education is so rich in variety of activity as is physical\neducation. Classed with music as an art it shares with music the signifi¬\ncance of engaging the whole of man in its practise. The human body is the\ngreatest medium for outward expression, and commands the greatest va¬\nriety of vehicles thru which to do it. Who has not been thrilled as spec¬\ntator by the marvelous and beautiful performance of the skater, dancer,\nskiier, jumper, or player? Even illustrations give us that thrill. But this\nspectator thrill is as nothing compared with the thrill of the performer—a\nfeeling that cannot be described but must be lived, must be experienced.\nHere is living, for moments at least, in ecstasy. The whole being throbs in\nthis glow of achievement. This throbbing of life exists in all degrees and\nlevels of efficiency and in a thousandfold variety of activities, and may well\nbe termed conditioning of the inner man. To stimulate ambition toward\nthese experiences surely is worthy of a place in education, and surely is\nhelping youth to grow. It is a growth not merely in knowing, but in\ndoing; not merely in health, but in total personality. “What l am, I have\nbecome; what I’m going to be, 1 am becoming.”\nIn this button-pressing age, with only a remnant of the joy of achieve¬\nment left in industry, the new freedom that comes with increased leisure\nmust make up for this loss by means of the various cultural fields of\nhobbies. A teacher asked her boys in class what, if they were of an inventive\nmind, they would like to invent. One boy wanted to invent something\nwhere you press the button and you would be all dressed in the morning;\nanother to press a button and all your school work would be done; a third,\nthe real product of our age, would invent something that would press\nthe button. There remains, then, but the hobby, no matter in what field,\nwhether it is a game to be played, or a thing to be made, or music to be\nrendered, that may save man from a drab existence while he looks only\nto commercialized recreation for relief. Only self-effort and discipline will\nlead to the mastery of any hobby. No button pressing will do this.\nThese desirable outcomes do not just happen, but can only be the result\nof intelligent leadership. That this leadership must be based upon more\nthan mere technics should go without saying, yet the fact remains, that\nless care is exercised in the selection of teachers in this field than perhaps\nin any other. In selecting teachers or supervisors of physical education, the\nchoice too frequently falls upon the man who is an all-American this o^\nthat, or one who has successfully placed this or that town on the athletic\nmap, but who has no professional qualifications whatsoever and conse¬\nquently is entirely out of touch with educational objectives.\nI cannot refrain from calling your attention to the outline of physical\neducation in junior and senior high schools published in the Sixth Year¬\nbook of your Department. It deals in detail with teacher preparation,\n\n"}
{"page": 500, "printed_page": null, "text": "494\n\nNational Education Association\n\nteacher load, time allotment, program content, health teaching, health\nservice, and competition. There is little we would change from that out¬\nline, unless it were to stress still further the need for definite instruction\nfor all, and less of the overpublicized championship type of program. We\nwould also urge definite testing and measuring on the basis of test-teachtest, rather than a test for classification purposes only.\nWe can measure achievement in this procedure. How accurately? Well,\nperhaps as accurately as we measure a good many other achievements. It\ndoes not follow that the teaching of activities must therefore become\npedantic, but it does mean that the teacher of physical education must\nteach and not merely entertain—a fault much too common and not peculiar\nto physical education alone. The criticism which has been made that physi¬\ncal education is still arms and legs and good intentions, is undoubtedly\nbased on having seen at work entertainers rather than teachers.\nIf it should appear that this dissertation deals solely with junior and\nsenior high schools, may I suggest that the errors in this particular school\ndivision are perhaps of greater moment than the omissions in the elemen¬\ntary schools. I refer to practises that are educationally unsound: inter¬\nscholastic schedules too long, particularly in basketball; unbalanced match¬\ning of teams; lack of proper medical supervision; playing of night games;\ntraveling long distances to determine phantom championships; and above\nall, interference in these supposedly school functions by non-school groups.\nA real representative intraschool mass program cannot thrive where both\nspace and the time of the teacher are monopolized by the few, usually an\naristocracy of brawn.\nHence the need for shorter varsity schedules. The spirit of sportsman¬\nship and fair play is not fostered by matching a David against a Goliath.\nA principal permitting a light team from a small school to battle, with no\nhope for even scoring, against an admittedly strong and heavy team from\na large school and merely for a share in the gate receipts, has much to\nanswer for.\nMedical supervision at games for the mere purpose of patching up the\ninjured player so he may go on with the game is futile and unprofessional.\nThe same fellow suffering the same injury in the ordinary hazards of life,\nand treated by the same physican, would be treated far differently, and\nwould receive advice for great precaution so as to avoid further complica¬\ntion. We need sports physicians who alone may determine what players\nshall compete and when, who will function not only at games but who will\nrecognize fatigue thruout the training and eliminate the boys accordingly.\nWhile the evils in girls athletics have as yet not advanced to the level\nof those of the boys, there is ample evidence of overdoing to the detri¬\nment of the girl. Evidence brought out recently of increasing tendencies to\ntuberculosis in high schools, particularly among girls, has brought from\nthe medical profession a word of caution to watch carefully the growing\ngirl in her effort to shine athletically. The Women’s Division of the Na¬\ntional Amateur Athletic Federation, made up of professionally trained\nteachers of physical education, presents a platform for a vigorous yet safe\nplay life for girls, which school administrators might well recognize as a\n\n"}
{"page": 501, "printed_page": null, "text": "Department of Superintendence\n\n495\n\nguide. There is no sport, barring those demanding bodily contact, that the\ngirl cannot, under proper leadership, follow with safety. We recognize\nand discern less difference today between the sexes, than we do between\nindividuals within either sex.\nThe art of dancing, like some of our games, once the prerogative of\nthe private school and college, has become firmly imbedded in our public\nschool program. It is a field in which woman naturally excels, yet it is not\nclosed to men. There cannot be any arbitrary classification or selection of\nactivities. Tastes in and for expression vary widely; hence individual in¬\nclination should be gratified. The classification of sports into major and\nminor sports is a most arbitrary one, particularly when it is based on the\nspectator interest instead of that of the performer. A major sport or hobby\nis that in which the individual pursuing it finds the greatest stimulation\nand satisfaction. For one it may be swimming; for another, dancing; for\nstill another, wrestling; and for another, tennis. Each represents a desire\nfor expressing an inner urge, and who is to dictate what this shall be?\nIt is the teacher’s task to help toward a better expression thru an improved\ntechnic.\nThis brings us to the fundamentals which always lead out from kinder¬\ngarten and elementary school. The play world elsewhere referred to be¬\ncomes of greater significance in these preschool and elementary-school\nyears. To kindle and keep alive imagination must be one of the means of\nhelping the child to grow. We must recognize that the mental experience\nin early childhood is objective experience. Everything seen, felt, or touched\nis actively shaped by the child—is experienced with more senses than it\nis by the adult. Objects are actually experienced. The same object in a\nbrief period of time may be a soldier, a tree, or an animal. The caught\nchild becomes the mouse—the chasing boy the cat.\nThis should suggest that even at this age we are not merely dealing\nwith exercises, but with a specific age need for growth that does not in¬\nvolve muscle only. Teaching materials here are close at hand. Strange as\nit may seem, the oldest games for this age level are the most popular and\nloved ones, due no doubt to the fact that tho the games are old, the chil¬\ndren are always new. Program content and leadership, then, is of very\ngreat importance at this stage of life, and omission or aimless operation of\nthese is unpardonable.\nMuch as has been achieved in physical education as a whole, the ele¬\nmentary-school concept of physical education is still a very vague one, not\nonly in rural districts, but in many town and city systems. The notion that\naimless and isolated body movements, carried on between desks, is physi¬\ncal education, still prevails. Better if need be, curtail the high-school pro¬\ngram and equipment in order to answer for the needs in our elementary\nschools, than to carry on this present mere skeleton, void of flesh and of\nlife blood.\nIt requires no argument that the contribution by physical education to\nworthy use of leisure is a very definite one. Play in its broadest meaning\nalways has been and always will be an important factor in the leisure of\na people. Like all other leisure-time activities this too requires an appren-\n\n"}
{"page": 502, "printed_page": null, "text": "496\n\nNational Education Association\n\nticeship for all, so that all may share actively instead of being mere spec¬\ntators. Leisure may be defined to be “that time when w^e do as we please,”\nand an individual or a home, a community, state, or nation may be judged\nby what it pleases to do in its leisure time. Leisure time can be an asset\nor it can be a liability. It is no longer the prerogative of the aristocracy,\nbut is now the right of the masses. The youth of the aristocracy always\nwere trained in the cultural things, and could use leisure constructively.\nEducation is definitely confronted with the task of equipping all youth\nwith skills and urges for constructive use of leisure. The youth movement\nall over the world can be interpreted only as the fulfilment of the great\nneed created by regimentation in industry, a condition with which educa¬\ntion has not kept sufficiently abreast.\nMay not the longer school day make possible this training in apprentice¬\nship? Our time container has remained the same for years, and into it we\nhave poured and poured so that the cup runneth over. We have the shortest\nschool day, the shortest school week, and the shortest school year of any of\nthe civilized countries of the world. The longer school day may well repre¬\nsent the work day of the child, leaving no work to be done at home. Such\na day, with its alternation of work and play, should be a full but a happy\nday for youth, and would permit sharing with clear conscience in the eve¬\nning program of the home.\nSuch a change would require courage, but it required courage on your\npart to usher into the program such cultural things as we are discussing.\nIs not the time ripe to make clear to parents and teachers that the value\nof these arts in education having been established, a liberal allotment of\ntime must be found to treat these arts constructively, for the purpose for\nwhich they are intended? Present conditions in the world today demand\nan education that will make safe the individual, to himself and to society,\nan education that will make sure of earning a living as well as living a\nlife, an education that will not turn out non-symmetrical people leading\nbut fractional lives. Art in its widest sense, that of participation as well\nas appreciation, opens up unlimited possibilities to new ambitions.\nMay we be guided by wisdom in producing in our schools a generation\nless hampered and handicapped by inventions, and capable of capitalizing\nfreedom so that it may be an asset instead of a liability.\nMUSIC INVADES THE PUBLIC SCHOOL CURRICULUM\nHOWARD HANSON, DIRECTOR, EASTMAN SCHOOL OF MUSIC, UNIVERSITY OF\nROCHESTER, ROCHESTER, N. Y.\n\nIt has often been stated that the invasion of one country by the mili¬\ntary forces of another has frequently resulted in ultimate changes which\nhave affected the invader as profoundly as the invaded. In discussing the\nsubject, “Music Invades the Public School Curriculum,” I am constrained\nto remark at the outset that if music has indeed had, as I believe, an im¬\nportant effect upon our whole conception of education, it is no less true\nthat the effect upon music of lifting it from out of the purely professional\n\n"}
{"page": 503, "printed_page": null, "text": "Department of Superintendence\n\n497\n\nsetting in which it had for so long existed in this country and placing it\nin direct contact with thousands of young minds has been even more\nsignificant.\nIt has been said that to plead the cause of music in education is “to\nknock at an open door.” True as this may be, it is never harmful to review\nthe merits of a subject which today is occupying to a greater or lesser de¬\ngree the attention of many thousands of young students in our primary and\nsecondary schools, and to attempt again to clarify end-goals and objectives.\nWhereas fifty years age the study of music in the public schools was\nfrowned upon as an unessential frill on the garment of education, today\nmillions of dollars are being spent in musical education of the non-profes¬\nsional type and countless hours are being spent by student and instructor\non the theory that musical education, even tho entirely removed from any\nvocational aim, is of great benefit to the student. Is this expenditure of\ntime, energy, and money justified? Does music, in truth, contribute to the\nfulness of living in such a way as to make its invasion of the curriculum\njustifiable? And if it does indeed justify its position in the curriculum, are\nwe approaching the subject in the most efficient manner?\nMusic, if properly taught—and the “if” is a most important condition\n—accomplishes a variety of things, according to the branch of music\nstudied, the direction of that instruction, and the aptitude of the individual\nstudent concerned. Let us make an arbitrary division of our student body\ninto four parts: (1) the “unmusical” student who displays neither aptitude\nfor music nor interest in it; (2) the student of average or below average\nmusical capacity, who, nevertheless, is not without interest; (3) the stu¬\ndent of average or above average musical capacity who has, perhaps, some\naptitude for individual performance and an interest in the art; and (4)\nthe student of superior musical talents. I am fully cognizant of the fact\nthat it is difficult, perhaps, in a large school system to indulge in this type\nof group-thinking, but I hope that you will bear with me while I discuss\nthe subject, not in terms of the mass of students but in terms of the groups\ninto which they automatically divide themselves.\nGroup one in my opinion, based both upon my own observation and\nupon the evidence of teachers in the field, is a very small one. The number\nof students totally devoid both of aptitude and interest in music is, I am\nconvinced, not large. For those few students who, in the judgment of the\nteacher, definitely exhibit neither aptitude nor interest I should recom¬\nmend no music instruction whatsoever, provided, of course, that the tend¬\nency of the small boy to appear disinterested in any of the arts because he\nconsiders it effeminate is not mistaken for honest indifference! If any in¬\nstruction in music is given to this group it should, in my opinion, be con¬\nfined to assembly singing of tunes which the student knows or which he\ncan learn by rote, and to the type of listening courses usually grouped\nunder the head of “music appreciation.” To attempt to force this type of\nstudent into the arduous work of mastering the technic of sight-singing—\na technic far more difficult than is generally recognized by the educator\n—is, in the first place, to attempt the impossible, to embark upon a mission\nwhich cannot possibly succeed and, in the second place, to institute a course\n\n"}
{"page": 504, "printed_page": null, "text": "498\n\nNational Education Association\n\nof instruction which, doing the youngster no good, can only serve to make\nthe poor unfortunate loathe music with a generous, wholehearted, and\nwholly justifiable loathing. Furthermore, the insistence upon a technical\ntraining in a subject for which the student is wholly unqualified will so\ncondition him in the future that he may, in all likelihood, fail ever to\nacquire an appreciation of music which otherwise might develop.\nWe come now to the second group—the large mass of students with\naverage or even below average musical capacities, but with some interest\nin the subject. This interest will vary, of course, from the passive interest\nof the student who does not actively dislike music to the active interest of\nthe highly appreciative student; it does not, according to my observation,\ncorrelate in any very definite way with the amount of what we call “musical\ntalent.” The student with small musical capacity may be capable of secur¬\ning an enormous amount of enjoyment from the experience of music even\ntho he may never attain any proficiency as a performer. Indeed some of\nour greatest music-lovers belong to this group and it is, in my opinion, a\nvicious theory, that only technically gifted persons can enjoy music. One\nof the men from whom I learned more than any other man was the\nlate George Eastman, the man who gave so richly of his wealth for the\nendowment of music. I know of no man who gained such rich spiritual\nexperience from music, and I assure you, as he assured me many times,\nthat he knew absolutely nothing about it. That is what I call genuine\nappreciation.\nTo this type the study of music can be of enormous advantage even\ntho the participation, for the most part, be passive rather than active.\nMass singing in this group should, I am convinced, be approached as a\nmusical experience rather than as a technical problem. The material used\nshould be drawn from the greatest melodies of all musical literature both\nof the past and the present. Large use should be made of folk-song ma¬\nterial, for after all, folk-song literature represents a group of songs of the\nvarious peoples of the world, tested by time and passed on to us as the\nindigenous expression of the basic emotions of men and women.\nFor the student, the learning of these songs should be undertaken in\nthe spirit of an emotional as well as a musical experience. The student\nshould gain from that experience, first, the joy of group participation, the\nhappiness of team-work in the effort to realize in cooperation with his\ncomrades the spiritual and esthetic beauties of a great song. In the hands\nof an able teacher the group is learning not only social cooperation of the\nhighest type but is undergoing subconsciously an emotional and spiritual\ndevelopment. Indeed it is not improbable that this education of the emo¬\ntions, this increase of sensitiveness to beauty, may not be the outstanding .\naim in music education.\nIn speaking of “emotional and spiritual development” I have used the\nadverb, “subconsciously,” with definite purpose. Certainly no experienced\nand gifted teacher would approach his class with the bland statement,\n“Now, children, you are about to have a lofty spiritual and emotional\nexperience.” Rather he would indicate to the class something of the mean¬\ning of the words; perhaps, if possible, the circumstances in which the*\n\n"}
{"page": 505, "printed_page": null, "text": "Department of Superintendence\n\n499\n\nmusic came into being and then inspire them to do the best job possible of\nsinging it. The’ music should and will, if it is the right type of music,\ndo the rest.\nI am fully aware that there must be some technical procedure involved\nin the teaching of the song, but I must admit that I am not so much con¬\ncerned about the exact method of that procedure. Time was when I could\nbecome very excited over the matter of whether or not the student should\nbe taught by the “fixed” or “movable do” or by some other s)^stem of sight¬\nreading. Now I am inclined to leave this to the decision of the expert\nteachers concerned and shall not, myself, be particularly annoyed if the\nsolution turns out to be rote-singing for the mass of students. Of one thing,\nhowever, I feel sure, that whatever technic is used, it must always be\nconsidered the means and not the end.\nI am not advocating slipshod methods of instruction. I am simply in¬\nsisting upon the fact that the job of the music instructor, so far as a large\npart of his students is concerned, is to attempt to teach cooperation within\na group, to develop emotional and spiritual sensitiveness, and to introduce\nthe students into the experiences of an art which can mean great joy to\nthem thruout their adult as well as their student lives. The education of\nthe emotions is perhaps more difficult than the education of the reasoning\npowers, and a teacher who can do the piece of work described above will\nbe making a contribution the value of which is indescribable.\nI recall a visit made to a classroom of young students near the Christ¬\nmas season. The class was singing Christmas carols, not a picked group\nbut the class as a whole. They sang among others that beautiful German\nChristmas song, “Holy Night.” They sang it accurately but their singing\nwas more than accurate. It was filled with a spiritual and emotional feel¬\ning of all that this song has meant to millions of Christians. No sermon\ncould have been as complete. No moralizing upon the Christmas season\nand its meaning could have been half so significant. For these children\nwere themselves undergoing in their singing a spiritual development no less\nsignificant because it was not understood.\nAnother field of musical instruction from which the group under con¬\nsideration can profit concerns those aspects of music history and music\nliterature grouped together under the term “music appreciation.” This\nbranch of educational endeavor needs no particular justification, inasmuch\nas it is in reality a department of the well-accredited field of history. If it\nis of importance to know something about the history of political and\neconomic developments of the world in which we live, it must be a selfevident corollary that the history of developments in literature and the\narts is also of value. Indeed it has always seemed to me that the study of\nhistory itself would greatly benefit by the broadest possible definition.\nFor the history of a country is not merely the history of its wars. Perhaps\nthe world would be better oft if less time were devoted to the study of\nconflicts and more time spent upon the consideration of the contributions\nof peace, and among these contributions literature and the arts would\nhold an important place.\n\n"}
{"page": 506, "printed_page": null, "text": "500\n\nNational Education Association\n\nIn connection with the development of young children the type of music\nappreciation which has little to do with history but which consists pri¬\nmarily in the stimulation of the listening faculty is of real importance. All\nof us, from our experience as adults, will admit that aural concentration\nis one of the most difficult of all types of concentration. Focusing and\nholding the mental attention upon the words of a speaker delivering an\naddress constitute a real task for most people, and the power of complete\nmental concentration is the attribute of a highly intelligent person.\nSuch concentration in music is even more difficult due to the fact that\ntone suggests no material image. Even such elementary procedures as\nsimple musical memory tests constitute a real challenge to one’s powers\nof aural concentration. In the development of the child, music can be used\nas one of the most potent means of developing this important technic—\nthe technic of concentrated listening.\nI wish to speak particularly, however, of the older children in relation\nto this subject which we have termed “music appreciation.” If I have been\nsomewhat insistent perhaps upon what might be termed a less technical\napproach to the matter of music reading and group-singing, I may seem in¬\nconsistent when I complain of the juvenility of certain courses given to older\nstudents—juvenile, that is, in comparison with the status of other courses\nin the same school grade. In taking this point of view, however, I believe\nthere is no fundamental inconsistency. The adequate development of the\ntechnic of sight-reading of music involves several important musical capac¬\nities, such as pitch discrimination and tonal memory, capacities which\nmight be of a low order or even almost wholly absent in some students.\nThe study of music history on the other hand is essentially no different\nfrom any other division of historical investigation. Certainly there can\nbe no good reason for asking in the study of the history of music any less\nmental maturity than is demanded in any similar subject. Yet I have\nseen courses in music appreciation and music history taught in a manner\nhopelessly juvenile in comparison with courses in history, literature, and\nscience at the same level. Why, when discussing music, a mature teacher\nshould indulge in anecdotes of doubtful authenticity and bathe the en¬\ntire subject in a wash of sentimentality, I have never been able to under¬\nstand. The history of music is quite as capable of intelligent discussion as\nis any other field of the history of the undertakings of man. Music bears\nthe same relation to its period as does every form of human activity. Its\nserious consideration in the college as well as the high school would bring\nadvantages both to the study of music and the study of history.\nWe come now to the members of the important third group whom we\nhave classified as students of average or above average musical capacity\nhaving an interest in active participation in music. For these students\nthe type of instruction suggested in connection with the students of our\ngroup two is valid but hardly goes far enough. I realize that it is difficult\nin the complex set-up of modern education to afford extensive personal\nsupervision, even to worthwhile talents. On the other hand we will agree,\nI am sure, with the theory that the best type of education is that which,\nto the greatest possible degree, allows the development of each child to\n\n"}
{"page": 507, "printed_page": null, "text": "Department of Superintendence\n\n501\n\nthe extent of his basic capacities. It is not then, perhaps, too much to\nhope that ways may be eventually found to segregate certain students\non the basis of superior musical capacity, and allow them the benefits of\nthe more technical form of training from which they can profit. I am not\nrecommending that the elementary schools and high schools be turned\ninto music schools. I am merely suggesting that the basic technic of music\nreading, for example, which is frequently given on a wholesale scale to a\nlarge group of students, many of whom cannot profit by that instruction,\nbe confined to the smaller group of students for whom the work would\nbe both pleasant and beneficial. These are the students who are capable of\nmusical development. They are the future members of our bands and our\norchestras, of our glee clubs and our choruses. With proper opportunities\nthese students can become valuable musical additions to the adult com¬\nmunities of the future tho none of them may ever make a sound in a\nprofessional capacity.\nIn speaking of the fourth group, the students of superior musical talent,\nI may seem to be again inconsistent. Curiously enough I am not particu¬\nlarly ardent in the cause of the vocational music high school, or for the\nsuper-developed department of music which gives every possible type of\ntechnical instruction from harmony to counterpoint. The unusually tal¬\nented music student needs the same general educational background as\ndoes his less musically gifted brother. I am almost constrained to say\nthat he needs more, for this type of student is bound to be sensitive and\nwill probably be introverted and even antisocial. Everything that can be\ndone to keep his feet on the ground, even tho his head is in the clouds,\nwill be to his everlasting benefit. In the case of such a student the school\ncan, in my opinion, do its best work by allowing him a reasonable amount\nof time, in terms of credit, for the study of music and the practise of his\ninstrument; and then to insist, however sympathetically, that the re¬\nmainder of his time must be devoted to those courses of study which will\nbest develop him as an all-round social person.\nThis is, in fact, a middle ground between the course pursued in my\nday as a high-school student and that pursued in certain advanced schools\nof the present day. Twenty-five years ago it was not customary for the\npublic schools to allow time for a musically talented boy or girl to develop\nthose talents. Such a child realizing, better than did his mentors, the im¬\nperative necessity of developing a technic while the muscles and the mind\nwere plastic, was forced to crowd this. development into the hours out¬\nside of school when he should have been playing with his small friends.\nThe toll this method has taken in overwrought young nerves and some¬\ntimes in irreparable permanent damage will never be known.\nToday, on the other hand, I find in some cases the tendency, con¬\nceived I must admit in all sympathy, to allow the talented student to\nride fast and free in the direction of the bent of his own abilities with¬\nout a guiding check-rein. The important musician of the future will be\nthe man of broad general background, social understanding, sound judg¬\nment, keen intellect, and a high sense of personal ethics. The best time\nto develop this attitude, and the best time to destroy the falsely romantic\n\n"}
{"page": 508, "printed_page": null, "text": "502\n\nNational Education Association\n\nideal of the long-haired, self-centered, egoistic, and irresponsible musi¬\ncian, is from the first moment that he is submitted to educational guid¬\nance. I heard sometime ago of a foreign conductor in this country who\nwas directing an orchestra. He had great difficulty speaking the English\nlanguage, and as a result had an interpreter who explained his wishes to\nthe orchestra. The man was a very temperamental individual and in the\nmiddle of rehearsal began talking to them. He referred to them as “porca\nbesticT—beasts and pigs. He became more and more excited, and ex¬\npounded in fluent Italian. Finally, he took his baton between his teeth,\nbroke the baton, and staggered back against the conductor’s stand in\na perfect agony of temper. The members of the orchestra regarded each\nother with fear and trepidation. Then the interpreter stepped forward\nand said, with his soft voice, “The maestro says please play a little softer.”\nMy sympathy is entirely with the interpreter with the soft voice who\ngets them to do what they should when the conductor cannot, with all\nhis temperament—which, after all, is “temper” with a foreign ending.\nI have talked to you for a long time and I have not discussed those\nvery important special groups in musical education, the bands and or¬\nchestras, choruses, glee clubs, and musical-dramatic performances which\nform so important a part of the activity of so many of our school-music\ndepartments. Needless to say, I am in hearty sympathy with all of them,\nfor they are, in a very real sense the fruit of the tree, the blossom on\nthe vine, the evidence of the significant life of the whole musical develop¬\nment of the public schools of the United States—a devqjopment which is\nwithout parallel in any other country in the civilized world.\nThe student who is fortunate enough to take a personal part in the\nactivity of one of these organizations is gaining an advantage which\nis incalculable. The boy in an orchestra, for example, is taking part in\nteam-work of the most exacting type. He is subjecting himself to leader¬\nship in order to perfect his organization and to create something beauti¬\nful and worthwhile. He is learning poise and accuracy. He is developing\nself-confidence and assurance; and while he is undergoing this develop¬\nment he is also taking a personal part in a significant esthetic experience.\nWhile he is taking part in these thrilling performances the student\nmust be constantly reminded that his artistic creed should be always\n“Not art for art’s sake but art for life’s sake,” for music is but a part of\nlife to be used for its enrichment and for its greater fulfilment. With\nthis philosophy to guide him I believe that we may safely leave our young\nmusician to a future which will, I am sure, constantly unfold before his\neyes and his ears greater riches of beauty and glory than our old world\nhas yet dreamed of.\nIn beginning this talk, I recalled to your mind the fact that history has\nfrequently proved that the effect of the invasion of a new country has\noften been greater upon the invader than upon the country invaded. I\ncan hardly close this discussion without presenting briefly the opposite\nside of the subject. If the effect of music upon the public school curric¬\nulum has been great—and I believe that the potency of the invasion has\n\n"}
{"page": 509, "printed_page": null, "text": "Department of Superintendence\n\n503\n\nbeen sufficiently marked to carry over influences even outside of the im¬\nmediate effect of music—then it is equally true that the effect upon music\nitself has been enormous. We have seen a great art which on the whole\nhas been preserved as the special property of the talented or privileged\nfew, thrown open to a large mass of school children in the form of a\ndemocratic music education. The results have been as profound as you\nmight have expected them to be. The school children have taught us sev¬\neral things. In the first place they have taught us that the greatest joy\nis the joy of doing, that the old attitude so long prevalent in America\nof professionalizing the arts by importing the artists is neither necessary\nnor altogether advisable. In the early history of our country there was\nthe beginning of what seems now to have been a genuine movement\ntoward amateur music. In the pioneer industrial development of the postCivil War period, whatever was left of that beginning apparently van¬\nished. When the wealth possessors of that age began to think in terms of\nartistic development for the fruitful use of leisure, the attitude apparently\nwas “We need an art. The problem is simple. We shall buy an art.” By\nthe power of barter and trade it was indeed possible to bring into being\nwhat seemed a true artistic development, culminating at the beginning of\nthe twentieth century in great orchestras and at least one opera house.\nWe are beginning to see now that the development was, tho perhaps nec¬\nessary at the time, essentially a hollow structure. It was not until the\npublic schools taught us that it was possible for Beethoven symphonies\nto be played not only by professionals but by American boys and girls play¬\ning for their own development and for their own enjoyment, that music\nin this country established under its gigantic superstructure a real foun¬\ndation. The story is so old now, even tho the period since the beginning\nof this development is short in terms of years, that some of us must con¬\nsciously think back to the day when we heard for the first time one of\nthe early results of this program. I shall never forget the first time that\nI had the opportunity in Chicago of conducting a performance of the\nNational High School Orchestra, composed of students brought together\nfrom all parts of the country. The impact of that performance on the\nprofessional musicians was nothing short of overwhelming, because we\nrealized not only the latent music possibilities in American youth, but\nthe tremendous possibilities of a truly democratic art.\nIn the second place, the American public school has taught us that\nmusical talent is no respecter of race, creed, or color. We have been made\nto realize, beyond a doubt, that the Atlantic Ocean has no sterilizing effect\nupon musical talent and that the boy or girl born in this country may be\nas greatly talented as any product of the Old World, a realization which\nhas robbed America of its curious inferiority complex in respect to the\narts with a speed and efficacy which could not have been accomplished by\na battalion of college professors lecturing for twenty-four hours a day\nfor the period of a century.\nIn the third place, these musical children of ours have brought to music\na freshness of viewpoint, a catholicity of taste, and a refreshing honesty.\n\n"}
{"page": 510, "printed_page": null, "text": "504\n\nNational Education Association\n\nThey like music for its own sake, because it does something to them and\nfor them without bias or prejudice. The snobbishness which has so long\naffected the professional concert hall and which has been more successful\nthan any other influence in postponing a vigorous creative movement in\nthis country, is refreshingly absent. Great art cannot* come from the prod¬\nuct of the effete concert hall which measures music in accordance with\nthe self-conscious recognition of the names on the right-hand side of the\nprogram, which idolizes the celebrity rather than the music performed,\nand exalts personality above art, but it springs rather from the simple\nelements of honesty, sincerity, and a love of beauty. These qualities, I am\nconvinced, our youngsters have in a quantity exceeding that possessed by\nus of the older generation, pouring into the ocean of art the rich themes\nproceeding from the channels of many and rich racial sources. I firmly\nbelieve that these young people will in the future lead us to an art such\nas these United States, and, indeed the countries of the whole world, have\nnever known.\nTHE IMMEDIATE VALUES OF ART EDUCATION\nJOHN L. TILDSLEY, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nNEW YORK, N. Y.\n\nIf I were to tell the boys and girls of the high schools of New York\nCity that I, their superintendent, had gone to school for eighteen years\nand had never given a single hour to the study of art, they certainly would\nquestion my intelligence and wonder what barbarous land was responsi¬\nble for my rearing. Thru the medium of marbles, baseball, cricket, and\nall the rest, I acquired an exceedingly accurate eye, but to this day I\nhave never acquired adequately the seeing eye which opens the outer\nworld with all its wonders to the inner man, the seeing eye which may\nbecome the priceless possession of every boy however little or great his\nlearning capacity, who has been reared in the modern public school, ele¬\nmentary or secondary. (I refuse to concede the term “modern” to any\nschool, public or private, which has refused or neglected to recognize in\nits educative processes the vital significance of the awareness of beauty\nin the growing of boys and girls to their appointed stature.)\nIt is a far cry from the schools of my youth with their lack, not merely\nof training in art, but of any effort to open the eyes of boys and girls\nto the magical universe of beauty which enveloped them. It is more than\na far cry, it is a miracle of educational progress to such a scene as I wit¬\nnessed a few years ago in our Textile High School: Petrocelli, the son\nof a very poor Italian family, making a design for silk, based on a motif\ntaken from the remains of the Mayan civilization which he had found\nin the Natural History Museum and in the Metropolitan Art Museum,\na design so good that one of our famous silk manufacturers paid this six¬\nteen-year-old $100 for it.\nI asked this boy, who was utterly without financial resources, “What\ndo you plan to do when you have been graduated from Textile?”\n\n"}
{"page": 511, "printed_page": null, "text": "Department of Superintendence\n\n505\n\nHe replied, “I expect to enter the Academy of Design.”\n“And after that?”\n“I have to go to the Beaux Arts.”\nThat boy thru his art work had developed a power of imagery, of or¬\nganization, a technical skill in design, an awareness of beauty; but above\nall, he came to be a citizen of a transformed world, transformed because\nof the confidence he had earned in his own judgment of what was beau¬\ntiful and in his ability to overcome all difficulties that might lie before\nhim. I do not know whether he reached Paris but a few weeks ago when\nI asked his former principal about him, he picked up the current issue of\na very popular magazine, showed me “Petrocelli” on the lower corner of\nthe cover and said, “He received $500 for that.”\nOf course the Petrocellis are the exceptions but in the high schools of\nNew York, as commonly thruout the nation, we have thousands of boys\nand girls with an awareness of the beauty of a carefully wrought design\nand many hundreds capable of making such a design. Every boy and every\ngirl who enters our high schools is exposed to the study of the appreciation\nof art for at least four periods weekly for a year. It has taken us in America\na long time to shake off the influence of the dame schools of the English\nnovel and the resulting belief that art like embroidery is a ladylike pastime\nfor the daughters of the gentry but something alien to robust boys who are\nbeing equipped for the arena of life.\nIs it not amazing that not only in our own country but also in England,\nwhich has until recently set us our model, the more closely the education\nof the lower schools has been directed to the preparation of boys and girls\nfor entrance upon the so-called liberal education of the college, to that ex¬\ntent has awareness of beauty in its varied forms been neglected in the grow¬\ning of these supposedly fortunate youths in the elementary and secondary\nschools, and, to put a capstone on our monumental blundering, it has been\nneglected in the college of liberal arts itself?\nI discovered from the announcements of a famous, very old preparatory\nschool of New England that only within the past four years has it discov¬\nered the desirability of introducing its boys to beauty in the representative\narts. I asked the principal of another of our oldest, deservedly famous, and\nreally best fitting schools what it was doing for the appreciation of art\namong its students. His complacent answer came instantly, “We are doing\na lot; we give them lectures on architecture, painting, and sculpture.” That\nis a step, but it is again a far cry to Petrocelli with his Mayan design and\nhis recent cover drawing for the New Yorker, for, as John Dewey expresses\nit in his Art as Experience, “How is it possible to develop appreciation in\nboys and girls without some external embodiment of the appreciation\naroused either in the form of a description of a scene or a sunset or of\na painting of it ?”\nHow inconsistent we supposedly educated men are. After seven years’\nstudy of the language and literature of the Greeks, possibly the most beauty\nloving of all races, I would have thought it an unworthy expenditure of\ntime to have taken a course in art. Why have we Americans so commonly\nfelt that art is something for women? When I think of the Acropolis, of\n\n"}
{"page": 512, "printed_page": null, "text": "506\n\nNational Education Association\n\nthe temples of Egypt, of Chartres, of Michelangelo, Leonardo da Vinci,\nAlbrecht, Durer, and even of that scamp Benevenuto who would hold his\nown among the New York gangsters of the present, of Paul Revere, and\nof a recent center rush of a winning Harvard football team and captain of\nits hockey team, now a curator of art of a famous museum, I wonder why\nwe still, a little shakily it is true, hold that art is a frill, a luxury for\nprosperity, a derelict an times of adversity, but at all times something for\ngentle souls. That view is reported to have cost Ford some seventy or eighty\nmillion dollars and the temporary loss of his supremacy in the car industry\n—the view that efficiency of operation would atone for the complete absence\nof beauty in the T-Model.\nAs I view the chapels of the University of Chicago and of Princeton, the\nWoolworth Building, Radio City, the Empire State Building, the George\nWashington Bridge, the streamlined car, the clothing of men and of some\nwomen, native designed silks, stained glass windows, pottery, household\nutensils, automatic machines, all American products, all things of beauty—\nI am amazed that, with the service of beauty so neglected in the education\nof most of the men who hold high places in the industries which produce\nthese beautiful products, America is where it is today. It would seem that\nto make almost anything really effective, really useful, its makers in their\nvery devotion to pure utility and reduced costs arising from lightness and\nsimplicity of construction are led on, possibly unconsciously, to apply the\nguiding principles of art which the race has evolved thru its creative ex¬\nperiences of the ages past. Proportion, balance, harmony, rhythm, emphasis\nare principles no less of utility, of efficiency of production, of management,\nwhether of industry or of the state, than they are of beauty. It would not\nbe difficult to prove that the very depression amid which we are laboring\nwas due to the violation of these principles. It might be wise for those elder\nstatesmen who propose to write the platform on which they hope to win\nagainst the New Deal to remember that just as these principles when vio¬\nlated make for bad art and their long continued non-observance for uni¬\nversal bad taste, so also in the field of human relations, their violation and\nnon-observance make for a tottering society and the prevalence of bad\ncitizens.\nI was born and lived my early years in one of the worst, if not the very\nworst period of taste in American life—the period of basques, bangs, and\nbustles, of mansard roofs, and houses painted with colors that fought each\nother for supremacy. It was the age of Hudson River bracketed of which\nEdith Wharton writes. Someone invented the fretsaw. So American build¬\ners must use it and even the makers of picture frames. But their products\nharmonized with our basques, bustles, bangs, the samplers, and “what nots”\nof those days.\nBut we have emerged, or at least are emerging, from that age. I wish\n1 could believe the schools were chiefly responsible for the revolution in\ntaste during the past fifty years. They could have been, but who was to\nteach the instructors? Think of the colossal waste, of the literally billions\nof dollars worse than wasted on houses, furniture, chromos, dishes, orna¬\nments, decorations, any one of which has survived only to reveal to his-\n\n"}
{"page": 513, "printed_page": null, "text": "Department of Superintendence\n\n507\n\ntorians our needless degeneration. I say needless degeneration, for why\nshould any people which has once had the light ever again sit in darkness\nunless their land has been laid waste and their culture wiped out by an\nAttila the Hun or a “March to the Sea”?\nMotor with me from New York to Maine thru Litchfield, Farmington,\nNewburyport, Wiscasset, Thomaston, and Castine and delight your souls\nand rest your eyes as you view those houses of white pine, perfect in pro¬\nportion and in line, and realize that for one hundred fifty years they have\nbrought joy not to succeeding inheritors alone, but to generation after\ngeneration of neighbors and passers-by. More effectively than books or even\nschools and teachers have they taught the growing boys and girls that things\nof beauty are truly a joy forever and the abiding, never shrinking treasure\nof any community. Or travel with me thru Maine or Massachusetts and\npass by a hundred farm or village houses until suddenly your eye is arrested\nby a simple house, white with green blinds or yellow with cream white trim,\none story only, but again perfect in its proportions, and discover that it was\nbuilt early in the last century. You will of necessity ask yourself why the\neye for beauty was seemingly more common a century or more ago than\nwith the generation since. How could a man with such a model before him\nbuild the house on either side?\nAll these houses, that of the captain in the China trade, that of the\nfarmer of those rugged acres, were planned and built by craftsmen working\nwith one of the finest materials—white pine, often three feet wide—with\nwhich an artisan was ever blessed. But go with me now to eastern Penn¬\nsylvania and view those houses of stone and of brick, plain, simple, ever¬\nlasting, just like the men for whom they were built, those Friends of the\neighteen century with their broad white collars, their plain, straight-lined\nclothes of exquisite texture whether for men or women, clothes as beautiful\nas the lives of those who wore them. These houses, these clothes, were\nartisan not factory built. These artisans, artists as Dewey would call them,\nhaving no white pine used the native stone and clay, and from these uni¬\nversal materials built houses no less beautiful than their New England\nfellows, because they too had eyes trained to beauty of line and relation\nof parts, that quality of proportion, imperative in all the circumstances\nof life.\nJohn Dewey in his Art as Experience tells us, “The intelligent mechanic\nengaged in his job, interested in doing it well and finding satisfaction in\nhis handiwork, caring for his materials and tools is artistically engaged.”\nEven in my own boyhood days almost every craftsman I knew had this\nfeeling for his materials, this love for his tools, this pride in his product.\nMy house in Maine was built some forty years ago. Its lines are bad but\nthe lover of his craft, the plain carpenter who built the mantel, carved on\nthe uprights with delicacy of touch scallop shells such as are found on all\nthe shores. Almost every man on our island builds boats with beauty of\nline, not because he is consciously seeking to create beauty but because he\nis striving for the utility of speed, of smoothness of motion thru the waves.\nAlmost every woman makes hooked or braided rugs of her own design using\nas her inspiration the gorgeous flowers which Maine fogs bring forth.\n\n"}
{"page": 514, "printed_page": null, "text": "508\n\nNational Education Association\n\nIn this Machine Age of city dwellers, have we not, men and women alike,\nin being freed from the economic necessity of making our own houses, fur¬\nniture, utensils, clothing, rugs, bread, pies, and even of cooking our food,\nlost something of most vital necessity in the satisfying growth and life\nexperience of human beings who feel, at least should feel, an obligation to\nrealize themselves? Just how under present conditions, except for the few,\nis the city-born boy or girl to experience that most heartening of all experi¬\nences, the looking upon something he has made and the realizing that it\nis good, that something deep within himself has emerged and taken form\nthat all may see and that may be pronounced good by his peers?\nSome ten years ago I was asked to speak upon the theme, “Should Amer¬\nica H ave a Distinct National Kultur?” I began by saying that upon the\ndome of the capitol in Boston may be seen as the emblem of Massachusetts\na gilded codfish and that I would replace it with a jack-knife as a truer\nrepresentation historically of the genius of Massachusetts. For I view the\ngenius not merely of Massachusetts but of New England and of America\nitself thru the ages past as essentially one of creativeness, a creativeness\narising out of the necessity of constantly overcoming difficulties with little\nequipment other than a certain degree of ingenuity.\nI seem to have wandered from my theme which 'is the awareness of\nbeauty. As the principal of a high school for boys, I was often skeptical as\nI saw the teachers setting boys to designing bookmarks or paper cutters or\ntiles. These did not seem to me to have the desirable sex appeal. Three or\nfour generations ago their ancestors without the inspiration of a teacher\nwould have found vent for their creativeness in making bows and arrows,\ngun stocks, bats, boats, kites, even tools. Creativeness is still found in our\nboys and girls; it needs but the opportunity for expression, materials, tools,\na place, and an understanding teacher. I saw recently as the product of a\nmember of the hobby class at De Witt Clinton High School, an eighteenth\ncentury coach, complete in the minutest part, a miniature of the coach in\nwhich Louis XVI might have ridden—decorated, gilded, and all with ex¬\nquisite craftsmanship. I cannot help but believe that that Italian boy de¬\nveloped in the making of that coach to a higher degree the qualities of\naccuracy, thoroness, the urge to do his best, imaginativeness, constructive¬\nness, self-reliance, a faith in his own value to himself and to society, than\nhe could have gained thru the study of a foreign language, mathematics, or\neven science. In addition he had gained an understanding of and feeling for\nwood, leather, silks, brocades, oils, paints, varnishes, colors, and gold leaf\nas materials for the arts and crafts of life. Beyond question he had gained\nmastery of many skills, respect for craftsmanship as such, and a vastly in¬\ncreased appreciation of beauty of line, of color, of composition.\nForty years ago we introduced manual training as a phase of secondary •\neducation. We went further and established vocational, industrial, trade\nschools, but in this very process we have omitted from the education of\nthe great mass of pupils this experience with materials of construction, this\noutgo of the urge for expression which is found in varying degrees in every\none of us. It is a grave question whether this lack in the educational ex¬\nperience of the majority of the boys and girls in the schools of this country\n\n"}
{"page": 515, "printed_page": null, "text": "I\n\nDepartment of Superintendence\n\n509\n\nmay not be responsible in large measure for the want of balance and touch\nwith reality that is increasingly prevalent among them.\nAnd therefore I return to my theme. Is this awareness of beauty, and the\nresulting tho not inevitable growth of good taste as a permanent possession\nand dominating force in the life of a man or woman, one of the minor ends\nof education, one of the fads and frills which may be dispensed with when\nfinancial stress arises, or is it one of the major ends of education than which\nthere is none more vital to effectiveness and richness of living?\nConsider the transformation of life, individual and civic, that would\ncome to pass if our schools from the kindergarten on thru college should set\nawareness of beauty, the growth of fine taste, as the sun of the educational\nuniverse. Every branch of industry, our commerce, our merchandising, the\nclothes we wear, the houses we live in, our streets, our public buildings,\nthe very appearance of our cities, the health of our people, their speech,\ntheir manners, their very appearance, the lasting happiness and well-being of\nevery man and woman, their relations with each other—all would be\ndifferent. The issues are so great that I raise the questions, Is such a com¬\nplete transformation of education and so ultimately of society the responsi¬\nbility of the comparatively few teachers of art, or is it the responsibility first\nof the principal then of every teacher in every school and going even fur¬\nther, is it not primarily the responsibility of boards of education in the\nbuildings they erect and in the facilities they furnish for furthering or\nobstructing this awareness of beauty?\nI have indicated that the board of education should further this aware¬\nness of beauty by furnishing opportunity from the earliest years on for\ncraft work. Our teachers in despair in not being able to arouse and sustain\nthe interest of some boys and girls in book learning are beginning to furnish\nactivity programs for these slow learners in the lower grades of the ele¬\nmentary schools. The activity program of the reorganized elementary-school\ncurriculum of New York City calls for from four to five hours weekly of\narts and crafts. I am most hopeful that this program will evolve types of\ncraft work that will prove effective instruments for the development of\nthese bo3^s and girls, and when they have proved the value of craft work\nfor these slow pupils, I trust they will give this work to every pupil, but\ndemand a higher degree of accomplishment as his learning capacity is\ngreater. The child is naturally creative. Every one of us at some time in\nhis life has loved to make mud pies. A running brook is a temptation even\nnow to build a dam. Possibly the restlessness of city boys that leads them\nto join gangs and commit crimes is the outcome of the want of opportunity\nfor creative acts in our school and in our street life. May not juvenile\ndelinquency be merely undirected creativeness?\nWe have discovered in New York City that clay modeling not only\nawakens to life an unsuspected creativeness in almost every boy and girl\nwho gives himself to it but it has a remarkably soothing and healing in¬\nfluence which rests a troubled spirit. I have seen a class of boys, every one\nof whom had been a failure in his studies and a trouble-maker, enter a\nroom, with the teacher, Mrs. Brady, talking to me in the corridor, and\n\n"}
{"page": 516, "printed_page": null, "text": "510\n\nNational Education Association\n\neach of them go directly to his table and with the greatest intensity proceed\nto work upon his lump of clay or partially completed figure of man or\nbeast or vase. Fantastic as it may seem, as creativeness goes out from the\nends of the fingers to the clay, gradually molding the shapeless mass into\na thing of beauty which the world has never seen before, relaxation and\ntransforming rest come to the frayed nerves and to the disturbed and dis¬\nturbing spirit. A boy came to this class, expelled from a private school, the\ndespair of his father. He proceeded to make trouble in the new school. By\nsome good fortune he was placed in this class where it was immediately\ndiscovered that he had an amazing creative touch. I saw a head of a Nubian\nboy which he had molded, distinctly Negro, but with a most spiritual qual¬\nity, a head such as I had seen in the Cairo Museum and worthy to be\nplaced in our Metropolitan Museum. With attention thus directed to him,\nit was discovered he could write as well as he could mold. The boy was\ntransformed into one of the most helpful boys in the school. His father\nand he are now friends. He is studying in the Academy of Design. If we\ncould find other teachers such as our Mrs. Brady, I would give clay model¬\ning to every child in the early years of the primary school, and to such as\nhad the magic touch and the glowing imagination, I would offer work in\nplastic art all the way to the latest year of the high-school course.\nWe boys often used to complain of chores, for they interfered with the\nmore serious business of baseball or hare and hounds, but I sometimes be¬\nlieve the passing of chores with the town-bred boy has left a serious gap\nin his education which of all school subjects the fads and frills of art and\nmusic alone are competent to fill. When students in Germany, we used to\nvisit the yearly fairs and buy for a few pennies the earthenware dishes, bits\nof pottery, figures of carved wood made by the men and boys of the coun¬\ntryside, the occupations of long winter evenings. I saw in the Sunday Times\nrecently the picture of a woman of Bali pounding the rice while the man\nwas carving an ivory tusk for a musical instrument. These men of Ger¬\nmany and of Bali were carrying on the age-long traditions of the race that\nwhen the arduous chase and the strenuous toil of tilling the soil is over it is\nthe man who turns in his lighter hours to the making of something of beauty,\nan enduring monument of his imagination and of his skill.\nSo we in America must turn back the clock if we are to be a physically\nand mentally healthy race. We are under the spell of automatic machinery.\nWe want to feed things into a hopper and by a receptive process have them\ncome out a finished product. Even the six-year-old child these days is to be\nfed into the educational hopper and after twelve years, without any serious\neffort on his part or on the part of his parents, is to come out with a highschool diploma and with the delusion that he is educated. And state eco¬\nnomic councils and taxpayers associations are hoping that moving pictures\nand the radio will soon bring about that paradise of their wistful thinking,\nthe school without teachers. What a saving! The final triumph of progress.\nOf all school subjects, it would seem that art is best adapted to bring\nhome to us the utter futility of attempting to apply the methods of large\nscale industry to the education of boys and girls. The recognition of beauty\ncomes only thru the individual; the creation of beauty is the work of one.\n\n"}
{"page": 517, "printed_page": null, "text": "Department of Superintendence\n\n511\n\nEven where it seems to be a joint product, behind the joint action is the\nidea of one man, for without this there could not arise that unity, that pro¬\nportion, that harmony which is of the essence of beauty. Effective art educa¬\ntion of necessity deals only with individuals. Its method is of necessity a\nproject method. The boy chooses his project and finishes it or he does not.\nThere is no room for doubt. The quality of the product is apparent to all.\nThe boy deceives neither the teacher nor himself. He is encouraged to\narrive at and state an esthetic judgment which is his own. He thus gains\nrespect for himself and in one field at least remains an individual. Possibly\nat the present time, therefore, no more vital function does art education\ndischarge in the high school than this recognition of the right of the student\nto individual growth and the application of the universal method of the\ncoming educational day, the project method and the individual judgment\nof his personal project.\nUnless I misread the symptoms of many pupils who enter high schools,\ntheir elementary training has consisted of a series of several hundred stunts.\nThey have been taught ways of accomplishing things—not the essential\nnature of things, not the nature of their relation to other things. They do\nnot know what a fraction is but they have been taught a particular way\nto add fractions when arranged in a certain order. The elementary teacher\nbelieving there is no such thing as a general training resolves education into\na large number of specific trainings, a specific training for each operation\nto be performed. The method therefore is the recognition of types, the\nimitation of models. General principles hardly exist. The boy learns nothing\nfor all time. He does not know there are things one should carry thru life\nas having enduring value in themselves. He comes to the high school with\nthe attitude that education consists in gaining credits for admission to col¬\nlege or for entrance to a profession or as conducing to success in a vocation.\nHe does not conceive of education in terms of his own growth. Everything\nis but a means to an end. Each experience today is of value only as it is\na vestibule to something tomorrow. Nothing is complete or worthwhile in\nitself.\nThis boy enters an art class. The teacher shows him a picture. It is\nsufficient for the teacher that the boy gains any pleasure from it. The boy\nis asked to gaze at a sunset. It is an experience complete in itself if he but\ngets a thrill however slight. That sunset is forever gone save in his recol¬\nlection. He cannot be examined on it. He cannot gain credits for the ex¬\nperience. All that is left is an expansion of himself, a desire for more, a\ngreater responsiveness to the presence of not merely that manifestation of\nbeauty but of other like manifestations. He immediately walks larger in a\nworld that forever grows larger since the appetite for beauty is never sated\n—exposure to one glowing sunset makes him but more eager for the next.\nMy five-year-old stood at the window one November day clapping his\nhands and crying out joyfully, “All this beautiful snow coming down for\nme and my sled.” The addition “and my sled” ruined the experience of\nbeauty. The snow like most subjects the boy studies in school was to him\na means to an end, sliding downhill, a deferred value.\n\n"}
{"page": 518, "printed_page": null, "text": "512\n\nNational Education Association\n\nI saw this same five-year-old standing on the rocky shore of Lake Cham¬\nplain. His hands were moving as before. He said nothing. It was sufficient\nto be thrilled by the sight and sound of the crashing, foaming waves. That\nwas a pure appreciation of beauty, an experience, complete, satisfying.\nThirty years later any summer is wasted which does not find him thirteen\nhundred miles from his home in Chicago for even one day gazing from a\nboat over the granite-rimmed, spruce-clad islands of Penobscot Bay to the\nsun setting in glory on the Camden Hills, twenty miles away. Such ele¬\nments in education have no deferred values. Their values areffiere now and\nthru all the years to come. One of our chairmen maintains that in a course\nin the appreciation of art there should be no examinations. I believe she is\nright. The examination becomes an end, a basis for promotion, whereas the\nimmediate end you will all agree should be growth in emotional response\nto the presence of beauty. The ultimate end should be the growth in the\nresponse of all that a man is in the presence of beauty.\nCould our art teachers but expose even a city boy to sufficient manifesta¬\ntions of beauty that boy would, I believe, gradually grow to the stature of\nrealizing that beauty is completely satisfying in itself, however brief the\nmanifestation and is not to be valued because it is to be used in any way.\nLife experiences are to be lived, enjoyed now and here. As his teacher shows\nthe boy that great art never dies, that Phidias in far away Athens of twentythree hundred years ago was dominated by the same principles which he\nhimself has just employed in the design he is making, he does come to realize\nthe worth of great fundamental principles of relationship—that there are\nsome things to be gained as a life-long possession and passed on to genera¬\ntions to come. I do not remember as a boy seeing a sunset, or a starry sky,\nor the shapes of trees. All because no one opened my eyes. The beautiful\nwas there; I saw it not. Few of us saw anything beautiful in an elevated\nrailroad in a fog until Pennell revealed it in his etchings. Why should any\nof us go thru life as in a prison cell when all around us on every hand\nthere is beauty even amid ugliness to the seeing eye, whether it be the\ncrowded street, the rolling prairie, the mountains, or the sea?\nArt education in the schools does not mean merely lettering, free-hand\ndrawing, sketching, design, painting, analysis of color. It means all that,\nbut it means so much more, a feeling for, an awareness of, some under¬\nstanding of what not only art but also beauty itself has given in richness of\nliving, in exaltation to the race thruout the ages past. How can schoolboards\nany longer consider art and music as minor subjects to be retained if one\ncan afford them when in this age of rush and change, often of discourage¬\nment and fear, the teachers of art, as no one else, recall to us that beauty\nis eternal; that since time began the finer souls have found fulness of satis¬\nfaction in simplicity, harmony, balance, moderation; that the great prin¬\nciples which dominate men are everlasting verities worthy of a home within\nevery child they teach; that beauty is forever present; that from its constant\ndraughts come expansion of soul and richness of life which are the true\nends of education?\nI have spoken only of the immediate cultural values of art in the ele¬\nmentary school and the secondary school. The elective courses in our high\n\n"}
{"page": 519, "printed_page": null, "text": "Department of Superintendence\n\n513\n\nschools lead the way not only to a high degree of cultural development but\nto numerous vocations. The most encouraging sign of the times is that some\nof our best colleges are now accepting three units of art on a par with\nthree units of foreign language, mathematics, or science. These colleges, not\nall of them for women but some which shine in hockey and football, as\nPrinceton and Harvard, are offering cultural courses in art. Art is no longer\na minor in education. It is beginning to take in American schools and col¬\nleges the place it has always held in the life of man beyond the school,\nwhether the man be savage or sage.\nSECRETARY’S MINUTES\n\nSt. Louis Convention\nFebruary 22\n\nThe sixty-sixth annual meeting of the Department of Superintendence\nwas held in the Municipal Auditorium, St. Louis, Mo. Registration and\nexhibits opened Saturday, February 22, 1936. The Exhibit was the largest\nand best organized since the depression began. It represented long and\ncareful planning on the part of those participating. In the great area on\nthe ground floor of the Municipal Auditorium nearly two hundred and\nfifty different firms and organizations were represented. A feature of\nspecial value was the exhibit of administrative procedure of the St. Louis\npublic schools, which was arranged in the form of thirty-two panels placed\nalong the inner walls of the Exhibit Hall.\nFebruary 23\n\nThe opening Vesper Service was held in the Opera House of the\nMunicipal Auditorium on Sunday afternoon, February 23. At the opening\nof this session, Superintendent Henry J. Gerling of St. Louis presented\na gavel to President A. J. Stoddard. It was made from wood taken from\nthe stair rail of the St. Louis residence once occupied by Eugene Field.\nFollowing the address by President Glenn Frank of the University of\nWisconsin, an Honorary Life Membership in the Department of Super¬\nintendence was presented to Herbert S. Weet in recognition of his distin¬\nguished service as a superintendent of schools and of his devotion to the\nideals of public education.\nThe first part of the Sunday evening program was furnished by a com¬\nbined chorus of five hundred Negro voices from church and school choirs\nof St. Louis. The vast audience was thrilled as it heard splendid renditions\nof heart songs of long ago, Negro spirituals, and songs by modern composers.\n“America Speaks” was the title of the second part of the Sunday evening\nprogram. It was presented from the stage by stars of the National Broad¬\ncasting Company. Dramatization, songs, public opinion, and religion were\nbrought to the audience with the same procedure as is followed in the\nbroadcasting stations.\nFebruary 24\n\nAt the Monday morning session, Honorable Bernard F. Dickmann,\nMayor of St. Louis, in well-chosen words, brought greetings to the con-\n\n"}
{"page": 520, "printed_page": null, "text": "514\n\nNational Education Association\n\nvention. United States Commissioner of Education J. W. Studebaker pre¬\nsented a personal letter from President Franklin D. Roosevelt.\nOn Monday afternoon, under the direction of nine division chairmen,\nthirty-six group meetings were held. At each of these meetings, two im¬\nportant issues were debated.\nFebruary 25\n\nNominations for officers were as follows: For president, William J.\nBogan, superintendent of schools, Chicago, Ill., Carroll R. Reed, superin¬\ntendent of schools, Minneapolis, Minn., and A. L. Threlkeld, superin¬\ntendent nf schools, Denver, Colo.; for second vicepresident, Jesse H. Mason,\nsuperintendent of schools, Canton, Ohio, and J. W. Ramsey, superinten¬\ndent of schools, Fort Smith, Ark.; for member of the Executive Committee\nfor four years, Merle J. Abbett, superintendent of schools, Fort Wayne,\nInd., J. C. Cochran, superintendent of schools, San Antonio, Texas, and\nW. Howard Pillsbury, superintendent of schools, Schenectady, N. Y.\nThe Department of* Superintendence met in executive session Tuesday\nafternoon. Superintendent Paul C. Stetson of Indianapolis, Indiana, chair¬\nman of the Committee on a Longer Planned Program for the Department\nof Superintendence, presented the report of that committee. He raised\ncertain issues for discussion and immediate action. On behalf of the Com¬\nmittee, he also presented proposals for amendments to the Constitution\nand Bylaws of the Department of Superintendence for action a year hence.\nThe Executive Committee of the Department of Superintendence pre¬\nsented a statement and resolution concerning the termination of the work\nof Payson Smith as Commissioner of Education in Massachusetts. The\nstatement was approved and the resolution adopted by a rising vote.\nSuperintendent W. Howard Pillsbury of Schenectady, N. Y., presented\nthe report of the Committee on Resolutions. After a few minor amend¬\nments, the report was adopted.\nFebruary 26\n\nWednesday, February 26, had been designated by President A. J.\nStoddard as Missouri Day. Programs of special interest to teachers had\nbeen planned. In the afternoon, thirty-nine directed group discussions con¬\nsidered live issues in the field of education at all levels, from preschool and\nkindergarten to teacher training and adult education.\nFebruary 27\n\nA fine attendance marked both the morning and afternoon sessions on\nthe closing day of the convention. “Next Steps in Educational Progress”\nwas the morning theme. A public forum conducted by United States Com¬\nmissioner of Education J. W. Studebaker was the afternoon feature. A past\npresident’s key similar to those awarded to other former presidents of the\nDepartment of Superintendence was presented to President A. J. Stoddard.\nAfter the Board of Tellers had reported, the newly elected officers were\nintroduced and the convention adjourned.\nn\no\nS. D. Shankland,\nExecutive Secretary.\n\n"}
{"page": 521, "printed_page": null, "text": "Department of Superintendence\n\n515\n\nREPORT OF THE BOARD OF TELLERS\nST. LOUIS CONVENTION\n\nFebruary 26, 1936\nTo the President, Executive Committee, and Members of the Department\nof Superintendence:\nWe hereby certify that the election of officers of the Department of\nSuperintendence of the National Education Association was held this day\nand conducted in accordance with the provisions of the Constitution and\nBylaws.\nThe following received a majority of the votes cast and were elected:\nPresident for one year:\n\nA. L. Threlkeld, superintendent of schools, Denver, Colo.\nSecond vicepresident for one year:\n\nJesse H. Mason, superintendent of schools, Canton, Ohio.\nMember of the Executive Committee for four years:\n\nJ. C. Cochran, superintendent of schools, San Antonio, Texas.\nThe retiring president, A. J. Stoddard, superintendent of schools, Provi¬\ndence, Rhode Island, by provision of the Constitution automatically be¬\ncomes first vicepresident for the ensuing year.\nRespectfully submitted,\nEverett W.\n\nIreland, Chairman,\n\nIra S. Brinser,\nJohn W.\n\nThalman,\n\nHarvey O. Hutchinson,\nJohn Branigan.\n\nRESOLUTIONS\nReport of the Committee on Resolutions\n\nAdopted February 25, 1936\n\nEducation is a primary function of the state and was recognized as such\nby the founders of our country. This principle is the foundation of our demo¬\ncratic ideals and institutions. For the effective realization of the objectives\nof public education, for the preservation of our American standards of\nfreedom thru equality of individual opportunity, the national Department\nof Superintendence endorses the following resolutions:\nI. The\n\nProgram\n\nWe urge for the schools of the several states a minimum educational\nprogram which shall include:\n1. A full day’s schooling for a full term of 180 days for all children\nbetween the ages of five and eighteen in a well-equipped modern school\nbuilding.\n2. A complete program of education for every child including:\na. Well-organized elementary-grade instruction beginning with the kin¬\ndergarten.\n\n"}
{"page": 522, "printed_page": null, "text": "516\n\nNational Education Association\n\nb. Secondary education broad enough to satisfy the educational needs of\npupils of varying types and interests.\nc. Continuation schools for children who, because of circumstances be¬\nyond their control, are compelled to seek employment.\nd. Special training for both gifted and handicapped children.\ne. Adequate health service for all children.\n3. A compulsory school attendance law which does not discriminate\nagainst rural children and which protects children from labor unsuitable\nto their age, experience, and physical development.\n4. A modern curriculum extending from the kindergarten thru the\nsecondary school adequate to furnish to pupils an understanding of the\nworld in which they live and to enable them to participate as useful mem¬\nbers of society.\n5. Teachers with a minimum of four years of professional preparation\nbeyond high school; supervisors and administrators with a minimum of five\nyears of professional preparation in addition to successful teaching experi¬\nence.\n6. For all teachers so trained a legal minimum salary of not less than\n$100 per month, with a reasonable degree of security and legal tenure con¬\nditioned on professional improvement and a sound retirement system for\nall educational employees.\n7. A well-defined legal status for the superintendent of schools.\nII. The Curriculum\n\n1. Public education is a social device. As such, it is most efficient when\nit promotes the ends which have inspired the type of social existence in which\nthe school is placed. In America the intention has been to guarantee life,\nliberty, and the pursuit of happiness to the masses thru a democratic form\nof government. Public education must, therefore, reconsecrate itself to the\ntask of maintaining democratic ideals in the midst of social and economic\nadjustment.\n2. The public school can help make democracy safe for the world. We\nrecognize that the special privilege, ignorance, and selfishness within our\ngates are enemies even more menacing than any that may be threatening\nfrom without. We urge, therefore, that the instructional program should aid\npupils to a clear recognition of these enemies of democracy in order that\nthose who will soon participate in society may the more fully attack its\nproblems in a spirit of intelligent patriotism.\n3. We recognize that many of the most critical problems facing the\nAmerican people today are economic in nature. We also recognize that the\nAmerican people are economically confused and that we are in imminent\ndanger of making serious mistakes from which it will be difficult for the\ncountry to recover. We believe, therefore, that the time has come when the\nschools of the United States should seriously attack the problem of intro¬\nducing economic understandings and experiences suitable to children of\nevery age level as an integral part of our curriculum, applying to the prob-\n\n"}
{"page": 523, "printed_page": null, "text": "Department of Superintendence\n\n517\n\nlem those technics of curriculum construction and method which have been\nso successful with other materials of instruction.\n4. We recognize the interrelated functions and responsibilities of all edu¬\ncative agencies—the press, the radio, the theater, and the church—as well as\nthe schools in the full achievement of a democratic life in our country. But\nwe call attention to the problem created by the fact that conditions of social\nchange not fully recognized in the curriculums of our schools are often the\noccasion for organized social pressure which seeks to commit schools to the\nobservance of special days and weeks, and the insistence on the introduction\nof special curriculums. Such sporadic measures tend to disintegrate an al¬\nready overcrowded and overcompartmented curriculum involving education\nin propaganda methods and dictating the nature and content of the curric¬\nulum in ways which are subversive to the general good.\nWhile not unmindful of such facts as the appalling increase in fatalities\ndue to motor accidents, amounting to over 100 percent in the ages of fifteen\nto nineteen, we maintain that the development of sound social attitudes and\nunderstandings on the part of adults as well as adolescents and children on\nsuch problems as public safety, traffic and accident control, law enforce¬\nment, and drunkenness can only result from action based on sound long¬\nterm social and educational planning and administration.\nIII. Adult Education\n\n:j\n\n1\n\n■|\n\nj\n\nThe growing needs of the adult population for such education as will fit\nthem for their social, economic, and civic responsibilities should be frankly\nfaced by those responsible for the administration of our public school system,\nand we therefore recommend:\n1. That adult education be recognized as a function of the public school\nsystem.\n2. That local communities be encouraged to make increasingly liberal\nprovision for forums and similar services thru state and federal support.\n3. That adult education programs be kept functional and dynamic as\nneeds may arise and carefully guarded from undue formalization.\n4. That the public schools should seek opportunities for cooperation with\nand functioning thru such existing community and state agencies as are\nalready making worthwhile contributions to adult education.\n5. That the public school should provide a program which will recognize\nthe needs of youth between the approximate ages of eighteen and twenty-five.\nIV. Research\n\nSince research has been, and will continue to be, the most valuable tool\nwe have in education, there should be increased facilities for well-related\ncity, county, state, and national service.\n1. Research service in public school systems should be strengthened and\nextended to include smaller communities and rural areas as well as cities.\n2. Due emphasis should be placed upon administrative research. We\nrecommend research to determine a uniform system of child accounting.\n3. Due emphasis should also be placed on laboratory studies of learning\nbut the exploratory function of pioneer studies and basic experiments should\n\n"}
{"page": 524, "printed_page": null, "text": "518\n\nNational Education Association\n\nbe recognized as more vital and essential in a period of educational recon¬\nstruction than refined standardization of currently accepted practises and\nlevels of achievement. This may well be the special function of special com¬\nmissions and departments of education in universities. However, wherever\nopportunity presents itself, field experiments should also be set up in public\nschools. In this connection we recognize the significance of constructive\nstudies toward the development of functional curriculums for the American\nsecondary school.\n4. A “consumers” service should be evolved for the users of research,\ne. g., teachers and administrators, to the end that reports may be more effec¬\ntively interpreted into new practises and for insuring that the findings of\neducational research reach the general public in understandable form.\n5. So long as research is conducted independently in the various states\nand local communities it is inevitable that there should be a very considerable\nwaste due to overlapping. We would again urge that the personnel of the\nfederal Office of Education be materially increased in order that it may\nmore largely coordinate and initiate the research service demanded by\nchanging social conditions.\nV. Small Schools\n\nWe commend the increasingly large number of agencies that are devoting\nthemselves to the solution of the problems of the small school. Wherever\nfeasible, uneconomically small units should be eliminated. Many districts,\nhowever, cannot be consolidated and even when consolidation is effected in\nour more sparsely settled areas, the enlarged units thus formed usually have\nsmall enrolments. Recent figures indicate that more than 90 percent of our\nschool systems in the United States are in communities with populations of\nless than 2500. It is evidently necessary, therefore, that administrative,\nsupervisory, and instructional technics be developed which are suited par¬\nticularly to the smaller schools of the nation.\nWe urge, in view of this situation, that the Department of Superintend¬\nence devote a yearbook to the organization and administration of smaller\nschools and that more attention be given to the problems and opportunities\nof such schools in the planning of the programs of this Department.\nVI. Financing\n\nEducation\n\nWe believe that the financing of such a program as is embodied in these\nresolutions demands:\n1. The development of a broader tax base which will secure the needed\nrevenue and equalize the financial burdens and obligations among the respec¬\ntive sources of wealth and the determination of such a broader tax base thru\nthe appointment of expert non-political tax commissions.\n2. Larger units of taxation and educational administration, with the con¬\nsequent reduction of overlapping in governmental functions.\n3. An equitable system of state aid based upon the principle of taxing\nthe wealth of the state wherever it may be located for the support of the\neducation of the children of the state wherever they may be found.\n\n"}
{"page": 525, "printed_page": null, "text": "Department of Superintendence\n\n519\n\n4. A system of federal aid similarly based upon the principle of equality\nof educational opportunity for all the children of the United States. Such aid\nshould be administered by the state departments of education of the several\nstates on a scientific equalization basis but entirely divorced from federal\ncontrol.\n5. Determined opposition to national groups which advocate fixing the\nlimit of free public education at the elementary-school level, and to leagues\nand alliances which are trying to emasculate the public school program to\nprotect wealth from taxation.\nVII. Freedom from Politics\n\n1. The Department of Superintendence deplores the fact that in the\nexpenditure of federal moneys in the name of education, laymen in Washing¬\nton have arrogated to themselves the determination of educational needs and\nprocedures. This Department maintains that the term “emergency educa¬\ntion” is an unfortunate hybrid which does not justify the violation of the\nprofessional standards and sound administrative policies.\n2. We also regret that in the distribution of federal funds for unem¬\nployed teachers and youth, the already existing needs of states and commu¬\nnities were not recognized, and that regularly constituted educational\nauthorities were in the main ignored.\n3. In the development of the educational function, each state, thru its\nlegislature, has found it necessary to delegate certain duties and powers to\nthe local community. The board of education is the representative both of\nthe people and of the state and is responsible to both. No intermediary\nmunicipal authority should be permitted to stand between either the people\nand the board of education or between the board of education and the state.\nThis means fiscal independence for all schoolboards.\n4. Since it is essential for the successful functioning of a democracy that\nthe citizens be well informed upon the vital issues of the day and since it is\na primary purpose of our schools to train students to take their places in a\ndemocratic society, we are heartily in favor of that sort of academic freedom\n(a) which permits the teacher the complete liberty of political conduct and\nthought to which he is entitled as an American citizen, and (b) which at\nthe same time obligates the teacher to present all available facts in contro¬\nversial issues so that a realistic and accurate picture of American life and\nproblems may be presented to the students, without forcing upon them the\npersonal opinion or bias of any individual or group. Thus only can students\nlearn to reach conclusions thru critical thinking untrammeled by pressure or\npropaganda. We pledge the full strength of our organization to uphold\nevery effort for the maintenance of the principle of academic freedom as\nthus defined.\n5. We insist that public education should be free from partisan politics.\nThe administration of schools, the development of school policies, the selec¬\ntion of teachers, and enactment of educational legislation should be deter¬\nmined solely by their contribution to the common welfare and only upon\nthe advice of competent educational leadership.\n\n"}
{"page": 526, "printed_page": null, "text": "520\n\nNational Education Association\n\nVIII. Appreciation\n\n1. We wish to express our deep appreciation to President Stoddard and\nto the persons who have assisted him so efficiently in providing the very\nwell-arranged and highly inspiring program of this convention.\n2. We also desire to express to the residents of the splendid city of St.\nLouis our very sincere thanks for the kindly hospitality extended so cor¬\ndially during our meetings here.\n3. We commend the press and radio of America for the space and the\ntime that have been afforded public education during the past year. We also\ncommend the local press for the sound editorial comment and liberal amount\nof column space devoted to this convention. Public education is a public\nresponsibility. The white light of publicity has a purifying effect on public\nbusiness; the thoughtful articles appearing in our periodicals have aided in\nsecuring dignified consideration for the problems of the school.\n4. Lastly, we pledge ourselves anew to the great work in which we are\nengaged. We resolve once again and with even greater sincerity and stead¬\nfastness of purpose, to make the public schools of America a sound founda¬\ntion for the pursuit of happiness, general prosperity, and social security for\nall its citizens.\nW. Howard Pillsbury, Chairman\nFrancis L. Bailey\nFred G. Bishop\nJ. C. Cochran\nJohn H. Dyer\nL. W. Feik\nS. Monroe Graves\nWilliam C. Griggs\nF. E. Henzlik\nJohn C. Lindsey\n\nDavid J. Malcolm\nClyde B. Moore\nJesse R. Overturf\nSue M. Powers\nTheodore Saam\nF. L. Schlagle\nGordon G. Singleton\nCharles L. Spain\nLaura Zirbes\n\nStatement and Resolution Submitted by the Executive Committee\nof the Department of Superintendence\nAdopted February 25, 1936\nStatement\n\nOn December 18, 1935, the work of Payson Smith as commissioner of\neducation in Massachusetts was terminated, after nineteen years of distin¬\nguished service. The facts in connection with this action against Dr. Smith\nand the appointment of his successor, as well as subsequent developments in\nthe whole Massachusetts Department of Education, have been submitted\nvoluntarily to the executive secretary of the Department of Superintend¬\nence by citizens both within and without the profession in Massachusetts.\nThese facts have been documented and constitute a matter of record at the\nheadquarters office of the Department of Superintendence. This record is\nopen to inspection by any interested member of the Department. Numer-\n\n"}
{"page": 527, "printed_page": null, "text": "Department of Superintendence\n\n521\n\nous requests have been received, both from Massachusetts and various other\nparts of the country, that some appropriate action be taken by the Depart¬\nment of Superintendence to call attention generally to the educational\nimplications of this event in Massachusetts.\nThere have been other instances of the political removal from office of\neducational administrators. The facts in connection with this case in Massa¬\nchusetts are such that it is difficult to realize that this event could have hap¬\npened here in America, and especially in Massachusetts, with its brilliant\neducational traditions, enriched by distinguished leaders such as Horace\nMann and Charles W. Eliot. We are confident that the citizens of the\ngreat Commonwealth of Massachusetts which in the past has contributed\nso much to the cause of education, will not allow this action to be forgotten\nor condoned. We recognize fully the sovereignty of the people of Massachu¬\nsetts in dealing with their own problems in their own way.\nIt is the disease itself, of which this case in Massachusetts is one of the\nsymptoms, that concerns the profession generally, as represented by the\nDepartment of Superintendence.\nResolution\nTherefore, Be It ResolvedThat the Department of Superintendence\n\nhere assembled in St. Louis, Mo., February 25, 1936, condemn, as contrary\nto the principles upon which the public schools of America were founded,\nany removal or appointment of a teacher, administrator, or any other em¬\nployee of these schools, on the basis of or in any manner because of political\nor partisan considerations; and further, that this statement be construed as\napplying to educational positions nationally, in the various states, and in\nthe local school systems; and further, that we condemn not only those with¬\nout our profession who would desecrate the high purposes for which our\nschools were founded and are maintained, but even more do we denounce\nthose within our own ranks, as being more culpable than any others and\nunworthy of membership in our profession, who aid and abet partisan\npolitical acts affecting the schools or who themselves resort to political\nmanipulation to secure positions in the schools.\n\n"}
{"page": 528, "printed_page": null, "text": "i\n\nf\n\n^\n\n.\n\n■\n\n■\n\n-\n\n•:\n\n•\n\n< >ri;\n\n"}
{"page": 529, "printed_page": null, "text": "DEPARTMENT OF\nSupervisors and ‘Directors of\nINSTR UCTION\n\n"}
{"page": 530, "printed_page": null, "text": "/\n\nHISTORICAL 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 of 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 for the year 1936-37 are: president, Rudolph D. Lind¬\nquist, Director, The University School, Columbus, Ohio; first vicepresident, Mary Browning, Supervisor of Primary Grades, Board of\nEducation, Louisville, Ky.; second vicepresident, Robert H. Lane,\nAssistant Superintendent of Schools, Los Angeles, Calif.; secretarytreasurer, James F. ITosic, Professor Emeritus, Teachers College, Co¬\nlumbia University, New York, N. Y.; headquarters secretary, Mary\nE. Hazell, 1201 Sixteenth Street, N. W., Washington, D. C.; executive\ncommittee: Mildred English, Director of Training School, Georgia\nState College for Women, Milledgeville, Ga, (term expires 1937);\nErnest Horn, Professor of Education, State University of Iowa, Iowa\nCity, Iowa (term expires 1937); Paid T. Rankin, Supervising Director\nof Curriculum and Research, Board of Education, Detroit, Mich, (term\nexpires 1938).\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\n1930:773-800\n\n1931:801-824\n1932:679-693\n1933:681-695\n\n[ 524 ]\n\n1934:673-692\n1933:627-644\n\n"}
{"page": 531, "printed_page": null, "text": "THE CURRICULUM IN ENGLISH AS EXPERIENCE\nW. WILRUR HATFIELD, EDITOR,\n\nThe English Journal, CHICAGO NORMAL\n\nCOLLEGE, CHICAGO, ILL.\n\nT\n\nhe aim of education,\n\nas of all our rational activities, is human hap¬\n\npiness. The first business of education is to develop each pupil into a\nhappy individual; and its second task is to make the pupil a useful citizen,\nfor the sake of the happiness of other individuals. (The great error of the\nfascists and the communists is not the subordination of the individual to the\ngroup but the failure to subordinate the organization of society to the good\nof the individual.)\nHow shall we develop happy individuals who are at the same time useful\ncitizens contributing to the happiness of others? How do we develop a\nswimmer—by telling him how to swim or by giving him experience in\nswimming? Would we attempt to make a golf player by teaching descriptions\nof the links, the clubs, and the ball, giving catechetical instruction in the\nrules of the game and the principles of avoiding hooks and slices? Or do we\ngive the son a ball and clubs suited to his size and tell him to come out with\nus on a quiet afternoon and try? The same common sense applies to educa¬\ntion in more serious things. Give the youngsters experience in doing the\nthings happy individuals and useful citizens do, with a moderate amount of\nadvice, and even demonstration, when it is most needed.\nWhat common activities, then, do happy individuals and useful citizens\nhave ? Those involving language seem to be such things as conversing, discus¬\nsing, telling stories, writing letters, reading newspapers and magazines, read¬\ning descriptions and explanations which will assist them in their vocational or\navocational activities, reading stories, plays, and poems for pleasure, watching\nphotoplays (more rarely stage drama), and listening to radio broadcasts.\nThe list is not exhaustive, but it illustrates what we mean by life patterns or\nsituations in language as contrasted with the now obsolescent practise on such\nisolated elements of skill as narrowing the subject, choosing the right de¬\ntails, making the verbs agree with their subjects, punctuating non-restrictive\nclauses, phrasing properly in oral reading, getting the main point of a para¬\ngraph, and noting the music of a great poem. In life these elements of skill\ndo not appear alone, but always as parts of larger activity patterns, and there¬\nfore they can be practically mastered only as parts of these same larger\npatterns.\nIt follows that the construction of a curriculum in English is merely a\nmatter of listing and organizing the usual language activities of ideal indi¬\nviduals, arranging them in an order suited to the developing capacities of the\npupils, and adding to each activity such new elements of skill as the pupils\ncan profitably attempt to use in connection with it.\n[ 525 ]\n\n"}
{"page": 532, "printed_page": null, "text": "526\n\nNational Education Association\n\nTHE PROGRAM IN THE INDIVIDUAL SCHOOL\nLOU L. LA BRANT, PROFESSOR OF ENGLISH EDUCATION, OHIO STATE\nUNIVERSITY, COLUMBUS, OHIO\n\nThe Ohio State University School is a new school in which the upper\ngrades, seven thru twelve, are operating for only the fourtl) year. The school\nwas organized for the purpose of developing an educational program which\nwould not be content with transmitting information and developing skills,\nbut would have as its ideal product young people who are actively engaged\nin the business of understanding their world and taking responsibility in it.\nIt was our belief that life in school should be living rather than preparation\nfor living; or, conversely, that preparation for living is achieved in its best\nsense only thru abundant living.\nThe problems of communication which occur, whether in speech, in writ¬\ning, or in reading, become the materials of the English course. Not least\namong these is the problem of finding how other people think and feel, how\nthe individual’s own personal life compares to the personal lives of others\nwho have lived or are living. There must needs be a time and a place for\nthe consideration of these and other language problems. This time on the\nschedule is marked “English.”\nThe language program at Ohio State University School gets under\nway just as language gets under way at home. The child learns his\nfirst word by hearing it and needing to use it. Before he comes to school\nhe learns 2500 words thus and uses them skilfully in sentences which\ninclude all the basic structures of the English language. In our school\nwe permit him to continue. He goes on trips, he works in the shop, he\nhas an experience with paints, he sings, dances, rests, and eats. New words\nare necessary. But that is not all. He finds that in a room with twenty\nor thirty others, names and numbers and places are easily confused. The\nteacher writes them on the board. That seems convenient. He remembers\nwhich sign means John and which Mary. The child also finds this convenient\nand remembers them himself. Lunch orders, very simple ones, of course,\nnames of objects seen on trips—these are steps in reading. The teacher reads\naloud. There are pleasant books with pictures and a name or line at the\nbottom. He finds what these mean. Someone tells a sentence about the horse\non the farm visited. That is written on the board. One remembers the words\nin his own sentence. Reading readiness has grown into reading, which soon—\nusually during the first year—enables the child to read simple stories for\nhimself. In his leisure hour, he begins to read stories which take him all\nover the world, into distant lands and all manner of civilizations.\nIn the junior high-school level, where longer books are read, there are\ndays for book discussions, and simple conversation about different types. At\nthis level “types” does not refer to literary types, but to stories about the\nsea, stories about girls, stories of adventure on land, etc. Poetry is reorgan¬\nized, but the novel or even narrative as such is not often mentioned. In the\neighth or ninth grades, there may be need for special help with adult forms.\n\n"}
{"page": 533, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction 527\n\nAs children grow older, in the seventh or eighth grades, the quantity of\nleisure reading done at home quite exceeds that in school. More and more\nour occasional discussions, therefore, come to concern this home reading. We\ndo not believe in so-called homework in mathematics or science, but reading\ntakes a different place, for it is leisure occupation for both old and young.\nConsequently our children are urged to make the reading of pleasant books\na part of their evening and week-end experience. When, perhaps in the\nninth grade, the bulk of this reading demands considerable time for discus¬\nsion, and particular problems in reading adult literature occur, time—\nperhaps two hours per week—is set aside for this discussion. Note, however,\nthat, altho this appears much like the literature class, and frequently con¬\ncerns itself with types and forms, the reading has never been taken from its\nplace as a leisure occupation. Tool reading—reading for specific purposes,\nskimming, finding information in the library, using indexes, encyclopedias,\nreader’s guide and other reference materials—all these are taught when they\nare used. This means that on the three days when the class is working with\nsocial science or science, the English teacher is busy too, suggesting and\nhelping. To the teacher this means teaching tool reading; to the child, the\nteacher is a skilled person who shows him how to do work easily and ac¬\ncurately. Reports are written, discussions planned, outlines considered by\ngroups working with this English teacher, who cooperates with others in\nwhat we call core or unified studies classes. As the projects in the various\nareas—and English is one of them—become more complex, the time for\nspecial areas becomes longer, and the core or unified periods shorter. We\nalways preserve a time, however, when English teachers can be free to work\nin other classes, and when children may meet the English teacher for a con¬\nference on the writing and speaking programs of the various subjects.\nBy maintaining our principle that reading is a natural and not an artificial\nprocedure in modern society, we have kept the reading for the study of litera¬\nture to the leisure-hour level. In the classes where reading is discussed, many\napproaches are made. Plays, novels, poetry, essays, and biographies are dis¬\ncussed as types and forms, and their qualities are considered. This never\nmeans, however, that there is a prearranged order of curriculum and that\nassigned readings are made. From time to time, each class considers with the\nteacher just what its particular problems in reading are. It is not unusual\nto find a group who will insist on studying poetry or essays for the reason\nthat they still find this type difficult.\nThe work in mathematics for the twelfth grade is built around the prob¬\nlem of the nature of proof. Students reading magazines are applying these\nsame principles and pointing out their reactions to articles which are built\non false assumptions. English or mathematics ? I do not know, nor do I care.\nDiscussion of the cinema is a regular part of the work in drama. Pupils\nrecord, along with readings, plays, and lectures attended, radio programs of\nspecial importance. Radio broadcasts are criticized for significant factors, not\nonly in the English, but in the mathematics and social science classes.\nI believe the thing we are doing is honest—honest to us and honest to\nthe children. We as teachers are becoming human beings with time to read,\n\n"}
{"page": 534, "printed_page": null, "text": "528\n\nNational Education Association\n\nwith great need to read and to write and to think; we are finding in our\nchildren others who are human beings, with need to read and to write and\nto think. We are doing it together. Teachers are learning as much as the\npupils. Probably that accounts for our enthusiasm.\nINSTRUCTIONAL LEADERSHIP AND SOCIAL CHANGE\nE. VERN SAYERS, PROFESSOR OF EDUCATION, UNIVERSITY OF HAWAII,\nHONOLULU, T. H.\n\nThe quest for a working relation of education to social change has resulted\nthus far in defining three fairly distinct types of proposals. A brief examina¬\ntion of these alternatives will serve to present the problem that confronts\nthose in charge of instruction.\nFirst, there is the policy which aims primarily at conserving certain\n“eternal values” that are presumed to be imbedded in traditional institutions\nand customs. Those who are thus concerned believe the essential function of\nthe school to be that of preserving the social patterns which constitute the\nheritage of our American civilization. Two closely allied outlooks submit\nthis same general proposal of school policy. One is the outlook which denies\nessential social change; the other is the outlook which, admitting change,\nsees it more as a threat than as a promise.\nA second proposal of policy is an essentially different attitude from either\nof those mentioned. A sensitiveness to the defects.of social life and to the\nneedlessness of the suffering resulting from these defects has led certain people\nto project an ideal new social structure planned on changed and more humane\nprinciples. The proposal is made that we replace our various present insti¬\ntutions and other social arrangements by the structure thus planned in ad¬\nvance. To this end the schools are asked to teach. This policy accepts any\ncurriculum and any method which promise to contribute to the building of\nthe projected order.\nA third proposal is like that just described and yet different from it. This\nproposal is that in the matter of social change, we, like the modern scientist,\ndo not seek to bend the process to preferred results, but seek instead values\nwithin the process itself, in the quality of its method. The schools are accord¬\ningly asked to seek to make this method, namely, reflective experimental\nstudy, the method of social change. They are asked to have “faith in intel¬\nligence,” and, forsaking fixed allegiance to social structures, old or new, to\nset up the liberation and nurture of this quality in method as the goal of\nprofessional endeavor.\nWhen their respective basic philosophies are examined, these three pro¬\nposals of educational policy, which I may conveniently refer to as the con¬\nservative, social-idealist, and experimentalist, respectively, are related to each\nother in peculiar ways. Take first, for example, the most basic outlook on\nsocial change. Both the policies of the conservative and of the social-idealist\ncarry within them the assumption that there is after all no fundamental\nchange in the world. Such social change as we may observe is evidence only\nof man’s deviation from the true, or of his floundering in an attempt to get\n\n"}
{"page": 535, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction 529\n\ninto a proper working relation with an underlying plan which does not itself\nchange. In contrast with this static outlook, the view of the experimentalist\naccepts change as inherent in the world.\nNote, second, a difference in outlook upon morals. The emphasis upon\nparticular patterns which are assumed to embody values held to be basic and\nprior in importance to all others, is associated with a particular conception of\nthe nature of good and desirable conduct. Prior known patterns, established\nor projected, provide the standards of behavior, and conformity is the essen¬\ntial nature of morality. Moral codes are the consistent devices of this out¬\nlook. The experimental outlook on morals, in contrast with this, carries no\nfixed patterns of conduct over into a confronting situation, either from the\npast or from a projected ideal future. The standard of goodness of an act is\nits appropriateness, its artistic fit, in the presence of unique demands. Flexi¬\nbility is a characteristic attribute of moral action.\nA third important contrast in fundamental outlook, which throws con¬\nservative and social-idealist together in another respect, is in the view held\nregarding the essential nature of the thing we call democracy, and hence in\nthe view regarding what is at stake when democracy is threatened. Implicit\nin the educational policies proffered by conservative and social-idealist alike\nis the assumption that social structures are the matters of critical concern.\nDemocracy is thus entrusted to certain institutional forms. The conservative\nfinds these to be existing traditional forms; the social-idealist finds these in\nideal forms yet to be established.\nNote again the view of the experimentalist, which holds that what we\ncherish under the label of democracy is the quality of reflection as method of\nsocial change. Growth of mind, or thinking, in other words, in what men do,\nis the end sought as well as the method employed. Faith in democracy is thus\nequivalent to faith in intelligence.\nTo bring these very general matters closer home to the question of the\nrelation of instruction to social change, let us note an issue which of late has\ndemanded a good deal of attention, the issue, namely, of indoctrination. It is\na significant fact that this issue arises when we are questioning the function of\nthe schools in a democracy. The controversy over indoctrination throws new\nlight on the usual character of instruction in the schools. With the exception\nof a few, there is a great majority of school people who look with alarm upon\nthe advocacy of either cooperative reflection or indoctrination as a method\nof the school. But note that this great number who verbally oppose the\nadvocacy of indoctrination are not in reality opposing indoctrination as a\nmethod of teaching. What they oppose is change in the social order which\nthe social-idealists wish to obtain by indoctrination. It is change which the\ntraditional point of view distrusts.\nThe task of those in charge of instruction in the schools of a democratic\ncommunity should be clearly distinguished from the task of such officials in\ncommunities autocratically governed. In America, control of instruction in\nthe schools must proceed on a working principle, and in the interest of social\nvalues, agreeable to the method and ideals of democracy. The essential prob¬\nlem is not, as in an autocracy, the maintenance or the building of prede-\n\n"}
{"page": 536, "printed_page": null, "text": "530\n\nNational Education Association\n\ntermined institutional beliefs and practises. It is, in contrast with this, the\nproblem of the development of democratic method, or, in other words, co¬\noperative reflection in the continuous reconstruction of social patterns in the\ninterest of the present general welfare.\nA PROGRAM OF ACTION\nPAUL T. RANKIN, SUPERVISING DIRECTOR OF CURRICULUM AND RESEARCH,\nPUBLIC SCHOOLS, DETROIT, MICH.\n\nThe practical school man or woman in a position of educational leader¬\nship has to be part philosopher and part executive. On account of the pres¬\nsure of work, the danger is that the instructional leader will be so anxious to\nhave action, to get something done, that he may neglect thinking thru the\nproblems involved. My plea today is for a reasonable minimum of time de¬\nvoted to thoughtful consideration of the nature and process of instructional\nleadership.\nThe booklet on Leadership of Instruction, prepared last fall by a com¬\nmission of this Department, is an attempt to array some of the issues in this\nfield that need to be thought thru periodically by all persons who are con¬\ncerned with instruction and curriculum. The commission believes that super¬\nvisors and principals will find this thirty-two-page pamphlet helpful in this\nconnection.\nNow, in what ways can the reports be used most effectively? The logical\nanswer is that the principles presented there should be read and discussed by\nvarious groups of school people. The most obvious use is as a point of de¬\nparture in professional conferences held by superintendents of schools with\ntheir principals and supervisors. Such conferences in many school systems are\nall too likely to degenerate into discussions of administrative details. Yet all\nof us realize that the school exists in the last analysis for purposes of in¬\nstruction. It is, therefore, highly appropriate that the superintendent should\nuse occasional meetings with his staff to face realistically the issues involved\nin instructional leadership.\nA second appropriate use is in regional conferences of persons in positions\nof educational leadership. Every state has its state education association and\nnumerous regional groups within the state of superintendents or principals\nor supervisors. Such groups may well devote at least one meeting annually\nto the consideration of the principles of leadership. One advantage that such\nmeetings have over conferences held in local school systems is that there\nwill be a wider range of viewpoints represented in the group.\nA third use is in group conferences by principals or supervisors with teach¬\ners. Such conferences are particularly important where the cooperative\nconcept of instructional supervision is accepted. After all, the supervisory\nprocess is a two-sided thing; it includes both the one who does the supervis¬\ning and the ones who are supervised. Is it not proper that the general policies\nconcerning such relationships should be considered at least occasionally in\nconferences which include both groups? Further, organizations of teachers\nshould be encouraged to give consideration to the problems of supervision\nand should be given an opportunity to present their views.\n\n"}
{"page": 537, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n531\n\nIn the light of the experience at several conferences, some suggestions\nmay be offered for subsequent conferences that I hope many of you will\norganize in your own regions. First, provide for a large amount of participa¬\ntion by the persons present. Second, provide for the representation of vary¬\ning points of view. Third, if but a single meeting is to be devoted to the\nsubject, it may be well to secure in advance some preferential vote as to the\nprinciples in the report that are of greatest interest and concern to those\nwho will attend. Fourth, if a series of several meetings can be planned, it\nmay be well to organize them around the five major heads about which the\ntwenty-four principles of the report are grouped. These five major heads\nare as follows:\n1. The Changing Characteristics of American Society\n2. The Nature and Function of the School\n3. The Nature and Function of Instructional Leadership\n4. Activities thru Which Leadership Operates\n5. Organization and Development of Leadership.\n\nIn conclusion, may I urge that you who are in positions of responsibility\nwill do what you can to stimulate cooperative consideration of basic policies\nof instructional leadership. The Department had the report on leadership\nprepared because of the belief that instruction is the primary function of the\nschool and that it, therefore, merits the best thought of the educational\nleader. Every one of us school people, busy tho we may be, should take time\noccasionally to get a perspective of our job in influencing the instructional\nprocess. Will you not take some responsibility for getting leadership in\ninstruction discussed by professional school men and women in your com¬\nmunity and region?\nTEACHERS AND GUIDANCE\nJEAN BETZNER, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nAs our programs of education are being overhauled and in many instances\nradically changed, the demands upon the teachers who are in the most crucial\nsituation in the whole program are almost overwhelming. How to build\ncurriculums in terms of the community and individual needs with their\nessential sociological surveys, how to build wholesome and vigorous com¬\nmunity school relationships, how to cooperate with members of one’s own\nprofessional group and with other educational professions in building more\ninclusive educational programs, how to assist in changing intelligently and\nefficiently the whole autocratic educational regime to a democratically con¬\nceived and conducted program in keeping with our ideals, how to maintain\none’s own personal integrity at the same time—all of these and many more\nare problems which teachers are facing and are attempting to solve with\ndifficulty, confusion, and discouragement.\nSome might look with dismay at this necessarily brief analysis of the situ¬\nation in which teachers find themselves. Others have found and will continue\n\n"}
{"page": 538, "printed_page": null, "text": "532\n\nNational Education Association\n\nto find in these conditions the best soil for the development and growth of\nguidance—guidance that is sought, cherished, and found indispensable.\nFor a long time we have been concerned with the individual child, his\nneeds and abilities. We have found thru experience that education worked\nbetter when it attempted to serve the child’s needs and when it released his\npowers. We have found that time was wasted and harm done when we based\nour education on average needs or on needs that had been reduced to general¬\nizations. We have found in our attempts to help children that giving advice\nand information when they were not needed was useless and at times de¬\nstructive; that when rewards and punishments stimulated the acquisition of\nunneeded and hence unused skills, those skills did not function. Leaders\nof adults who have been successful in helping them grow in their personal,\nprofessional, and social lives have found that the way individuals learn when\nthey are immature is the way they learn when they are mature. It would\nseem, then, that one of the directions for the best development of guidance\nis toward studying, understanding, and caring for the needs of individual\nteachers and for those quite different needs of groups of teachers.\nAs teachers have studied the needs of children, we have been urging among\nothers four quite generally accepted facts about them. It would seem profit¬\nable to us to remind ourselves of these as we analyze and plan our procedures\nwith respect to teachers’ needs.\nNeeds are specific—They emerge as the individual reacts in his environ¬\nment. We would grant readily that there are some fairly common fundamental needs, such as health, happiness, work, companionship, and devotion\nto objects of allegiance, but the degree of each and the interrelations of one\nneed to another in different times and places cannot be predetermined or\ngeneralized. With respect to this item, that needs are specific and must be\ndealt with specifically, one uses the opportunity for the development of true\nguidance based on sincere, intimate relationships, mutual understanding, and\nrespect with the essential utilization of specialized abilities.\nNeeds are changing—This fact suggests the necessity for continuity in\nleadership. It implies flexibility in the program of leadership to meet un¬\nexpected and unusual demands as well as anticipated and carefully planned\nassistance. It suggests that the program of supervision cannot be made in\nadvance, but may vary greatly from day to day, and from year to year. This\nchallenges the versatility and adaptive abilities of guidance and opens the\ndoor for increased specialization to meet the challenge of new and un¬\ndreamed-of demands.\nNeeds are often unconscious and become conscious only as the individual's\nexperiences are broadened or deepened—Guidance finds itself faced with\nresponsibility for expanding the individual’s environment and for making it\npossible for each one to engage in deep and engrossing concerns as he comes\nin contact with others equally intent. Guidance finds too, that objective and\nsincere relationships are indispensable in the delicate and complex under¬\ntaking of bringing unrealized needs into consciousness. In this is found a\nchallenge for the development of the most needed and difficult technic in¬\nvolved in human relationships.\n\n"}
{"page": 539, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n533\n\nNeeds are disclosed as individuals act in normal as well as in crucial situ¬\nations—When teachers are engaged in carrying out purposes which are sig¬\nnificant to them in school and out, guidance has its opportunity to become\nacquainted with the powers and limitations of these individuals. When\nindividuals are concerned in facing situations, analyzing them, planning\nways and means of modifying them, getting the plans into action, evaluating\ntheir development, the necessities of the work disclose the real weakness or\nstrength of each. It is in cooperative enterprises that the variety and sig¬\nnificance of individual and group needs are disclosed and the opportunity for\nassistance in meeting them is given. In meeting the ever-present problem of\ndiscovering and caring for human wants, guidance finds its own reward.\nIt finds itself challenged, significant, and necessary.\nWhere supervisors and directors of instruction base their programs on\nthe needs of teachers, interesting and illuminating things occur. Regula¬\ntions and dictatorial methods disappear along with time clocks. Professional\nintegrity flourishes. Stimulation of effort thru the medium of rewards and\npromotions seems wasted. We find teachers carrying more than their share\nof the teaching load because others need relief, disregarding clock hours for\nsomething that needs to be done. We find groups of teachers growing in\nprofessional alertness and responsibility as they call more insistently on\nspecialization and seek more earnestly for leadership.\n\nPANEL DISCUSSIONS\nST. LOUIS, MISSOURI, FEBRUARY\n\n1936\n\nThe program of the Department of Supervisors and Directors of Instruc¬\ntion at St. Louis included eight group meetings for panel discussion. Pro¬\nvision was made for summarizing the contributions of the participants and\nthe high points of certain of the discussions are reported here.\nGroup I\n\nChairman: Hollis L. Caswell, George Peabody College for Teachers,\nNashville, Tenn.\nTopic: Curriculum Development as Supervision.\nCurriculum development is the heart of the supervisory program.—C. W.\nKnudsen, George Peabody College for Teachers, Nashville, Tenn.\nThere are various levels in teaching as there are in the learning process.\nThe teacher who has acquired principles by which to judge his own technics\nand procedures has no need of inspectorial supervision to say “yes” or “no” in\ncriticism of his work. It is to the building of such principles, the establishment\nof a point of view upon which the teacher’s activities are based, that cur¬\nriculum study makes its contribution to supervision.—Ethel Mabie, Director\nof Curriculum, Public Schools, Madison, Wis.\nWe now define curriculum as the sum total of experiences. Hence teachers\nmust study psychology, also social fact and theory. Study the learner—how;\nthe fact of social need—what. Curriculum revision of the modern type con¬\nsists in trying to get teachers to work in terms of the child and the situa¬\ntion.—Harold Hand, Stanford University, Calif.\n\n"}
{"page": 540, "printed_page": null, "text": "534\n\nNational Education Association\n\nThe curriculum program in Virginia has helped in the development of a\nwell-rounded supervisory program. It has provided a complete related view\nof all the problems of instruction. It has provided teacher and supervisor a\ncommon ground of agreement from which to approach their work. Teacher\nparticipation has helped the teacher catch the vision of the whole program.\nThe teachers were stimulated and encouraged.—Elsie A. Davis, County\nSupervisor, Fairfax, Va.\nThe mere fact that a person holds a position of superintendent, or prin¬\ncipal, or general supervisor, or research specialist is no guarantee of quali¬\nfications of leadership in curriculum building. The presumption of posses¬\nsion of such qualification is stronger in the case of the curriculum specialist\nor general supervisor than others. The determination of responsibility for\ncurriculum-making should be in terms of qualifications, assigned functions,\nand freedom from other duties to permit carrying the work. Sometimes it\ncan be done best by the superintendent, sometimes by a key teacher selected\nfor that work, in which case the person really becomes a supervisor. School\nsystems should be free to allocate this responsibility to the personnel most\nable to carry it.—A. R. Mead, University of Florida, Gainesville, Fla.\nPrincipals and teachers should be active and responsible persons for the\ncurriculum program. The supervisor’s function is that of guiding, stimulat¬\ning, evaluating.—A. C. Flora, Superintendent of Schools, Columbia, S. C.\nWe must give better preparation in the special subjects. If we continue\nsuccessfully along this line to the point where the regular elementary teacher\nhandles subjectmatter in these fields with as great facility as he displays in\nhandling other subjectmatter, these subjects will cease to be considered\nspecial.\nThe successful special subject supervisor today is the person who is com¬\npetent beyond the narrow confines of his special subject field. He is not\nso much a supervisor as an expert guide, adviser, and helper of teachers and\npupils with problems relating to the special field, and which have arisen in\nconnection with the larger and more comprehensive problems of the class¬\nroom group.—A. F. Myers, New York University, New York, N. Y.\nThe trend in curriculum development toward unified educational pro¬\ngrams implies for special supervisors that: first, they be servants rather than\nmasters, and stand at call ready to assist in forwarding school activities;\nsecond, they make their requirements sufficiently flexible so that these may\nbe achieved thru a unified program; third, they have a broader knowledge of\nthe entire educational program; fourth, they be more sympathetic with other\nsupervisors and understand their work better; fifth, they become more inter¬\nested in the total development of children rather than in the effect which\ntheir special subjects produce upon pupils; and sixth, they be inspired by and\nlearn from other supervisors and teachers.—W. E. Sheffer, Superintendent\nof Schools, Manhattan, Kans.\nIn a continuous curriculum program, supervisory officers should meet such\nneeds as these:\n1. Make available materials needed by teachers and children in carrying on the\nwork\n\n"}
{"page": 541, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction 535\n\n2. Encourage teachers to experiment, and to undertake new procedures\n3. Bring in experts for consultation or for an inspirational address at the time\nthis is most needed\n4. Help teachers keep in touch with others engaged in the same type of work and\nbring the best they are doing to the group\n5. Help locate problems; find ways to overcome difficulties\n6. Help teachers study children in relation to their nature and needs and plan\ncurriculum materials and experiences to meet them\n7. Study the resources of the community and sources of materials\n8. Encourage teachers when they need it; help them believe in themselves; see\nthat teachers work where they can make best contribution to the program\n9. Help in planning experiences in terms of a particular situation and group\n10. Help in recording results obtained; in evaluating results\n11. Encourage teachers to report experimental work; to wTrite for publication.\n\n—Mildred English, Georgia State College for Women, Milledgeville, Ga.\nGroup V\n\nChairman: Arthur H. Moehlman, Ohio State University, Columbus,\nOhio.\nTopic: The Improvement of Social Studies Teaching.\nThe improvement of social studies teaching is primarily dependent upon\nmore adequate training for social studies teachers in the United States. Social\nstudies teachers should be more familiar than they generally are with the\nsocial sciences themselves. In respect to the professional training of teachers\nlooking toward the improvement of their work, there should be provision\nin their own programs for work in educational psychology and measurement,\nin the general structure and functioning of the elementary and secondary\nschools, in comparative education and the history of education, and in the\nphilosophy of education. These four elements in the educational program\nshould be strengthened by work in practise teaching, work in the special\nmethods of teaching the subject concerned, and consideration of the cur¬\nriculum in the special field.—Howard E. Wilson, Harvard University,\nCambridge, Mass.\nThere are five methods of improving the teaching of the social studies\nwhich I wish to offer at this time:\n1. The use of a screw-driver—to loosen the desks and make provision for indi¬\nvidual differences easier\n2. Recognition of the fact that every problem of society is a present and future\nproblem of society\n3. Have every teacher of the social studies know what has been taught and what\nis to be taught in this field by those who precede and follow his work\n4. Have every teacher know as much about the community in which the pupils\nlive as does the average pupil\n5. Have the teaching load light enough to enable the teacher to devote an average\nof ten minutes per month to each pupil individually.\n\n—A. C. Krey, University of Minnesota, Minneapolis, Minn.\nModern curriculum technics may be grouped in a number of categories\nsynonymous with the essential steps, or stages, of curriculum construction.\nIt is rather generally agreed that the following steps must be included:\n1. Orientation—The general frame of reference or platform for the entire educa¬\ntional program and for the aspect of the program involved (social studies)\n\n"}
{"page": 542, "printed_page": null, "text": "536\n\nNational Education Association\n\n2. Planning—Determining, delineating, and understanding the basic plan or\nplans for the entire educational program and for the aspect of the program involved\n(social studies)\n3. Production—Preparing tentative suggestive written materials to assist the indi¬\nvidual teacher with his decisions relative to what experiences are to be had; how,\nwhen, and where these experiences are to be had ; and how they are to be evaluated\n4. Try-out—Utilizing the tentative suggestive written materials in actual class¬\nroom situations\n5. Review—Securing critical review of the plan and the materials by others—\nlaymen, teachers, and specialists\n6. Revision—Rewriting the tentative suggestive materials in the light of the\ntrials, the reviews, and growth since the earlier effort\n7. Installation and use—Planning and executing a program leading to growth\nin understanding of principles, the plan, the materials, and their use\n8. Perpetual repetition and continuation of all previous steps—These steps are\nnot mutually exclusive and involve no particular sequence. No step is ever com¬\npleted; instead, the experiencing of the steps is cumulative.\n\n—J. C. Parker, Director of Curriculum, Research, and Guidance, Fort\nWorth, Texas.\nGranting that teaching is a dynamic process—not a series of more or less\nunrelated acts—in which mental interaction and responses of teachers and\npupils change with the varying roles played in the classroom situation,\nserious needs in both supervision and methods in social studies instruction\ninclude:\n1. A new orientation in terms of the changing educational scene\n2. The displacement of more or less rigid and mechanical procedures by func¬\ntional approaches\n3. A new orientation of functional relationships between content and method\n4. The development of special methods and technics in the social studies consonant\nwith the approximation of the values and objectives claimed for these subjects\n5. The release of teachers from the deadening round of clerical duties imposed\nupon them in order that their energies may be focused on instruction and study\n6. The release of social studies supervisors from a heavy burden of routine ad¬\nministrative and clerical duties so that they may use their time and energies to\nassume a greater measure of leadership in instruction among the teachers in their\nfield\n7. The rethinking of conventional plans of organization and administration of\nschools in terms of a functional approach to method, with increased facilities for\nbetter instruction in terms of classroom libraries, general libraries, and other\nequipment.\n\n—W. G. Kimmel, Managing Editor, The Social Studies, Columbia Uni¬\nversity, New York, N. Y.\nIn planning a comprehensive appraisal program it will be helpful to list the\nmajor objectives which are being emphasized for the particular class in ques¬\ntion. Then, in connection with each of these objectives, the teacher will list\nthe opportunities which he will have for collecting evidence of this type of\nbehavior. In many modern schools learning situations are provided which are\nsufficiently lifelike so that they give an opportunity for the teacher to learn\nsomething of the pupil’s attitudes, something of his work habits and study\nskills, something of the information which he has acquired, something of his\nskill in interpreting data, something of his concern for the well-being of\n\n"}
{"page": 543, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction 537\n\nother pupils, something of his habits of working cooperatively with other\npeople.—Ralph W. Tyler, Ohio State University, Columbus, Ohio.\nThe teacher, as well as the school administrator, is naturally conscious of\na moral obligation to the parent, the taxpayer. In a nationwide system of\nschools supported by the public, the content of the curriculum and the actual\nsubjectmatter of courses of study must obviously be determined by the\npublic will. This is a problem of especially vital significance in the social\nstudies field today. We need not be misled, on the one hand, by a fearful\ndin about “indoctrination” or “propaganda,” shouted from the columns of\nany particular chain of newspapers; nor, on the other hand, need we make\nit our purpose to further the interests of any group’s pet program of\n“reform.”\nBut there is another difficulty less easily dismissed. Knowing as we do that\nthe improvement of social studies teaching can only follow extensive cur¬\nriculum revision, we are all concerned with what the nature of that revision\nis likely to be. The publisher must follow certain leads, anticipate certain\ntrends. He is often the middleman between the trained curriculum-maker\nand the teaching body as a whole. In that sometimes uncomfortable position\nhe faces two real dangers: suppose that the experts cannot agree; or suppose,\nworse yet, that neither teachers nor taxpayers will swallow the medicine that\nthe doctors prescribe for them.—Richard M. Pearson, Editor, Secondary\nDepartment, Harper and Brothers, New York, N. Y.\nThe improvement of social studies teaching seems to demand the main¬\ntenance of a constructive tension or balance between the interests of youth\nand the demands of the surrounding culture. The extremes of child-centered\nprograms or of formal curriculums both have great shortcomings. How may\nwe attack this problem of balance?\nThe curriculum may well be characterized by an emphasis on balance.\nThe surrounding culture may be studied as a unit of human activities tak¬\ning place in a landscape, a unity with roots in the past and moving into the\nfuture. The basic human activities have been summarized as follows: pro¬\nduction of goods and services; creation of ideas, forms, colors, and tones;\nconsumption of goods and services; communication of ideas from person to\nperson; transportation of materials by muscle and power; exchange of goods\nby barter or use of money; recreation of body and mind by worthwhile\nleisure activities; education of young and old; government to reduce con¬\nflicts and encourage cooperation; reproduction of self and maintenance of\nhealth.—Arthur H. Moehlman, Editor, Our Times, Assistant Professor of\nSocial Science Education, Ohio State University, Columbus, Ohio.\n/\n\nGroup IV\n\nChairman: H. H. Ryan, Principal, University High School, University\nof Wisconsin, Madison, Wis.\nTopic: Supervision in Secondary Education.\nPanel Members: A. S. Barr, Professor of Education, University of Wis¬\nconsin ; William A. Gore, Superintendent of Schools, Hempstead, N. Y.;\nWorth McClure, Superintendent of Schools, Seattle, Wash.; Sidney V.\n\n"}
{"page": 544, "printed_page": null, "text": "538\n\nNational Education Association\n\nRowland, Superintendent of Schools, Wayne, Pa.; Frank L. Wiley, Super¬\nintendent of Schools, Cleveland Heights, Ohio.\nSummary of the discussion prepared by Dena Lange.\nThe thought uppermost in the minds of those who took part in this dis¬\ncussion was the need of cooperation and understanding between the super¬\nvisor and the teacher. The chairman opened the meeting with the question:\n“Has a fifteen-minute supervisory visit to a secondary-school class any pos¬\nsibilities for the improvement of instruction?”\nMr. Barr answered in the affirmative, but added two limitations: the first\nconcerned the number of fifteen-minute visits; the second, the evaluating of\nthe supervisor’s observation. During a short supervisory period it is difficult\nto determine whether the particular teacher-pupil activities observed are the\nappropriate ones, and it is difficult, too, to separate evaluation from im¬\nprovement and to know whether the program is effective before further im¬\nprovement can be sought.\nMr. Rowland emphasized the necessity of developing a spirit of coopera¬\ntion between the supervisor and the teacher in planning together. He also\npointed out that from the statistical side, the length of the supervisory\nperiod varies. It is necessary to know the stage that the activity has reached\nat the time of supervision, as well as to know whether the activity is a brief\none or one lasting over a long period of time.\nTo a question from the audience,“Can successful evaluation be carried on\nduring a fifteen-minute period ?” Mr. Barr replied that tho the supervisor’s\nestimate would be a guess, yet it would in all probability be a fairly accurate\none. Many of the activities observed would be difficult to evaluate.\nMr. Gore stated that the real purpose of supervision should be to improve\ninstruction. High schools of today are organized so as not to permit of much\ntime for supervision, for the principal’s job is a big one. He maintained that\na teacher should know more about his special subject than the principal,\nwhose field is general. The real need in supervision is a sympathetic under¬\nstanding between administrator and teacher.\nMr. Wiley raised the question as to how the broader things could be su¬\npervised on an inspectorial visit, and noted that supervision should be or¬\nganized to command the respect of the teachers.\nMr. McClure stated that a principal is a specialist in boys and girls. And\nsince the day of judging results of subjectmatter is past, our chief aim should\nbe a consideration of such things as utilization of the child’s experiences, dif¬\nferentiation of subjectmatter, participation of all members of the class, and\nuse of materials.\nThe second question was, “How can teachers be encouraged to bring prob¬\nlems of instruction to the supervisory officer?”\nSeveral problems presented themselves. As to the question of time that the\nprincipal has to devote to supervision, Mr. Wiley asserted that a principal\nshould be given several able assistants to take care of the detail work so that\nhe might have more time for other duties .\nMr. McClure discussed the problem of rating teachers. Since supervision\nis an instructional problem, it should be definitely separated from tenure and\n\n"}
{"page": 545, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction\n\n539\n\npay. Frequent meetings should be held as a clearing-house for teachers’ prob¬\nlems and curriculum reconstruction.\nMr. Rowland felt the necessity of getting the teacher’s attention away\nfrom himself and supervision, and centered upon curriculum reconstruction.\nA teacher should be given a share in evaluation.\nMr. Ryan then introduced the third question, “How can the supervisor\nhelp the teacher develop the breadth of competence called for by the mod¬\nern integrated curriculum?”\nThe need for a unified course was conceded. Mr. Gore introduced the\nidea of the need of a homeroom in which a teacher might acquire a breadth\nof competence. Both Mr. Barr and Mr. Rowland emphasized integration\nthru the problems arising from participating in the whole field.\nIf a teacher has a homeroom, asserted Mr. Barr, and works out the prob¬\nlems of his group in many fields, he will have a more sympathetic outlook\ntoward other subjects and will become more interested in a unified course be¬\ncause of this participation.\n\nA FORWARD LOOK AT SUPERVISION IN THE NEW\nEDUCATION\nTHOMAS H. GENTLE, FORMER TEACHER, MONMOUTH, ORE.\n•\n\nThe progressive school, which best names the most modern objectification\nof the new education, is a new kind of educational endeavor, well visioned\nand worthy. It is not a reconstructed traditional school. It is based upon prin¬\nciples of child nature and nurture, long known but sparingly and grudgingly\nused in the older systems of education. When fully realized, this latest ex¬\nample of directed learning will exhibit little that the old-timer calls “keepin’\nschool.”\nFour duties which the supervisor of the future may be expected to per¬\nform are as follows:\n1. To arouse and maintain a deep and active community interest in the new\neducation.\n2. To provide the proper atmosphere and equipment for the new education.\n3. To diagnose and treat problem pupils and to keep a sufficient record of all\nsuch cases.\n4. To select, evaluate, and provide abundant materials, activities, undertakings,\nprojects, etc., for promoting the normal growth of the pupils of the school.\n\nAt its present stage the progressive school is both novel and unique. Its\ngrowth is sporadic and partial, which is greatly in its favor for it thus bids\nfair to escape the ignominy of being denominated as a fad or as soft pedagogy,\nepithets which the ancient and jealous pedagogs have always hurled at every\nnew refinement of school technic.\n\n"}
{"page": 546, "printed_page": null, "text": "540\n\nNational Education Association\n\nSECRETARY’S MINUTES\nSt. Louis, Missouri\nFebruary 24-26, 1936\nThe Department of Supervisors and Directors of Instruction began as the National\nConference on Educational Method. This was organized in Atlantic City in Febru¬\nary 1921. Hence the annual meeting in St. Louis this year was the fifteenth birthday\nof the society, counting from its inception. Transformation into a department of the\nNational Education Association took place in July 1928.\nThe program at St. Louis consisted of two general sessions, eight panel discus¬\nsion groups, and a luncheon. Since the yearbook for this year deals with English,\nthe first general meeting considered the problem of developing the program of\nactivity in the language arts. The National Council of Teachers of English is co¬\noperating and, therefore, W. Wilbur Hatfield, chairman of the Council Committee\non the Curriculum in English, was called upon for the opening address. He gave a\nclear exposition of the concept of English as experience, analyzed the objectives\nin terms of actual life needs, and contended for the use of dynamic situations rather\nthan merely formal drills. Lou LaBrant, of Ohio State University, then described\nsomewhat in detail the program in the University School. Dr. Bair, Miss Bader,\nand Mr. Ryan criticized the proposals of the yearbook committee, for the most part\nfavorably, and Miss Smith brought out the relation of the program to actual con¬\nditions in the country.\nThe theme of the second general session was “Responsibility for Leadership in\nEducation.” Dr. Sayers, of the University of Hawaii, favored active participation\nby educators in shaping social policies. Secretary Givens of the National Education\nAssociation, by means of concrete examples drawn from his own observation, por¬\ntrayed supervision as truly an art, the art of human relations. Dean Melby, of North¬\nwestern University, sees no need of differentiating the training of leaders of group\nleaders from that of group leaders (teachers) themselves. At most he would have\na single seminar dealing with problems peculiar to supervision. (His address ap¬\npeared in full in the April issue of Educational Method.) Dr. Rankin closed this\nprogram with a series of suggestions as to the utilization of the Department report\non Leadership in Instruction.\n\nBusiness Meetings\nThe Board of Directors and Executive Committee met on February 23 at the\nHotel Statler. The following were present: Directors Browning, Caswell, English,\nHahn, Hosic, Kibbe, Lindquist, O’Donnell, Power, Rankin, and Underwood; also\nMi ss Bush, chairman of the Promotion Committee.\nThe Board approved the minutes of the Atlantic City meeting as printed in Edu¬\ncational Method for April 1935. The treasurer’s report, with a comparative state¬\nment covering two years and a forecast of the future, was also approved. Miss\nBush reported on the activities of the Promotion Committee and Dr. Power gave\nan account of a regional conference held in New York City, February 1.\nPolicy as to yearbooks was discussed at some length. Dr. Rankin submitted an\noutline for a yearbook on curriculum issues, one chapter of which might be dis¬\ntributed as a separate pamphlet. It was voted to suggest to the Executive Committee\nthe advisability of undertaking for 1937 a yearbook such as that proposed by Dr.\nRankin, with the cooperation, if possible, of the Society for Curriculum Study; also\nfor 1938 the yearbook on science previously projected; and for 1939 a yearbook on\nthe problem of adapting the curriculum to the nature of children—this last contingent\nupon the securing of a subvention. A committee consisting of Directors Rankin,\nEnglish, and Lindquist was appointed to cooperate with a like committee from the\nSociety for Curriculum Study. A suggestion from Mr. Underwood that the member¬\nship of the Department participate more fully in the making of yearbooks was well\nreceived.\n\n"}
{"page": 547, "printed_page": null, "text": "Department of Supervisors and Directors of Instruction 541\n\nIt was voted that regional conferences should be encouraged and that the Pro¬\nmotion Committee be asked to aid in this.\nThe present officers were asked to continue until certain pending readjustments\nin relation to the National Education Association have been effected. The Executive\nCommittee will fill any vacancies that may occur.\nThis committee, at its meetings on Sunday and Wednesday, took up matters of detail\nas to yearbooks, but reached no final decisions pending the results of the negotiations\nmentioned above. It received an overture from the Society of Directors of Super¬\nvised Teaching for amalgamation, presented by Alonzo F. Myers of New York Uni¬\nversity. Dr. Myers also proposed a yearbook on “Induction into Teaching.” The\nExecutive Committee favored the provision of section meetings for this group as\nasked, and voted to defer additional action until more facts as to the situation are\nat hand.\nMrs. Elsie A. Davis, supervisor of elementary education for Fairfax County,\nVirginia, was approved as the representative of the state branch of supervisors of\nVirginia, with a seat on the Board of Directors.\nThe Promotion Committee met at breakfast on Tuesday morning. There were also\nseveral conferences of the committee on the current yearbook, under the guidance of\nthe chairman, Marquis E. Shattuck, of Detroit.\nAt the close of the general meeting on Wednesday, the resignation of Elizabeth\nHall, now of South Ryegate, Vermont, from the Board of Directors was accepted.\nLeonard Power, formerly assistant superintendent of schools in Tulsa, Oklahoma,\nwas elected to fill the unexpired term of Miss Hall. The terms of Directors Gerson,\nHorn, Kibbe, Lane, and Lindquist having expired, the following were chosen to fill\nthese places: Prudence Cutright, assistant superintendent of schools, Minneapolis,\nMinnesota; Helen Heffernan, state director of elementary education, Sacramento,\nCalifornia; Rudolph D. Lindquist, director of the University School, Columbus,\nOhio; William T. Melchior, professor of education, Syracuse University; Lucille\nNicol, assistant superintendent of schools, New York City.\n\n"}
{"page": 548, "printed_page": null, "text": ".\n\n,\n\n.\n<\n\n.\n•j:\n\n■\n\n’\n\n•\n\n1\n\n'\n\n.\n\n■\n\n•\n\n'\n\n"}
{"page": 549, "printed_page": null, "text": "DEPARTMENT OF\nSupervisors and Teachers of\nHome Economics\n\n"}
{"page": 550, "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 zvas presented to the Representative Assembly and\nto the Executive Committee. This petition zvas presented by the National\nConference of Supervisors and Teachers of Home Economics. In 1920\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 1926-27 are: president,\nFreda Winning, New York University, New York, N. Y.; vicepresi¬\ndent, Mrs. Dorotha Finch Marlow, Shaker Heights High School,\nShaker Heights, Ohio; secretary, Mrs. Erma B. Christie, Supervisor\nof Home Economics, 102 Central High School Building, Muncie, Ind.;\ntreasurer, Clara Lee Cone, 1041 West Peachtree Street, Atlanta, Ga.\nFacts relating to the establishment of this Department and the record\nof its meetings may be found in earlier volumes of proceedings as\nfollozvs:\n1931 -.825-844\n\n1932:695-712\n\n1933:697-708\n\n1934:693-704\n\n1935:645-658\n\n"}
{"page": 551, "printed_page": null, "text": "THE EFFECTS UPON FAMILY LIFE OF CERTAIN\nFRUSTRATIONS OF YOUTH\nFRED J. KELLY, CHIEF, DIVISION OF HIGHER EDUCATION, UNITED STATES\n\nS\n\nOFFICE OF EDUCATION, WASHINGTON, D. C.\n«\n\ntrong family life will be reflected in the progress of the nation and no\n\nnation can progress far on a weakening family life. Strong family life\nis characterized by:\n1. Harmony—the values of the home are nullified if frequent clashes occur between\nthe parents and the children\n2. Health—physical and mental\n3. Children—with birth dates suitably spaced\n4. Economic security—necessary for building a strong family life.\n\nThe outstanding frustrations which young people of this generation are\nexperiencing are vividly described in a trial held in the high-school auditorium\nin East Orange, New Jersey. Society was put on trial on charges brought by\nyouth. It was held as a regular court case with a judge, lawyers, jury, and\nwitnesses. The most important counts were as follows:\n1. Society allows youths to be employed at starvation wages\n2. Society makes inadequate provisions whereby young people can make enduring\nfriendships and choose wisely a mate\n3. Prolonged unemployment and low wages prevent establishing a home\n4. Society allows pitfalls for youth to continue, such as obscene literature, saloons,\nand gambling devices\n5. Society allows inadequate use of leisure-time facilities such as public buildings,\nschools, churches, and playgrounds.\n\nThe vivid testimony of the witnesses lasted three evenings. It revealed\nmany evidences of society’s neglect of youth. A verdict of guilty against\nsociety was returned by the jury, and society was placed on probation for one\nyear. At the end of that time a report is to be made as to what has been done\nto remedy these faults.\nThe effects that these frustrations are bound to have on family life is\nobvious. Unemployment falls heavily on youth. It is practically impossible\nto get a job even if one is wanted. If men are hired former employees are\ngiven the first chance. Ambition is lost and the spirit is broken. The places\nwe live in do not provide for wholesome entertainment of one’s friends.\nGreat numbers of broken homes contribute to the juvenile court cases. The\nstage is not set for happy courtship. The postponing of marriage too long\nafter the normal urge to mate is probably the most keenly felt frustration.\nThese are all a challenge to the home economics teachers. The intelligent\nmother is the strongest ally. By the process of education, attitudes car) be\nchanged. It is necessary to restudy values, to see which things must come\nfirst. Enlist the support of social leaders, ministers, P. T. A.’s, teachers, and\nthe interest of the youths themselves, for they are all vitally concerned.\n\n[ 545 ]\n\n"}
{"page": 552, "printed_page": null, "text": "546\n\nNational Education Association\n\nHOME ECONOMICS AND PARENT EDUCATION\nALICE SOWERS,\n\nSPECIALIST IN\n\nPARENT EDUCATION,\n\nNATIONAL CONGRESS\n\nOF PARENTS AND TEACHERS, WASHINGTON, D. C.\n\nThere have been many changes in home economics during the past few\nyears. Some of the changes are as follows:\n1. The conception of the meaning of home economics—The objectives have been\nchanged from the learning of skills to the developing of attitudes and appreciations\nfor richer, fuller living.\n2. The place of home economics in the educational program—It has now become a\ndignified recognized course in both high schools and colleges. It is growing in popu¬\nlarity for men and boys.\n3. The suhjectmatter included in a home economics course—The change in subjectmatter is due to changes in living. The home is reflected in the new home economics.\n4. The methods of teaching home economics—Home projects and home manage¬\nment are now included in the laboratory method, showing that home economics has\nproceeded along the lines of all progressive education.\n\nParent education, one of the newer phases of education, is closely related\nto home economics. Parent education draws upon much of the suhjectmatter\nfound in home economics literature such as that pertaining to child care and\nfamily relationships.\nThere are many similarities in the two programs, mainly the common aim\nof education at school and training at home for successful living. The slogan\n“live and let live” might very aptly be changed to “live and help live.” To\nlive successfully one must have good health, fine character, the ability to\nearn a living, intelligent citizenship, social consciousness, and a balanced\nlife. The successful person will be the man or woman who has had day-by¬\nday practise in living successfully. It is necessary to practise these traits to\nlive successfully.\nParent education aims to help parents be the best possible teachers in\nsurroundings which influence boys and girls in their impressionable years.\nIt is the home economics teacher’s job to provide experiences at school and\nto help provide experiences at home thru which children may live successfully.\n\nTHE PLACE OF HOME ECONOMICS IN THE\nEDUCATIONAL PROGRAM TODAY\nAGNES SAMUELSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nDES MOINES, IOWA ; AND PRESIDENT, NATIONAL EDUCATION ASSOCIATION\n\nI am always ready to testify on behalf of home economics in the educational\nprogram. While not prepared to speak to you on the technical aspects of your\nfield, I am more than willing to defend your place in the sun, if you need\nspokesmen. And you have needed interpreters in this critical period when\nevery publicly supported program has been under scrutiny and appraisal.\nBut when you have a program such as yours which reaches right down into\nthe life as it does and meets actual life needs, it is a pleasure to help interpret\nit. It requires no imagination or flight of words to describe it. One can\n\n"}
{"page": 553, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n547\n\nunderstand the importance of learning how to select household furnishings,\nmake over garments, use cosmetics properly, manage tea-room service, take\ncare of sprained ankles or mumps, choose children’s toys and books, teach\nchildren to eat what they should, organize the family budget, plan meals for\ninvalids, understand the relationships necessary to successful family life\nand the obligation of the successful family to its members and to society.\nAll of this is pretty definite and easy to understand. Values are obvious.\nThere is nothing fantastic or nebulous about them.\nYou might be interested in a few reactions from my administrative ex¬\nperience with your program. Perhaps they had best be called comments or\nobservations that come to me as I come in contact with the work you are\ndoing. I think of two things. The one is the change in subjectmatter; the\nother is the change in procedure.\nThe development in subjectmatter from the mechanics of household to\nthe training for successful family life is conspicuous. When we first visited\ndomestic science classes we saw egg a la goldenrod and chafing-dish con¬\ncoctions. Now we see the class plan and carry out a meal at which the board\nof education or the parent-teacher association is entertained. The prospective\nhomemakers plan the menu, purchase the food, prepare it, arrange the\ntable, entertain the guests, and do it with all the grace and charm of polished\nexpertness. Then they display at the exhibits samplers showing all of the\nstitches they might sometimes need to make, showing how they make gar¬\nments, and how they learn to apply the principles of color and art to their\nown personal appearance and to the home. I have seen the turn toward the\npractical as domestic science and art have become home economics.\nThen I have noticed how the subjectmatter has expanded to include\nhomemaking. The problems of budget making, wise spending of the family\ndollar, care and training of children, and family relationships have come\ninto the program. Their values cannot be questioned. I once heard a promi¬\nnent school superintendent say as he held his first-born in his arms that he\nwould have given all he knew about Xerxes for some information about the\ncare of and training of that precious bit of humanity.\nIf the home is the fundamental unit of our civilization, if it is the “nearest\nParadise because out of it comes the children, the freshest from the hand\nof God,” in the words of the White House Conference on Child Health\nand Protection, if our ideal of what constitutes a successful family ad¬\nvances with civilization, then you are moving in the right direction. It\nis and you are. Much more might be said on this subject but this is the\nheart of it all.\nThe other development is the changing procedure. From the subjective\nand emotional you have acquired the scientific and objective attitude. You\nare constantly at work enriching your content and improving your pro¬\ncedures. You have criteria by which you evaluate outcomes. You are doing\nmuch for the consumer and not too soon. You have recognized the values\nof parent and adult education and not too soon. That is some of the best\nwork you are doing. Thru research you are discovering new solutions.\nIf Dorothy Canfield Fisher was quoted correctly on the radio recently\nthat the dining-room table is the most powerful institution in the world,\n\n"}
{"page": 554, "printed_page": null, "text": "548\n\nNational Education Association\n\nthen the homemaking program has no small place in the world. It is certain\nthat that place goes far beyond the physical side of life. It reaches into\neverything that affects human welfare. It includes the boy’s education for\nhis part in home life, nutrition of the populace, relation of the economic\nsituation and home economics, the enormous problems of family and human\nrelations, living conditions, youth, and so on and on.\nThe challenge before you is clear. Enlarge the work at both ends for early\nchildhood and for adult life. Improve your subjectmatter in terms of chang¬\ning life needs. Define your practise in the light of new discoveries. Prepare\nfor parenthood. Build character and citizenship. Interest yourselves in the\nconservation of human resources. Look to the possibilities of leisure time\nnow that women need no longer be Cinderellas puttering around in the\nashes. They have been emancipated by labor-saving machinery. Bring your\ncontribution to the development of all that enriches life and makes it more\nbeautiful and worthwhile. Continue to improve your program and do not\nworry about your place in the educational program. It is indispensable as\nlong as you continue to move in the right direction.\n\nTRAINING THE YOUNG CONSUMER—PLANNING THE\nHOUSE IN RELATION TO ITS FUNCTION\nMAUD WILSON, HOME ECONOMIST, OREGON STATE AGRICULTURAL\nEXPERIMENT STATION, OREGON STATE COLLEGE, CORVALLIS, ORE.\n\nI am well aware of the difficulties encountered in attempting to train\nthe young consumer to evaluate housing facilities. There is usually no\nopportunity to crystallize and deepen the effect of teachings by applying\nthem to immediate practise. Furthermore the teacher has the responsibility\nfor establishing standards for the house and its equipment without producing\ndiscontent with home surroundings and conflict at home.\nStudents should be led to an appreciation of the investment in the house\nand its furnishings in relation to family income. They should learn to\nassociate standards for the house and its equipment with goals for home\nlife. They should be led to a realization that wffiile fashions in houses and\nequipment are constantly changing, standards of beauty and utility change\nlittle. They should be made cost-conscious, for with the average person\nutility must always be the major consideration.\nIn making plans for houses, rooms, or parts of rooms, or in arranging\ndemonstration rooms or houses, the initial step is the preparation of a list\nof uses the area is expected to serve. This requires a consideration of varia¬\ntions among families as to housing needs. It is a worthwhile piece of work\nfor students to perfect descriptions of the living habits and housing needs\nof representative families in the community, basing their statements upon\nobservations of life in their own family and those of their friends. Such\ndescriptions might have real value as source material.\nThe matter of variations in houses to suit climatic conditions should come\nin for its share of attention. There are too many houses dotting the land¬\nscape that look as if they were away from home.\n\n"}
{"page": 555, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n549\n\nA single project may serve to illustrate various attributes of a specific\nhousehold utility. One possibility would be to have students design a piece\nof furniture, have it made, and sell it. Thru this experience they become\nconscious of what goes into the creation of a utility.\n\nUSE OF PROBLEMS IN DEVELOPING JUDGMENT IN\nSELECTION OF HOUSE FURNISHINGS\nMABLE RUSSELL, ASSISTANT PROFESSOR, HOME ECONOMICS, IOWA STATE\nCOLLEGE, AMES, IOWA\n\nDeveloping judgment in selection simply means developing or improving\none’s taste. It means becoming more discriminating in choosing anything\nfrom a kitchen knife to a new house. We as teachers are faced with the\ntask of developing judgment or good taste in our pupils. We know that\nthey cannot develop good taste without contact with things that are good\nin design and color; they cannot develop judgment in selection without\nfirst establishing standards as a basis for judgment; and they cannot have\ngood judgment without experience in making selections. The use of prob¬\nlems in teaching provides a method of establishing principles and affords\nopportunities for exercising judgment in selection. Problems that are de¬\nsigned to establish standards of judgment should be problems that will lead\nthe pupils to some specific generalizations. The teacher may start with the\nquestion of proportion and thru problems develop the principle which the\npupils may state in some such way as this: “A shape is more interesting\nwhen the length is about one and one-half times the width.” Additional prob¬\nlems are presented to the class that the pupils may retain the principle and\nalso be able to apply it in new situations. Various principles of proportion,\nbalance, rhythm, emphasis, harmony, and color should be developed and\nestablished with numerous judgment problems before creative problems are\npresented to the class.\nThe problem of furnishing a room calls for many decisions based on\ndesign principles. Making curtains, selecting furniture, arranging furni¬\nture and accessories are problems in balance, proportion, dominance or\nemphasis, and structural harmony.\nColor theory may be successfully taught by the use of problems. Color\nstudy offers many interesting and stimulating problems. If we can develop\nin our pupils confidence in their own judgment and standards of selection,\nhow much more satisfaction and contentment they will find in their homes\nand how much simpler life will be for them in the years to come.\n\n"}
{"page": 556, "printed_page": null, "text": "550\n\nNational Education Association\n\nTHE TEACHING OF BUYMANSHIP\nMRS. DORA S. LEWIS, FEDERAL AGENT IN HOME ECONOMICS EDUCATION FOR\nTHE PACIFIC REGION, UNITED STATES OFFICE OF EDUCATION,\nWASHINGTON, D. C.\n\nStudies and observations show that young people not only buy for them¬\nselves, but do much of the shopping for their families. Home economists\nhave taken account of this in planning their educational programs by finding\nways of making these buying experiences constructive learning experiences\nto help youth develop the abilities needed for progressively improving the\nreturn they get on the investment they make.\nObjectives in the home economics program in this field include: helping\nyouth to recognize that money has value only as it represents satisfactions in\nliving that may be purchased with it and that the most important factor in\nintelligent spending is choosing for purchase things that contribute the most\nto progress toward consciously selected goals; and giving youth oppor¬\ntunities to consider comparative satisfaction\n\nthat\n\npurchases may\n\nbring\n\nbefore making decisions about spending so that they learn to see money\nas a means of achieving worthwhile purposes rather than as an end in itself.\nSpecific buying problems within the personal experience of youth are studied\nintensively and give ample opportunity for developing critical thinking and\njudgment about the spending of money.\nSuccessful teachers are resourceful about finding ways of providing prac¬\ntise in buying thru capitalizing on school buying and thru gaining the co¬\noperation of parents for giving pupils opportunities for making independent\ndecisions in personal and family buying as soon as they are prepared to make\nthem. These teachers build on the previous experiences of their pupils and\nkeep in touch with home situations and buying facilities in their communities.\nProgress from consideration of personal buying problems to interest in and\nintelligence about family financial problems and later to the study of com¬\nmunity, state, and national movements in the interest of the consumer is\nprovided for in teaching plans.\nMuch excellent .teaching of buying is done in regular units of the home\neconomics course when actual problems of selection confront the class, but\nteaching buying on the commodity basis only is inadequate for needed help\nin understanding the more general considerations which apply to all buying,\nsuch as legislation, standardization, buying and selling practises with their\neffects on price, and the opportunities consumers have for participation in\nmovements that aim to improve conditions for the consumer.\nAn important consideration, then, for home economics is to broaden the\nscope of the consumer education program so that in every phase of it the\nimplications for improvement in living for individuals and families are\nrealized. This can be achieved only thru thoro teacher preparation in the\nfield of family economics and a real desire on the part of teachers to under¬\nstand the social and economic problems of the pupils and the families they\nreach. Then their educational programs can be planned to give assistance\nin solving the problems that are most significant.\n\n"}
{"page": 557, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n551\n\nPanel Discussion\nEDUCATION FOR HOME AND FAMILY LIFE IS\nESSENTIAL IN MODERN EDUCATION\nORVILLE C. PRATT, SUPERINTENDENT OF SCHOOLS, SPOKANE, WASH., Leader\n\nParticipants:\nL. M. Dimmitt, State High School Supervisor, Olympia, Wash.\nHelen Mickelson, High School Teacher, Kennewick, Wash.\nM rs. Ruth Forest, Teacher Trainer, Oregon State Agricultural Col¬\nlege, Corvallis, Ore.\nFrances Swain, Supervisor, Chicago, Ill.\nMrs. Vera Brandon, Professor of Household Administration, Oregon\nState Agricultural College, Corvallis, Ore.\nBertha Kohlhagen, State Supervisor of Home Economics, Salem, Ore.\nThe following questions were used to guide the discussion:\n1. What can education do for the individual?\n2. How does education for home and family life contribute to the general\naims of education ?\n3. How might education for home and family life be included in the\neducation of girls? What changes are needed to modify this education for\nboys ?\n4. How can teachers of homemaking insure a fundamental program in\nline with changing home and community conditions?\n5. How can home economics be individualized ?\n6. To what extent can education for home and family life coordinate the\nvarious high-school curriculums?\nIn answer to the first question, Mrs. Brandon suggested that education\nmust result in right attitudes as well as knowledge and that students can\nbe made to bring attitudes to the right point in classes. She cited research\nby Dr. Ackerley and Dr. Butler of the University of Iowa to prove this\npoint.\nMr. Dimmitt quoted Mr. Roosevelt’s thought that education must begin\nat its root, the family, for true democracy. Mr. Dimmitt thinks that educa¬\ntion should prepare the individual for family life which means that we must\nhave boys as well as girls in home economics classes, or that much which\nwe know as home economics today should be integrated with other subjects,\nas social science, chemistry, physics, etc.\nMr. Pratt said that science has not yet taught us how to get along with\npeople, that attitudes, ideals, and points of view direct the life of the indi¬\nvidual and should be taught in school. Thus far home economics is the only\nsubject concerned with such understandings.\nMr. Pratt, speaking on the second question, suggested that education\ntoday is an immediate thing, that we want good citizens now in home and\nneighborhood and school. He suggested that home economics is working for\ngood home living now.\n\n"}
{"page": 558, "printed_page": null, "text": "552\n\nNational Education Association\n\nM iss Swain remarked that for good family life boys and men as well as\ngirls and women must have right attitudes, and questioned how we can\ninterest more boys and men in home economics as a definite part of the\neducational program.\nMr. Dimmitt felt that if skills were eliminated more boys and men would\nbe interested in economics and social relationship phases.\nM rs. Brandon raised the question of men teaching some phases of home\neconomics in order to help boys and men to see the need for home cooperation.\nAnswering the third question, Miss Mickelson said that education for\nhomemaking was as old as the earliest home. It has now passed from home\nto school, and for that reason a well-integrated course in home economics\nshould be a requirement for all students (as it is in the state of Wash¬\nington). This may mean cooperation of all faculty members in presenting\nsuch units as family and social relationships; the selection, purchase, and\ncare of clothing; adequate nutrition, and food marketing and preparation;\nthe development of the physical, emotional, and social natures of young chil¬\ndren ; and the house, its equipment and management.\nMr. Dimmitt replied to the fourth question by asking what could be done\nto develop a different attitude toward home economics instruction.\nMiss Kohlhagen suggested that the public and administrators be informed\nof our real goals.\nMrs. Forest remarked that with emphasis shifted to homemaking from\nskills, classes for boys had arisen almost spontaneously thruout the country.\nIn response to the fifth question, Mrs. Forest claimed that home economics\nbegins with the individual and that the problems for class consideration are\nproblems of the individual that are common to the group. Boys and girls\nare better separated during some units of the course because of difference in\npreparation and background. They need to arrive at the same point in their\nthinking but by different routes.\nMiss Mickelson believes that the situation is a better experience for living\nif boys and girls are combined in classes. They can understand differences in\nviewpoints and attitudes better.\nMr. Dimmitt’s observation as high-school supervisor for the state is that\nindividualized instruction is progressing faster in home economics than in\nany other subject because of discussion of living rather than packing in infor¬\nmation.\nM rs. Brandon, answering the sixth question, suggested goals guided by a\ngrowing philosophy of what everyday problems of living can contribute to\nthe real development of the individual. We must become active in relation¬\nships between school and home and learn from parents of the problems that\npupils are facing.\nMiss Mickelson suggested that teachers must survey needs and know the\neconomic, social, and emotional backgrounds of pupils and then base class¬\nroom activities on home undertakings. The pupils’ needs rather than any\none subject can integrate the high-school curriculums if only they are taken\nas a basis for instruction.\n\n"}
{"page": 559, "printed_page": null, "text": "Department of Supervisors and Teachers of Home Economics\n\n553\n\nMrs. Brandon said that education must not be a crutch on which to\nlean, but must stimulate growth in ability to solve one’s own problems in the\npresent and progressively so in the future.\nMr. Pratt remarked in conclusion that the discussion had been enlighten¬\ning to him and that more executives should listen to similar ones.\n\nPRESIDENT’S REPORT\nMRS. LEILA BUNCE SMITH, 424 WEST PEACHTREE STREET, ATLANTA, GA.\n\nUpon my assumption of the office of president of this Department it was\nmy desire to be of the greatest service possible. In this my concluding mes¬\nsage, it pleases me to tell about the splendid accomplishments of the Depart¬\nment during my administration which I attribute to the cooperation of the\nofficers, heads of committees, and members, rather than to any contribution\nthat I was able to make.\nIn the period covered by my administration the membership enrolment\nhas increased in a gratifying manner. The finances of the Department have\nimproved so considerably that now we have a balance of over $700 in the\ntreasury.\nI consider as more substantial than the accomplishments mentioned above\nthe enthusiasm that pervades the minds and hearts of our entire membership.\nPerhaps this spirit of enthusiasm has been stimulated more by the issuance\nof newsletters, bibliographies, and by the plans we have made for a yearbook\nthan by any other activity or series of activities of the Department.\nThe treasurer’s report shows that every officer and committee chairman\ndonated all clerical work and made a charge only for postage, stationery, and\ntelegrams. The continuance of this policy is urged upon future administra¬\ntions if the publication of the yearbook is to be a reality and the Department\nput on a secure financial basis.\nIt is to be hoped that those now members of the Department and future\naccessions to its membership will strive to increase the scope of its influence.\nIts value is undisputed because the work it has done in enlisting the sympathy\nand cooperation of superintendents and other school officers speaks for itself.\n\n"}
{"page": 560, "printed_page": null, "text": "‘\n\n.4\n\n•*\n\n»\n\nj i;\n\nSh\n\nmBSm -\n\n5\n\n\" *\n\n■\n\n|\n■\n\n"}
{"page": 561, "printed_page": null, "text": "DEPARTMENT OF\nTeachers Colleges\n\n"}
{"page": 562, "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 1936-27 are: president,\nEugene Fair, President, Northeast Missouri State Teachers College,\nKirksville, Mo.; vicepresident, Charles H. Fisher, President, Wash¬\nington State Normal School, Bellingham, Wash.; secretary-treasurer,\nCharles W. Hunt, Principal, State Normal School; Oneonta, N. Y.;\nexecutive committee: Norman W. Cameron, Superintendent, Cecil\nCounty Schools, Elkton, Md. (term expires 1937); L. A. Pittenger,\nPresident, Ball State Teachers College, Muncie, Ind. (term expires\n1938); E. I. Ashbaugh, Dean, School of Education, Miami University,\nOxford, Ohio (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:\n1870: 1- 88\n18 73:164-199\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\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\n1899 -.835-903\n1900 -.480-490\n\n1901 -.635-645\n1902 -.529-643\n1903 :539-593\n1904 -.567-591\n1905 -.517-555\n1906:707-711\n1907 -.739-758\n1908 -.703-738\n1909 -.547-596\n1910 \\563-593\n1911 -.695-707\n1912 \\809-896\n\n[ 556 ]\n\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\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\n1935 -.659-718\n\n"}
{"page": 563, "printed_page": null, "text": "PRESIDENT’S REPORT AND RECOMMENDATIONS\nH. A. SPRAGUE, PRESIDENT, STATE TEACHERS COLLEGE, MONTCLAIR, N. J.\n\nC\n\nReport on Association’s Work during the Year\nommittees\n\nhave met as follows: Executive Committee, February 23,\n\n1935, Atlantic City, N. J.; Standards Committee, November 24, 1935,\nTrenton, N. J.; Accrediting Committee, December 21 and 22, 1935, Buf¬\nfalo, N. Y.; Accrediting Committee, February 19, 1936, St. Louis, Mo.;\nAccrediting Committee, February 20, 1936, St. Louis, Mo.; joint meeting\nof the Standards, Accrediting, and Executive Committees, February 20,\n1936, St. Louis, Mo.; and the final meeting of the Executive Committee,\nFebruary 22, 1936, St. Louis, Mo. The joint meeting of the committees was\nattended by George F. Zook, president, American Council on Education,\nJoy E. Morgan, representing the National Education Association, and Wal¬\nter P. Morgan, president, State Teachers College, Macomb, Ill.\nSpecial committees which met and reported were: Committee on Teachers\nCollege Libraries; Committee on Professional Ethics; Committee on Gradu¬\nate Work in Teachers Colleges; Committee on Elections; delegates to the\nAmerican Council on Education; special committee meeting with the Stand¬\nards Committee of the American Council on Education; and a special com¬\nmittee meeting with the Membership Committee of the American Associa¬\ntion of University Women.\nBrief Study of Policies\nA few questions were prepared during the fall of 1935 relative to matters\nof policy of the American Association of Teachers Colleges. These were\nsent to the membership of the Association, from whom 142 replies were\nreceived. The questionnaire was not comprehensive in scope, but covered\ncurrent or surface problems which seem to be of general interest. The\nquestions and answers are reported at this time because they cover some\nmatters of vital importance and give the Association an opportunity to judge\nthe interests and attitudes of its membership toward these problems.\nIn order to conserve space, the discussion of the answers to individual\nquestions and the interpretations of answers to individual questions or\ngroups of questions will be brief.\nSummary of Opinion\nA summary of opinion as revealed in answer to questions in regard to the\npolicies of the American Association of Teachers Colleges is shown in the\ntables which appear in the following pages. These tables take up the various\nquestions included in the questionnaire and show the distribution of answers.\nThe total number of replies—142.\n[ 557 ]\n\n"}
{"page": 564, "printed_page": null, "text": "National Education Association\n\n558\n\nTABLE I—RESPONSES CONCERNING INCREASES IN\nMEMBERSHIP AND DUES\n\nNumber\n\nPercent\n\nItem\nYes\n\nNo\n\nUnan¬\nswered\n\nYes\n\nNo\n\nUnan¬\nswered\n\n104\n\n14\n\n24\n\n74\n\n9\n\n17\n\n104\n\n26\n\n12\n\n74\n\n18\n\n8\n\n43\n\n89\n\n10\n\n30\n\n63\n\n7\n\n100\n\n28\n\n14\n\n70\n\n20\n\n10\n\n59\n\n60\n\n23\n\n42\n\n42\n\n16\n\nberships? .\n7. Should institutional membership dues\n\n19\n\n103\n\n20\n\n13\n\n73\n\n14\n\nbe increased?.\n\n58\n\n69\n\n15\n\n40\n\n48\n\n11\n\n1. Should the A.A.T.C. increase its mem¬\nbership? .\n2. Should colleges of education of state\nsupported universities be invited to\nmembership?.\n3. Should membership be limited to pub¬\nlicly supported institutions?.\n4. Should all institutions devoted to the\npreparation of public school teachers\nbe considered for membership?.\n5. Should private institutions devoted to\nthe preparation of teachers for de¬\nnominational schools be considered\nfor membership?.\n6. Should there be individual member¬\nships as well as institutional mem¬\n\n8. Should membership be increased 25%, 50%, 100%, or more?\n\nTABLE\n\nII\n\nIndicating degree of increase\nItem 8\n\nYes\n\nNumber.\n\n74\n\nPercent.\n\n52\n\nNo\n\n5\n4\n\nUnanswered\nIndefinite\n\n25%\n\n50%\n\n100%\n\n63\n\n32\n\n8\n\n8\n\n44\n\n23\n\n26\n18\n\n6\n\n6\n\n"}
{"page": 565, "printed_page": null, "text": "559\n\nDepartment of Teachers Colleges\n\n9. Should fees be increased 50%, 100%, 200%, 400%, or more?\n\nTABLE III\ns\n\nIndicating degree of increase\nItem 9\n\nYes\n\nNo\n\nUnanswered\nIndefinite\n\n50%\n\n100%\n\n200%\n\n400%\n\nNumber.\n\n52\n\n18\n\n72\n\n15\n\n24\n\n8\n\n3\n\n2\n\nPercent.\n\n37\n\n13\n\n50\n\n11\n\n17\n\n6\n\n2\n\n1\n\nThe answers to questions 1 to 6 indicated that the American Association\nof Teachers Colleges is in favor of including in its membership institutions\nwhich may rightfully belong to an association devoted to preparation for\nteaching as a profession. Comments relative to increasing the membership\nof the Association did not indicate an interest in size, but rather an interest\nin defining, establishing, and unifying the profession of teaching.\nWhile answers to questions relative to membership dues indicated that\ndues should not be increased, yet there were repeated expressions relative\nto the amount and types of services which might be undertaken.\n\nTABLE IV—PROPOSED SERVICES OR ACTIVITIES\n\nNumber\n\nPercent\n\nItem\nYes\n\nNo\n\nUnan¬\nswered\n\nYes\n\nNo\n\nUnan¬\nswered\n\n56\n\n55\n\n31\n\n39\n\n39\n\n22\n\n96\n\n27\n\n19\n\n68\n\n19\n\n13\n\n94\n\n25\n\n23\n\n66\n\n18\n\n16\n\n120\n\n11\n\n11\n\n84\n\n8\n\n8\n\n107\n\n16\n\n19\n\n76\n\n11\n\n13\n\n103\n\n18\n\n21\n\n72\n\n13\n\n15\n\n10. With increased funds should the asso¬\nciation support an association mag¬\nazine or periodical?.\n11. Should the association embark upon\na program of cooperative research?\n12. Should greater uniformity in record\nand report forms be promoted?. . . .\n13. Should data from A.A.T.C. annual\nreports be tabulated for circulation\nto members?.\n14. Is there a need for comparative data\ncovering such matters as size of\nclasses, teacher load, per capita\ncost, etc.?.\n15. Should\n\nthe\n\nassociation maintain\n\na\n\nsufficient office force for collection,\ntabulation, and distribution of co¬\noperative data?.\n\n"}
{"page": 566, "printed_page": null, "text": "560\n\nNational Education Association\n\n16. What type of data would be of greatest service to you?\n\nTABLE V\n\nTypes\n\nFrequency\n\nBudgets.\n\n6\n\nComparative costs.\n\n31\n\nCurriculum.\n\n18\n\nEnrolment tendencies.\n\n10\n\nExtracurriculum activities.\n\n5\n\nFaculty.\n\n7\n\nGuidance.\n\n6\n\nHealth, physical education.\n\n3\n\nInstruction and teacher training.\n\n20\n\nLibraries.\nOrganization.\n\n3\n6\n\nRecords and testing.\n\n4\n\nSize of classes.\n\n24\n\nStandards.\n\n12\n\nStudents.\n\n8\n\nTeacher load.\n\n26\n\nTrends and policies.\n\n9\n\nMiscellaneous.\n\n3\n\nTotal.\n\n201\n\nIndividuals naming types of data.\n\n87\n\nThe answers to the above questions signify that the membership is in\nfavor of rendering a more comprehensive program of professional service.\nSuggestions were made relative to handbooks, publicity, and bibliography.\nIf such services were to be undertaken, additional dues would be required,\nand a special or standing committee should be made responsible for selecting,\npromoting, and unifying the projects to be undertaken.\nThe replies to the questions in Table VI indicate a definite interest in\nrevised standards and more frequent inspections.\nComments relative to standards indicate an interest in qualitative ele¬\nments ; however, it is suggested that quantitative elements be retained as\nminimum standards, and that qualitative elements suggest desirable goals.\nThe interest in high standards and thoro inspections cannot be ques¬\ntioned. At the same time emphasis is placed upon institutional autonomy\nand the stabilization of membership.\n\n"}
{"page": 567, "printed_page": null, "text": "561\n\nDepartment of Teachers Colleges\n\nTABLE VI—RESPONSES CONCERNING ACCREDITING\nAND STANDARDS\n\nNumber\n\nPercent\n\nItem\n\n17. Should the A.A.T.C. be more closely\naffiliated with other accrediting\nagencies in higher education?.\n18. Should our standards be revised?. . . .\n19. Should they be more qualitative?. . . .\n20. Should they be patterned after the\nnew standards of the North Central\nAssociation?.\n21. Should the system of accrediting be\nlimited to paper reports only?.\n22. Should inspection be made at regular\nintervals, i.e., every three or five\nyears?.\n23. Should we be able to afford frequent\ninspection?.\n\nTABLE VII—RELATIONSHIP WITH\n\nYes\n\nNo\n\nUnan¬\nswered\n\nYes\n\nNo\n\nUnan¬\nswered\n\n96\n106\n108\n\n24\n6\n9\n\n22\n30\n25\n\n68\n75\n76\n\n17\n4\n6\n\n15\n21\n18\n\n58\n\n33\n\n51\n\n41\n\n23\n\n36\n\n16\n\n108\n\n18\n\n11\n\n76\n\n13\n\n113\n\n15\n\n14\n\n79\n\n11\n\n10\n\n105\n\n4\n\n33\n\n74\n\n3\n\n23\n\nSTATE AND FEDERxVL AGENCIES\n\nNumber\n\nPercent\n\nItem\n\n24. Should the A.A.T.C. find ways to co¬\noperate more closely with the fed¬\neral Office of Higher Education?. . .\n25. Should the A.A.T.C. find ways of co¬\noperating more closely with state\ndepartments of education?.\n26. Should the A.A.T.C. be more influen¬\ntial in establishing state certifica¬\ntion standards?.\n\nYes\n\nNo\n\nUnan¬\nswered\n\nYes\n\nNo\n\nUnan¬\nswered\n\n100\n\n7\n\n35\n\n70\n\n5\n\n25\n\n112\n\n5\n\n25\n\n79\n\n4\n\n17\n\n10\n\n11\n\n•\n\n112\n\n14\n\n16\n\n79\n\nThe above replies indicate clearly that the professional association of\nteachers colleges should work in cooperation with the agencies that are\nresponsible for the success of the nation’s schools. It would seem that these\nrelationships should be promoted if we are to protect the interests of the\nnation’s children and develop and maintain teaching as a profession.\n\n"}
{"page": 568, "printed_page": null, "text": "562\n\nNational Education Association\n\nTABLE VIII—RELATIONSHIP WITH SPECIAL PROFESSIONAL AGENCIES\n\nNumber\n\nPercent\n\nItem\n\n27. Should we in our February program\nprovide for such groups as Munici¬\npal Teachers College Presidents,\nDeans of Colleges of Education,\nCollege Teachers of Education,\nSupervisors of Student Teaching,\nSocial and Health Directors, and\nResearch Directors?.\n28. Shall we have one joint meeting, per¬\nhaps a Saturday morning session,\nwith the National Society of Col¬\nlege Teachers of Education, Educa¬\ntional Research Association, Asso¬\nciation of Municipal Teachers Col¬\nleges, or Supervisors of Student\nTeaching?.\n\nYes\n\nNo\n\nUnan¬\nswered\n\nYes\n\nNo\n\nUnan¬\nswered\n\n61\n\n46\n\n35\n\n43\n\n32\n\n25\n\n96\n\n18\n\n28\n\n68\n\n13\n\n19\n\nThe answers to the two questions in the above section seem to indicate\nthat the American Association of Teachers Colleges, which is the only\nprofessional accrediting association organized for the purpose of establish¬\ning and promoting teaching as a profession, should work in close cooperation\nwith the other agencies which are definitely interested in the education of\nteachers.\nA review of the above 28 questions and their answers, classified under\nthe headings of membership, dues, proposed services, standards, accrediting,\nrelation to state and federal agencies and to special professional agencies\nindicates several problems which should be studied with thoroness. As to\nthe work of the Association during the year 1935-36, the data have served\nonly as a basis for suggesting a few problems for immediate consideration.\nBrief studies have been made which touch upon: (1) teacher preparation\nin colleges or departments of colleges which are members of non-profes¬\nsional and professional associations,\n\n(2) membership fees for various ac¬\n\ncrediting associations, (3) research studies in progress or completed during\nthe year, (4) characteristics of the standards of non-professional accredit¬\ning associations, (5) characteristics of standards of professional accrediting\nassociations, (6) accreditment practises in the various regional and national\nassociations, and (7) graduate standards.\nMembership in Professional and Non-Professional Associations\nA brief survey of the accrediting associations in the field of higher educa¬\ntion shows twenty associations which have developed standards and which\n\n"}
{"page": 569, "printed_page": null, "text": "Department of Teachers Colleges\n\n563\n\nare accrediting or classifying colleges within their fields of membership.\nSeven of these associations promote the standards and unify the work of\nliberal arts colleges. Three of the seven accredit on a national basis. The\nother four provide liberal arts standards and accredit on a distinctly regional\nbasis. One regional agency has adopted the policy of leaving the matter of\naccrediting to such a strong national agency as the Association of American\nColleges and Universities. There are thirteen accrediting associations which\nare national in scope and which serve special professional interests, such as\nthe American Association of Medical Colleges, Law, Engineering, Den¬\ntistry, Music, and Library Work. Institutional membership in these pro¬\nfessional associations cannot well overlap, and, for the most part, the pro¬\nfessional colleges cannot extend their membership to national or regional\nassociations of liberal arts colleges.\nThe state, municipal, or incorporated private institutions, or the inde¬\npendent units of colleges and universities which are devoted primarily to\nthe preparation of teachers, constitute the natural membership of a profes¬\nsional association for the promotion of teaching, and should be working\nin cooperation for the purpose of defining and establishing the place and\nimportance of teaching as a profession.\nThe Biennial Survey of Education for 1930-32 shows that the number\nof students graduating from curriculums preparatory to teaching from uni¬\nversities and colleges totaled 33,188, and the number of students graduat¬\ning from teachers colleges and four-year normal schools totaled 33,679. In\nother words approximately half of the 66,867 students prepared for teach¬\ning were graduates of professional curriculums in colleges and universities\nwhich are not members of the professional association interested primarily\nin the preparation of teachers. Approximately 75 percent of the teachers in\nthe public high schools of the United States have been prepared by colleges\nwhich are members of only non-professional accrediting associations. This\nsituation does not suggest any degree of disloyalty to teaching as a profes¬\nsion. It does suggest a lack of organization and unity among our various\nteacher preparing agencies.\nIt would seem that the American Association of Teachers Colleges,\nwhich is the only association devoted exclusively to the promotion of teach¬\ning as a profession should be classified as one of the thirteen professional\naccrediting associations, and, as in the case of all other professional accredit¬\ning associations, it should include in its membership those colleges or de¬\npartments of colleges and universities which are devoted to education as\na professional service. This would indicate that the American Association\nof Teachers Colleges does not exist primarily for the teachers colleges, but,\nover and above all other considerations, it should exist for the profession\nwhich it represents. The colleges of education which are members of non¬\nprofessional associations, and the teachers colleges which are members of\nthe professional association, may have many reasons, traditional or other¬\nwise, for not supporting this theory. However, in consideration of the wel¬\nfare of the profession of teaching and the boys and girls in the nation’s\nschools, it is an issue which, sooner or later, should receive careful con¬\nsideration.\n\n"}
{"page": 570, "printed_page": null, "text": "564\n\nNational Education Association\n\nTo add to the present confusion regarding teaching as a profession it\nshould be noted that in certain states a teacher can qualify for the profes¬\nsion of teaching only by being a graduate of an institution which belongs\nto a non-professional association. In turn such practises or traditions have\ntended to force professional teacher preparation institutions to become\nmembers of non-professional accrediting associations in order to place their\nproducts into professional service.\nMembership Dues and Publications\n\nA study of the institutional membership dues of the various professional\naccrediting associations shows a range from $20 to $50 and an average\nfee of $32.50. In the non-professional associations the institutional dues\nrange from $7.50 to $50, and the average is $29.72. The New England\nAssociation makes no inspections. All others require initial inspections and\nreinspections when it is deemed necessary. The Southern Association makes\ninspections every three or five years. The costs of inspections from the\nvarious associations range from $50 to $150. The average inspection fee\nis $80. The types and amount of service rendered by the various associations\nhave a direct bearing upon institutional dues required. Three of the non¬\nprofessional associations publish quarterly magazines and include the an¬\nnual proceedings in an issue of the magazine. Five publish proceedings in\na separate volume; two publish committee reports; three, special reports;\nand three, handbooks of standards and accrediting.\nResearch Studies in Progress or Completed\n\nSeveral types of professional service have been undertaken or considered\nby the Association. These include the annual program, research studies,\npreparation of comparative data, the preparation of bibliographies, provi¬\nsion for surveys, and publication of magazine, annual proceedings, stand¬\nards, handbook, and directory. It would undoubtedly be thru a well-inte¬\ngrated program of professional service that the Association might justify an\nincrease in dues.\nSecretary Hunt has made a comprehensive study of books and magazine\narticles written by teachers college staff members. The results of this study\nare most impressive. An accounting of the research studies conducted by\nteachers colleges was undertaken a few months ago. Eighteen teachers\ncolleges furnished information relative to 116 research studies. An analysis\nof these studies showed that the great majority were produced by in¬\ndividuals, that they were professional in character and institutional in\nscope. However, 27 represented the work of committees, 32 were academic\nor scientific, and, as to scope, 6 concerned the local community, 12 the\nstate, and 36 were regional or national studies. The subjects for the re¬\nsearch studies were classified under 20 headings. However, the majority\nfell under the following headings: administration—10, psychology—26,\ncurriculum—12, health—11, science—20, social studies—12. It is interest¬\ning to note that 18 teachers colleges were conducting 26 independent\nstudies in the field of psychology, and 20 independent studies in the field\n\n"}
{"page": 571, "printed_page": null, "text": "Department of Teachers Colleges\n\n565\n\nof science. The classification of the 116 studies was compared with the\nclassification of the 194 theses written by teachers college staff members\nand reported in the Journal of Research. There was marked similarity in\nthe percentages under each classification. However, both, of course, showed\nduplications, wide gaps, and a need of direction and unification. It might\nbe estimated that from 500 to 600 research studies were carried on by the\nteachers colleges during the year 1935-36. It would seem that we should\nhave a classified record of these studies in order that the intensive and\nlaborious work connected with research may be made progressive and\ndevelopmental, and, furthermore, that a special or standing committee\nshould be delegated to provide a program of studies and such organized pro¬\ncedures as would produce well-integrated and increasingly meaningful\nresults.\nStandards of and Accrediting Practise in the Professional Associations\n\nColleges and schools are being classified or accredited at the present time\nin at least thirteen professional fields: architecture (altho the standards of\n1924 were declared no longer operative in 1931, applications are considered\non individual merit), business, dentistry, education, engineering, journal¬\nism, law, library science, medicine, music, optometry, osteopathy and phar¬\nmacy. In at least ten fields standards have been formulated.\nIn a few instances where there is more than one organization within the\nprofession, responsibility has been divided, delegated, or mutually assumed.\nThe Association of Dental Schools admits as members those institutions\nclassified “A” or “B” by the Dental Educational Council of America. The\nAmerican Bar Association accredits law schools and the Association of\nAmerican Law Schools administers standards for institutional member¬\nship. National societies of engineers have recently cooperated in providing\nan “Engineers Council for Professional Development” whose duties include\nan effort to define professional standards in engineering. The American\nMedical Association acts thru the Council on Medical Education and\nHospitals.\nThe standards, where established, are to a great extent similar in outline\nin that they treat of requirements in reference to definition, admission,\ngraduation, curriculum, faculty, library, and laboratory. All specify a welltrained and experienced faculty and sufficient laboratory and library facili¬\nties. In all other respects the content is applicable only to the individual\nprofessions. The American Bar Association, Medical Association, American\nAssociation of Schools and Departments of Journalism, and the American\nLibrary Association require at least two full years of academic work in an\napproved institution. Beginning September 1936 one year of college work\nis required before entrance into recognized optometry schools. The Associa¬\ntion of Collegiate Schools of Business, American Association of Teachers\nColleges, National Association of Music Schools, and American Association\nof Colleges of Pharmacy require graduation, or equivalent, from an ap¬\nproved secondary school. The Association of Boards of Examiners in Optom¬\netry requires the completion of two years’ work for graduation; the Bar\n\n"}
{"page": 572, "printed_page": null, "text": "566\n\nNational Education Association\n\nAssociation, three years; the Medical Association, four years; the Associa¬\ntions of Business Schools, Pharmacy, Journalism, Music, and Library specify\nthe amount of academic work required in four-year curriculums.\nSome organizations include a consideration of factors which others omit.\nRecords and published announcements are stressed by the Medical, Law,\nPharmacy, Optometry, and Music Associations. The Bar Association re¬\nquires a code of ethics.\nThe standards are distinctive in that they apply to the particular profes¬\nsion. The outstanding features are found in the admission, curriculum, and\npractise facilities requirements.\nThe Medical Association specifies English, theoretical and practical\ncourses in physics and biology, general and organic chemistry in the pre¬\nmedical course; the Optometry Association sets up a list of required or\naccepted subjects; the Music Association also specifies certain entrance\nelectives and in addition a knowledge of elementary theory and a degree\nof proficiency in at least one field of applied music.\nThe Association of Collegiate Schools of Business states that at least\n40 percent of the work must be taken in commercial or economics sub¬\njects, including a portion in business finance, accounting, business law,\nmarketing, and statistics, and at least 40 percent in subjects other than\neconomics and commerce. The Journalism Association requires instruction\nin practise in reporting, copy reading, editorial writing, special articles,\nhistory and ethics of journalism, and law of the press. The Medical As¬\nsociation designates a percentage range that shall be devoted to anatomy,\nphysiology, biochemistry, pathology, pharmacology, hygiene and sanitation,\ngeneral medicine, general surgery, obstetrics and gynecology. The Associa¬\ntion of Pharmacy requires 50 percent of the work to be of a professional\nnature and to include the pharmaceutical chemistries, strictly pharmacy and\nbusiness subjects, pharmacognosy, pharmacology, drug analysis, and bio¬\nlogical assay. The Optometry Association states as definite and specifically\napplicable requirements as do the preceding associations. The Music As¬\nsociation requires applied music, theoretical courses, and academic courses\nfor each major subject or department.\nThe Association of Schools of Journalism requires copy reading, copy\nwriting, regular news assignments, and reporting under constant and in¬\ndividual supervision. The Optometry Association requires facilities for\nintensive laboratory work and actual clinical practise to a minimum of\n100 hours. The Medical Association requires the most extensive facilities\nfor practise or training: a general hospital providing bedside and ward\nclinics, hospital facilities for children’s diseases, contagious diseases, nervous\nand mental diseases, and a dispensary or out-patient department.\nThe American Association of Teachers Colleges does not set up pre¬\nrequisites in the secondary field. Neither does it set up college curriculum\nrequirements in the fields of professional cultural background, professional\nsubjectmatter materials, or professional theories and psychology. It does\nrequire student teaching under prescribed conditions. In general the stand¬\nards of the Association bear a greater similarity to those of the non¬\nprofessional colleges than to those of the professional colleges.\n\n"}
{"page": 573, "printed_page": null, "text": "Department of Teachers Colleges\n\n567\n\nComparison of the Standards of Non-Professional Associations with\nThose of the American Association of Teachers Colleges\n\nThis study is concerned with the presentation of standards in such form\nthat comparisons may be readily made and certain features and practises\nmay be reviewed. It may also be helpful in pointing out recent revisions\nand new practises.\nThe organizations represented are: American Association of Teachers\nColleges, American Council on Education, Association of American Uni¬\nversities, Middle States Association of Colleges and Secondary Schools,\nNew England Association of Colleges and Secondary Schools, Northwest\nAssociation of Colleges and Higher Schools, Southern Association of Col¬\nleges and Secondary Schools, and the North Central Association of Colleges\nand Secondary Schools.\nAltho the American Council on Education is not an accrediting agency\nit has formulated standards which have been accepted and used by the\nMiddle States and Northwest Associations for accrediting purposes. The\nNew England Association uses its standards not for accrediting but for\ndetermining association membership.\n1. Definition—The American Association of Teachers Colleges, by\ndefinition, limits accreditment to institutions or independent units of uni¬\nversities or colleges which provide a curriculum devoted exclusively to the\npreparation of teachers. Altho it limits its activities to the single profession,\nits standards in many respects parallel those set up by the several associa¬\ntions which have become accrediting agencies for the non-professional\ninstitutions.\n2. Admission—In respect to the admission of students the American\nAssociation of Teachers Colleges is in agreement with the other standardiz¬\ning agencies if “15 units of secondary work or the equivalent” is inter¬\npreted as “satisfactory completion of a four-year course.” The Association\nrequires “evidence of selective admission” where other agencies specify\nthat credits “accepted for admission should be definitely correlated with\nthe curriculum to which the student is admitted.” The Association of\nAmerican Universities states that “it is desirable that qualitative require¬\nments should be imposed, that the content of the entrance requirements\nshould be such as to prepare students to enter work above the secondary\nlevel,” and that “in admitting students for advanced standing the college\nshould enforce the same entrance requirements and the same standards\nfor acceptable work.”\nThe North Central Association presupposes the completion of a second¬\nary-school curriculum, or secondary courses so integrated with the cur¬\nriculum of the institution as to guarantee the educational progress of students\nbeyond the usual secondary-school offering and states that “an institution\nshould admit only those students whose educational interests are in harmony\nwith the purposes of the institution and whose abilities and previous prepa¬\nration qualify them to pursue the studies to which they are admitted.”\n3. Graduation—The American Association of Teachers Colleges requires,\nas do others, the completion of the same number of semester hours for\n\n"}
{"page": 574, "printed_page": null, "text": "568\n\nNational Education Association\n\ngraduation. It does not stipulate a qualitative requirement as other agencies\ndo, and includes the statements: (1) not more than one-fourth of any\ncurriculum may be taken by correspondence or in extension, and (2) no\ndegree or certificate or diploma shall be issued to a student who has not spent\na minimum of one year (thirty semester hours) in residence work.\nThe Association of American Universities qualifies the 120 semester-hour\nrequirement by this explanation, “a program of studies providing for the\nfull equivalent of this requirement but not directly measurable in terms of\nthese quantitative units may be found acceptable, providing that its com¬\npletion represents training fully equivalent to that called for or the fulfil¬\nment of such quantitative requirements.”\nThe North Central Association makes no reference to graduation require¬\nments: “an approved institution is not barred from offering curriculum®\nterminating at the end of one, two, or three years if they are taught at the\nlevel of collegiate instruction.”\n4. Faculty—The American Association of Teachers Colleges makes no\nreference to the size of the faculty in terms of number of students or num¬\nber of departments; other accrediting agencies say that the size of faculty\nshould bear a definite relation to the type of institution, the number of\nstudents, and the number of courses. Neither does the Association include\na statement similar to those found in other standards in reference to the\nratio which the number of persons of professional rank with sound training,\nscholarly achievement, etc., bears to the total number on the teaching staff.\nWith the exception of the North Central Association which, in its policies,\nstates that “an institution should have a competent faculty organized for\neffective service,” all associations recommend the same qualification for\nfaculty members: two years of graduate study in the respective fields of\nteaching for instructors of professorial rank, and a doctor’s degree or equiva¬\nlent for heads of departments.\n5. Faculty load—Most of the associations establish this standard: “teach¬\ning schedules exceeding sixteen hours per week per instructor, or classes of\nmore than thirty students, should be interpreted as endangering educational\nefficiency.” The American Association of Teachers Colleges specifies only\nthe portion “sixteen periods per week.” However, it adds, “one and onehalf class periods in shop, laboratory, or physical education will be equivalent\nto one recitation period.”\nThe Association of American Universities substitutes “excessively large\nclasses” for “classes of more than thirty.”\nThe North Central Association makes no statement in reference to this\nitem except that “under satisfactory working conditions consideration will\nbe given to . . . instructional load.”\n6. Training school and student teaching—This standard, on account of\nits nature, has no parallel in the standards set up for non-professional schools.\n7. The organization of the curriculum—The American Association of\nTeachers Colleges is the only organization which specifies sequential or\nprerequisite courses in the organization of the curriculum. Others place\nemphasis upon the character of the curriculum but do not set up a separate\nstandard for its consideration.\n\n"}
{"page": 575, "printed_page": null, "text": "Department of Teachers Colleges\n\n569\n\nThe North Central Association states: “the organization of the curricu¬\nlum should be such as will best serve students of the type whose admission is\nimplied by the declared purposes of the institution.”\n8. Student health and living conditions—The American Association of\nTeachers Colleges is the only agency which sets up standards relating to\nstudent health. The North Central Association considers this item in its\npolicies relating to Student Personnel Service and Physical Plant.\n9. Library, laboratory, and shop equipment—The American Association\nof Teachers Colleges treats the library requirements in more detail than\nany other organization, requires a greater number of volumes, and specifies\nthe percentage allowed for duplicates. All associations, with the exception\nof the North Central, definitely require annual appropriations.\nNeither the Association of American Universities nor the North Central\nspecifies any minimum number of volumes: the former describes an ac¬\nceptable library as “live, adequate, well distributed, and professionally ad¬\nministered ’; the latter, “reading facilities needed to make the educational\nprogram effective,” and evidence of appropriate use.\nAll associations are in general agreement that institutions should provide\nlaboratory and shop equipment for efficient instructional purposes.\n10. Buildings and grounds—Other accrediting organizations consider\n“Buildings and Grounds” under different captions: There is no material\ndifference in the content of the several standards.\n11. Financial support—The American Association of Teachers Col¬\nleges sets up the standard: “if state or municipal, there should be an annual\nappropriation sufficient to meet the standards; if privately incorporated,\nthe institution should have a minimum annual income of $50,000; if not\ntax supported, it shall possess a productive endowment of $500,000.” The\nAmerican Council on Education, the Middle States, and the Northwest\nAssociations specify $50,000 annually of which $25,000 is to be derived\nfrom stable sources. The New England Association states that the annual\nincome should be at least $100,000 including tuition fees, but exclusive\nof other student charges, and that the income from endowment, or other\nsources exclusive of student fees, should be at least $75,000.\nThe Association of American Universities states that annual income\nshould be sufficient to support fully the program which the college offers\nand that in general, at least one-half should be derived from stable sources.\nThe North Central states that the institution should provide evidence of\nfinancial resources adequate for and effectively applied to the support of\nits program. Both the North Central and the Association of American\nUniversities make provision for the capitalization of contributed services.\nEach accrediting association administers the standards which govern mem¬\nbership, accrediting, and classification by an appointed committee or com¬\nmission. All associations require inspection of an institution before accreditment may be made, and publish lists of membership and of accredited insti¬\ntutions. The Association of Teachers Colleges requires reports annually, the\nSouthern Association triennially, and the North Central periodically upon\nselected phases.\n\n"}
{"page": 576, "printed_page": null, "text": "570\n\nNational Education Association\n\nThe American Association of Teachers Colleges permits accreditment\naltho certain standards are not fully met; the Association of American\nUniversities “does not treat its standards as definite rules to he applied in\nan exact fashion,” and the North Central Association judges an institution\nfor accreditment “upon the basis of the total pattern it presents as an insti¬\ntution of higher education.”\nOther agencies set up a standard entitled “Educational\n\nStandards.”\n\nThe American Association of Teachers Colleges includes the substance of\nthis standard under “Membership, Accrediting, and Classification” by stating\n“the character of the curriculum, efficiency of instruction, the standard for\ngranting degrees, and the general tone of the teachers college shall be factors\nin determining eligibility for accrediting.”\nThe North Central Association takes consideration of student personnel\nservice, intercollegiate athletics, institutional study of its problems, and\nprovides for a continuing revision of policy and procedure in its “policies”\nthat are not specifically referred to in the standards of the American Associa¬\ntion of Teachers Colleges.\nThe separate standards set up by the Northwest Association of Secondary\nand Higher Schools and the American Council on Education for accrediting\nteacher-training institutions and\n\nthose of the American\n\nAssociation\n\nof\n\nTeachers Colleges bear a close resemblance. The comparision, therefore,\nwill be brief.\nThose of the American Association of Teachers Colleges are more in¬\nclusive in that they set up a selective admission program, specify the amount\nof extension and correspondence credit allowed and residence work required,\nmore specific reference to “Training School and Student Teaching” and\n“Library,” and include provision for the consideration of “Student Health\nand Living Conditions.”\nThe standards of this Association make no reference, as the others do, to\nenrolment or the ratio between number of faculty members and number of\nstudents, or that the financial status of an institution should be judged in\nrelation to its educational program.\nTwo organizations during the period\n\n1933-34 have made significant\n\nchanges in their regulations governing accreditment. The North Central\nwill observe the following bases of accrediting:\nAn institution will be judged for accreditment upon the basis of the total pattern\nit presents as an institution of higher education. While institutions will be judged in\nterms of each of the characteristics noted in this statement of policy, it is recognized\nthat wide variations will appear in the degree of excellence attained. It is accepted\nas a principle of procedure that superiority in some characteristics may be regarded\nas compensating, to some extent, for deficiencies in other respects. The facilities and\nactivities of an institution will be judged in terms of the purposes it seeks to serve.\n\nThe Association of American Universities in an introductory statement\nof the “Memorandum of Procedure” states:\nThe committee does not treat its standards as definite rules and specifications to be\napplied in an exact and mechanical fashion. It does not suppose that the status of an\ninstitution can be satisfactorily determined by finding that it has met these standards\n\n"}
{"page": 577, "printed_page": null, "text": "Department of Teachers Colleges\n\n571\n\none by one until all have been met. On the other hand, the committee does not regard\nthe standards as arbitrary. The standards state minimum limits in certain important\nfactors, limits which are far surpassed by the colleges which would be universally\nrecognized as strong colleges.\n\nThese revised standards emphasize quality rather than quantity, attempt\nto evaluate how well an institution does its work rather than how much\nit does, encourage individuality rather than conformity.\nThe American Association of Universities in its revision uses the term\n“criteria” but does not wholly eliminate “standards.” Quantitative elements\nhave been omitted in some instances; there is no statement concerning the\nsize of the institution in terms of number of students and departments, and\nno reference is made to financial status or the library as measured in dollars\nor volumes. Where quantitative requirements are retained they are stated\nin practically the same terms as were the old standards. However, the\npresent criteria are accompanied by statements which permit a more liberal\ninterpretation of the requirements.\nThe North Central Association in its “Statement of Policy” wholly elimi¬\nnates any reference to quantitative measurement. On the other hand, the\nschedules which are required of both present and prospective members of\nthe Association require much evidence that is entirely objective.\nThe following are specific examples of how these standards have been\nmodified:\nMembership: Not to be determined by meeting standards one by one,\nbut based upon the character of the institution as a whole (North Central)\nor determined by standards or rules applied in a mechanical fashion (As¬\nsociation of American Universities).\nAdmission requirements: Not to be met by years spent or credits earned in\na secondary school, but determined by quality or previous achievement that\nwill enable the student to enter upon work above the secondary level\n(A. A. U.), or by the character of the institution and by the abilities,\ninterests, and previous preparation (N. C.).\nGraduation: Not necessarily 120 semester hours, but may be an equiva¬\nlent not directly measurable in quantitative units (A. A. U.).\nPreparation of faculty members: Not necessarily measured by degree or\nsemester hours of graduate work; competence as a scholar and as a teacher\nwill be considered as the essential characteristics (A. A. U.). The kind\nof education or experience in educational work, scholarship as evidenced by\nscholarly publications, and contact with learned societies will be the con¬\nsideration in determining faculty competence (N. C.).\nFaculty load: Not necessarily sixteen hours or thirty students, but no\nexcessively large classes (A. A. U.) or by consideration of instructional\nload under satisfactory working conditions (N. C.).\nLibrary: Not one of any given number of volumes and a specified annual\nappropriation, but one which is live, adequate, and professionally adminis¬\ntered (A. A. U.) with reading facilities needed to make the educational\nprogram effective (N. C.).\nFinancial support: Not measured by annual appropriation or amount of\nendowment, but by adequacy in relation to the educative program.\n\n"}
{"page": 578, "printed_page": null, "text": "572\n\nNational Education Association\n\nThere are certain practises and actions which concern standards and\naccreditment that should be noted.\nDue to the fact that teacher training is professional in nature, the Asso¬\nciation of American Universities has not accredited teachers colleges. On\nthe other hand, certain regional agencies which had established separate\nstandards for teachers colleges have discontinued making any distinction\nbetween colleges of arts and sciences and teacher-training colleges. The\nNorth Central Association in 1928 began the transfer of teachers colleges\nwhich met the regular college standards to the college and university list.\nThe Southern Association soon followed this example. An increasing num¬\nber of both state departments of education and state universities have turned\nfrom the separate listing of colleges of arts and sciences and teacher-training\ninstitutions to a combined list.\nThe accredited institutions of the American Association of Teachers\nColleges have been added by the American Council on Education to its\nlist of accredited institutions and for representation in the yearbook.\nWithin the individual states since 1930, three developments may be noted:\nthe tendency for state universities and state departments of education to\nuse the standards and lists of the regional and national accrediting agencies\nhas increased; the practise of treating individual cases upon their merits has\ndecreased; and at least one state university and five state departments of\neducation have formulated new standards and one state department has made\nrevisions.\nIn the May 1935 meeting of the American Council on Education, the\nCommittee on Standards suggested that the Council discontinue the publica¬\ntion of the standards adopted in 1923. The Committee on Standards con¬\nsidered the list of requirements too antiquated. At the same time that this\naction was taken, the Committee on Standards expressed a deep interest in\nthe development of the new standards recently prepared by the North\nCentral Association of Colleges and Secondary Schools.\nGraduate Work in State Teachers Colleges\nDuring the past two years an increasing number of teachers colleges have\noffered graduate work. Administrators interested in graduate work met\nunder the leadership of President W. A. Brandenburg of Pittsburg, Kansas,\non Saturday evening after the regular meetings of the Association, in order\nto conduct an unofficial discussion of standards and practises.\nIt is now recommended that the Association recognize the important\nwork of this group and sponsor and authorize the work of its committee.\nFurthermore, it is recommended that the Association thru its standing\nCommittee on Standards set up standards and accreditment procedures for\ngraduate work in teachers colleges.\nThe meetings of the standing committees and special committees as noted\nin the early part of this report, together with conferences, special studies,\nand correspondence, made it possible to formulate an agenda for the joint\nmeeting of the committees held on Thursday, February 20, at St. Louis.\nThis agenda included the following:\n\n"}
{"page": 579, "printed_page": null, "text": "Department of Teachers Colleges\n\n573\n\n1. Discussion of standards led by Dr. Dearborn, chairman of the Committee on\nStandards. Subjects for discussion included:\na. Quantitative elements\nb. Qualitative elements\nc. Distinctly professional elements\nd. Minimum standards and desirable goals\ne. Preparing new standards\nf. Financing of a study of standards\ng. Standards for graduate work.\n2. Discussion of accrediting led by Harry W. Rockwell, chairman of the Com¬\nmittee on Accrediting. Subjects for discussion included:\na. Present accrediting procedures\nb. Reinspections and reports\nc. Provisional membership\nd. Accreditment requirements of February 1938\ne. Stabilization of membership.\n3. Discussion of professional services to be rendered by the Association:\na. The annual program\nb. Promotion of research\nc. Preparation of comparative data\nd. Preparation of bibliographies\ne. Provision for surveys\nf. Publications\ng. Publicity.\n4. Discussion of the annual budget led by Charles W. Hunt, secretary-treasurer.\nSubjects discussed:\na. A minimum program of service\nb. Costs of such service\nc. Financial limitations\nd. Sources of revenue.\n5. Discussion of membership fees.\n6. Discussion of procedures necessary to carry out program of services recom¬\nmended:\na. Recommendations relative to the establishment of a committee on profes¬\nsional service\nb. Increase in office staff\nc. Relation of committee to the central office.\n7. Discussion of the demand for standards to direct graduate work:\na. Supplementary or temporary committee on graduate standards\nb. Relation to Committee on Standards.\n8. Discussion of the problem of membership:\na. Present scope of membership\nb. Place and function of the American Association of Teachers Colleges among\nthe other associations which accredit professional colleges.\n9. Relation of the American Association to the National Education Association\nand other national agencies.\n10. Discussion relative to political interference with teacher education.\n11. Steps preparatory to the celebration of the hundredth anniversary of the first\nstate-supported normal school in the United States.\n\nThe reports, recommendations, and resolutions presented during the busi¬\nness meeting and reported in these proceedings, summarize adequately the\ndiscussions of the committees acting individually and jointly.\n\n"}
{"page": 580, "printed_page": null, "text": "574\n\nNational Education Association\n\nRAISING THE LEVEL OF THE EDUCATION OF\nTEACHERS\nCHARLES H. JUDD, HEAD, DEPARTMENT OF EDUCATION, UNIVERSITY OF\nCHICAGO, CHICAGO, ILL.\n\nThe report of the National Survey of the Education of Teachers em¬\nphasizes the necessity of increasing the amount of education of the teachers\nof the United States and also urges that this education become more highly\nprofessional in character. Everyone who is interested in the progress of the\nschools of this country must be impressed by the findings and recommenda¬\ntions in the six significant volumes prepared by Professor E. S. Evenden\nand his staff. To what is presented in these volumes I shall attempt to add\ntwo lines of thought to which I believe teachers colleges and departments of\neducation in colleges and universities should give careful consideration.\nI am compelled by my observation of teachers to deplore the fact that\nsuch education as is now administered in teacher-training institutions does\nnot stimulate those who attend these institutions to independent intellectual\nactivity of a vigorous type in their professional careers. I am well aware that\nthere is general recognition of the necessity of in-service education of teach¬\ners. I point out, however, that in-service education does not under ordinary\ncircumstances contribute to independent intellectual activity any more than\ndoes the conventional education of prospective teachers.\nThe deficiency in education to which reference is here made is by no means\npeculiar to the institutions wThich are devoted to preparing students for\nadmission to the teaching profession. I deem it to be one of the general\ndefects of education in this country that it fails to cultivate independence and\ninitiative on the part of students. Another way of making the same state¬\nment is to say that our educational institutions overteach students. Courses\nin liberal arts colleges as well as courses in teachers colleges are conducted\nin such a way that the students are dominated in their intellectual lives\nby assignments and requirements dictated by their instructors. The ele¬\nmentary schools and the high schools prescribe every step which the pupils\nare to take. Not only is the content of learning thus determined, but the\nform in which the pupils recite and the behavior which they may exhibit at\nevery hour of the school day are matters of strict convention. When pupils\nwho have been regimented thruout their careers in the lower schools reach\ncollege, they continue to follow slavishly the dictates of their teachers. In\nfact, students in college demand minute and constant guidance from their\ninstructors, thus exhibiting a dependence which is quite parasitic.\nIn some of the professions other than teaching practitioners are compelled\nby the very nature of their professional activities to cultivate a certain degree\nof independence. The physician is alone in his treatment of cases and must\nassume grave responsibilities, which cannot be escaped by referring them to\nany remote authority. The lawyer arguing a case before a court must exercise\nkeen independent analysis of the case if he is to be successful.\nWith the teacher the situation is very different. The teacher is confronted\nonly with immature minds. It is fairly easy under classroom conditions to\n\n"}
{"page": 581, "printed_page": null, "text": "I\n\n575\n\nDepartment of Teachers Colleges\n\nescape the necessity of exercising one’s mind in any way except to reproduce\nmaterials long ago stored in memory. Not only so, but the teacher is domi¬\nnated\n\nby prescriptions handed\n\ndown\n\nfrom superior officers,\n\nwhile\n\nthe\n\nphysician and the lawyer operate without orders. The curriculum of the\nschool is prescribed by the superintendent; the textbook, which is in the hands\nof both pupils and teacher, defines the order of topics to be studied and pre¬\nsents enough illustrative examples to enable the class to carry the discussion\nforward. If added to the circumstances which surround the teacher in the\nclassroom there is an attitude of complacence derived from earlier training,\nwhich was itself dictated in form and content from some remote source,\nit will be readily seen that stimulation to independent thinking and acting\nis almost totally lacking.\nThe general difficulty with American education, which is here pointed\nout as especially menacing to teacher preparation, can be corrected only by\nthe adoption of new methods of instruction in the whole educational system.\nPupils in the lower schools and students in college must be put on their own\nresponsibility to a much greater degree than they now are.\nSome of the external devices by which independence can be cultivated are\neasy to describe. Class attendance on the part of college students is now very\ncommonly enforced by a species of policing which is truly ridiculous. T ime\nis wasted in calling class rolls and in carefully checking the particular num¬\nber of absences which students are permitted to have without serious con¬\nsequences. Why not face about squarely and tell students that class exercises\nare opportunities, not penal exactions? If the student gets out of a class\nexercise something which arouses his mind, well and good; if not, let him\nread in the library or in his room. In any case, let the instructors in an\ninstitution of higher education be free from the petty task of acting as nurse\nto dependent, immature, and irresponsible infants.\nRigid assignment of the pages to be covered in becoming acquainted with\na topic is a sign of incompetency on the part of both instructor and students.\nTrue study follows the arousal of intellectual curiosity, and intellectual\ncuriosity is a purely personal attitude. Until a student has a desire to understand and know, there will be no real learning. As the situation now stands\nin many schools, curiosity is wholly artificial or even a sheer pretense. It is\neasy to see why a teacher who has graduated from an institution which has\nalways prescribed every intellectual move that is made, is unable to search\nfor new ideas. Rigid assignments in college mean dependence and utter lack\nof initiative after graduation. Repetitious recitations are stultifying rather\nthan educative. A student who merely gives back in recitation what has been\ngiven to him tends to narrow his mind rather than expand his powers.\nMere memory is sure to lead to formalism and fixity. Much of the reciting\nrequired in schools and colleges is not only not educative but petrifying.\nIt is the duty of a teacher-training institution even more than of a liberal\narts college to avoid inadequate methods of instruction. I have heard depart¬\nments of education criticized on the ground that members of these depart¬\nments are poor teachers. I am frank to say that, in my judgment, there\nis frequently justice in this criticism. I do not agree that teachers of educa-\n\n"}
{"page": 582, "printed_page": null, "text": "576\n\nNational Education Association\n\ntion courses should be required to be geniuses while teachers of Latin and\nchemistry may with impunity commit all the blunders known to our profes¬\nsion, but I am sure that a teacher of teachers should be an example to the\nprofession. Therefore, I conclude, as I began, with the statement that it is\nthe obligation of teachers colleges and departments of education to take the\nlead in devising and exhibiting good methods of instruction.\nTeachers ought to be so educated that they will keep themselves intel¬\nlectually alive. I look forward to the time when teachers will know that they\nhave been only partly prepared by the courses that they have taken and will\nknow that graduation merely marks the beginning of independent study.\nI look forward to the time when every teacher will feel under obligation to\ndiscover new and interesting material not recorded in any textbook appro¬\npriate to every class which he or she teaches. The great difficulty with schools\ntoday is that teachers are distributors of conventionalized knowledge, not\nindependent stimulators of young minds.\nI said earlier that I would present two lines of thought. I am not sure\nthat the second line which I wish to discuss is independent of the first.\nBriefly put, my second thesis is that institutions for the education of teachers\ntend to require too many so-called “professional courses. ’ State plans of\ncertification of teachers are equally guilty in setting up professional require¬\nments which are extravagant and, I believe, indefensible.\nI am sure that what I have just said will be thought unwise by many of\nmy colleagues in teacher-training institutions. If I mistake not, Professor\nEvenden will be opposed to my views. I might conciliate my opponents to\nsome degree by making the general comment that I think all teachers in\ncolleges, both liberal and professional, ought to become interested and expert\nin methods of teaching, but I am afraid that even this comment will not\nbring to my position unanimous support.\nI must say that, so far as my experience goes, there is no possibility of\nadministering with profit twenty or more semester hours of professional\ncourses in education to teachers-in-preparation. In fact, I have to make the\nsame statement about eighteen semester hours or sixteen. I should myself be\nsatisfied with twelve. For the training of teachers, I believe that institu¬\ntions should depend more than they now do on the departments which are\nusually classified as non-professional.\nThe analogy of the medical school or the law school is often appealed to\nby those who believe, contrary to the judgment which I have expressed, that\npreparation for teaching should be assigned to a special professional institu¬\ntion or branch of an institution. I point out that both the medical schools and\nthe law schools are increasingly depending on academic departments for\nmuch of the intellectual substance which they require students to possess.\nFurthermore, law and medicine have peculiar subjectmatters not taught in\nliberal arts courses, while teachers must always derive from academic de¬\npartments the materials which they are to teach. The whole body of knowl¬\nedge with which academic departments deal is germane to teaching.\nSupport for the position which I am defending can be found, I think, in\nthe history of teacher education in this country.\n\n"}
{"page": 583, "printed_page": null, "text": "Department of Teachers Colleges\n\n577\n\nFrom the earliest beginnings of teacher preparation in the United States\nthere has been a sharp line drawn between liberal education and profes¬\nsional education of teachers. It never entered the thoughts of the members\nof the faculties of the New England colleges in 1839, when the first normal\nschool was organized, to have a share in the discussions that led to the\nestablishment of professional institutions for the training of teachers. \"I he\ncolleges were vitally concerned with the other professions but were conerned only incidentally and quite indirectly with the teaching profession.\nMost of those who taught in institutions above the common school in the\nearly days were looking toward a life career other than teaching. Those\nwho were teaching in the common schools either were of the same type as\nteachers in the higher schools, mere transients in what was thought of as\nan occupation rather than a profession, or were persons who never aspired\nto attendance at college.\nWhen the first public normal schools were established, the separation\nbetween colleges and institutions for the preparation of teachers was crys¬\ntallized into a fixed pattern, which persists even down to the present day.\nWhen universities and colleges organized departments or schools for the\npreparation of teachers, the traditions of separatism of normal education\ndominated the situation. One may say with all truth that the original atti¬\ntude of the colleges that they were not concerned with teacher preparation\nhas been perpetuated and in recent times in many institutions even empha¬\nsized. It is not regarded by departments of mathematics or departments of\nphysics or history as their function to prepare teachers for their duties.\nTeaching is thought of by academic people either as a transient occupation\nor as a profession for which one is endowed by nature, into which one\nenters because of personal tastes, and in which one is able to succeed without\nany special preparation.\nMembers of departments or schools of education and of the faculties of\nteachers colleges deplore the attitude of members of academic departments\nand have conscientiously tried in the interests of improved education to\nmeet the situation by redoubling their efforts to supply teachers-in-preparation with the courses which they need. Indeed, it may be said that those\nwho promote the professional training of teachers have devoted themselves\nso energetically to their tasks that they have consumed far too much of the\ntime and energy of prospective teachers in pursuing courses in education or\nso-called “professionalized courses” in subjectmatter lines.\nThe proposal which I have to offer in the interests of a higher level of\neducation of teachers cuts across all these traditions and established prac¬\ntises. The time has come when all departments must be drawn into sympa¬\nthetic cooperation in the education of teachers.\nIn order to make concrete the program which I advocate, let me refer\nto the history and present method of teacher preparation at the University\nof Chicago. Twenty-six years ago this institution had a separate school of\neducation. The School of Education included in its organization an under¬\ngraduate college with departments of history, English, mathematics, art.\n\n"}
{"page": 584, "printed_page": null, "text": "578\n\nNational Education Association\n\nhome economics, and the rest. The College of Education had its own en¬\ntrance requirements and its own requirements for the baccalaureate degree.\nThe faculty of the School of Education was convinced that this tradi¬\ntional form of organization was wrong and began gradually to do away\nwith the College of Education. The departments of art and home econom¬\nics were transferred to the academic division of the University on the\nground that art and home economics should be offered to all students, not\nmerely to those who are preparing to teach.\nStudents who presented themselves for registration in the College of\nEducation because they were intending to teach academic subjects were\nadvised to register in the liberal arts college and to get their subjectmatter\ncourses there, coming back to the courses in education merely to fill in\nminor sequences. By this process of referring students to academic courses,\nthe attendance on the College of Education was reduced to the vanishing\npoint, and finally the College was abolished. The Department of Education\nand its laboratory schools are all that remain of the separate organization.\nThe next step was more difficult to accomplish but was finally taken by\nthe Senate of the University. A University committee on the preparation\nof teachers was created with a chairman who has no connection with the\nDepartment of Education and a membership made up of representatives\nof all the departments in the University which are in any way related to\nteaching. This University committee has charge of the students who for¬\nmerly were registered in the College of Education and of many others who\nin the early days of separatism did not take courses in education.\nThe Department of Education cooperates with the University committee\nby giving certain undergraduate courses in education, but it is no longer\nresponsible for subjectmatter courses or for special-methods courses. These\nare provided by the academic departments.\nSince the peculiar functions of a separate school of education were thus\nabsorbed by a University committee, the School of Education as a division\nof the University was abolished. This action left only the Department of\nEducation,\n\nwhich\n\nis\n\nnow\n\nincluded within\n\nthe\n\nDivision\n\nof\n\nthe Social\n\nSciences.\nIt is not especially in place to comment here at length on the advantages\nof this arrangement for the Department of Education. As a matter of fact,\nthe department is now on exactly the same footing with respect to graduate\nwork as any other department in the University. It is not necessary to\nadopt special designations for the advanced degrees in education because the\nGraduate School persecutes or otherwise discriminates against graduate\nstudents in education. Freed from the necessity of consuming much of their\nenergy in the administration of vocational training of prospective teachers,\nmembers of the department can devote themselves to a large extent to\nscientific studies in their field. The department has gained much by ac¬\nquiring its present status within the University.\n\n.\n■\n\nwill never be of the highest level until something similar to that organiza-\n\n■\n\nof giving concreteness to the contention that the preparation of teachers\n\n*\n\nThe reference to the Chicago organization is introduced for the purpose\n\n"}
{"page": 585, "printed_page": null, "text": "Department of Teachers Colleges\n\n579\n\ntion becomes general. If students of French are told by their French teachers\nthat education courses are of no value and if teachers of education tell their\nstudents that members of the French department are wholly ignorant about\nthe problems of teaching, there will result a downfall of the academic\nstructure which is the fate of all houses divided against themselves. It is\nhardly necessary to reenforce this assertion by reference to the bitter antipa¬\nthies which frequently arise between academic departments and depart¬\nments of education.\nMore serious than mere antipathies between departments are the losses\nwhich result from lack of interdepartmental cooperation. I take it that no\none will contend seriously that all the good suggestions about organizing\ninstruction in French or physics can be generated by a single member of\nthe faculty of a school of education or by the whole faculty of a school\nof education. If the whole department of French or the whole department\nof physics can by any device be induced to take an interest in the preparation\nof teachers and if, in addition, the department of education can contribute\nwithout controversy to improved school administration and instruction, the\ngain will obviously be great.\nI have been asked by members of the faculties of other institutions\nwhether the present plan of organization in the University of Chicago is\nnot likely to be wrecked by the indifference of the academic departments or\nby what is perhaps still worse, their erratic views. My answer to this ques¬\ntion is twofold. In the first place, I see no indications that the plan involves\nhazards as great as those which were encountered under the earlier system.\nIn the second place, I am convinced that in the future all departments in\nall institutions will cultivate a broader knowledge about educational prob¬\nlems and procedures. As grounds for this conviction, I cite the report on\nthe reorganization of secondary-school mathematics made by a committee\nof the Mathematical Association of America, the report of the Classical\nInvestigation, and the report of the Modern Foreign Language Study. It\nwould be preposterous for members of departments of education to say that\nthese reports are irrelevant or indicative of lack of interest in teaching. The\nfact is that the academic world is moving rapidly in the direction of a keen\ngeneral interest in the better solution of teaching problems. Indeed, some\nyears ago a committee was organized by the American Association of Uni¬\nversity Professors for the specific purpose of preparing a report on teaching.\nIt seems to me that all who are interested in the problems of instruction\nshould rejoice in these facts and should encourage academic departments\nto go even further than they have gone up to this time.\nEven more significant than the appointment of the committee of the\nAmerican Association of University Professors and the publication of its\nreport is the appearance of a recent book by Dean Fernandus Payne, of\nIndiana University, addressed to teachers. Dean Payne has long been one\nof the bitterest critics of departments of education. He was a member of\nthe committee of the American Association of University Professors and\ncould not refrain from venting his spleen against education on every pos¬\nsible occasion. The book which he has written is a real contribution to\n\n"}
{"page": 586, "printed_page": null, "text": "580\n\nNational Education Association\n\neducational literature. To be sure, it contains some of the typical slurs which\nDean Payne delights in casting at those of us in education with whom he\nhas had to associate. Furthermore, it is not clear how far the good qualities\nof his book are due to his collaborator. The main point is that here is a book\nwhich could not have been written ten years ago. Dean Payne has been\neducated by his own attacks on education, and in his mellowing old age he\nis gradually becoming eligible for membership in the fraternity of those\nwho give professional courses in education. One can hope that in due time\nall who have attacked education in the past will become authors of books\non teaching.\nIt has long been my personal creed that the best way to secure coopera¬\ntion among discordant factors in society is to throw responsibility for reform\nsquarely on those who have been most disturbing, most menacing to the\npeace of the group. Even if it is necessary for the cause to suffer for a time\nby the drastic measures which have to be taken in order to bring the rebels\ninto camp, the end is worth the trouble. I am quite sure that the members\nof academic departments can be interested in the problems of teaching and\nin the training of teachers. I do not believe that university organization\nshould be such as to interfere with the cultivation of this interest.\nIt may seem to some of you that I have consumed too much of the time\nof a joint session discussing the problems of departments of education. It is\nmy judgment that the same principle applies to separate teachers colleges\nthat applies to educational divisions of universities and liberal arts colleges.\nCertainly the time is at hand when the teachers colleges of the country\nwill have to make radical changes in their curriculums because of the exten¬\nsion of the period of residence of students to four years. The question which\nwill have to be answered is whether the professional courses or the general\nacademic courses are to receive major emphasis. If this is true that the edu¬\ncation courses in universities and liberal arts colleges should be condensed so\nas to cover the ground in a limited number of hours, the same possibilities\nof economical and more effective organization of education courses exist in\nteachers colleges. The extended curriculum of teachers colleges ought to\nopen the opportunity to prospective teachers of broadening their intellectual\nhorizons. Students in teachers colleges should take courses in science and\nliterature not merely with a view to retailing later in schools what they\nhave learned in college but for the purpose of acquiring the attitude toward\nall subjects which comes from a comprehensive education.\nThe idea that an elementary-school teacher can be prepared for his or\nher own work merely by reviewing spelling, arithmetic, and geography is\nfortunately outmoded. The elementary-school teacher has just as much\nneed of the modern point of view which is supplied by science and just as\nmuch need of a sound critical understanding of literature as has the highschool teacher.\nNor is the necessity for organizing scholarly departments in academic\nsubjects in teachers colleges to be thought of as arising solely as a result of\nthe demands of the extended curriculum. The scholarly ideals and standards\nof teachers colleges are in need of improvement, and improvement will\n\n"}
{"page": 587, "printed_page": null, "text": "Department of Teachers Colleges\n\n581\n\ncome most surely if there is developed within each institution a community\nof scholars. Varied interests within the faculty are essential to the highest\ndevelopment of the intellectual life of a college or school of any grade. The\nteachers colleges of this country will miss the best opportunity for public\nservice if they try to spin out so-called “professional courses” and do not\nemphasize general education.\nThe contention which I am presenting becomes an argument with re¬\ngard to a topic which was not assigned to me by the chairman of this\nmeeting. I was not asked to discuss the curriculum of teachers colleges. I\nshall take the liberty, however, of making two comments which issue from\nwhat I have said. First, I am persuaded that the contents of courses in\neducation are in need of immediate and drastic revision. Second, it is time\nfor those who are interested in education as a professional subject to stop\ncomplaining because members of other academic departments criticize them.\nThe policy of separatism, which is traditional and has far too often been\nfavored by those responsible for the preparation of teachers, is fatal. No\none ought to be more eager to avoid separatism than those who are prepar¬\ning teachers to give instruction in subjectmatters which lie outside the de¬\npartment of education.\n\nTHE RELATIONSHIP OF GENERAL AND OF PROFES¬\nSIONAL EDUCATION IN THE PREPARATION\nOF TEACHERS\nW.\n\nE. PEIK, PROFESSOR OF EDUCATION,\n\nUNIVERSITY OF MINNESOTA,\n\nMINNEAPOLIS, MINN.\n\nThe issues—There are four areas in the pattern of a teacher’s prepara¬\ntion: (1) a broad area called general education which begins formally in\nthe first grade; (2)\nfields;\n\na more extended area of concentration in teaching\n\n(3) a general technical orientation in the theory and science of\n\neducation; (4) skill and final art in teaching.\nGeneral education can hardly be called professional education. Its objec¬\ntives for the individual are social and cultural. It is the education of all for\nnon-vocational life and should not be conditioned by professional aims. Ad¬\nvanced concentration for the teacher in his fields is both general and pro¬\nfessional education. It is general to the extent that concentration, often\ncalled a major in a segment of knowledge, to appreciate the depth of all\nknowledge, has been a principle of a liberal education; it is professional\neducation to the extent that some content for it should be selected con¬\nsciously to relate directly to future teaching needs. The third area is general\norientation in education and educational psychology and it is distinctly\nprofessional; the fourth is specialized professional training which empha¬\nsizes not so much the receptive, theoretic side as the creative, productive\npractical side of skill in teaching.\n\n"}
{"page": 588, "printed_page": null, "text": "582\n\nNational Education Association\n\nThe scholarly master teacher must be the ideal in the preparation of\nevery teacher. He should possess: (1 ) a high standard of competency in each\nof the four areas and\n\n(2)\n\nan ultimate integration of all his educational\n\nresources for teaching. Whatever plan of education will best attain scholar¬\nship, culture and professional competency for the largest number of teachers\nis the one to be adopted. The diffusion of the third and fourth professional\nareas thru the first and second at college level, which is called the pro¬\nfessionalized treatment of content, may be the best plan; but it may also be\nthat\n\nthe\n\nprofessionalization\n\nof teaching\n\nfields\n\nin\n\nintensive,\n\nspecialized\n\nparallel courses while and after general education, specialization, and orien¬\ntation in general education are practically completed, may be best. It may\nbe that neither will prove to be the only best instructional menu for the\nteacher and that differences in effectiveness cannot be proved or observed.\nIn that case we can argue about it ad infinitum; at present there is no con¬\nclusive evidence that any particular plan of teacher preparation is superior.\nNow it is my own belief that the four aims of a teacher’s education,\ngeneral culture, scholarship, professional orientation, and professional skill,\nare not best done by the diffusion plan. It is not a commonly used present\nplan; in fact few institutions have seriously tried it out and those which\nhave, have at least published no conclusive evaluation studies yet. The\nburden of proof must remain upon the innovators. At the same time we\nmust admit that teaching is not as professional and competent as it should\nbe now. However, I do not believe that the plan used most is so much at\nfault as the selection of students, the shortness of the period of training, and\nthe\n\nlack\n\nof\n\nintensity and\n\nthoroness in\n\nthe professional aspects\n\nof\n\nthe\n\nteacher’s preparation. I believe that separate, in part parallel, but separate\ntreatment of these aspects of preparation should characterize the develop¬\nment of the first three areas and that thru development of the fourth\nthey can all be brought together, adequately. In addition to the psychological\nsoundness of this method of attack I believe there are many related admin¬\nistrative, curriculum, and practical considerations that lend advantage to\nthis plan.\nTo the observer of current higher education trends and of teacher educa¬\ntion in particular, this problem of the relationship of general and profes¬\nsional education calls also for the consideration of such related problems as:\nthe current effort to redefine secondary, higher, general, and professional\neducation; the innovations that are being made in reflection of recent think¬\ning on the effectiveness of higher education; the rapid expansion of teachers\ncolleges; the large part of teacher education done in colleges and universi¬\nties; the increasing division of undergraduate education into an upper and\na lower division; the widespread establishment of broad courses which cut\nacross departments for better general education; the attempts to function¬\nalize education thru the elimination of deadwood from the curriculum;\nthe attempts to secure closer integration with contemporary life; the incor¬\nporation of the junior college into the secondary school; the articulation of\nthis junior college with professional curriculums of the senior college—all\nthese trends have relationship to this problem.\n\n"}
{"page": 589, "printed_page": null, "text": "Department of Teachers Colleges\n\n583\n\nThe general education of the teacher—In the traditional set-up of the\nliberal arts college, general and specialized education have paralleled one\nanother during the entire four-year period. In the old normal schools, gen¬\neral and professional education have paralleled one another during two\nyears. The newer junior-senior college plan calls for general education to\nend formally with the junior college for those who will continue with higher\neducation. Advanced and professional education is made the distinctive\nfunction of the senior college. The acceptance of these differentiations of\nfunction is spreading, as is also the concept that general education is the\ndistinctive function of the secondary school, and that therefore junior col¬\nlege education is secondary in nature.\nIt seems inevitable and logical to me that in the course of some time,\nthe process of the last century to pass content from the college to the high\nschool will culminate in the absorption of junior college content by sec¬\nondary education. While this is happening—rapidly here, slowly there, and\nnot at all somewhere—and for a long time afterwards, the junior colleges\nof all higher institutions, private and public, will really function as regional\npreparatory schools to higher education which should mean advanced or\nspecialized education and vocational education for the learned technical\nand professional vocations, including teaching.\nWith all this happening now, I can see no reason why, in four- and fiveyear curriculums for the education of teachers, the junior college level should\nreceive any professional treatment, or why professional courses should be\nintroduced there. I believe the trend toward an improved, non-professional,\ngeneral education should be promoted by teacher-training institutions as it\nis being promoted by the other learned professions.\nFor the teachers college, adoption of the non-professionalized junior\ncollege will also supply the practical advantages of more support, better\nteacher selection, academic strength, and extension of service. There are\nnow too many teachers colleges in most states. But there is little likelihood\nthat established teachers colleges will be much reduced in number. This\nsituation will doom many institutions to remain weak. One way to attain\nvolume of student body, with ultimate selection for teacher training, an\nincrease of faculty for more specialization, an increase of state, regional, and\nlocal attention and consequent support, is for this state institution for some\ntime to supply a local and regional junior college in a complete state system\nof higher education. With all professional and advanced courses assigned\nto the senior college and graduate divisions, professional training curriculums\nof upper levels can then articulate better with the junior college work of all\nother types of public and private junior colleges which have been increasing\nsteadily until there are nearly as many as universities and colleges.\nSuch an organization will place each teachers college in a position to\nselect prospective teachers as the result of observed scholarship, personality,\nand character during a period of two years. Nothing is more needed than\nthat. No better method of vigorous selection for teacher preparation can he\ndevised than that without shrinking total enrolment, increasing unit costs,\nand curtailing specialization in many teachers colleges.\n\n"}
{"page": 590, "printed_page": null, "text": "584\n\nNational Education Association\n\nI do not think that the junior college operating at the lower level of\ninstruction need overshadow the teacher-training function of the upper\nlevel. Both can be given all the due they need, as are each of a community\nof professional colleges at our universities now. Under present conditions of\noversupply of certificated teachers and too many institutions there is no\npotency in single purpose institutions. Personally I would not hesitate ulti¬\nmately, also to add a senior college for cultural purposes and even profes¬\nsional training for public service. All other professions are small enough to\nbe taken care of in state universities. There is strength in the multiple pur¬\npose institution. I should not hesitate, ultimately, not now, to designate\nmany teachers colleges as state colleges. We would thereby strengthen\ntheir resources for teacher education.\nThe functionalization of general education—The general education of\nthe teacher needs to be functionalized, not professionalized, in content and\nin method, that is, focused upon social needs, contemporary life problems,\nand the cultural needs of students. The survey revealed that over onefourth of the high-school and college work of teachers in best institutions\nis spent on mathematics and short exposures to one or two languages. At the\nsame time a majority of students did not contact art, music, geography,\nsociology, economics, political science, speech, or philosophy, respectively,\nin any formal way. There was not time and there was not selection for\nrelative value. Most all of this is vital content in the general education of\nteachers. There is also need for more knowledge in such overlooked areas\nas dietetics, preventive medicine, simple law and legal procedure, or mental\nhygiene. In all of this, however, I see no special reorganization needed for\nthe teacher which does not also apply to the general college student. It is\nimproved general education and the teacher will himself promote general\neducation at a lower level later.\nThere is need also for the functionalization of the method of instruction.\nThe teacher must have less of spoon feeding and more self-propelling\nscholarly activity—more emphasis upon acquiring and less upon receiving\nhis education. He must be habituated to be more productive, original, and\ncreative in scholarship. This cannot be done when instruction is afflicted\nwith blindness to other than subjectmatter objectives. An encouraging\neffort is evident in several hundred of higher institutions which are experi¬\nmenting with honors plans, tutorial plans, seminars, writing projects, the\nabolition of credits as criteria for competency, and the substitution of com¬\nprehensive examinations.\nAgain there is nothing in functionalizing the method of college instruc¬\ntion for the teacher that does not apply equally to any one. More important\nis the ultimate selection of prospective teachers on the basis of a higher level\nof achievment in such instruction.\nSpecialization in teaching fields—The patterns of specialization for ele¬\nmentary, secondary, undergraduate, and graduate school teaching change,\nrespectively, while the pattern of general education need not.\nOne obvious variable in the pattern is the amount of specialization on the\nsubjectmatter of the teaching fields. The number of teaching fields decreases\n\n"}
{"page": 591, "printed_page": null, "text": "Department of Teaceiers Colleges\n\n585\n\nas one ascends the educational ladder, while the amount of specialization in¬\ncreases.\n\nElementary teaching draws widely and\n\nunexpectedly upon\n\nall\n\nareas of learning. For the elementary teacher, however, the available technical\ncontent in child psychology and in the teaching of the many fields is greater\nin volume than is the corresponding content for any other level. For him\nthis area might supply the field for concentration. He needs no concentra¬\ntion in any one teaching field more than any other. The high-school teacher’s\npreparation becomes more specialized; yet he does not teach it in one area\nof a subject like physics as does the university specialist, or in one subject\nlike physics, as might the college teacher, or in one broad field like science ;\nbut the National Survey revealed that two-thirds of them teach in two of\nabout fifteen broad fields such as science, social studies, or English.\nThe concept that a liberal education calls for concentration in one seg¬\nment of knowledge in order to appreciate the extent of all knowledge and\nto pursue a subject of personal interest, has misled higher education to re¬\nquire the prospective high-school teacher to specialize in a narrow subject\ndepartment and has caused it to overlook the broader professional specializa¬\ntion that is needed for secondary teaching. According to studies made, the\nteacher of English for example gives instruction in literature, in composi¬\ntion, in speech, in dramatics, and often supervises publications. His major\nof specialization should not be limited, as it often is, to one of these but\nshould include all of them.\nThus one principle of professional preparation requires adequate parallel\npreparation at the college level in broad teaching fields. The new orientation\ncourses of the junior college, and we hope ultimately of the high-school\neducation, should help much to supply the broad base for the senior college\nspecialization, but it is my belief that advanced courses which support sec¬\nondary teaching areas should also be taken at the level of the senior college\nas well.\nTwo such broad fields must be built up. This will call for a five-year\nperiod of preparation for the secondary teacher if general education and\nprofessional education are not to be curtailed. It need not be graduate in\nlevel. Adequate emphasis upon the general and professional education of the\nelementary teacher will call for at least four years of preparation. Again\nsuch broad fields of specialization are probably also best for the general\nstudent. It is encouraging that many colleges, universities, and teachers\ncolleges are adopting the broadened field of specialization in place of the\nnarrow major plan as a plan of advanced education.\nAltho the selection of content for specialization should be professionalized,\nin part, by relating it to the job, I do not believe that the treatment of that\ncontent should be professionalized at the time of its acquisition. It should\nbe mastered first.\nFor most institutions, particularly liberal arts colleges and universities,\nbut also for teachers colleges, the plan of diffused professional treatment is\nattended with administrative difficulties and inherent instructional weak¬\nnesses. May I call your attention to a few of them:\n\n"}
{"page": 592, "printed_page": null, "text": "586\n\nNational Education Association\n\n1. Introduction here and there of the theories and practises of education will\ndestroy the unity of courses. Thus, to teach how to build a good examination, in¬\nstructors will have to stop the course progress to study principles of good test con¬\nstruction, which is in itself a big order. This is true of the observation of teaching\nin the training school.\n2. Instructors who professionalize content\n\nshould\n\nthemselves have\n\nhad\n\npublic\n\nschool teaching experience at the levels and in the subjects for which they purport\nto prepare teachers. They should also have had preparation in the theories and prac¬\ntises of education. In colleges and universities only 42 percent of the\n\nacademic\n\ninstructors have had experience at the secondary level. About one-half of them have\nhad experience. Only 32 percent have had educational psychology and only 38 per¬\ncent of them have had a course in educational methods. It is obvious that such per¬\nsons are not qualified to apply professionalized treatment to their courses. Teachers\ncollege percentages were better; yet surprisingly, only 45 percent of all instructors\nhave had elementary-school experience; only 65 percent have had secondary-school\nexperience; 25 percent have had no course in educational psychology; and 20 percent\nhave had no course in educational methods. However, the situation is much better\nand it is up to the teachers college to give the plan of professional treatment its fair\ntryout and evaluation. I doubt if it can ever work in colleges and universities.\nPersonally I do not think that it needs to. There are other ways.\n\nAnother serious difficulty arises, in allotting responsibility for the elements\nof professional education among instructors in such a way that duplication\nis avoided, that important elements are not omitted, and that students using\nelective privileges will cover the essentials. Otherwise, important content\nwill be treated very accidentally and incidentally. It will be missed by\ngroups of students. There may be an educational atmosphere or flavor in\nthe courses, but there cannot be thoroness by pursuing too many aims at\none time. This is exactly what has been reported to me by some who have\ntried the plan.\nAgain several types of teachers with different purposes will usually meet\nin any given course, let us say Shakespeare. Some are majoring, some are\nminoring, some are secondary, some are elementary, some are just electing,\nsome come to study for general culture or personal interest; others are\nintending to teach it. The kindergartner and the English major are mixed\nin this course. To separate them is uneconomical in most schools; to make\neach one wait while every other group gets its appropriate professional\ntraining is also undesirable.\n1 believe a more defensible plan is concentrated, intensive professionaliza¬\ntion of the respective teaching field for each appropriate group in specialized\ncourses directed only by those who are proficient in the subjectmatter,\noriented in the theory and practises of educating, and supported by success¬\nful experience. There never will be enough of such instructors to man all\nthe subject courses, under the professional treatment plan, even in a small\nfraction of the 150 teachers colleges alone, without considering 585 arts\ncolleges and 105 universities where diffused professionalization would be¬\ncome hopeless. Graduate schools however must be encouraged to prepare\nsuch people or we shall not even be able to man satisfactorily the special\ncourses for the professional treatment of teaching fields.\nIntensive professionalization should take place after competency in a field\nhas been attained and after general courses in education and educational\n\n"}
{"page": 593, "printed_page": null, "text": "Department of Teachers Colleges\n\n587\n\npsychology have been mastered. Students are then maturer, they can be\nselected, they are grouped by fields and levels, they are more motivated.\nObservation, participation, practise teaching, and what have been miscalled\nspecial methods courses, I believe should be unified and closely, integrated\nto produce such professionalization courses of considerably greater length\nand intensity than is usually found. Here training has its place. Certain\nadditional related courses may be professionalized in special areas particu¬\nlarly of the special subjects. The emphasis to these specialized professional\ncourses must be intensified to get away from the “hit and miss,” “exposureabsorption,” “non-training” sort of thing that is taking place without at¬\ntaining competency as an outcome. Even our academic associates in the\narts colleges, who are believed to oppose courses in education much more\nthan they really do, have voted a median of nine semester hours to the\nobservation and practise teaching phases of such training alone. Two, three,\nor five credit courses are too inadequate.\nThese professionalization courses should include a long list of topics\nwhich we have no time to mention here. They may be found in Volume Ill\nof the Survey Report.\nThe general courses in the theory and science of education—The general\nmastery of education and educational psychology which should precede these\nspecialized courses should also be obtained in separate courses. We need to\nhave teachers master the important principles better than they have, intel¬\nlectually first, and then as an art. I can see no hope for this diffused pro¬\nfessionalization any more than I would teach Shakespeare by such a plan.\nIt is timely that their content needs to be identified more clearly thru the\ncooperative research of most competent groups; we rely too much upon the\naccidents of selection and treatment of individual, often specialized, authors\nor teachers. Important areas are constantly undertaught or omitted. The\nreferences are scattered so that _ bibliographies are getting upsetting. A\nphysician who was watching his daughter get her professional courses in\nsecondary education by wading thru interminable bibliographies of too\nbusy instructors pointed out to me that in the fundamental courses for\nmedicine such content is brought together in very comprehensive form for\neasier access to the student. The identification of significant content would\nbe a fine project for a number of yearbooks if seriously undertaken by groups\nof outstanding experts who have not become detached from related fields\nbecause of the height of their specialization. The resulting content would\nimpress those who have no faith in educational courses, or who believe the\ncontent such that it can be mastered by a “scatteration” method.\nSummary—In this discussion I have advocated the following proposals\nrelative to the relationship of general to professional education.\n1. That the junior college plan be adopted in teacher educating institu¬\ntions and that it be devoted solely to general, non-professional education.\n2. That the content of general education be functionalized but not pro¬\nfessionalized for teaching alone. It needs to be related to social needs and\ncontemporary problems.\n\n"}
{"page": 594, "printed_page": null, "text": "588\n\nNational Education Association\n\n3. That\n\nadvanced subjectmatter education\n\nand\n\ntechnical\n\ntraining in\n\neducation be concentrated in the senior college and the graduate school.\nThat at least two years be devoted to it.\n4. That specialization for high-school teaching be broad; and that its\ncontent be selected in part to parallel the actual teaching areas of the sec¬\nondary school; that mastery of this content be undertaken before profes¬\nsionalization of it is begun.\n5. That there be two such fields of specialization to meet the actual need\nof secondary schools.\n6. That the education of secondary teachers, if adequately done, will\ncall for five years beyond high school. At least four is a minimum for ele¬\nmentary education.\n7. That professionalization of the teaching fields in specialized intensive\ncourses is needed rather than treatment thruout the subjectmatter courses.\n8. That the emphasis upon this type of course be increased. That it\nbe pursued after subjectmatter competency is established and after intro¬\nductory general courses in education are completed.\n9. That all professional elements in the general theory and practise of\neducation will be better done in separate courses; that the comprehensive¬\nness and thoroness of treatment of such courses needs emphasis.\n10. I have pointed out the possible value of having national committees\nof experts work on yearbooks to pull together for the professions the type of\ncontent which may now be taught in order to do away with incomplete\ntraining that still occurs on professional content and to emphasize the neces¬\nsity of thorogoing professional training.\n\nPROFESSIONAL ELEMENTS IN THE EDUCATION OF\nTEACHERS\nE. S. EVENDEN, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nThe wording of this assigned topic contains a very comforting assump¬\ntion, viz., that there are professional elements in the education of teachers.\nIf this is assumed it is not unreasonable to suppose that teaching is, in some\nrespects at least, a profession and that it has areas of special knowledge and\nservice which are distinctly and peculiarly characteristic of teaching as\ndistinguished from other professions. This need not and does not imply\nthat all of the work of the teacher is unique, merely that some of his pro¬\nfessional activities may be so considered. To argue that any well-educated\nman is by virtue of that fact a physician, or a lawyer, or a minister, or an\nengineer would be considered ridiculous. Few are so uninformed about the\nrequirements of those professions that they would want to swallow^ the\nprescriptions of, or accept legal advice from, or seek religious guidance\nunder, or build a bridge to specifications drawn by a man without profes¬\nsional preparation in those fields even tho it were known that he was a\ngraduate of one of the best colleges in the country. There are, on the other\n\n"}
{"page": 595, "printed_page": null, "text": "Department of Teachers Colleges\n\n589\n\nhand, few who would raise any question about sending their children to\nsuch a man as a teacher even tho he had given no more attention to pre¬\nparing for teaching than to the other professions. The two most obvious\nreasons for this difference in attitude are that the results of mistakes in\nthe prescriptions, legal advice, or calculations on the bridge are so much\nmore tangible than mistakes in teaching, and that more of the information\nof the well-educated man is used by and is useful to the teacher than it is\nto the doctor, lawyer, minister, or engineer.\nWhile both of these reasons are valid so far as they go, they do not tell\nthe whole story. Not all doctors’ mistakes are fatal, nor does every incorrect\ncalculation in the specifications for a bridge mean that it falls when people\nare on it. The error may make it stronger than necessary and may merely\nwaste money. On the other hand, some mistakes by teachers may even be\nfatal. And so far as the second reason is concerned, it is not the information\nwhich is common to the well-educated man and the teacher that is of concern\nhere but that which is not common to both.\nMany of the discussions of the professional elements in the education of\na teacher arise because of the inadequate length of the pre-service period\nof preparation. If there were time enough available to provide the amount\nof general education commonly held to be desirable among professional\npeople (at least a college education) and then time enough to provide the\ndistinctly professional preparation considered necessary by specialists in the\neducation of teachers there would be no debate about the professional treat¬\nment of subjectmatter for teachers any more than there is in the preparation\nof doctors or lawyers. The difficulties arise because the average teacher in\nthis country must be given both his general education and his professional\neducation in a period of less than four years—a period too short for the\ngeneral education alone so that any time taken from general education to be\nused for such distinctly professional things as psychology, child development,\nor practise teaching is considered hy the subjectmatter teachers as making a\nbad matter worse.\nUntil the time arrives when in the United States the professional educa¬\ntion of teachers is put upon a post-general-education basis similar to the\nother learned professions there seem to be only two ways to handle the prob¬\nlem of providing both a general collegiate education and a professional\neducation during the undergraduate period. These ways may be named the\n“Division Method” and the “Blend Method.”\nThe “Division Method” is the one most frequently followed. It means\nthat a certain proportion of the curriculum time is “set aside” for the pro¬\nfessional elements. These proportions are usually expressed in terms of\nsemester hours, for example, fifteen semester hours for psychology, education,\nand practise teaching. The range is from almost none to more than fifty. In\nthe “Division Method” the plan for each group is, of course, to get as much\ntime as possible and do as much in that time as possible—realizing that the\nperiod is too short under any conditions.\nThe professional elements in the education of a teacher under the “Divi¬\nsion Method” will not be discussed in this paper as they are quite generally\n\n"}
{"page": 596, "printed_page": null, "text": "590\n\nNational Education Association\n\npresented in formal courses in educational psychology, classroom manage¬\nment, tests and measurements, special methods, practise teaching, philosophy\nof education, and similar units—the total pattern varying in terms of the\nnumber of semester hours available for this phase of the teacher’s prepara¬\ntion. The content of such courses, while far from standardized, is familiar\nenough to warrant omitting further elaboration.\nThe second or “Blend Method” is the plan in which many of the pro¬\nfessional elements are incorporated in the subjectmatter courses and the\namount of time devoted to the specific professional courses correspondingly\nreduced. This method assumes a professionally homogeneous student body\nand faculty, which in many institutions is an assumption contrary to fact.\nAdvocates of the “Blend Method” or the professional-treatment-of-subjectmatter method believe that this method under favorable conditions will\nreduce the time devoted to courses in education and methods, increase the\ntime available for the mastery of more subjectmatter, and increase the\neffectiveness of the professional preparation of teachers. Unfortunately these\nclaims cannot be supported by scientific evidence, but on the other hand,\nneither can they be refuted by such evidence. They have been deduced\nlogically and have been partially demonstrated in practical situations. The\narguments for this method of handling most of the professional elements in\nthe education of teachers have been presented upon various occasions. For\nthe purpose of this presentation attention will be given to a description of the\nprofessional elements with illustrative examples rather than to supporting\narguments.\nAs was outlined in the final and summary volume of the National Survey\nof the Education of Teachers, the distinctly professional elements in the\neducation of a teacher may be considered under seven headings.1\n1. Professional orientation—This should disclose to the prospective teacher the place\nof education in society, its relationship to other professions, and the opportunities for\nservice in the principal fields of educational work. This orientation must necessarily\nbe given as early as possible because of its value in making the final choice of the\nprofessional curriculum to be followed.\n\nFor the sake of economy in time this element should be organized and\npresented as a separate course with an instructor held responsible for the\ncourse even tho he may and probably should have other members of the staff\nparticipate in it. This orientation element should provide opportunities to\nobserve teaching situations in different fields and at different age levels\nbecause in addition to assisting students in the choice of the curriculum to\nbe followed it should provide a mind-set or point of view which is favorable\nto teaching and which is useful for subsequent professional references in\nother courses.\n2. Essential professional tools—Those professional skills and concepts which are\nrequired by all teachers and which are frequently used in other courses for teachers\nshould be included in professional “service” courses and given as early in the\ncurriculum as possible.\n1 See: National Survey of the Education of Teachers—Volume VI, Summary and Interpretation.\n(Evenden, E. S.) U. S. Office of Education Bulletin, 1933, No. 10.\n\n"}
{"page": 597, "printed_page": null, "text": "591\n\nDepartment of Teachers Colleges\n\nThis course should include those simpler concepts of educational statistics\nand measurements which the average teacher should understand in order to\nread the professional literature in his field and to study his own problems.\nIllustrations of these core concepts are the more common methods of\nmeasuring central tendencies; the simpler measures of the spread of a\ndistribution; the values and limitations of the normal surface of frequency\ncurve; the simpler measures of reliability; the difficulties of obtaining reliable\nand valid measures of educational achievements and of intelligence; and the\ndifficulties of constructing and scoring various kinds of tests.\nAgain, for the sake of economy of time, these concepts and skills which\nare common to the professional phases of the work of all subjectmatter fields\nshould be taught in a separately organized course no longer than is needed\nfor the core material. Each teacher of a subjectmatter course will then\nknow that his students have had that general background in educational\nstatistics and he can then be held responsible for utilizing that statistical ma¬\nterial in connection with the experiments or tests or measures in his specific\nsubject. If each subject field were held responsible for applying this material\nin its own field there would be no need for separate courses in tests and\nmeasurements for the public school teachers. Who should know the diag¬\nnostic value and limitations of the various tests in arithmetic better than the\nteacher of mathematics?\n3. A sympathetic understanding of the physical, mental, and social characteristics\nof the children or adults to be taught.\n\nAs was true with the first two professional elements listed, certain basic\nfacts dealing with the physical, mental, and social development and charac¬\nteristics of the groups to be taught can with profit be organized into a\ncourse and if given early in the curriculum it will serve as a common\nbackground for understanding the teaching problems which arise in these\nfields. Such a course should represent a reorganization of the more detailed\nmaterial now generally found in such courses as general psychology, educa¬\ntional psychology, child development, psychology of adolescence, psychology\nof atypical children, school problems in social\n\nadjustments and similar\n\ncourses, taking from each of these the material belonging in the common\ncore of generalizations for this professional element. Such a common core\nwould be entirely inadequate to supply this professional element in the\nteacher’s equipment if it were not built upon, illustrated, and amplified\nby practically all of the teachers in the institution. Teachers and supervisors\nin the courses in education and in the training school obviously have oppor¬\ntunities for this utilization. While not so obvious, it is more essential that the\namplification be found in connection with the work of the teachers in the\nother subjectmatter fields. In such fields the teacher would find ample oppor¬\ntunity to refer to learning difficulties, methods of stimulating interest, and\nways of establishing relationships to individual and social adjustments which\nwould be useful in his field.\n4. The essential teaching methods and technics\ngrade which the teacher is preparing to teach.\n\nappropriate\n\nto the subject\n\nor\n\n"}
{"page": 598, "printed_page": null, "text": "592\n\nNational Education Association\n\nThis professional element may be presented in a variety of ways which\nwere discussed in considerable detail in the summary volume of the National\nSurvey of the Education of Teachers. Whether the material of this element\nis given in separate courses dealing with special methods and teaching\ntechnics or wdiether these elements are “blended ’ with the work of the\nsubjectmatter teacher will not be discussed here in detail. The contents of\nspecial methods courses dealing with such topics as types of teaching, illus¬\ntrative lessons, the art of questioning in that field, and other similar topics\nare rather generally understood. The method of handling this material by\nmeans of the professional treatment of subjectmatter will be illustrated later\nin this paper.\n5. A knowledge of the organization and management of class instruction in the\ntype of school in which the teacher expects to be placed.\n\nSuch problems as preparation for the first day’s work, the keeping of\nschool records, the handling of classroom discipline, the giving and scoring\nof examinations, the relationship of the school to the parent-teacher asso¬\nciation, and similar topics are necessary elements in the teacher’s equipment\nwhich, if not gathered together in a course, would in all probability be\nneglected or else partially included in several courses because they are not\nany more specifically the responsibility of one field than another. This unit\nof professional preparation will be found in most curriculums under such\nheadings as classroom organization, class management, problems of group\ninstruction, and similar titles. While it is obvious that most of this material\ncan be most economically presented as a separate course, there are, neverthe¬\nless, numerous opportunities for subjectmatter teachers who are aware of the\nproblems treated in this course to make specific and helpful contributions\nto this professional element; for example, a teacher in the field of English\nteaching the work of a certain poet could comment upon the fact that certain\nof the poems make excellent material for opening or general exercises in\nthe intermediate grades.\n6. Opportunities for acquiring a “safety minimum of teaching skill” thru observa¬\ntion, participation, and actual practise under supervision. This should be given late\nenough in the curriculum to enable the student to practise with as much of his\nentire equipment as possible.\n\nThis unit, of course, calls for adequate opportunities for observation of\nmaster teachers and practise under competent supervisors. While most stu¬\ndents of this field will agree that this is undoubtedly the most important of\nthe seven professional elements they will also agree that its value depends\nvery largely upon how effectively the other professional elements have been\nacquired and also how thoroly and broadly the subjectmatter to be taught has\nbeen mastered. This professional unit as much as any of the others depends\nupon the wholehearted cooperation of the entire group. Too frequently it\nhas been left to the critic teachers and supervisors as their especial respon¬\nsibility. All of the teachers of specific courses in education and all of the\nsubjectmatter teachers whose students are doing practise teaching in their\n\n"}
{"page": 599, "printed_page": null, "text": "Department of Teachers Colleges\n\n593\n\nfields should assume their share of responsibility for guiding and directing\nthe student as he acquires this safety minimum of teaching skill.\n7. Equipment of the individual teacher with an integrated (working) philosophy\nof education and teaching and the contributions which he may be expected to make\nin his field of work. This course should naturally come during the term or semester\njust before graduation.\n\nThis element can best be done in a short, separately organized course\ntaught either by one person or cooperatively by two or three. The primary\npurpose of such a course would be to assist each individual in his integration\nof the professional units which he has acquired in connection with his total\neducational experience. This integration should be made by each student\nwithin himself, as well as with regard to his relationship to the larger edu¬\ncational and social purposes of teaching. While one or more instructors\nwill guide the development of these working philosophies, the integral parts\nshould be drawn from the work of every instructor in the institution.\nThis hastily presented survey of the seven larger professional elements in\na teacher’s equipment gives an overview of the distinctively professional\nelements which should characterize the work of an institution primarily\nconcerned with the preparation of teachers. The remainder of the paper\nwill be devoted to an amplification of the “Blend Method” or the professional\ntreatment of subjectmatter method of providing specifically for the fourth\nprofessional element in the list of seven and for providing the supplementary\ncontributions to the other elements which are to be made by all instructors.\nThe presentation of this material will be made under three headings:\n1. The qualifications of the teachers of professionally treated courses\n2. The desired modifications in the content of such courses\n3. The relationship of this professionally treated content to the development of\ninitial teaching skills on the part of prospective teachers.\n\nSince the emphasis thruout this discussion should be upon the acquisition\nof an adequate amount of subjectmatter in the several fields, the first char¬\nacteristic of teachers of such courses is that they themselves have this scholar¬\nly mastery of their teaching fields, a mastery equal in every respect to that\nrequired of teachers in similar positions in other institutions of equal rank.\nIn addition to this knowledge of their subject, they should also have acquired\nthe professional point of view and the professional equipment discussed under\nthe seven headings in the preceding part of this paper. In other words, they\nshould know the relationship of education to society and of their subject to\neducation. They should have a command of the simpler concepts of educa¬\ntional research and statistics, of educational psychology, and of educational\nmeasurements, and be able to apply them in their own field. They should be\naware of the interests and abilities of children of different ages in relationship\nto their subject. They should have a sympathetic understanding of the\ndifficulties of group instruction, be able to assist the novice teachers over the\nfirst difficulties in teaching their subject in different grade levels and at\nthe same time have the ability to stimulate experienced teachers to study\nand investigation. They should have worked out a philosophy of education\n\n"}
{"page": 600, "printed_page": null, "text": "594\n\nNational Education Association\n\nto a point which makes them able to cooperate in furthering the larger\neducational policies of the institution and yet to criticize them sympa¬\nthetically. This philosophy should also serve to check the aims and objectives\nof their own field with the contributions which that field may be expected\nto make toward the betterment of society. These teachers should be fully\ninformed on recent scientific studies in their field, and in the teaching of\ntheir subjects. They should know the sources of supplementary teaching ma¬\nterials and the dangers and limitations connected with the use of such\nmaterials. They should be thoroly conversant with all diagnostic instruments\nand remedial measures in their field. They should be aware of the pos¬\nsibilities for correlation or integration of the work of their subject with the\nwork of other subjects in the curriculums for teachers, and last but by all\nodds the most important, they should either from personal experience or\nextensive and continuing observation be sensitive to the problems which\nconfront beginning and experienced teachers in teaching their subject.\nWithout this last equipment they can render but limited service in assisting\nwith the work of the training school or with the follow-up of recent gradu¬\nates at work in the area served by the institution. Quite obviously this calls\nfor a set of experiences and a number of elements of training which must\nbe thought of as additional requirements over and above the all-essential\nscholarly command of the field. It means, in other words, that such teachers\nof professionally presented subjectmatter courses have to be not merely as\nwell prepared as teachers of the same fields in liberal arts colleges arrd uni¬\nversities hut that they should have the additional preparation just described\nwhich would require a more extended period to obtain.\nAssuming teachers with the kind of background just described, the\nsecond element implied in the “Blend Method” concerns the content of such\ncourses. At the beginning let it he understood that the content of such\ncourses should be primarily complete, scholarly subjectmatter, of a degree\nof difficulty to challenge the best work of students of college maturity and\nin no instance a review course dealing with the content of subjects previously\nstudied in either the elementary or secondary school.\nIn the second place, wherever the logical content of a course is in excess\nof what can be given in the time allowed, the material selected should be in\nterms of the units which would be of more interest to teachers. In a choice\nbetween two novels for a course in modern novels, either of which would\nmake a satisfactory contribution to the course, the one of the two which\nmight be of more interest to high-school boys and girls or which would give\nthe students in the class a better understanding of social conditions in a part\nof a country or of the adjustment problems of adolescents would be the story\nchosen for a course for teachers. Naturally such selections cannot be in¬\ntelligently made by teachers who do not have the additional background just\nlisted as desirable for the teachers of such courses.\nIn the third place, the content of such courses can be made professional\nin a number of ways which take no additional time from the presentation\nof subjectmatter. In the hands of a teacher with the above-described sensi¬\ntiveness to teaching problems, methods may be occasionally illustrated which\n\n"}
{"page": 601, "printed_page": null, "text": "595\n\nDepartment of Teachers Colleges\n\ncould be copied by the students in presenting similar topics in their own\nschools. Questions can be asked which call for an analysis of the material\npresented from a teacher’s point of view and which at the same time accom¬\nplish the thought-provoking results that would be obtained by the more\ntraditional type of questions. This result may also be obtained by assignments\nwhich will force the student to think of the material which has been pre¬\nsented in terms of its place in the school curriculum or in terms of its\nappropriateness for use in the grade levels in which he is preparing to teach\nor in terms of probable teaching difficulties when presented to younger\ngroups. Two illustrations of the ways in which these professionally colored\nquestions may be used will show how they provide for professional growth\nwithout at the same time taking any time away from the presentation of\nmuch-needed subjectmatter which would not be taken by the usual non¬\nprofessional questions. These illustrations were submitted by graduate stu¬\ndents in response to a request to show how this one phase of professional\ntreatment might be handled in their fields of special interest.\nEnglish—Ajncrican Literature—Booth Tarkington’s “Seventeen”\nAcademic Questions (copied from a text)\n\nProfessional Questions\n\n1. Make a list of the principal characters\n\n1. Which of the characters in the story\n\nputting them in the order of their im¬\n\nhas the greatest influence upon Wil¬\n\nportance.\n\nliam’s life and his sense of values?\n\n2. The\n\nfirst\n\nincident\n\nis\n\nWilliam’s\n\n2. Values\n\nbecome\n\nevident\n\nin\n\nconflicts.\n\nerrand. Make a list of all the other\n\nWilliam’s first conflict is waged be¬\n\nincidents in the book.\n\ntween his boyish desire for gallons of\nice cream and his desire for social ap¬\nproval.\n\nHow did he solve this con¬\n\nflict? What other important conflicts\narose in his life and how were they\nsolved ?\n3. Do you think this book would make\n\n3. What\n\nvalues\n\nhas\n\nthis\n\nbook\n\nfor\n\na\n\nteacher’s better understanding of the\n\na good moving picture?\n\ncharacter conflicts of adolescent boys?\n\nDiscussion of Lettering on Posters\nAcademic Questions\n\nProfessional\n\nQuestions\n\n1. Rank these posters (A, B, C) accord¬\n\n1. Select the best, the poorest and 3 inter¬\n\nState\n\nmediate steps with respect to the qual¬\n\nwhy 2 is better than 3 ; 1 better than 2.\n\nity of lettering in these posters so as\n\ning to\n\nexcellence\n\nin\n\nlettering.\n\nto make a tentative rating scale.\n2. Compare your own poster with these\nand criticize your own lettering.\n\n2. Here\n\nare\n\ngrade 7\n\nchildren’s\n\nand grade\n\nposters\n\nfrom\n\n5. Can they be\n\nrated on the scale made from your\nposters?\nanswer.\n3. What reasons are there for or against\nthe use of Roman letters such as Miss\nX has used ?\n\nGive the\n\nreasons\n\nfor your\n\n3. Miss X has appropriately used Roman\nletters. Would you encourage children\nto use that style? Why?\n\n"}
{"page": 602, "printed_page": null, "text": "596\n\nNational Education Association\n\nIn the fourth place many professional elements related to the content of a\ncourse may be handed to students at appropriate times in the form of\nmimeographed descriptions, sample lesson plans, suggestions for an educa¬\ntional exhibit, and desirable sources of supplementary material. These, of\ncourse, take almost no time if made self-explanatory and if given in con¬\nnection with related material will be intelligently read and kept for future\nreference and use just as certainly as they would be if valuable class time\nwere taken to develop this material in a so-called methods unit.\nIn the fifth place, occasional demonstrations on typical units of subjectmatter discussed beforehand with the class and planned cooperatively by\nthe subjectmatter teacher and the demonstration teacher in the training\nschool will serve as the medium for introducing and vitalizing many of the\napplied professional elements related to the work of the course.\nIn addition to teachers with the professional characteristics listed and\ncourses with content selected and treated in the manner just described, the\n“Blend Method'’ of presenting subjectmatter courses requires teachers who\nwill assume responsibility for following their students into and thru the\npractise-teaching period with enough care to make sure that their subjectmatter and professional contributions to the prospective teacher’s equipment\nare definite, adequate in amount, and practical in nature. This means that\nsubjectmatter teachers must first of all be asked to approve the subjectmatter\nequipment of all student teachers before they are given an assignment to\nteach a subject in any grade of the training school. After giving their ap¬\nproval subjectmatter teachers should be expected at least to share with the\ncritic teachers the responsibility for the supervision of the student teacher’s\ninitial work and to be available for conferences whenever any student teacher\nhas difficulty because of subjectmatter equipment or its professional han¬\ndling. Teachers of professionally presented subjectmatter courses should\nalso be expected to visit systematically a certain percentage of their recent\ngraduates in order that they may obtain a continuing first-hand check on the\neffectiveness of their professional work. In addition to this they should be\nexpected to undertake certain responsibilities for the in-service stimulation\nof the more mature and experienced teachers in the area served by the\ninstitution.\nIn conclusion, the point of view which has been presented can be summed\nup in one challenging question which has at least proved to be disturbing\nwhen submitted to faculty members of institutions educating teachers. In\nwhat ways would the teaching of your subject differ if instead of teaching\nprospective teachers you were employed to teach the same subject in one\nof the best liberal arts colleges or in one of the best law schools of the\ncountry? If your answer to this is that there would be few if any differences,\nthere is strong probability that there are few, if any, professional elements\nincluded in the teaching of your courses.\n\n"}
{"page": 603, "printed_page": null, "text": "Department of Teachers Colleges\n\n597\n\nCURRICULUM PROVISION FOR SEQUENCE AND\nPROFESSIONAL INTEGRATION\nDOAK S. CAMPBELL, PROFESSOR, GEORGE PEABODY COLLEGE FOR TEACHERS,\nNASHVILLE, TENN.\n\nThe problem indicated by the title of this paper has been brought strongly\ninto focus during recent years. The findings and recommendations of the\nNational Survey of the Education of Teachers, and the committee reports\nand discussions that have been inspired by the survey report have served to\nstimulate interest and, in some instances, to modify procedures. Since the\nsurvey report is based largely on data secured for the year 1930-31 it is\nconceivable that some changes might be observed in teacher-educating insti¬\ntutions with respect to some of the recommendations. It is our purpose to\npresent such evidences as are available to indicate progress and, where pos¬\nsible, descriptions of methods employed by institutions to revise the cur¬\nriculum with regard to the problems under discussion.\nNo attempt is made in this paper to discuss a philosophy or point of view\nconcerning the education of teachers. Recognition of varying points of view\namong institutions as well as among faculty members within a given insti¬\ntution is made at the outset. The following statements indicate that such\ndiffering points of view are reflected in practise: “There have also emerged\nat least two distinct points of view for the treatment of curricular materials\nin teacher-preparing institutions. The one calls for pre-service mastery of\nsubjectmatter apart from the professional aspects of the subject; the other\nholds that constant application of professionalizing elements can best be\nmanaged in close conjunction with many of the needed subjectmatter\ncourses in the field of specialization.” 1\nBy various means, including analysis of catalogs, analysis of transcripts\nof graduates, and personal visitation, the survey committee endeavored to\ndiscover the extent to which the curriculum has been revised, especially with\nrespect to provision for more adequate integration. One conclusion is stated\nas follows: “An attempt to discover the extent of professionalization in\nrepresentative courses leads to the conclusion that there is little professional\ntreatment of subjectmatter in these courses. . . .\n“The visits to the selected institutions did not result in the impression\nthat there was a wide acceptance of the theory of professional treatment of\nsubjectmatter. . . . The outstanding medium of professionalization is clearly\nthe training school.” 2\nThe materials presented in this paper have been secured (1) by analysis\nof the current catalogs of thirty teachers colleges representing twentyeight states, and\n\n(2)\n\nby direct correspondence with deans, directors of\n\nteacher training, and other faculty members in a number of institutions\nwhose catalogs indicate an attempt to develop curriculums in which provi¬\nsion is made for sequence and professional integration.\n1 National Survey of the Education of Teachers, Vol. Ill, p. 46.\n2 Ibid., p. 46.\n\n"}
{"page": 604, "printed_page": null, "text": "598\n\nNational Education Association\n\nThe limitations of this procedure are recognized. Analysis of catalogs\ninvolves interpretation not only of what is included but also of what has\nbeen omitted. Such analysis must be made by means of specific questions\nthat may be used as guides. Answers to such questions are derived from\ndirect statements or from inferences drawn from certain practises indicated\nin the catalog and may be interpreted to bear on the problem. The ques¬\ntions used as guides in the analysis are as follows:\n1. Does the catalog contain specific statement of point of view or philosophy of\nteacher education?\n2. Does the catalog contain specific statement regarding professional integration?\n3. Is academic specialization as such permitted without reference to professional\nintegration ?\n4. Is the curriculum designed to serve a dual purpose?\n5. Are differentiated curriculums outlined?\n6. Are quantitative requirements in major and minor fields and in professional\nsubjects uniform?\n7. Is there a “core curriculum”? On what basis is it organized?\n8. Are special methods courses provided in the various academic fields? Who\nteaches them?\n\nThe results of the analysis with respect to each of these questions are\ndiscussed briefly.\n1. Statement of philosophy or point of vieiv regarding teacher education.\nIt is not assumed that the absence of a statement of philosophy or policy from\nthe catalog of a teacher-educating institution is evidence that the institu¬\ntion has no philosophy or policy. Conversely, we must not assume that the\npresence of such statements constitutes prima facie evidence that the stated\npolicy or philosophy operates effectively in shaping the curriculum of the\ninstitution. The presence of such a statement would tend to show, however,\nthat those responsible for the institution’s catalog are conscious of the need\nfor a statement of philosophy or policy as a means of giving direction to the\ninstitution’s program.\nOnly six of the catalogs include any sort of statement of the institution’s\nphilosophy, point of view, or basic purpose. In the other twenty-four we are\nleft to interpret the point of view by means of what may be inferred from\nthe organization of the curriculum of the institution. Most of the catalogs\nlimit their statements to brief excerpts from the law creating the institution.\n2. Catalog contains specific statement regarding professional integration.\nOnly five catalogs contain specific statements regarding sequence or pro¬\nfessional integration. All but one of these fall in the group that includes a\nstatement of philosophy in its catalog. These statements, while different in\ndetail and form, indicate that the institutions recognize the desirability of\nreflecting this point of view in the organization of the whole curriculum.\n3. Is academic specialization as such permittedf By inference we may\ndetermine not only whether an institution recognizes the problem under\nconsideration, but also its method of attempting to solve it. One index is\nfound in the curriculum organization for specialization. One may reason¬\nably infer that, if an institution’s whole curriculum is organized around\nacademic specialization as such, with no differentiation with respect to the\n\n"}
{"page": 605, "printed_page": null, "text": "Department of Teachers Colleges\n\n599\n\nprofessional aspects of the curriculum, the institution is making little con¬\nscious attempt toward professional integration. The analysis shows that\nacademic specialization along more or less traditional lines is provided in all\nbut three of the institutions. One other institution permits specialization in\nacademic fields along traditional lines but limits it to a certain extent in\naccord with its statement of functions and principles. That institution sets\nforth specific requirements in each major field and includes professionalized\ncourses in each field of specialization.\n4. Is the curriculum designed to serve a dual purposef Closely related to\nthe previous question is that of singularity of purpose. One of the acute prob¬\nlems in teacher-educating institutions grows out of the fact that the same\ncourses and the same general plan of curriculum organization are made to\nserve a variety of purposes such as teacher education, liberal education,\nspecific preparation for other professions, and preparation for academic\nspecialization as such. The analysis shows that in only twelve institutions is\nthe curriculum designed for the single purpose of educating teachers. The\norganization of sequences in both the academic and professional fields and\nthe descriptions of courses of the other eighteen institutions indicate that\nthe organization and treatment of subjectmatter are not influenced by the\nprofessional objective. One institution (30) states that its single purpose\nis to train teachers. However, on the page immediately following we read\nthat the institution is “well equipped to offer courses leading to the study\nof medicine, law, commerce, engineering, and liberal arts.’’ The organiza¬\ntion and description of courses in this institution show little evidence of\nconscious attempt toward professional integration.\n5 and 6. Are differentiated curriculums outlined, and are quantitative re¬\nquirements in major and minor fields and in professional subjects uniform?\nWhether an institution outlines curriculums designed specifically for the\neducation of teachers for given types of positions may also reflect its attitude\nand practise regarding professional integration. All but three of the institu¬\ntions outline differentiated curriculums in their catalogs. However, when\nwe look further we may be left in doubt as to whether this necessarily con¬\ntributes to integration. The analysis shows also that of the twenty-seven\nthat present so-called differentiated curriculums, fourteen have a uniform\nquantitative requirement as to majors and minors and merely differentiate\nby stating fields in which majors and minors are to be taken. Thirteen do\nnot make uniform requirements but work out in detail the requirements for\neach type of teaching position.\n7. Is there a “core curriculum”? How is it organized? A further evidence\nof effort toward integration may be found in the development of what is\nusually designated a “core curriculum.” While there seems to be some\nconfusion in the use of this term, there appears to be general agreement as\nto its purpose. Nine of the institutions include some kind of “core cur¬\nriculum” in their catalogs. These appear under three general types: (1) a\ncore curriculum for general education on the junior college level designed\nlargely after certain well-known practises involving larger divisions of sub¬\njectmatter;\n\n(2)\n\na core curriculum providing for essential sequence in\n\n"}
{"page": 606, "printed_page": null, "text": "600\n\nNational Education Association\n\nmajor fields and at the same time for transverse relation with other major\nfields; and (3) a professional core in which a definite sequence is estab¬\nlished in direct relation to the technical aspects of teaching. In each institu¬\ntion where a professional core is outlined, the number of courses in educa¬\ntion has been greatly reduced. One such core curriculum provides a “pro¬\nfessional sequence” of courses which extends thruout the whole four years.\nThe titles for each year are:\n1. The Evaluation of the Elementary School in\n\n(the State)\n\nand in the United\n\nStates\n2. Modern Elementary-School Problems\n3. Teaching Profession and Practise\n4.\n\n(a)\n\nComparative Education\n\n(b) Principles of Education\n\nThese four courses supplant nineteen specialized courses in education in¬\ncluded in the former required curriculum (19). The description of these\ncourses gives evidence of analysis of the professional elements in teacher edu¬\ncation and of the reorganization of these elements in the course in sequential\norder.\n8. Are special methods courses provided in the various academic fieldsf\nWho teaches themf Another indication of professional integration may be\nfound in the manner in which special methods courses are organized and\ntaught. In twenty of the catalogs examined subjectmatter teachers teach\nthe special methods courses. In nine these courses are taught by critic teachers\nor teachers of education. In one catalog this point could not be determined.\nOne school is so organized that there are no teachers in the practise school\nother than regular members of the college faculty. Teachers responsible\nfor a given branch of subjectmatter in the college are also responsible for that\nsame branch in the practise school. However, in that institution it is difficult\nto find in the course descriptions any indication of professionalization.\nFor example, the courses in mathematics are not described differently from\nregular courses in mathematics in a liberal arts college. In another institu¬\ntion, certain professionalized courses are presented for the various subject\nfields (22). For example, a course entitled “Mathematical Analysis” is a\npractical unified course extending thru five semesters. A professionalized\nsubjectmatter course designed to acquaint the student with materials and\nmethods in junior and senior high-school mathematics is taught by a professor\nof mathematics on the regular college staff.\nApparently, some schools find it possible to get such courses taught by\ncertain faculty members but not by others. In one institution for example\n(15) special methods courses are taught by regular teachers of academic\nsubjects in all fields except science which is taught by the science teacher in\nthe high school.\nWhile this analysis of catalogs gives little indication of the procedures\nemployed in the various institutions, it does indicate that there is some at¬\ntempt to revise the curriculum so as to make provision for sequence and\nprofessional integration. Furthermore, because in a number of instances\nsuch terms as “new curriculum,” “transitional curriculum” appear, we may\n\n"}
{"page": 607, "printed_page": null, "text": "601\n\nDepartment of Teachers Colleges\n\nconclude that there has been considerable thought on the problem since the\nNational Survey was made.\nAttention is called to one recent catalog which represents a departure\nfrom the traditional practise in many respects. The curriculum is developed\naround “persistent problems of life as a core curriculum.” The scope and\nsequence of the work are determined not in terms of major culture areas\ncommonly included in subjectmatter divisions, but “major problem areas.”\nFundamental problems are suggested which have peculiar significance to the\nstudent as an individual, as a citizen, and as a teacher in a particular type of\nsituation. This organization is in close conformity with certain recent re¬\norganization of the curriculum for the elementary and secondary schools in\nwhich the curriculum organization thruout the entire school is determined\non the basis of social function.\nWe turn now to a discussion of the results of inquiries directed to repre¬\nsentatives of ten selected teachers colleges. The nature of the replies desired\nwas indicated by the following questions which were explained in consider¬\nable detail:\n1. What evidence is there that consistent attempt is being made by your faculty\nto professionalize subjectmatter?\n2. Is there evidence that academic teachers organize and present their materials\nso that they have special application to the education of teachers?\n3. What relation do your academic and education teachers have to the practise\nschool ?\n4. Have you\n\ndeveloped a “core curriculum”\n\nor similar type of organization?\n\nIf so, please give a detailed description of it.\n\nThe following excerpts from the replies received are presented in the\norder in which the above questions appear.\n1. (a) “. . . in most cases there is very little conscious effort in the academic\ndepartments\n\nof this\n\ninstitution to\n\nprofessionalize\n\nsubjectmatter. . . . The\n\nsuper¬\n\nvisors in the Training Department teach the methods courses.” (15)\n2. (a) “The academic teachers teach the courses from a purely academic stand¬\npoint with little or no indication they are teaching teachers.” (15)\n(b) “We believe that the content of a considerable number of courses has been\nselected with reference to special preparation of teachers.” These courses, however,\ndo not show that the regular academic courses have been modified or replaced.\nThey are “Art Fundamentals,” “Home Economics for Elementary Schools,” “Science\nfor Elementary Teachers,” etc. The reply states further: “In other courses, both for\nelementary school and high school, the manner of presentation is such, it is hoped,\nas will be useful to the intending teacher.” (14)\n3. (a)\n\n“. . . the number of special methods courses has been materially reduced.\n\nThese courses are taught by members of the Training School staff, each of whom\nwith few exceptions teaches a college course. Professionalization of subjectmatter\nis discussed repeatedly at faculty meetings. . . .” (22)\n4.\n\n(a) “There is\n\na ‘core\n\ncurriculum’\n\nin\n\nprofessional\n\nsubjects\n\nrequired\n\nof\n\nall\n\nteachers. These courses are given in sequential order.” (26)\n\nIt is not possible in the compass of this discussion to present a detailed\ndescription of the procedures employed by these institutions in attacking the\nproblems under consideration. From the replies received two observations\nmay be made which appear to be of significance.\n\n"}
{"page": 608, "printed_page": null, "text": "602\n\nNational Education Association\n\n1. Attack on the problem jointly by teachers of academic subjects and\nteachers of education gives promise of professional integration that could\nscarcely be accomplished by other means.\n2. Determination of sequence in terms of the requirements of the cur¬\nriculum in the schools for which teachers are being educated indicates a\nbasis for curriculum development that should go far toward producing a\ncurriculum of teacher education that will function.\n\nESTIMATING AND CONTROLLING SUPPLY OL AND\nDEMAND LOR TEACHERS\nL. A. PITTENGER, PRESIDENT, BALL STATE TEACHERS COLLEGE,\nMUNCIE, IND.\n\nProblem Deep Seated\nAs civilizations with their specializations evolve, opportunities for youth\nand amateurs decrease. The United States might well have profited from\nthe experience of older civilizations, but in its youth it took little heed until\nadverse social and economic conditions compelled an acknowledgment of\nthe problem.\nTeacher supply and demand is a part of the general social development\nof our country. Raymond Walters, University of Cincinnati, in The Educa¬\ntional Record, volume 16, October, 1935, pages 402-32, writing on the\nsubject, “Should the Number of Professional Students Be Restricted?”\nemphasizes the growth of numbers of persons engaged in law, medicine,\nengineering, and college and university teaching.\nThe number of persons engaged in the practise of law in the United\nStates increased 31 percent from 1920 to 1930, while the population increase\nwas 16 percent. We had in 1930 one lawyer for every 762 persons. Canada\nhad one lawyer for every 1319 persons, and Sweden had one for every\n16,450 persons.\nIn 1933 there were 156,440 licensed physicians in the United States—\none for every 780 persons as compared with one for every 1490 persons in\nEngland, one for 1690 in France, and one for 2890 in Sweden.\nIn 1930 there were 226,248 male persons engaged in technical engineer¬\ning in the United States, an increase of 50 percent over 1920—one engineer\nfor every 425 persons. The number of persons engaged in normal, college,\nand university teaching in 1930 had increased 67 percent over the number\nin 1920.\nThis article gives data to show that the surplus of professionally trained\nmen and women threatens to destroy the professions they seek to serve.\nPlasterers faced the same situation years ago and limited the number of\napprentices. Farmers have realized for years that their overproduction was\na menace to their business and finally succeeded in having Congress enact\na law to reduce production.\n\n"}
{"page": 609, "printed_page": null, "text": "Department of Teachers Colleges\n\n603\n\nIf governmental economists can justify their attempt to determine the\namounts of wheat, corn, cotton, hogs, and cattle needed for future domestic\nand export uses, can we not just as reasonably attempt to estimate the num¬\nber of teachers needed annually, select those high-school graduates who\npromise most for the teaching profession, and educate a sufficient number of\nthem to meet the estimated needs?\nLimiting the Subject and Obstacles Incurred in the Field of Demands\nMuch has been written on teacher supply and demand, but little has\nbeen done about it. On our specific subject of estimating and controlling\nthe supply of and demand for teachers still less has been done.\nWe confine ourselves strictly, first, to the key words of this subject,\n‘‘estimating” and “controlling,” as actually practised ; second, to a review\nof the difficulties involved in estimating and controlling teacher supply and\ndemand; and third, to a consideration of a plan of estimating and controlling\nteacher supply and demand that the states might well adopt.\nTo ascertain as nearly as possible the actual practise of the states in\nestimating and controlling their supply of and demand for teachers we\naddressed, to forty-eight state departments, two direct inquiries: “Do you\nmake annual estimates of teachers needed in your state?” and “Do you\ncontrol your supply in any way?”\nOf these forty-eight state departments, forty replied in a manner easily\ninterpreted. Except in the northeastern section of the United States and a\nvery few scattered states the answers to both questions were “no.” To be\nexact, thirty are in a negative. The general situation was well described\nby one state superintendent as “Every fellow for himself and the devil take\nthe hindmost.” Another reply characterized the method in his state as a\n“dog eat dog” affair.\nOne judgment is apparent. When a state has a monopoly or a near¬\nmonopoly on the education of teachers, it can estimate and control supply\nof and demand for teachers; but the states that have state and non-state\ninstitutions doing teacher education are experiencing serious complications.\nThese latter states are doing very little in the matter of estimating and\ncontrolling teacher supply and demand, and they challenge our subject\nunconditionally.\nAnother situation almost as apparent is that from every quarter come\nindications that school people know what should he done about teacher\nsupply and demand, but the obstacles are so great that few see how to\nproceed.\nWhat are some of these major obstacles?\nNowhere do we find in our state laws any comprehensive definition of a\nteacher that the various communities in a state and the states in general\naccept. How much preparation a teacher should have has been determined in\nour legislatures by methods of compromise. Educators talk and write in the\ntechnical language of the research scholars for fellow scholars and teachers.\nNot very much of this material reaches the average citizen in an under-\n\n"}
{"page": 610, "printed_page": null, "text": "604\n\nNational Education Association\n\nstandable manner. As a member of legislative committees the average\ncitizen’s idea of a teacher goes back to his own school days.\nTo these men and women we go for the adoption of our definitions of a\nteacher. They are honest in their views, and they mean to do well by the\nschools; but their knowledge and their experience both are concerned with\na school quite different from the schools their children now attend. If we\ncould have a definition of a teacher, free from the political bickerings that\nall too often determine the final form of enactments, and free, also, from\nthe personal prejudices that persist about our schools and their teachers, we\nwould have a splendid beginning in the solution of our teacher supply and\ndemand problem. Until we have a legal definition that establishes teaching\nas a real profession, we shall keep on temporizing, hoping to make some\nsmall gains while certain members in our legislatures are napping.\nDemand does not stand still long enough to be analyzed and determined\nvery satisfactorily in short periods of time. When general economic condi¬\ntions are good, curriculum offerings are expanded and more teachers are\nemployed. In times of depression courses are eliminated, classes enlarged,\nand fewer teachers are required. To estimate demand we shall be expected\nto forecast future periods of prosperity and depression. When once teachers\ngain this clairvoyance there will be more remuneration for them in other\nfields. Estimating demands will have to be determined by a study of data\naccumulated over a period of five years or more if estimates are to be trusted.\nGeneral population growth and shifting occupations affect demands for\nteachers. Communities boom for a period and then shrink to mere ghosts of\nthemselves. With inventive genius running riot and our people ready to\naccept any daring business venture, we must expect an uncertain demand\nfor teachers. Our population is so mobile that school enrolments can easily\nbe shifted. Mass pressure for introduction of courses on safety, patriotism,\nor what not does influence the demand for teachers.\nJust what motion pictures with television may do to our demand for\nteachers is a guess that not many would care to make now. It is not beyond\nimagination to believe that mechanization will influence our schools in the\nfuture more than it has in the past and very probably will affect demands\nfor teachers.\nDeaths, marriages,\n\nmigrations,\n\nand\n\nmany other factors will\n\nrequire\n\naccurate registrations, giving individual professional histories of all teachers\neach year, if demands for teachers are to be estimated with any very great\naccuracy.\nFactors Affecting the Supply of Teachers\nMany factors affect the supply of teachers. In good times more and widely\ndistributed opportunities divert young people from the field of teaching.\nIn hard times the teaching profession serves as a haven of economic security.\nRaising of standards tends to decrease the supply of teachers and makes it\nmore difficult for poor boys and girls to secure the required preparation.\nMarriage causes many retirements, some voluntary and some otherwise.\nDeaths and the hazards of time take their toll. The minimum salary adopted\nby a state is a deciding factor in the minds of many young people. Tenure\n\n"}
{"page": 611, "printed_page": null, "text": "Department of Teachers Colleges\n\n605\n\nand retirement laws appeal to the people who prefer a low salary with\nsecurity of service. Many teachers continue longer in service in order to\nqualify for annuities.\nThe standards of teacher-education institutions affect the supply of teach¬\ners. Low and loosely administered standards tempt many students who wish\nto use teaching as a springboard to a more lucrative position. The student’s\nlikes and dislikes for major subjects determine the supply and especially the\ndistribution of supply. Just now federal aid for students is playing its part\nin affecting the supply of teachers.\nTo estimate the available supply of teachers at a given time, therefore, is\ntruly most difficult. In a group of teachers legally qualified there will be\nmany who actually cannot fulfil the requirements of requests for teachers\nfor the following reasons:\n1. Some holding valid licenses may not desire to teach because they are now\nemployed in positions economically more satisfactory.\n2. Some are legally licensed to teach but because of previous failure are classified\nas incompetents.\n3. Many married women hold their teaching licenses as economic insurance\npolicies.\n4. Many hold highly specialized licenses that reduce their availability. The more\nhighly specialized the legal requirements are, the greater must be the surplus from\nwhich replacements and new teachers are to be drawn; and necessarily unemploy¬\nments increase accordingly. Here is where special permits with inadequate training\nplay havoc with our certification systems.\n5. The “home products” employment movement so generally practised the last\nfew years has made impossible the placement of many applicants fully prepared\nand available.\n6. Many students in liberal arts colleges do not decide until their senior year to\nengage in teaching. This makes guidance in the matter of majors impossible and\njumbles any effort to determine the number of students preparing to teach.\n7. A number of students in teacher-education institutions under careful guidance\nchange their objectives before graduation.\n\nHow Estimate and Control?\nThe most direct method to establish a program of estimating and con¬\ntrolling supply of and demand for teachers is to have the legislatures of the\nvarious states enact mandatory laws making possible such a procedure. It is\nevident that the children of the states would profit by such laws, the teach¬\ning profession might become a more respected profession, and the states\nwould not squander capital and operating funds in the production of surplus\nteachers.\nWhat are some of the sections that should be incorporated in such an\nenactment? First, in all probability, the state should assume the complete\nresponsibility for the education of its own teachers. This is especially true\nif the state pays a part or all of a statewide minimum salary scale.\nIn most of our states this item would meet with tremendous opposition\nfrom many non-state schools that could not survive if teacher education were\ndenied them. They argue that they save the state money by training teach¬\ners for the public schools and receive nothing in appropriations for their\nservices.\n\nThe poorer the colleges, seemingly, the stronger their political\n\n"}
{"page": 612, "printed_page": null, "text": "606\n\nNational Education Association\n\npressure. They are the colleges that give latent Lincolns their chance in the\nworld; and who among legislators are there to deny this chance for progress\nto the underprivileged ?\nBecause teaching is no job for amateurs a second section in this law should\ndefine a teacher. There is no unanimity of judgment on this subject among\nthe legislators of our various states. Any attempt to raise standards and\nincrease the time and expense involved in teacher preparation meets with\nthe objection that such legislation eliminates the sons and daughters of the\npoor and awards the profession of teaching to the children of parents who\ncan afford to spend the extra money.\nA third section should establish a state department with ample authority\nand power to administer a certification law without fear or favor and\nrequire an annual registration of teachers that would keep the records of all\navailable teachers up to date in every particular. If our state departments\ncould be brought up to a par with city school administrations, or preferably\nhigher, our problem of estimating and controlling teacher supply and de¬\nmand would be nearly, if not wholly, solved.\nThis direct legislative method will never be realized until the mass of\nour people are willing to think of teaching as a profession and not as a step¬\nping stone to something more remunerative.\n\nIt is regretfully true that the\n\nopportunities for young folk to rise from the lower economic levels to the\nhigher are all but vanished, but it is just as true that the children in our\nschoolrooms ought not to continue to pay the price they have for unprofes¬\nsional and incompetent teaching.\nSince there is little hope of such legislation in states that need it most, let\nus turn to a more voluntary and cooperative proposal.\nProposed Plan for Estimating and Controlling\nBasing our judgment on the type of educational administration in our\nown state and on information received from state departments and teachereducation institutions well distributed over the United States, we wish to\npresent now a proposed plan of estimating and controlling supply of and\ndemand for teachers. Actual experience in administering teacher education\nin a teachers college and on a state board of education makes us aware of\nall the difficulties discussed previously, but we have felt, over a period of\nfifteen years, that there is a way to manage this problem if wisdom, tact, and\nample courage are brought to bear on it.\nOur plan is a cooperative one including the state department, the state\nboard of education, institutions preparing teachers, high-school principals\nand teachers, and employers of teachers.\nThe state department and state board of education in our state, as in\nmany other states, have the power to administer the certification laws, set\nstandards of teacher education, and accredit institutions of higher learning\nfor teacher education. The first item in our proposition is that these agencies\nextend the requirements of teacher preparation to a minimum of four years,\nthereby giving high-school boys and girls more time to mature before enter¬\ning the profession. That the public schools have served as well as they have,\n\n"}
{"page": 613, "printed_page": null, "text": "Department of Teachers Colleges\n\n607\n\nconsidering the immaturity of so many of their teachers, is one of the inex¬\nplicable mysteries of education.\nIn the second place, these agencies should either eliminate life licenses or,\nif that is impossible, require additional preparation for validation of these\nlicenses at stated short periods. The latter suggestion has the advantage of\nrecognizing the teacher’s length of service and at the same time assuring to\nthe public school teachers who are alert and progressive.\nA third item in our proposal would have these agencies require an annual\nregistration of every teacher or would-be teacher with the history of each\nteacher kept up to the minute. This requirement would go beyond our\nsecond suggestion and give the state basic facts sufficient to make an esti¬\nmating and controlling program workable. We have adopted this program\nfor motorists and nurses; why not try it with teachers ?\nThe state department and state board should accredit only such institu¬\ntions to educate teachers as are able to do the work well. When institutions,\norganized fof other purposes and not equipped for educating teachers, use\nteacher education as a means of enlarging enrolments and financing them¬\nselves, they should be denied the right to present a teacher education pro¬\ngram on the ground that their students and the children of the state are\nthereby denied their full rights.\nAll institutions presenting teacher education, whether private, denomina¬\ntional, or state, should adopt the policy of quality rather than quantity. Our\nown institutions of teacher preparation have committed the crime of stress¬\ning large enrolments instead of emphasizing personnel work and sane\nguidance. Budget makers use numbers to gage amounts of appropriations,\nlocal supporters talk in terms of numbers, and administrators succumb to\nthe siren call of financial need. Here is the place where wisdom, tact, and\nan abundance of courage are necessary. Teacher preparation can never ful¬\nfil its purpose until our colleges are dedicated to the theory of determining\nquality thru a careful personnel study and recommending candidates for\nteaching on the basis of scientifically ascertained facts.\nTeacher personnel work should begin not later than the high-school\nperiod. Students applying for entrance to teacher education should\n\nbe\n\naccompanied by records that give the college faculty a clear understanding\nof the newcomers. Colleges and high schools should cooperate to the end\nthat the students unfit for teaching may find their way into types of service\nfor which they have aptitudes, and that the fit may realize to the fullest on\ntheir abilities.\nLast but not least, employers of teachers should be educated to appreciate\nthe importance of high-grade professional teachers and their responsibilities\nto the children in their schools. Too often politicians use children as pawns\nin their political chess games. Unless officials rise above petty personalities\nand political preferments, qualitjr standards and excellent education processes\ncome to naught. The success of estimating and controlling supply of and\ndemand for teachers depends more on the ethics of the employers than one\nmight generally suspect. A wisely directed educational program at this point\nmight well assure the success of whatever program of estimating and con¬\ntrolling teacher supply and demand may be adopted.\n\n"}
{"page": 614, "printed_page": null, "text": "608\n\nNational Education Association\n\nTEACHER PREPARATION\n\nFROM THE POINT OF VIEW\n\nOF AN EMPLOYING OFFICER\nA. L. THRELKELD, SUPERINTENDENT OF SCHOOLS, DENVER, COLO.\n\nScholarship\n\nPerhaps it could not be said that every great scholar is a great teacher,\nbut I believe it can be said that every great teacher is a great scholar. A per¬\nson who would teach mathematics must be a mathematician. If he would\nteach science, he must be a scientist. If he would teach history, he must be a\nhistorian. If he would teach music, he must be a musician. Only thus can\nhe command that degree of respect which is a prerequisite to effective teach¬\ning. There is something about the teacher who really knows, which goes a\nlong way in itself as effective method in teaching.\nThis is not to confuse scholarship with mere specialized knowledge. Gen¬\nuine scholarship is characterized by ever-increasing intellectual interests and\nbreadth of view. And a teacher who is not characterized by intellectual\ninterests is a tragic incongruity. Do we have many such ? There are various\nsimple observations one can make in one’s own community which bear upon\nthis question. Some great physicist comes to the community to lecture on\ncosmic rays. Do only physics teachers attend? If so, this is too bad. All\nteachers should be interested in what is developing in science. They will be\nif they possess real scholarship in their several fields. In this day of ex¬\ntreme, narrow, superficial specialization in much of our economic life, it is\nof vital importance that teachers possess that degree of scholarship which\nbrings life together and gives it meaning. Since the program of education in\nour country is such a comprehensive one, calling for the services of approxi¬\nmately a million teachers drawn from homes existing in a heterogeneous\npopulation of varying degrees of culture, it is not to be expected that a large\npercentage of these teachers at this stage of our history can be drawn from\nhomes which in themselves reflect the broad and deep cultural background\nwhich I have here emphasized as something of primary value in teachers.\nIn the main, most of us in the profession of education in our country come\nfrom the homes of the butcher, the baker, and the candlestick maker. Very\nfew of the million members of our profession were reared in homes that\nmaintained libraries. All of this is easily understood, perhaps even excus¬\nable up to now, in the light of our peculiar history. Sociologically, we are\na young civilization. But the fact remains that there is in this picture a woful\nlack of genuine scholarship on the part of our profession when the million\nmembers to whom I have referred are considered collectively, and this fact\npresents a tremendous challenge to the institutions of teacher training. The\nobjective which I think these institutions should put above every other one,\nespecially at this particular stage of our history, is that of scholarship.\n*\n\nProfessional Training\n\nI would not have what I have said about scholarship make the impres¬\nsion that I think that special attention to professional training as such\n\n"}
{"page": 615, "printed_page": null, "text": "Department of Teachers Colleges\n\n609\n\nshould be dropped from the program of teacher preparation. Not at all.\nI believe there is a greater place for professional training on the part of\nteachers than we have realized. But I think it should not be expressed in\nterms of reaction against an emphasis upon scholarship but rather it should\nbe expressed as a part of our conception of scholarship. I have the impres¬\nsion that our early emphasis upon the professional training of teachers was\nsomething of a reaction against a type of academic mind that was coming\nfrom our liberal arts colleges, so called. Too many teachers seemed to have\nonly a book knowledge of subjectmatter. They could not inspire. They had\nmade no special study of how to present their subjects in an interesting way,\nand since they were not real scholars in these subjects themselves they could\nnot reflect from themselves that interest which begets interest. They were\ndeadening in their effect on young people. A special study should be made of\nhow to question, how to conduct discussions, how to make assignments, how\nto diagnose teaching difficulties, apply remedial technics, how to guide, how\nto test and measure, and so on thru a vast field of absolutely essential training\nin technics. But these are the minutiae of the teacher’s professional equip¬\nment, and they should be so regarded. Such minutiae, I repeat, are absolutely\nessential, but the tail should not wag the dog. As more fundamental, I believe\nwe want the following results from the professional training of teachers:\n1. An emphasis upon an understanding of the social scene to the end of directing\neducation intelligently. The contributions of the sociologist, the political scientist,\nthe economist, the historian, if each of these is the kind of person who makes his\nsubject talk in terms of our present problems, are to the point here. Social intelli¬\ngence is absolutely essential if a teacher is to know what he is about. It is only\nfrom such intelligence, as I see it, that the teacher can derive constructive motive\nfor teaching. He must be intelligent about the social trends that characterize the era\nin which he is teaching. He must see the bearing of these upon his duties. He must\nbe something of a social psychologist if he is to engineer groups of boys and girls\nconstructively. And in case he is an administrator, he must from such knowledge\nderive much of his guidance in dealing with the problems of public relationships.\n2. An emphasis upon a study of the nature of the individual. Biology obviously\nis of fundamental importance here. Teachers should be acquainted with the results\nof the research that is being carried on in the biologic field which is of special help\nin understanding the pupil as an organism. I think no one can read from such\nresearch as that which is reflected in Jennings’ Biological Basis of Human Nature\nwithout being constructively influenced in his attitude toward pupils as individuals.\nA teacher cannot be familiar with the research that has been conducted and is being\nconducted in the field of the endocrine glands without being constructively affected\nin this respect. The biologist has a contribution to make to the training of teachers.\n\nPsychology, sometimes I fear represented too narrowly in the person of\nthe educational psychologist, has long been recognized as directly to the\npoint in developing an understanding of the individual. I have not here\nattempted to make an unfavorable remark about the educational psychologist\nwho is also a psychologist. I have no objection to the term “educational\npsychologist” any more than I would have to the term “educational biolo¬\ngist,” just so in each case the real contribution that the science involved has\nto make to teaching is actually made available.\n\n"}
{"page": 616, "printed_page": null, "text": "610\n\nNational Education Association\n\nIt may seem illogical in this connection to mention the field of mental\nhygiene as one from which a definite contribution should come to teachers’\nunderstanding of pupils, inasmuch as the field of mental hygiene may seem\nto belong to psychology. No doubt it does, theoretically; but in practise it\nseems it is the psychiatrist who is leading the way in the field of mental\nhygiene. It is my conviction that teacher training should include the con¬\ntribution of the psychiatrist. He has a point of view to contribute concerning\ndiscipline in the schools, concerning the development of personality, con¬\ncerning the whole attitude of teacher toward pupil, and the other way\naround, which I think is of fundamental importance. In many instances it\nis revolutionary when placed right up against the typical classroom situation,\nbut revolutionary, I think, in the wholesome sense of the word. One needs\nonly to refer to the traits that the traditions of the classroom put at the\ntop of the list in point of desirability on the part of pupils and the traits which\nthe psychiatrist puts at the top to note the contrast between the two points\nof view.1 I venture that hardly any of us will disagree in any sweeping man¬\nner with the position of the psychiatrist in this contrast. I think that the\npoint of view of the psychiatrist is essential to an understanding of the\nindividual and that it should, therefore, be included in the program of\nteacher training.\nOf a more general character are the following qualities which character¬\nize the professionalized teacher: (1) an awareness of the various special\nprofessional services that are available to teachers, (2) a knowledge of how\nto use them, and (3) a disposition to use them. I refer to such special services\nas are available from departments of research, medical and nurse service,\nsocial service, curriculum revision, administration, supervision, and the like.\nWhile not every small school system has these departments immediately\navailable, the services which they represent are available from some source\nto practically every teacher in the country, at least to some degree. All these\nservices, no matter how organized, are for the purpose of assisting in the\nteaching process, and their value is determined solely by the extent to which\nthey really do help in this process. Administration is for the purpose of creat¬\ning and maintaining the most favorable possible situation for the teacher.\nThe supervisor of instruction is for the purpose of assisting the teacher in\nsolving the problems of instruction. Research is a technic by which all who\nare dealing with the problem of instruction are to receive the most reliable\ntype of guidance that we know how to provide. Medical and nurse service\nis for the purpose of furnishing the teacher with a pupil who is in physical\ncondition to learn and of promoting regularity of attendance thru the\nprevention of epidemics, and the like. The attendance department, staffed\nby social service workers and visiting teachers, is for the purpose of straight¬\nening out economic difficulties and various forms of maladjustments in the\nhome, so the pupil may come to school in a proper attitude for learning. The\ncurriculum revision department is for the purpose of furnishing the teacher\nwith the most usable kinds of materials for instruction. All these, properly\nconceived of, are teacher helps, but they cannot be forced on the teacher.\n1 See Wickman’s Children’s Behavior and Teachers’ Attitudes—Chapter VII.\n\n"}
{"page": 617, "printed_page": null, "text": "Department of Teachers Colleges\n\nI\n\n611\n\nTheir potential value is realizable only in the case of the teacher who sees\nwhat they are for and proceeds actively to make use of them. I maintain that\nthe ideal situation is one in which the teacher is the active agent in the func¬\ntioning of these departments. I do not mean these departments should exer¬\ncise no leadership and should not go ahead in any way on their own initia¬\ntive, but I mean that the teacher should be the active agent in the application\nof what these departments have to offer to the teaching process. The\nteacher should be the field practitioner of education who, thru his own\ninitiative and scientific attitude, draws upon these agencies for the special\nhelps which they can offer in much the same way as that in which the welltrained, modern, scientific practitioner of medicine draws upon his research\nlaboratories and other special agencies of help. To the old reactionary type\nof teachers these departments are just so many nuisances that exist for the\npurpose of putting extra loads on teachers, requiring extra reports, and that\nsort of thing. And often, I admit, we administrators cause them to function\nin this way too much. We have a great responsibility here, I know; but the\npurpose of my paper is to discuss the training of teachers. I believe teachers\nshould be educated to see the essential place of these agencies in successful\nteaching. The teacher should be the source of demand for the kind of service\nwhich these departments, when properly organized and set up, have to offer.\nI like to think of a teacher as being the center of the teaching situation,\nwith these various departments, administration included, immediately avail¬\nable to him. Then I like to think of him as being the kind of teacher who\nin one instance makes use of the research department; in another, the super¬\nvisor; in another, the attendance department; in another, the medical and\nnurse service; in another, all such services combined. In the practical sit¬\nuation of the moment, which is one of congestion, hurry, cramming, and\ninadequate personnel, a situation which forces much mere insect activity, I\nadmit this is something of a dream. I admit too that upon us administrators\nrests much of the responsibility for reforming the situation. But I think we\nshould all work toward such an end, and this means that the teacher-training\ninstitution should, as I have just said, educate teachers to see the place of\nthese services in the total scheme of teaching, and to be anxious to make use\nof such services. This is a result not hard to accomplish with young people.\nI realize that many of the young teachers who are coming to us now from\nthe modern programs of teacher training do, to a much greater extent than\nhas ever existed before, have this point of view, and that they are imme¬\ndiately discouraged by the practical situation in which they find themselves\nin their first teaching jobs. But eventually I believe we shall work this out.\nAnother important characteristic of the professionally-minded teacher\nI should like to refer to here by stating the negative side of it. I think a\nteacher who applies for a position by the well-known technic of getting\ninfluential citizens to bring pressure to bear upon the superintendent and the\nschoolboard in his behalf is not the professional type of teacher. It is not\nlikely that a teacher who gets a position by that method will become pro¬\nfessional after he gets the position. The belief that exists on the part of\nmany that this is the only way by which a position can be obtained and\n\n"}
{"page": 618, "printed_page": null, "text": "612\n\nNational Education Association\n\nthe necessity the individual feels for the getting of a position may seem to\njustify the sort of unethical practise I have just referred to; but to reason\nthis way does not help the situation very much. Then, too, such reasoning\nis frequently based on ignorance of the facts. Even in a school system in\nwhich appointments are made strictly on a merit basis, the applicants who\ndo not get positions give vent to their feeling of disappointment by saying\nto all their friends,, “You have to have political pull to get a job in that\nschool system.” A person who does not get a job seemingly wants some\nkind of excuse with which to satisfy himself, and too often he gets it by\nsimply saying that he did not have the necessary pull. When hundreds, even\nthousands, of disappointed applicants are saying this, it naturally creates\nan unfavorable atmosphere for the development of professional ideals. This\nmatter of professional procedure in the securing of appointments is only\none aspect of the whole problem of professional attitude; but I think it is\none of great importance, one to which I think teacher-training institutions\ncould give more time.\nThen, more definite ethical concepts should be worked out with regard\nto the proper relationship of teacher to pupil, of teacher to parent, of teacher\nto community, of teachers to one another, of all members of the profession\nto one another. This is a large field which I can only mention but which\nobviously is of fundamental importance. It is my impression that in recent\nyears this field in the training of teachers has been neglected, that a genera¬\ntion ago, before there was so much available in the way of technical materials\nin the training of teachers, it received more attention than it has been getting\nin recent years. I cannot prove this, I have made no attempt to verify this\nstatement by research. It is, as I have said, just an impression I have as I\nlook back.\nPersonality\n\nIn all of this I have said nothing specifically about personality as a re¬\nquirement for successful teaching, but naturally everything I have talked\nabout enters into personality in some way. However, I believe the per¬\nsonality of a teacher calls for some special study. No doubt I could have\nbegun my discussion by putting personality first, for it is a prerequisite to\neverything else. And there are some things that can be done about it.\nGood health is related to good personality. Teacher-training institutions\nand employing officials should emphasize the importance of health on the\npart of teachers. I believe personally that very rigid health requirements\nshould be placed upon all who would enter the profession of education,\nwith the possible exception of those who are to work in research laboratories,\nor something of that kind. But those who are to enter directly into the\nteaching of boys and girls, all who have to deal with parents and the public\ndirectly, should be in the best of health, for only such people can maintain\nthe poise, the cheerfulness, the optimism, the general qualities of agree¬\nableness and winsomeness which are necessary. I would not have the same\nhealth requirements made of those who enter the teaching profession that\nare made of those who are taken into the army and the navy, but I would\n\n"}
{"page": 619, "printed_page": null, "text": "Department of Teachers Colleges\n\n613\n\nhave them of equal severity. They would simply be of a different type,\nworked out by proper health experts.\nHow teachers dress is of importance in terms of personality. I do not\nhave in mind here any thought that we should try to infringe upon the\npersonal liberty of the teacher in the matter of dress. I am not thinking of\ncensorship from the point of view of morality or anything of that kind, be¬\ncause I think that is not necessary, in general, among people who are suffi¬\nciently educated to qualify for teaching. I am simply referring to an in¬\ndividual’s capacity to dress in a way that is reasonably attractive to the\npupils who have to look at him all day long. His dress should be appropriate\nto his personality and should reflect at least some appreciation of the\nesthetic. To say the least, teachers should dress cleanly and neatly and\nshould make every effort to dress attractively.\nA teacher should develop a pleasing voice and know how to use it. Some\npeople by the way they use their voices immediately make the impression\nthat they are anything but cultured individuals. The voice is very important,\nand happily, in most instances, it can be made over, if necessary.\nAnd last but not least in the realm of personality is a careful use of\nthe mother tongue. It is most distressing to note the extent to which people\nin the profession of education make errors in the use of English. I do not\nbelieve in any diseased state of mind on this subject, a state of mind that\ncauses one to place the form before the spirit, or anything of that kind. I\nagree with a statement I heard not long ago that any civilization that\nhas come to the point where it measures an individual primarily by the\nextent to which he uses correct form in his speech is in its decadence. Virile\ncivilizations never do that. On the other hand, it does not follow that\nunnecessary misuse of the mother tongue is a virtue. The teacher who\nsays, “Each pupil will open their books,” can hardly excuse himself by\nsaying he is just trying to be virile in the use of English. In general, the\nproper use of English is the most economical and the most effective use\none can make of it, and certainly such use is to be prized highly on the\npart of teachers. I think we should begin by tolerating nobody on a teachers\ncollege faculty who does not use good English; and then we should inci¬\ndentally, and not accidentally, along with the rest of the teacher-training\nprogram, emphasize the importance of writing and speaking accurately. It\nwill not hurt if everyone has the habit of studying his use of his mother\ntongue thruout all his life.\nConclusion\n\nIn conclusion, may I say I have designedly dealt only with objectives\nin the preparation of teachers. I have not considered it my function to\ndiscuss the ways and means of accomplishing these objectives. Whether we\nshall accomplish them in separate teacher-training institutions, special\nschools of education in universities, departments of education in universities,\nor by separate professional courses, by the professionalizing of regular aca¬\ndemic courses, or by both of these ways, are issues for the solution of which\nthose who are engaged professionally in the training of teachers are pri¬\nmarily responsible.\n\n"}
{"page": 620, "printed_page": null, "text": "614\n\nNational Education Association\n\nAMERICAN ASSOCIATION OF TEACHERS COLLEGES\nLIST OF ACCREDITED\n\nINSTITUTIONS—1936-37\n\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.\nInstitution\n\nLocation\n\nPresident\n\nAlabama\nFlorence . .7/State\nJacksonville ... .7/State\nLivingston . .7/State\nTroy . .7/State\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege.\nCollege.\nCollege.\nCollege.\n\nH. J. Willingham\nC. W. Daugette\nG. W. Brock\nE. M. Shackelford\n\nArizona\nFlagstaff . .7/Arizona State Teachers College...\nTempe . .7/Arizona State Teachers College, V.\n\nT. J. Tormey\nGrady Gammage\n\nArkansas\nArkadelphia .. .7/Henderson State Teachers College..\nConway. .7/Arkansas State Teachers College...\n\nJ. P. Womack\nH. L. McAlister\n\nCalifornia\nFresno . .7/Fresno State College.\nSan Diego. .4/San Diego State College, VIII.\nSan Francisco.. .4/San Francisco State College, IV....\nSanta Barbara. .7/Santa Barbara State College.\n\nFrank W. Thomas\nEdward L. Hardy\nA. C. Roberts\nC. L. Phelps\n\nColorado\nGreeley . .7/Colorado State College of Education\nGunnison . .7/Western State College.\n\nGeorge W. Frasier\nC. C. Casey\n\nDistrict of Columbia\nWashington\nWashington\n\n.7/Miner Teachers College.\n... .7/Wilson Teachers College.\n...\n\nE. A. Clark\nE. C. Higbie\n\nGeorgia\nCollegeboro ... .7/South Georgia Teachers College, IX\nMilledgeville\n.7/Georgia State College for Women,\nIV .\ns\n\nMarvin S. Pittman\nGuy H. Wells\n\nIllinois\nCarbondale\n\n.7/Southern Illinois State Normal University .\nCharleston .... .7/Eastern Illinois State Teachers College .\nChicago . .3/Chicago Normal College, IV.\nDeKalb . .7/Northern Illinois State Teachers\nCollege .\nMacomb . . 7/Western Illinois State Teachers\nCollege VI .\nNormal . .7/Illinois State Normal University...\n...\n\nRoscoe Pulliam\nRobert G. Buzzard\nButler Laughlin\nKarl L. Adams\nW. P. Morgan\nR. W. Fairchild\n\nIndiana\nIndianapolis\n\n.. .7/College of Education, Butler University .\n\nMuncie . .7/Ball State Teachers College.\nTerre Haute... .7/Indiana State Teachers College....\n\nW. L. Richardson,\nDean\nL. A. Pittenger\nRalph N. Tirey\n\n"}
{"page": 621, "printed_page": null, "text": "615\n\nDepartment of Teachers Colleges\n\nLocation\n\nInstitution\n\nPresident\n\nIowa\nCedar\n\nFalls .. . .//Iowa\n\nState Teachers College.\n\n0. R. Latham\n\nKansas\n\nEmporia . .//Kansas State Teachers College....\nHays . .//Fort Hays Kansas State College...\nPittsburg . .//Kansas State Teachers College....\nWichita . .//College of Education, University of\nWichita .\n\nThomas W. Butcher\nC. E. Rarick\nW. A. Brandenburg\nLeslie B. Sipple, Dean\n\nKentucky\n\nBowling Green. .//Bowling Green College of Commerce, XI.\n.-//Western\nKentucky State Teachers\nBowling Green.\nCollege .\nMorehead .... .//Morehead State Teachers College..\nMurray . .//Murray State Teachers College....\nRichmond .. .. .//Eastern Kentucky State Teachers\nCollege .\n\nJ. L. Harman\nH. H. Cherry\nHarvey A. Babb\nJames H. Richmond\nH. L. Donovan\n\nLouisiana\n\n. .//College of Education, Southwestern\nLouisiana Institute.\n*Natchitoches .. .//Louisiana State Normal College....\nLafayette\n\nW. S. Dearmont, Dean\nA. A. Fredericks\n\nMaryland\n\nTowson\n\n. .//State Teachers College, IV.\n\nMichigan\n\nLida Lee Tall\n\n• \\\n\nDetroit . .//Teachers College, Wayne University\nKalamazoo ... .//Western State Teachers College....\nMarquette . . . . .//Northern State Teachers College...\nMt. Pleasant. . . .//Central State Teachers College....\nYpsilanti . .//Michigan State Normal College....\n\nW. E. Lessenger, Dean\nD. B. Waldo\nW. H. Pearce\nE. C. Warriner\nJ. M. Munson\n\nMinnesota\n\nBemidji . .//State Teachers College, IX.\nDuluth . .//State Teachers College.\nMankato . .//State Teachers College.\nMoorhead . . . . .//State Teachers College.\nSt. Cloud. .//State Teachers College.\nWinona . .//State Teachers College.\n\nM. W. Deputy\nE. W. Bohannon\nFrank D. McElroy\nR. B. MacLean\nGeo. A. Selke\nG. E. Maxwell\n\nMississippi\n\nCleveland .... .//Delta State Teachers College.\nHattiesburg ... .//State Teachers College.\n\nW. M. Kethley\nJ. B. George\n\nMissouri\n\nCape Girardeau ■//Southeast Missouri State Teachers\nCollege .\nKansas City... .//Teachers College of Kansas City..\nKirksville .. .. .//Northeast Missouri State Teachers\nCollege .\nMaryville . . . . .//Northwest Missouri State Teachers\nt\nCollege .\nSt. Louis. .//Harris Teachers College.\n* Subject to reinspection.\n\nW. W. Parker\nG. W. Diemer\nEugene Fair\nUel W. Lamkin\nC. G. Vannest,\nPrincipal\n\n"}
{"page": 622, "printed_page": null, "text": "616\n\nNational Education Association\n\nLocation\n\nInstitution\n\nSt. Louis.//Stowe Teachers College, IV.\nSpringfield .//Southwest Missouri State Teachers\nCollege .\nWarrensburg ..//Central Missouri State Teachers\nCollege, VIII.\n\nPresident\nRuth M. Harris,\nChairman in Charge\nRoy Ellis\nE. L. Hendricks\n\nMontana\n\nDillon\n\n.//Montana State Normal College....\n\nSheldon E. Davis\n\nChadron ...... .//Nebraska State Normal College....\nKearney .//Nebraska State Teachers College..\nPeru .//Nebraska State Teachers College..\nWayne ..//Nebraska State Teachers College,\nVIII .\n\nRobert I. Elliott\nGeorge E. Martin\nW. R. Pate\n\nNebraska\n\nJ. T. Anderson\n\nNew Hampshire\n\nKeene .//State Normal School, IV.\nPlymouth .4/State Normal School.\n\nWallace E. Mason\nErnest L. Silver\n\nNew Jersey\n\nJersey City.//State Normal School.\nNewark\n\n.-//State Normal School.\n\nTrenton .//State Teachers College, IV.\nUpper Montclair.Z/State Teachers College.\n\nRoy L. Shaffer,\nPrincipal\nM. Ernest Townsend,\nPrincipal\nRoscoe L. West\nH. A. Sprague\n\nNew Mexico\n\nLas Vegas.//New Mexico Normal University, VI,\nIX .\nSilver City.//New Mexico State Teachers College\n\nH. C. Gossard\nHoyt C. Graham\n\nNew York\n\nAlbany .//State College for Teachers.\nBuffalo .//State Teachers College.\nFredonia.//State Normal School.\nGeneseo.\\ .//State Normal School.\nNew Paltz.//State Normal School, VIII.\nNew York.//School of Education, College of the\nCity of New York.\nOneonta .//State Normal School, IV.\nOswego\n\n.//State Normal School, IV, VI.\n\nPotsdam\n\n.//State Normal School, IV.\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. W. Swetman,\nPrincipal\nR. T. Congdon,\nPrincipal\n\nNorth Carolina\n\nAsheville\n\n.//Asheville Normal and Teachers Col¬\nlege .\nCullowhee .//Western Carolina Teachers College,\nIX .\nGreenville .//East Carolina Teachers College..\n\nJohn E. Calfee\nII. T. Hunter\nLeon R. Meadows\n\n"}
{"page": 623, "printed_page": null, "text": "617\n\nDepartment of Teachers Colleges\n\nLocation\n\nInstitution\n\nPresident\n\nNorth Dakota\n\nDickinson . .. . .//State\nEllendale . .//State\nMayville . .//State\nMinot . .//State\nValley City.... .//State\n\nTeachers College.\nNormal and Industrial School\nTeachers College.\nTeachers College.\nTeachers College.\n\nC. L. Kjerstad\nR. M. Black\nC. C. Swain\nG. A. McFarland\nC. E. Allen\n\nOhio\n\nAthens\n\n. .//College of Education, Ohio University .\n\nBowling Green .//Bowling Green State University...\nCleveland .... .//School of Education, Western Reserve University.\nCleveland .... .J/Sisters College, VII, IX.\nKent . A/Kent State University.\nOxford . .//School of Education, Miami University.\n^Wilmington\n.//Wilmington College, XI.\n\nT. C. McCracken,\nDean\nH. B. Williams\nH. N. Irwin, Dean\nJohn R. Hagan,\nDirector\nJ. 0. Engleman\nE. J. Ashbaugh, Dean\nWalter L. Collins\n\nOklahoma\n\nAda . A/East Central State Teachers College\nAlva . .//Northwestern State Teachers College, VI, VIII.\nDurant . .//Southeastern State Teachers College,\nVI, VIII.\nEdmond . .//Central State Teachers College.\nTahlequah .. . . .//Northeastern State Teachers College\nWeatherford .. .//Southwestern State Teachers College\n\nA. Linscheid\nE. E. Brown\nKate Galt Zaneis\nJohn 0. Moseley\nJ. M. Hackler,\nActing\nW. W. Isle\n\nOregon\n\nGrande.... .2/Eastern Oregon Normal School, V,\nIX .\nMonmouth . . . . .2/Oregon Normal School, IV.\n\nLa\n\nH. E. Inlow\nJ. A. Churchill\n\nPennsylvania\n\nBloomsburg ... A/State Teachers College, V.\nCalifornia . . .. .//State Teachers College.\nClarion\n. A/State Teachers College.\nEast Stroudsburg//State Teachers College.\nEdinboro . .//State Teachers College, IX.\nIndiana . A/State Teachers College.\nKutztown . .■//State Teachers College.\nLock Haven. . . .//State Teachers College.\nMansfield . . .. .//State Teachers College.\nMillersville .. . .//State Teachers College.\nShippensburg .. .//State Teachers College.\nSlippery Rock.. .//State Teachers College.\nWest Chester.. .//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\nCharles S. Swope\n\nSouth Dakota\n\nAberdeen . .//Northern State Teachers College. .\nMadison . .2/Eastern State Normal School, IV. . .\nSpearfish . .2/State Normal School.\nSpringfield . ... .2/Southern State Normal School.\n* Subject to reinspection.\n\nC. G. Lawrence\nV. A. Lowry\nE. C. Woodburn\nW. A. Thompson\n\n"}
{"page": 624, "printed_page": null, "text": "618\n\nNational Education Association\n\nLocation\n\nInstitution\n\nPresident\n\nTennessee\n\nJohnson City... .//State Teachers College.\nMemphis .//State Teachers College.\nMurfreesboro ..//State Teachers College.\nNashville .•//Tennessee Agricultural & Industrial\nState Teachers College.\n\nC. C. Sherrod\nJ. W. Brister\nP. A. Lyon\nW. J. Hale\n\nTexas\n\nAlpine .//Sul Ross State Teachers College...\nCanyon .//West Texas State Teachers College\nCommerce .//East Texas State Teachers College.\nDenton ... .//North Texas State Teachers College\nHuntsville .//Sam Houston State Teachers College\nNacogdoches .. .//Stephen F. Austin State Teachers\nCollege, VIII.f.\nSan Marcos ....//Southwest Texas State Teachers\nCollege, VIII.\n\nH. W. Morelock\nJ. A. Hill\nS. H. Whitley\nW. J. McConnell\nH. F. Estill\nA. W. Birdwell\nC. E. Evans\n\nUtah\n\nSalt Lake City. .//School of Education, University of\nUtah .\n\nMilton Bennion, Dean\n\nVirginia\n\nEast Radford. . .//State Teachers\nFarmville.//State Teachers\nFredericksburg .//State Teachers\nHarrisonburg ..//State Teachers\n\nCollege.\nCollege.\nCollege.\nCollege.\n\nJ. P. McConnell\nJ. L. Jarman\nM. L. Combs\nS. P. Duke\n\nWashington\n\nBellingham .. . .//State Normal School, IV\nCheney .//State Normal School.\nEllensburg .//State Normal School, IV.\n\nC. H. Fisher\nR. T. Hargreaves\nR. E. McConnell\n\nWest Virginia\n\nAthens .//Concord State Teachers College....\nFairmont .//Fairmont State Teachers College...\nHuntington ....//Marshall College, IV.\nShepherdstown .//Shepherd State Teachers College...\n\nJ. F. Marsh\nJoseph Rosier\nJ. E. Allen\nW. H. S. White\n\nWisconsin\n\nEau Claire.//State Teachers College.\nLa Crosse.//State Teachers College.\nMenomonie ....//The Stout Institute, IV.\nMilwaukee .//State Teachers College, IV.\nOshkosh .//State Teachers College, IV, VIII...\nPlatteville .//State Teachers College, IV.\nRiver Falls.//State Teachers College.\nStevens Point.. .//Central State Teachers College, IV.\nSuperior .//State Teachers College, IV, VIII...\nWhitewater ....//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\n"}
{"page": 625, "printed_page": null, "text": "DEPAR TMENT OF\nVisual Instruction\n\n"}
{"page": 626, "printed_page": null, "text": "HISTORICAL NOTE\nThe department of visual instruction was organized at the Oak-\n\nland-San Francisco meeting in July 1923.\n. The officers of the Department for the year 1936-37 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 vicepresi¬\ndent, Annette Glick, Director of Visual Education, Board of Education,\nLos Angeles, Calif.; secretary-treasurer, E. C. Waggoner, 64 East\nLake Street, Chicago, III.; executive committee: Daniel C. Knowlton, Professor of History, New York University, New York, N. Y.\n(term expires 1937) ; John A. Hoilinger, Director of Nature Study and\nVisualization, Board of Education, Pittsburgh, Pa. (term expires 1937) ;\nWilliam H. Dudley, Director, Dudley Visual Education Service, 746\nSouth Wabash Avenue, Chicago, III. (term expires 1938); Mrs. Grace\nFisher Ramsey, Assistant Curator of Education, American Museum of\nNatural History, 77th Street and Central Park West, New York, N. Y.\n(term expires 1939) ; Robert F. Collier, Jr., South High School, Denver,\nColo. (term expires 1940) ; Cline M. Koon, Senior Specialist, Radio and\nVisual Education, United States Office of Education, Washington, D. C.\n(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\n1927:951-970\n\n1928:949-970\n1929 -.937-944\n1930:911-930\n1931 -.947-963\n\n1932 -.787-800\n1933 -.779-795\n1934777-788\n1935 -.719-726\n\nNote: The entire collection of addresses at the St. Louis meeting of\n\nthe Department of Visual Instruction of the National Education Asso¬\nciation was printed in The Educational Screen for March and April\n1936. No meetings of the Department were held in Portland.—Excerpt\nfrom letter, dated October 1, 1936, from Nelson L. Greene, president\nof the Department.\n\n[ 620 ]\n\n"}
{"page": 627, "printed_page": null, "text": "DEPARTMENT OF\nVocational Education\n\n"}
{"page": 628, "printed_page": null, "text": "HISTORICAL NOTE\n\nwas organized as the in¬\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 zvas 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 1936-37 are: president,\nFrederick G. Leasure, City Director for Vocational Education, School\nAdministration Building, Portland, Ore.; secretary, Albert S. Sic pert,\nBradley Institute, Peoria, III.\nFacts relating to the establishment of this Department and the record\nof meetings are to be found in earlier volumes of proceedings as\nfollows:\nThe department of vocational education\n\n1914:565-624\n1915:815-846\n1916 \\461-516\n1917-.431-473\n1918 -.249-269\n1919 -.271-279\n1920 -.269-270\n1921 -.851-858\n\n1922 -.1465-1483\n1923 -.1025-1043\n1924: 987-1015\n1925 : 872- 912\n1926: 964- 996\n1927: 971-1006\n1928: 971-1003\n\n! 622 i\n\n1929 -.945-972\n1930 -.931-954\n1931 -.965-994\n1932 -.801-815\n1933 -.797-806\n1934 -.789-798\n1935 -.727-734\n\n"}
{"page": 629, "printed_page": null, "text": "VOCATIONAL EDUCATION AS A FACTOR IN CRIME\nPREVENTION\nHOWARD L. BRIGGS, DIRECTOR OF VOCATIONAL EDUCATION, GOVERNOR’S\nCOMMISSION FOR THE STUDY OF EDUCATION IN PENAL\n\nT\n\nINSTITUTIONS FOR YOUTH, WALLKILL,\n\nN. Y.\n\nhe headlines of our press are filled with wailing and lament\n\nrelative\nto the high cost of government and the need for a balanced budget, and\n\nyet we continue to pay out billions of dollars each year as our contribution to\ncrime. The annual cost has been estimated to be as high as eighteen billion\ndollars each year.\nFor centuries mankind has vainly searched for a sovereign panacea which\nwould relieve the world of the burdensome costs of crime. Cure-alls of every\ndescription have been proposed and tried. The gamut has run from the\nSadistic orgies of the torture chamber to the futile verbal barrages of the\nPollyannas, but crime goes on and society pays and pays and pays.\nThere are over two hundred thousand men and women in our prisons\nand twice that number “wanted.” Most of these offenders against our laws\nare young people. Four out of ten are between fifteen and twenty-five years\nof age and the largest single group is between nineteen and twenty years\nof age. They are the product of our schools. We have failed to give this\ngroup of young people that training and background which will enable them\nto live in harmony with the ideals of society. We have made a ghastly failure\nand most certainly a costly one.\nThe Commission for the Study of Education in Penal Institutions for\nYouth was appointed by Governor Lehman of New York in an earnest at¬\ntempt to counteract this waste. Chairman N. L. Engelhardt and his com¬\nmission are attempting the social and economic rehabilitation of youthful\nprison inmates thru research coupled with a program of social and vocational\neducation and guidance.\nAfter studying the problem thru first-hand contact with prison inmates I\nam convinced that rehabilitation is possible for a large group of our prison\npopulation. But, if rehabilitation is possible, what about prevention? What\nare our schools doing about it? What percentage of that two hundred thou¬\nsand potential prisoners now in school can be salvaged?\nAre we giving them that education which will develop social concepts of\nintegrity and responsibility and are we preparing them to earn a satisfactory\nlivelihood, one that will make crime unnecessary? Youthful delinquency\nusually begins in those marginal slum areas where human wants are not\nsatisfied. Pilfering coal from the yards leads to breaking into box cars\nfor food, into “jackrolling” and gangs, and into those vocational training\ninstitutions for crime, frequently known as reform schools.\nMany surveys have proved successfully that juvenile delinquency is more\nprevalent in areas where the economic situation is unsatisfactory. The cco-\n\n[ 623 ]\n\n"}
{"page": 630, "printed_page": null, "text": "624\n\nNational Education Association\n\nnomic factor is evident to varying degrees in a large percentage of crimes.\nVocational education may not prevent crime, but it tends to alleviate one\nimportant factor contributing to crime.\nVOCATIONAL EDUCATION IN TOWN AND RURAL HIGH\nSCHOOLS\nP. C. LAPHAM, SUPERINTENDENT OF SCHOOLS, CHARLES CITY, IOWA\n\nThe true teacher in our town and rural vocational departments is a mis¬\nsionary of a fuller life. The teacher in the vocational agriculture depart¬\nment in rural and town communities is striving to give to the thousands of\nfarm youth who enrol in this department not only scientific training in effi¬\ncient farm management but a vision of the type of service that should be\nrendered to the farm community in which the youth live. The Future\nFarmers of America, an organization which is an outgrowth of the voca¬\ntional agriculture department, stands out as one of the finest organizations\nof youth in America today. It is developing leadership among the boys who\nwill be the leading farmers of tomorrow.\nThe adult evening classes attended by large groups of farmers thruout our\nagricultural communities are bringing the farmers of today into closer com¬\nradeship as they study scientific farming and wholesome community coopera¬\ntion.\nIn our industrial departments we find youth working under production\nconditions. They look upon their projects not as the result of the work of a\nmachine but as a craftsman’s product in which they take that same pride\nthat the craftsman of old took in his handmade products. The youth of our\nindustrial departments become instilled with ideals of true dependability,\nthoroness, and thrift. Here again we find our adult evening school depart¬\nment in which adults are gaining that same craftsmanship point of view which\nthe youth in the day school classes attain.\nVocational departments in our town and rural schools are attempting to\ngive to the succeeding generation, farm and industrial leadership with high\nideals based upon careful training and upon fundamentals of our democratic\nlife.\nCURRENT PROBLEMS IN VOCATIONAL EDUCATION IN\nAGRICULTURE\nRAY FIFE, STATE DEPARTMENT OF EDUCATION, COLUMBUS, OHIO\n\nA scarcity of trained vocational agriculture teachers is one of the most\npressing problems of vocational agriculture in many states. This scarcity\naccompanies a widespread demand on the part of rural communities for\nvocational agriculture courses in the public schools.\nThe many agricultural phases of the New Deal have meant constant\nand complex problems in curriculum adjustment for vocational agriculture\nworkers. Agricultural Adjustment, Soil Conservation, Rural Rehabilita-\n\n"}
{"page": 631, "printed_page": null, "text": "Department of Vocational Education\n\n625\n\ntion, Emergency Education, Rural Electrification, Farm Credit, and various\nphases of Producer and Consumer Cooperation have presented themselves\nfor almost immediate organization for instruction. The alphabet which the\nfarmer and his sons have needed and wanted to learn could not be found\nin any of McGuffey’s readers. Vocational agriculture teachers have been\ncalled upon, not only to understand the agricultural phases of the new alpha¬\nbet, but to teach such understanding to others.\nVocational agriculture has assumed its share of responsibility for provid¬\ning educational, recreational, and social programs for out-of-school farm\nyouth. Many thousands of farm youth sixteen to twenty-five years of age\nare enrolled in courses in vocational agriculture and related subjects.\nCURRENT PROBLEMS IN INDUSTRIAL EDUCATION\nARTHUR B. MAYS, PROFESSOR OF INDUSTRIAL EDUCATION, UNIVERSITY OF\nILLINOIS, URBANA, ILL.\n\nCharles F. Kettering, vicepresident of General Motors Corporation, re¬\ncently said: “Man is going to come into his own during the next generation\nor two. Not things for man but man himself will engage the attention of\nscientists.” This is but another way of saying that the day of the social\nsciences has arrived and if it be true, education is soon to become a major\ninterest of the best thought of the new age. Because of the significance of\nindustry as a conditioning factor in modern life, industrial education as a\npart of the total field of education must become increasingly a center of\nsocial concern. Some of the major problems of trade education are:\n1. More recognition must be given to the rapid substitution of machine processes\nfor hand processes in all departments of production. The skills most needed in\nmodern industry are analytical and adjustive in character rather than creative.\n2. A growing need for more effective instruction in scientific and technical facts\nis apparent.\n3. The problem of the wise selection of those who are given industrial training is\nyet to be solved. It should be available only to those who are reasonably sure of their\nvocational choice and who possess at least minimum qualifications for successful\nwork.\n4. Much more attention should be given to the development of economic and social\nintelligence among industrial workers.\n5. Training programs need to be much more closely related to employment\ndemands.\n\nThe problems at present seemingly demanding most urgent attention in\nindustrial arts or the non-vocational types of industrial education are:\n1. The enrichment of course content in order that a more adequate understand¬\ning may be acquired of the industrial factors of modern life which intimately affect\nboys and girls.\n2. Provision for a much wider variety of industrial experiences. Notice, for\nexample, the amazing degree of substitution in industrial products of plastics and\nglass for wood and metal.\n3. More effective coordination of industrial arts activities with other phases of\ngeneral education.\n\n"}
{"page": 632, "printed_page": null, "text": "626\n\nNational Education Association\n\n4. More effective use of physical facilities and better methods in teaching large\n\nclasses. Enrolments and size of classes are increasing at a tremendous rate and\nprobably will continue to do so for several years to come.\n\nThe general situation in American education and American industry today\npoints very definitely toward the greatest opportunity for growth and service\nthat this field of education has ever faced.\nTHE IMPORTANCE OF VOCATIONAL AGRICULTURE, AS\nA SERVICE TO RURAL YOUTH\nPAUL ASTLEFORD, 1934 STAR FUTURE FARMER OF AMERICA, NEWBERG, ORE.\n\nYears ago, we find that to learn a trade it was necessary to become an\napprentice, thereby entering a servitude for a definite length of time until a\ntrade was mastered. Under our present system of education, farm youth, who\nheretofore have never had the advantage of any type of training other than\nthat given by parents, are now in four short years of vocational agriculture\ngiven an entirely new outlook on farm life and community leadership. Voca¬\ntional agriculture has given farming a new impetus in practically every com¬\nmunity where it has been taught. Rural youth in contact with scientific\ntraining soon realize the vast opportunity before them and are rapidly mak¬\ning the best of this chance to do something constructive for themselves.\nThe practical side of vocational agriculture is very important. It is\nnecessary to learn by doing. Experience is a dear but sure teacher, and\nexperience assisted by carefully considered scientific information can only be\nan improvement over the old trial-and-error method. The social advantage\nof vocational agriculture must not be overlooked. Farm youth must work\nwith, be able to meet, and be able to live satisfactorily with other people.\nThe recreational advantages to rural boys thru the Future Farmers of\nAmerica are doing a real service to farm life in developing friendly neigh¬\nbors and energetic leaders.\nIn summarizing the points suggested, vocational agriculture replaces an\nunsatisfactory apprentice system and shows rural youth new methods and\nimproved practises in a practical way. Home projects are providing neces¬\nsary experience and practise, and the social life of rural youth has been greatly\nbuilt up thru the organization of the Future Farmers of America.\nWHAT EMPLOYERS EXPECT OF VOCATIONAL\nEDUCATION UNDER PRESENTDAY\nCONDITIONS\nH. R. KREITZER, PRESIDENT, COLUMBIA BRICK WORKS, PORTLAND, ORE.\n\nWho are the employers of today and what kind of employers are they?\nIn vocational education we think principally of employers in four groups\n—manufacturers and processors of goods, distributors and merchandisers of\ngoods, transporters of goods, and those engaged in building construction—\neach of which may be divided into many classifications. So it is that there\n\n"}
{"page": 633, "printed_page": null, "text": "Department of Vocational Education\n\n627\n\nis an extremely wide range of employers with a correspondingly wide range\nin their points of view and in their social and economic attitudes toward\ntheir employees. This presents what I consider the primary problem in voca¬\ntional education—to study the needs and characteristics of employment in\nthe various communities with an open and agile mind and with vision and\nunderstanding.\nWhen I received the invitation to address you on the subject assigned, I\nfelt that I needed help and consequently wrote to a number of employers\nrepresenting the various groups which I have mentioned asking them what\nthey individually expected of vocational education in their industry. From\nthese answers and my own observations I have formed some conclusions\nas to what we, the composite employers of America, expect from vocational\neducation today.\n1. We want an indenture method consistent with modern industrial practises.\n2. We expect supplementary and corollary classroom work.\n3. We expect you to develop a consciousness of craftsmanship in the apprentice.\n4. We expect you to help us to employ apprentices profitably.\n5. We expect a program of adult education.\n6. We expect the cooperation of labor.\n7. We expect the cooperation of our public school system.\n8. We expect you to function as a clearing-house.\n9. We expect you to educate us as to the opportunities, possibilities, and the\nnecessity of vocational education.\n10. We expect foundation training in health and character building and in general\npreparation for life.\n\nUndoubtedly these general requirements that I have mentioned are funda¬\nmental and cannot be safely overlooked by any public educational agency.\nThese are the things that we expect of vocational education, with full\nrealization that the biggest part of the job of the development of a finished\ncraftsman remains with us.\nOPPORTUNITIES AND RESPONSIBILITIES IN\nVOCATIONAL EDUCATION\nC. A. HOWARD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSALEM, ORE.\n*\n\nThe age at which young people will enter employment has been perma¬\nnently advanced. No longer will students of high-school age be able to\nleave school in large numbers and find remunerative jobs. This places upon\nthe school a larger responsibility than ever before so far as vocational edu. cation is concerned. The school cannot undertake to train for a large variety\nof vocations but there are some things it must undertake to do:\nFirst, it must earnestly develop a guidance program in which at least a\ntentative choice of vocation shall have an important place so that boys and\ngirls will not go on into their twenties in vocational aimlessness.\nSecond, there must be ample provision for work in shops and laboratories\nfor the acquiring of general technics and points of view of vocational value.\n\n"}
{"page": 634, "printed_page": null, "text": "628\n\nNational Education Association\n\nThird, vocational and general education must be coordinated. The voca¬\ntional director must have not a specialized, but a general philosophy of\neducation.\nFourth, there must be conscious training for democratic citizenship for\nall groups. A good citizen takes pride in his vocation as his opportunity to\nserve a social need. He stands for the interests of his group and he needs\nto know the history of the progressive advance of the worker, thru organi¬\nzation, to a higher standard of living and to a position of increasing dignity\nand recognition, but he recognizes that there must be cooperation among\ngroups. Non-cooperation, carried to the extreme, means disintegration of\nthe industrial and political structure. The only alternative to voluntary\ncooperation is dictatorship in one form or another.\n\n"}
{"page": 635, "printed_page": null, "text": "World Federation of Education\nAssociations\n\nt\n\n"}
{"page": 636, "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,\nSwitzerland, 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, New 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| 630 ]\n\n1929 -.975-988\n1931 -.985-994\n1933 -.807-814\n1935 -.735-742\n\n"}
{"page": 637, "printed_page": null, "text": "iASSOCIAtional TIecords\nAND\nInformation\n\n"}
{"page": 638, "printed_page": null, "text": ""}
{"page": 639, "printed_page": null, "text": "Associational Records and Information\n1857—1870\nThe National Teachers Association\n\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPurpose—To\n\nelevate 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\n\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\n1907National Education Association of the United States\n\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\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\n\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[ 633 ]\n\n"}
{"page": 640, "printed_page": null, "text": "634\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.\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.\nSec. 2.\n\n3. That 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.\n\n4. That all real property of the corporation within the District of Columbia\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 perSec.\n\n"}
{"page": 641, "printed_page": null, "text": "Associational Records and Information\n\n635\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\ncorresponding—whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the bylaws of the\nSec. 6. That the officers of the said corporation shall be a\nPresident, twelve Vicepresidents, a Secretary, a Treasurer,\na Board of Directors, an Executive Committee, and a Board\nof Trustees.\n\nMembers\ncorporation.\n\nOfficers\n\nThe Board of Directors shall consist of the President, the First Vicepresident, the\nSecretary, the Treasurer, the Chairman of the Board of Trustees, and one additional\nmember from each state, territory, or district, to be elected by the active members\nfor the term of one year, or until their successors are chosen,\nand of all Life Directors of the National Educational Association.\nBoard of\nThe United States Commissioner of Education, and all former\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 given 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\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\n\n"}
{"page": 642, "printed_page": null, "text": "636\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 o£\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¬\nElection of\nciation, who shall be Secretary of the Executive Committee,\nSecretary\nand shall-fix the compensation and the term of his office for a\nperiod not to exceed four years.\nSec. 8.\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. 9. That 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. Pro¬\nvided, That a verified certificate executed by the presiding officer and secretary of\n\n"}
{"page": 643, "printed_page": null, "text": "Associational Records and Information\n\n637\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": 644, "printed_page": null, "text": "638\n\nNational 'Education Association\n\nBYLAWS AS AMENDED AT THE ANNUAL BUSINESS MEET¬\nING OF THE REPRESENTATIVE ASSEMBLY,\nPORTLAND, OREGON, JULY 1936\nARTICLE I—MEMBERSHIP\nWherever the word “State” appears in these bylaws it will be understood that\nState, Territory, or District of the United States is meant.\n\nMembership\nDefined\n\nSection 1. The membership of the National Education Asso¬\nciation of the United States shall consist of three classes: Active,\nAssociate, and Corresponding, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\n\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\nshall be the approximate cost. By the payment of annual dues\nObligations\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\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.\n\nCorresponding\nMembers\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": 645, "printed_page": null, "text": "Associational Records and Information\n\n639\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.\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\nare paid. The right to vote and to hold office in the Council\nRight to Vote\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 Executive Secretary, and Treasurer of the\nNational Education Association, the United States Commissioner\nRepresentative\nof Education, and the delegates elected from the various affiliated\nAssembly\nstate and local associations as provided in the bylaws.\nARTICLE II—OFFICERS, REPRESENTATIVE ASSEMBLY,\nAND AFFILIATED ASSOCIATIONS\n\nSection 1.\n\n(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 an^ 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 Directors 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.\nSec. 2. 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 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\nof Directors\nceding the election. Only delegates who are active members of\nthe N. E. A. and whose dues have been paid in a State, or District,\n\n"}
{"page": 646, "printed_page": null, "text": "640\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 and until their successors are duly elected.\nSec. 3. The State Teachers Association or Educational Association of a state,\n\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. 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.\n\nA 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 organizaton 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 $10, except that the fee of Affiliated Local Associations of less than two hundred\nN. E. A. members shall be $5, which shall entitle said Association to receive without\napplication, or other condition, all regular publications of the National Education\nAssociation, including the volume of Proceedings, reports of committees, and all\nbulletins and announcements when issued.\nSec. 5.\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.\nEach Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly for each one hundred of its\nSec. 6.\n\n"}
{"page": 647, "printed_page": null, "text": "Associational Records and Information\n\n641\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 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. 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\nStates Commissioner of Education, shall be ex-officio delegates to\nEx-Officio\nthe Representative Assembly.\nDelegates\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,\nwith such information thereon as may be obtained from the\nDelegates;\nrecords of the Association. The Representative Assembly shall be\nCredentials;\nthe final judge of the qualifications of delegates. The delegates\nVoting;\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.\n\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\nsign all bills approved for payment by the Board of Directors and all bills ap-\n\n"}
{"page": 648, "printed_page": null, "text": "642\n\nNational Education Association\n\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¬\n\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.\n\nThe 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.\n\n(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\nfor the term of four years. All vacancies occurring in said Board of Trustees,\n\n"}
{"page": 649, "printed_page": null, "text": "Associational Records and Information\n\n643\n\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. Only members who have the qualifi¬\ncations required of Directors shall be elected Trustees. (See Act of Incorporation,\nsection 6, 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.\n(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\nSec. 5.\n\n"}
{"page": 650, "printed_page": null, "text": "644\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.\n(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¬\nsearch ; have a report made at its annual meeting on “Edu¬\nFunction of\ncational Progress during the Past Year”; and in other ways\nNational\nuse its best efforts to further the objects of the Association and\nCouncil\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": 651, "printed_page": null, "text": "Associational Records and Information\n\n645\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. 5.\n\nSec. 6. The National Council of Education is hereby authorized to adopt bylaws for its government not inconsistent with the act of incor¬\nporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by the Board of Directors\nof the Association before they shall become operative.\n\nBylaws and\nPowers of\nCouncil\n\nSec. 7. The 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 me.eting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\n\nARTICLE V—DEPARTMENTS\n\nSection 1. The following Departments are now (1936) in existence, to wit: The\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\nin these bylaws or as directed by the Board of Directors, or\nDepartment\nby the Executive Committee acting under the general instruc¬\nMeetings\ntions of the Board of Directors.\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 under the general direction of the President of the\nAssociation. Each Department shall be limited to two sessions,\nObject of\nwith formal programs, unless otherwise ordered by the President\nDepartment\nof the Association, except that a third session of business or inMeetings\nformal round table conference may be held at the discretion of\nthe Department officers.\n\n"}
{"page": 652, "printed_page": null, "text": "646\n\nNational Education Association\n\nSec. 5.\n\nThe 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 for the term of office specified in the regulations of the\nOfficers of\nDepartment and until their successors are duly elected; and who\nDepartments\nshall at the time of their election, be active members of the Asso¬\nciation. Each Department shall provide for the creation of an\nExecutive Committee, and assign to it any duties consistent with the purposes of the\nDepartment and the Act of Incorporation and bylaws of the Association. In case\nthere is a vacancy in the office of President of any Department, it shall be filled by\nappointment made by the Executive Committee of the Department.\nAny other\nDepartmental vacancy shall be filled by appointment made by the President of the\nDepartment.\nS^C. 6. The 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. 7.\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\nRights of\nsection 1 of this Article in the order of their establishment and\nDepartments\nshall be dropped from the list when discontinued.\nUpon the recommendation of the Board of Directors a new Department\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. 8.\n\nSec. 9. Any Department, by a two-thirds vote of those voting at any regular\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association. Such membership fees shall be paid to the Secretary of the De¬\npartment who shall transmit them monthly to the Executive SecFees for\nretary of the Association. Such funds shall be added to the DeDepartment\npartment’s allowance from the Association and shall be used for\nMembers ,\nthe work of said Department only, and shall be disbursed upon\nthe recommendation of the executive officers of the Department\nin the same manner as other funds of the Association are\ndisbursed.\nSec. 10. Each Department is hereby authorized to adopt bylaws for its govern¬\n\nment not inconsistent with the Act of Incorporation or the bylaws of the Association;\nprovided, That such bylaws be submitted to, and approved by, the Board of Directors\nof the Association before they shall become operative.\n\n"}
{"page": 653, "printed_page": null, "text": "Associational Records and Information\n\n647\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 or by a two-thirds\nvote, all resolutions shall be referred to said Committee without discussion. This\nCommittee shall receive and consider all resolutions proposed by\nactive members, or referred to it by the President; some time\nResolutions\nduring the second day of the annual meeting of the Association\nthe Committee 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. 4. The 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. There shall be a Committee on Bylaws and Rules which shall serve as\n\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, cne 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, ana 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": 654, "printed_page": null, "text": "648\n\nNational Education Association\n\nto it by the Executive Committee, the Executive Secretary, or the President of the\nAssociation.\n\nAdditional\nCommittees\n\nSec. 7. The Representative Assembly may provide such addi-\n\ntional committees as it may deem wise.\n\nSec. 8. In all committees, boards, or councils in which the entire personnel is\nnamed that year by the President, the President shall appoint the chairmen. In all\nother cases, the committee, board, or council shall elect its own chairman.\nSec. 9. There shall be a Publishing Committee consisting of five members elected\n\nby the Representative Assembly by the method known as the Hare System of Propor¬\ntional Representation. Nominations shall be made by petitions signed by ten delegates\nand presented to the Executive Secretary on the second day of\nPublishing\nthe annual meeting. The election in 1936 shall be held on ThursCommittee\nday, by printed ballot. Provision shall be made by the Rules Com¬\nmittee for the nomination and election in 1937 to be held on\nthe first day upon which the Representative Assembly meets. This Committee shall be\nresponsible for editing and preparing that portion of the minutes of the Representa¬\ntive Assembly which shall be published in the printed Proceedings.\n\nARTICLE VII—MEETINGS\nSection 1. Stated meeting of the Association, of the National\n\nMeetings to be\n\nHeld\nAnnually\n\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 cfray 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\nMeetings of\nshall be designated in the program. The Executive Secretary\nAssembly,\nshall notify the members of the Board of Directors of the time\nDirectors, and\nand place of meeting, not less than thirty (30) days before the\nTrustees\nmeeting.\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.\n\nARTICLE VIII—PROCEEDINGS\nSection\n\n1. The Proceedings of the Association, of the Council, of the Depart¬\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\n"}
{"page": 655, "printed_page": null, "text": "Associational Records and Information\n\n649\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 Depart¬\nment interested; nor shall any such paper, lecture, or address be\nAbsence of\npublished in the Proceedings without the approval of the ExecuAuthor\ntive Committee.\nARTICLE IX—QUORUM AND RULES OF ORDER\nSection\n\n1. Elected directors from twenty-five states shall con¬\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\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\nARTICLE X—AMENDMENTS\n1. These bylaws may be altered or amended at the annual meeting of the\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; provided, That these bylaws may\nbe amended at the annual meeting of the Representative Assembly in 1936 by a twothirds vote if such amendment has been printed in the May Journal of the National\nEducation Association; provided, however, That these bylaws may be amended at\nthe annual meeting of the Representative Assembly in 1936 by a two-thirds vote\nwithout previous notice.\nSection\n\nSec. 2. In all voting on amendments to the charter and on amendments to the\nbylaws except where unanimous consent is given by the Representative Assembly,\nstate delegations may vote by ballot. The results shall be announced by the chairman\nof each delegation as the roll of states is called; such vote to be determined by the\nactual number of delegates present at such meeting and voting. Upon the request of\nthree delegates any state delegation must vote by ballot.\n\nARTICLE XI—PERMANENT FUND\nSection 1. The invested fund now known as the “Permanent Fund of the National\nEducational Association,” when transferred to the corporation hereby created, shall\nbe held by such corporation as a Permanent Fund.\nSec. 2. The Permanent Fund shall be in charge of the Board of Trustees, who\n\nshall provide for the safekeeping and investment of such fund, and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. (Article III,\nsection 6, second paragraph, first sentence.)\nSec. 3. No part of the principal of such Permanent Fund or its accretions shall be\n\nexpended, except by a two-thirds vote of the Representative Assembly upon the\nrecommendation of the Board of Trustees, after such recommendation has been\napproved by vote of the Board of Directors and after printed notice of the proposed\nexpenditure has been mailed to all active members of the Association, and after all\nother requirements of the bylaws and the Act of Incorporation have been fulfilled.\n\n"}
{"page": 656, "printed_page": null, "text": "650\n\nNational Education Association\n\nSec. 4. The income of the Permanent Fund shall be used only to meet the cost of\n\nmaintaining the organization of the Association and of publishing its annual volume\nof Proceedings, unless the terms of the donation, bequest, or devise shall otherwise\nspecify, or the board of Directors shall otherwise order.\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\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,\n\n1907\n\nC. Schaeffer, Presiding Officer\nIrwin Shepard, Secretary\n\nNathan\n\nVERIFICATION\nRESOLUTIONS adopted by the ACTIVE MEMBERS, JULY 10,\n\n1907\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": 657, "printed_page": null, "text": "Associational Records and Information\n\n651\n\nCALENDAR OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857— PHILADELPHIA, PA. (Organized)\nJames L. Enos, Chairman\nW. E. Sheldon, Secretary\n1858— CINCINNATI, OHIO\nZ. Richards, President\nJ. W. Buckley, Secretary\nA. J. 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. Philerick, President\nJames Cruickshanic, 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. Wicicersham, President\nS. H. White, Secretary\nS. P. Bates, Treasurer\n1867— No session\n1868— NASHVILLE, TENN.\nJ. M. Gregory, President\nL. Van Bokkelen, Secretary\nJames Cruickshanic, Treasurer\n1869— TRENTON, N. J.\nL. Van Bokkelen, President\nW. E. Crosby, Secretary\nA. L. Barber, Treasurer\n1870— CLEVELAND, OHIO\nDaniel B. IIagar, President\nA. P. Marele, Secretary\nW. E. Crosby, Treasurer\n\nNATIONAL EDUCATIONAL ASSOCIATION, 1871-1907\n1S71—ST. LOUIS, MO.\nJ. L. Pickard, President\nW. E. Crosby, Secretary\nJohn 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\n1S80—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. WTS.\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. II. Cook, Secretary\nJ. M. Greenwood, Treasurer\n1892— SARATOGA SPRINGS, N. Y.\nE. FI. 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\nJ. M. Greenwood, Treasurer\n1894— ASBURY PARK, N. J.\nAlbert G. Lane, President\nIrwin Shepard, Secretary\nJ. 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\n\n*\n\nV\n\n"}
{"page": 658, "printed_page": null, "text": "652\n\nNational Education Association\n\n1897— MILWAUKEE, WIS.\nCharles R. Skinner, President\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1898— WASHINGTON, D. C.\nJ. M. Greenwood, President\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1899— LOS ANGELES, CALIF.\nE. Oram Lyte, President\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n1900— CHARLESTON, S. C,\nOscar T. Corson, President\nIrwin Shepard, Secretary\nCarroll G. Pearse, Treasurer\n1901— DETROIT, MICH.\nJames M. Green, President\nIrwin Shepard, Secretary\nL. C. Greenlee, Treasurer\n\n1902— MINNEAPOLIS, MINN.\nWilliam M. Beardshear, President\nIrwin Shepard, Secretary\n•\nCharles H. Keyes, Treasurer\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\n*\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\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n1910— BOSTON, MASS.\nJames 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. Shepherd, Tceasurer\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\n1922— BOSTON, MASS.\nCharl Ormond Williams, Pres.\nJ. W. Crabtree, Secretary\nCornelia S. Adair, Treasurer\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\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n1929— ATLANTA, GA.\nUel W. Lamkin, President\nJ. W. Crabtree, Secretary\nHenry Lester Smith, Treasurer\n19.30—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\nJ. W. Crabtree, Secretary Emeritus\nR. E. Offenhauer, Treasurer\n1936— PORTLAND, ORE.\nAgnes Samuelson, President\nWillard E. Givens, Secretary\nJ. W. Crabtree, Secretary Emeritus\nR. E. Offenhauer, Treasurer\n\n"}
{"page": 659, "printed_page": null, "text": "Associational Records and Information\n\n653\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\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. Offenhatjer.Treasurer.Superintendent of Schools, Lima, Ohio\nAgnes Samuelson\n\nHonorary\nJohn Dewey\nMrs.\n\nSusan\n\n.Professor Emeritus of Philosophy.Columbia University,\nNew York, N. Y.\nM. Dorsey. 1506 Arapahoe St., Los Angeles, Calif.\n\nExecutive Committee\n.President.State Superintendent of Public Instruction, Des\nMoines, Iowa\nHenry Lester Smith.First Vicepresident.Dean,\nSchool of Education, Indiana\nUniversity, Bloomington, Ind.\nJoseph H. Saunders.Chairman, Board of Trustees, Superintendent of Schools, Newport\nNews, Va.\nR. E. Offenhauer.Treasurer.Superintendent of Schools, Lima, Ohio\nCaroline S. Woodruff.Member\nby Election.Principal, State Normal\nSchool,\nCastleton, Vt.\nAgnes Samuelson\n\nBoard of Trustees\nChairman.Newport News, Va.\nPresident.Des Moines, Iowa\nEdgar G. Doudna, Secretary, Board of Normal School Regents...Madison, Wis.\nJoseph Marr Gwinn, 2206 Loma Vista.Pasadena, Calif.\nA. L. Whittenberg, Centennial Building.Springfield, Ill.\nJoseph\n\nH.\n\nSaunders,\n\nAgnes Samuelson,\n\nVicepresidents\nGeorge T. Avery, Head,\n\nDepartment of Education, Colorado Agricultural\nCollege.....Fort Collins, Colo.\nE. W. Butterfield, State Commissioner of Education.Hartford, Conn.\nJohn Callahan, State Superintendent of Public Instruction...Madison, Wis.\nNorman Hamilton, Principal, Carbon High School.Price, Utah\nMary Eva Hite, Supervisor of Elementary Instruction, State Department of\nEducation.Columbia, S. C.\nVierling Kersey, State Superintendent of Public Instruction.Sacramento, Calif.\nBertha C. Knemeyer, Principal, Elko County High School.Elko, Nev.\nPaul Munro, Superintendent of Schools..,...Selma, Ala.\nHenry Lester Smith, First Vicepresident.Lima, Ohio\nRaymond H. Snyder. President, Albion State Normal School...Albion, Idaho\nL. P. Terrebonne, Superintendent of Schools.......Plaquemine, La.\n\nBoard of Directors\nDirectors Ex Officio\nAgnes Samuelson. President.Des Moines, Iowa\nHenry Lester Smith, Vicepresident...Bloomington, Ind.\nR. E. Offenhauer, Treasurer.;.Lima, Ohio\nJoseph H.\nWillard\n\nSaunders,\n\nE.\n\nGivens,\n\nChairman, Board of Trustees.Newport News, Va.\nExecutive Secretary.Washington, D. C.\n\nLife Directors\nCornelia S. Adair, 3208 Hawthorne Street.Richmond, Va.\nFrancis G. Blair, 440 Canedy Street.Springfield, Ill.\n\nTenn.\nC. C. Bradford, 1201 East Sixteenth Avenue.Denver, Colo.\nNicholas Murray Butler, President, Columbia University.New York, N. Y.\n\nBoard of\n\nEducation.Nashville,\n\nMrs. Mary\n\n"}
{"page": 660, "printed_page": null, "text": "654\n\nNational Education Association\n\nP. P. Claxton, President, Austin Peay Normal School.Clarksville, Tenn.\nHugh A. Graham, South Main Street.Mount Pleasant, Mich.\nJessie Gray, Stevens School of Practice.Philadelphia, Pa.\nFlorence Hale, Prince George Hotel.New York, N. Y.\nFrederick M. Hunter, Chancellor, University of Oregon.Eugene, Ore.\nIllinois State Teachers Association.Springfield, Ill.\nOlive M. Jones, Director, Calvary House.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 Street.Brookline, Mass.\nJesse H. Newlon, Lincoln School, Teachers College, Columbia University... .New York, N. Y.\nCarroll G. Pearse, 1721 Ludington Avenue.Milwaukee, Wis.\nMrs. Josephine Corliss Preston....Burton, King County, Wash.\nE. Ruth Pyrtle, Principal, Bancroft School.Lincoln, Nebr.\nJoseph Rosier, President, Fairmount 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, U. S. Commissioner of Education.Washington, D. C.\nWillis A. Sutton, Superintendent of Schools.Atlanta, Ga.\nTeachers Institute.Philadelphia, Pa.\nJohn J. Tigert, President, University of Florida.Gainesville, Fla.\nCharl Ormond Williams, Director, Division of Field Service, NEA.Washington, D. C.\nGeorge F. Zook, President, American Council on Education.Washington, D. C.\n\nState Directors\nAlabama.J. D. Williams, Principal, Avondale School, Birmingham\nAlaska.C. H. Bowman, Superintendent of Schools, Douglas\nArizona.Emil L. Larson, University of Arizona, Tucson\nArkansas.W. E. Phipps, State Commissioner of Education, Little Rock\nCalifornia.Frank A. Henderson, Superintendent of Schools, Santa Ana\nColorado.W. B. Mooney, Executive Secretary, Colorado Education Association, Denver\nConnecticut.Helen T. Collins, Principal, Ezekiel Cheever School, New Haven\nDelaware.H. V. Holloway, State Superintendent of Public Instruction, Dover\nDistrict of Columbia.Edith Louise Grosvenor, The Iowa Apts., Washington\nFlorida.James S. Rickards, Executive Secretary, Florida Education Association Tallahassee\nGeorgia.M. D. Collins, State Superintendent of Schools, Atlanta\nHawaii.J. W. Garrett, Secretary, Hawaii Education Association, Honolulu\nIdaho.W. D. Vincent, Superintendent of Schools, Boise\nIllinois.John W. Thalman, Superintendent of Schools, Waukegan\nIndiana. .. .Charles O. Williams, Secretary, Indiana State Teachers Association, Indianapolis\nIowa. .Fred D. Cram, Associate Professor of Education, Iowa State Teachers College, Cedar Falls\nKansas.F. L. Schlagle, Superintendent of Schools, Kansas City\nKentucky. .William S. Taylor, Dean, College of Education, University of Kentucky, Lexington\nLouisiana.P. H. Griffith, Director of General Extension, Louisiana State University,\nBaton Rouge\nMaine.William B. Jack, Superintendent of Schools, Portland\nMaryland.E. W. Pruitt, Superintendent, Frederick County Schools, Frederick\nMassachusetts.Annie C. Woodward, Teacher, High School, Somerville\nMichigan..Edith M. Bader, Assistant Superintendent of Schools, Ann Arbor\nMinnesota.Harry Wahlstrand, 824 Third Street East, Willmar\nMississippi.H. V. Cooper, Superintendent of Schools, Vicksburg\nMissouri.Thomas J. Walker, Associate State Secretary, Missouri State Teachers\nAssociation, Columbia\nMontana. .. .Martin P. Moe, Executive Secretary, Montana Education Association, Helena\nNebraska.G. F. Knipprath, Omaha Technical High School, Omaha\nNevada.Mrs. Hazel B. Denton, Teacher, Public Schools, Caliente\nNew Hampshire.Lyle Wilson Ewing, Teacher, English Department, Claremont\nNew Jersey.Raymond B. Gurley, Principal, Barringer High School, Newark\nNew Mexico.Vernon O. Tolle, Executive Secretary, New Mexico Educational Association,\nSanta Fe\nNew York.H. Claude Hardy, Superintendent of Schools, White Plains\nNorth Carolina.T. Wingate Andrews, Superintendent of Schools, High Point\nNorth Dakota.L. A. White, Superintendent of Schools, Minot\nOhio.B. F. Stanton, Superintendent of Schools, Alliance\nOklahoma...M. E. Hurst, Central High School, Tulsa\nOregon.Austin Landreth, Superintendent of Schools, Pendleton\nPennsylvania.J. Herbert Kelley, Executive Secretary, Pennsylvania State Education\nAssociation, Harrisburg\nRhode Island.James F. Rockett, Director of Education, State House, Providence\nSouth Carolina.A. C. Flora, Superintendent of Schools, Columbia\nSouth Dakota. . .S. B. Nissen, Editor, South Dakota Education Association Journal, Sioux Falls\nTennessee.S. L. Ragsdale, Principal, L. C. Humes High School, Memphis\n\n"}
{"page": 661, "printed_page": null, "text": "Associational Records and Information\n\n655\n\nTexas.Rush M. Caldwell, Woodrow Wilson High School, Dallas\nUtah.James T. Worlton, Assistant Superintendent of Schools, Salt Lake City\nVermont.Joseph A. Wiggin, Principal, Brattleboro High School, Brattleboro\nVirginia.Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk\nWashington.Samuel E. Fleming, Assistant Superintendent of Schools, Seattle\nWest Virginia.W. W. Trent, State Superintendent of Free Schools, Charleston\nWisconsin.Amanda Schuette, 220 South Van Buren Street, Green Bay\nWyoming.Henry H. Moyer, Principal, Pligh School, Rawlins\n\nHEADQUARTERS STAFF\n1201 Sixteenth Street, Northwest, Washington, D. C.\nWillard E. Givens, Executive Secretary\nJ. W. Crabtree, Secretary Emeritus\n\nDirectors of Divisions\nMary J. Winfree.\nHarold A. Allan.\nAgnes Winn.\nCtiarl Ormond Williams\nT. D. Martin.\nJoy Elmer Morgan.\nWilliam G. Carr.\nFrank W. Hubbard.\nHoward A. Dawson.\nHarriett M. Chase.\n\nAccounts and Records\n.Business\n.. . .Classroom Service\n.Field Service\n.Membership\n.Publications\n.Research\n...Associate Director\n.Rural Service\n. . .. Secretary’s Office\n\nSecretaries of Departments\nGwladys W. Jones.Deans of Women\nEva G. Pinkston.Elementary School Principals\nS. D. Shanicland.Superintendence and Administrative Service\n\nNATIONAL COUNCIL OF EDUCATION\nPresident—William C. Bagley, Professor of Education, Teachers College, Columbia University, New\nYork, N. Y. (Term expires 1937).\nVicepresident—Lida Lee Tall, President, State Teachers College, Towson, Md. (Term expires 1936).\nSecretary—To be elected in June.\nExecutive Committee—Anna Laura Force, Principal, Lake Junior High School, Denver, Colo.\n(Term expires 1936); Margaret Kiely, Principal, City Normal School, Bridgeport, Conn.\n(Term expires 1937); A. L. Threlkeld, Superintendent of Schools, Denver, Colo. (Term ex¬\npires, 19.38).\n\nOFFICERS OF DEPARTMENTS\nDepartment of Administrative Women in Education\nPresident—Mary Elizabeth O’Connor, Supervisor of Elementary Schools, Natick, Mass.\nVicepresident—Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver, Colo.\nSecretary—Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer—Elizabeth Wells Robertson, Director of Art, Public Schools, Chicago, Ill.\nDirectors—Kate Bell, Head, Department of Mathematics, Lewis and Clark High School, Spokane,\nWash.; Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va.; Sue M.\nPowers, Superintendent, Shelby County Schools, Memphis, Tenn.; Agnes Samuelson, State\nSuperintendent of Public Instruction, Des Moines, Iowa; Annie C. Woodward, Teacher, Somer¬\nville High School, Somerville, Mass.\n\nDepartment of Adult Education\nPresident—Marguerite H. Burnett, State Director of Adult Education, Wilmington, Del.\nVicepresident—Maude E. Aiton, Administrative Principal, Webster School, Tenth and LI Streets,\nWashington, D. C.\nSecretary—Robert C. Deming, Supervisor, Division of Field Service, Stale Department of Education,\nHartford, Conn.\nExecutive Committee—L. R. Alderman, Chief, Service Division, U. S. Office of Education, Wash¬\nington, D. C.; Mary L. Guyton, State Supervisor of Adult Alien Education, Boston, Mass.\n\n"}
{"page": 662, "printed_page": null, "text": "656\n\nNational Education Association\n\nAmerican Association of Teachers Colleges\n(A Department of the N. E. A.)\nPresident—Eugene Fair, President, Northeast Missouri State Teachers College, Kirksville, Mo.\nVicepresident—Charles H. Fisher, President, Washington State Normal School, Bellingham, Wash.\nSecretary-Treasurer—Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee—Norman W. Cameron, Acting Superintendent, Cecile County Schools, Elkton,\nMd. (Term expires 1937); L. A. Pittenger, President, Ball State Teachers College, Muncie,\nInd. (Term expires 1938); E. J. Ashbaugh, Dean, School of Education, Miami University,\nOxford, Ohio (Term expires 1939).\n\nAmerican Educational Research Association\n(A Department of the N. E. A.)\nPresident—H. A. Greene, Director, Bureau of Educational Research, Extension Division, State Uni¬\nversity of Iowa, Iowa City, Iowa.\nVicepresident—David H. Sutton, Director, Division of School Finance, State Department of Educa¬\ntion, Columbus, Ohio.\nSecretary-Treasurer—William G. Carr, Director, Research Division, National Education Association,\nWashington, D. C.\nExecutive Committee—T. C. Holy, Professor of Education, Ohio State University, Columbus, Ohio;\nPhilip A. Boyer, Director, Division of Educational Research, Board of Education, Philadelphia,\nPa.\n\nDepartment of Art Education\nPresident—Elizabeth Wells Robertson, Director of Art, Public Schools, Chicago, Ill.\nSecretary—Mrs. Dora Browne Hatfield, David C. Hill School, Akron, Ohio.\nTreasurer—Marcella Jackson, Head of Art Department, State Normal College, Castleton, Vt.\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 Denver,\nDenver, Colo.\nSecond Vicepresident—Lola Maclean, Detroit Commercial College, Detroit, Mich.\nSecretary-Treasurer—Mrs. Frances D. North, Western High School, Baltimore, Md.\nEditor—Herbert A. Tonne, Assistant Professor of Education, New York University, New York,\nN. Y.\nExecutive Committee—M. E. Studebaker, Head, Department of Business Education, Ball State\nTeachers College, Muncie, Ind. (Term expires 1936); E. G. Blackstone, Associate Professor\nof Commerce, State University of Iowa, Iowa City, Iowa (Term expires 1936); Gordon F.\nCadisch, Director, School of Business Administration, State College of Washington, Pullman,\nWash. (Term expires 1936); Joseph L. Kochka, Woodrow Wilson Senior High School, Wash¬\nington, D. C. (Term expires 1937); Mary Stuart, Roxbury Memorial High School for Girls,\nRoxbury, Mass. (Term expires 1937); Jessie Graham, Associate Professor of Commerce, State\nTeachers College, San Jose, Calif. (Term expires 1938); C. C. Cocanower, Head, Depart¬\nment of Commerce, Phoenix Junior College, Phoenix, Ariz. (Term expires 1938).\n\nDepartment of Classroom Teachers\nPresident—Mary C. Ralls, 6529 Jefferson Street, Kansas City, Mo.\nVicepresident—Mrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J.\nSecretary—Frances Jelinek, Room 150, Hotel Wisconsin, Milwaukee, Wis.\nDirector Ex Officio—Daisy Lord, 102 7 West Main St., Waterbury, Conn.\nRegional Directors—Western Section, Albert M. Shaw, Post Office Box 885, Arcade Annex, Los\nAngeles, Calif. (Term expires 1936); Eastern Section, Emily A. Tarbell, 235 Glenwood Ave.,\nSyracuse, N. Y. (Term expires 1937); Middle Section, Mrs. Myrtle Hooper Dahl, 312 South\nEighth St., Minneapolis, Minn. (Term expires 1938).\n\nDepartment of Deans of Women\nPresident—Irma E. Voigt, Dean of Women, Ohio University, Athens, Ohio.\nVicepresident—Alice C. Lloyd, Dean of Women, University of Michigan, Ann Arbor, Mich.\nSecretary—Helen Pritchard, Viceprincipal and Dean of Girls, Public High School, Hartford, Conn.\nHeadquarters Secretary—Gwladys W. Jones, 1201 Sixteenth St., N. W., 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—Irwin A. Wilson, 437 South Stone Ave., La Grange, Ill.\nFifth Vicepresident—Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nExecutive Secretary—Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C.\n\n"}
{"page": 663, "printed_page": null, "text": "Associational Records and Information\n\n657\n\nExecutive Committee—Cassie F.\n\nRoys, Principal, 2609 Bristol St., Omaha, Nebr. (Term expires\n1936); Earl R. Laxng, Principal, Burt School, Detroit, Mich. (Term expires 1937); Mason A.\nStratton, Principal, Brighton Avenue School, Atlantic City, N. J. (Term expires 1938); Mrs.\nEdith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va. (Term expires 1939).\nLife Membership Division Director—Herbert C. Hansen, 1045 North Lockwood Ave., Chicago, Ill.\n(Term expires 1936).\n\nDepartment of Kindergarten-Primary Education\nPresident—Mrs. Eugenia West Jones, 318 South Benton Way, Los Angeles, Calif.\nVicepresident—Mrs. Daisy Carnall, 26 South 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. (Term expires\n1936); Dodie Hooe, Kindergarten-Primary Supervisor, Board of Education, Dallas, Texas (Term\nexpires 1937); Helen Johnson, 206 South College St., Mt. Pleasant, Mich. (Term expires\n1938); Ethel Massengale, Kindergarten-Primary Supervisor, Board of Education, Atlanta,\nGa. (Term expires 1939).\n\nDepartment of Lip Reading\nPresident—Estelle E. Samuelson, Supervisor of Educational Work, The New York League for\nthe Hard of Hearing, Inc., 480 Lexington Ave., New York, N. Y.\nVicepresident—Eliza C. Hannegan, Portland Evening School, Portland, Maine.\nSecretary-Treasurer—Marie K. Mason, Associate Professor of the Phonetics Laboratories, Ohio State\nUniversity, 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, Baton\nRouge, La.\n\nDepartment of Rural Education\nPresident—Francis L. Bailey, State Commissioner of Education, Montpelier, Vt.\nVicepresident—Helen Heffernan, Chief, Division of Elementary Education and Rural Schools,\nState Department of Education, Sacramento, Calif.\nSecretary—Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of Educa¬\ntion, Washington, D. C.\nExecutive Committee—Sue M. Powers (ex officio), Superintendent, Shelby County Schools, Mem¬\nphis, Tenn-. (Term expires 1937); Fannie W. Dunn, Professor of Rural Education, Teachers\nCollege, Columbia University, New York, N. Y. (Term expires 1937); O. H. Bennett, County\nSuperintendent of Schools, 532 Court House, Cincinnati, Ohio (Term expires 1938); Fred C.\nFischer, Superintendent, Wayne County Schools, 2615 Barium Tower, Detroit, Mich. (Term\nexpires 1939); Chloe C. Baldridge, Director of Rural Education, State Department of Public\nInstruction, Lincoln, Nebr. (Term expires 1940); R. D. Baldwin, Professor of Education, West\nVirginia University, Morgantown, W. Va. (Term expires 1941).\n\nDepartment of School Health and Physical Education\nPresident—A. W. Thompson, Director of Health Education and City Recreation, Grand Rapids,\nMich.\nVicepresident—Edna Bailey, Associate Professor of Education, University of California, Berkeley,\nCalif.\nSecretary-Treasurer—James E. Rogers, Director, National Physical Education Service, 315 Fourth\nAve., New York, N. Y.\nExecutive Committee—Ethel Perrin, Bouv6-Boston School of Physical Education, 105 South Hunt¬\nington Ave., Boston, Mass. (Term expires 1936); F. W. Maroney, Professor of Physical Educa¬\ntion, Teachers College, Columbia University, New York, N. Y. (Term expires 1937); A. G.\nIreland, Director of Health and Physical Education, State Department of Education, Trenton,\nN. J. (Term expires 1938).\n\nDepartment of Science Instruction\nPresident—Ira C. Davis, Assistant Professor. University High School, Madison, Wis.\nEastern Vicepresident—Mildred M. Fahy, Principal, Amundsen-Von Steuben Schools, Chicago, Ill.\nWestern Vicepresident—Charles L. Hampton, Instructor, Piedmont High School, Piedmont, Calif.\nSecretary—Vesta Hicks, Supervisor of Elementary Science, Board of Education, Austin, Texas.\nTreasurer—Esther W. Scott, Teacher-in-Charge, Elementary Science Division, James F. Oyster\nSchool, Washington, D. C.\n\nDepartment of Secondary Education\nPresident—Ernest D. Lewis, Chairman, Department of Social Studies, Evander Childs High School,\nNew 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.\n\n"}
{"page": 664, "printed_page": null, "text": "658\n\nNational Education Association\n\nRegional Directors—Eastern Section, Augustus Ludwig, Pershing Junior High School, Brooklyn,\nN. Y.; Southern Section, Robert W. House, Salem High School, Salem, Va.; Midwestern Sec¬\ntion, Alvin H. Hanson, Rufus King High School, Milwaukee, Wis.; Intermountain Section,\nGrace Kenehan, Chester S. Morey Junior High School, Denver, Colo.; Pacific Section, Grace\nM. Davis, Modesto High School, Modesto, Calif.\n\nDepartment of Secondary School Principals\nPresident—Willard N. Van Slyck, Principal. High School, Topeka, Kans.\nFirst Vicepresident—M. G. Jones, Principal, High School, Huntington Beach, Calif.\nSecond Vicepresident—Paul E. Elicker, Principal, Newton High School, Newtonville, Mass.\nExecutive Secretary—H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee—K. L. Clark, Principal, Murphy High School, Mobile, Ala.; Oscar Granger,\nPrincipal, Haverford Township High School, Upper Darby, Pa.; Harrison C. Lyseth, State\nSupervisor, Secondary Education, Augusta, Maine; John E. Wellwood, Principal, High School,\nFlint, Mich.\n\nDepartment of Social Studies\nPresident—R. 0. Hughes, Department of Curriculum Study, Public Schools, Pittsburgh, Pa.\nFirst Vicepresident—Elmer Ellis, Department of History, University of Missouri, Columbia, Mo.\nSecond Vicepresident—C. C. Barnes, Head, Social Science Department, Public Schools, Detroit, Mich.\nSecretary-Treasurer—Howard E. Wilson, Graduate School of Education, Harvard University, Cam¬\nbridge, Mass.\nExecutive Committee—C. H. McClure, State Teachers College, Kirksville, Mo.; Fremont P. Wirtli,\nGeorge Peabody College for Teachers, Nashville, Tenn.; the ex-presidents and officers.\n\nDepartment of Special Education\nPresident—Mrs. Mabel A. Harms, Boys’ Vocational School, Minneapolis, Minn.\nVicepresident—Catherine Nutterville, School Psychologist, Board of Education, Butte, Mont.\nSecretary-Treasurer—Lettisha Henderson, John Marshall High School, St. Paul, Minn.\n\nDepartment of Superintendence\nPresident—A. L. Threlkeld, Superintendent of Schools, Denver, Colo.\nFirst Vicepresident—A. J. Stoddard, Superintendent of Schools, Providence, R. I.\nSecond Vicepresident—Jesse H. Mason, Superintendent of Schools, Canton, Ohio.\nExecutive Secretary—Sherwood D. Shankland, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Frank G. Pickell, Superintendent of Schools, Montclair, N. J. (Term expires\n1937) ; George C. Bush, Superintendent of Schools, South Pasadena, Calif. (Term expires\n1938) ; Ben G. Graham, Superintendent of Schools, Pittsburgh, Pa. (Term expires 1939); J. C.\nCochran, Superintendent of Schools, San Antonio, Texas (Term expires 1940); the president,\nfirst vicepresident, and second vicepresident, ex officio.\n\nDepartment of Supervisors and Directors of Instruction\nPresident—Rudolph D. Lindquist, Director,'University School, Columbus, Ohio.\nFirst Vicepresident—Mary Browning, Supervisor of Primary Grades, Board of Education, Louisville,\nKy.\nSecond Vicepresident—Robert H. Lane, Assistant Superintendent of Schools, Los Angeles, Calif.\nSecretary-Treasurer—James F. Hosic, Professor of Education, Teachers College, Columbia Univer¬\nsity, New York, N. Y.\nExecutive Committee—Mildred English, Director of Training School, Georgia State College for\nWomen, Milledgeville, Ga.; Ernest Horn, Professor of Education, State University of Iowa,\nIowa City, Iowa; Paul T. Rankin, Supervising Director of Instruction, Board of Education,\nDetroit, Mich.; the officers 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—Mrs. Dorotha Marlow, Shaker Heights High School, Shaker Heights, Ohio.\nTreasurer—Clara Lee Cone, 1041 North Peachtree St., Atlanta, Ga.\nSecretary—Mrs. Erma Christie, Supervisor of Home Economics, Board of Education, Muncie, Ind.\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, Indiana,\nPa.\nSecond Vicepresident— Annette Glick, Director, Visual Education, Board of Education, Los Angeles,\nCalif.\nSecretary-Treasurer—E. C. Waggoner, 64 East Lake St., Chicago, Ill.\nExecutive Committee—Daniel C. Knowlton, Associate Professor of Education, New York Univer¬\nsity, New York, N. Y. (Term expires 1936); John A. Hollinger, Director of Nature Study and\nVisualization, Board of Education, Pittsburgh, Pa. (Term expires 1937); William H. Dudley,\nDirector, Dudley Visual Education Service, 746 South Wabash Ave., Chicago, Ill. (Term ex¬\npires 1938); Mrs. Grace Fisher Ramsey, Assistant Curator of Education, American Museum of\nNatural History, 77th Street and Central Park, West, New York, N. Y. (Term expires 1939);\nRobert F. Collier, Jr., South High School, Denver, Colo. (Term expires 1940); Cline M.\nKoon, Senior Specialist in Education by Radio, U. S. Office of Education, Washington, D. C.\n(Term expires 1941).\n\n"}
{"page": 665, "printed_page": null, "text": "659\n\nAssociational Records and Information\n\nDepartment of Vocational Education\nPresident—Forest E. Moore, Director of Vocational Education, State Department of Public Instruc¬\ntion, Des Moines, Iowa.\n\nSecretary—B. H. Van Oot, Supervisor of Trade and Industrial Education, State Department of Public\nInstruction, Richmond, Va.\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nOFFICERS—1936-37\nOrville C. Pratt.\nWillard E. Givens\n\nPresident.Superintendent of Schools, Spokane, Wash.\nExecutive Secretary.1201 16th St., N. W., Washington,\n\nJ. W. Crabtree...\n\nSecretary Emeritus.1201 16th St., N. W., Washington,\nD. C.\nTreasurer.Superintendent of Schools, Lima, Ohio\n\nR. E. OffenHAUER\n\nHonorary\nJohn Dewey.Professor\n\nEmeritus of Philosophy.Columbia\nNew York, N. Y.\nMrs. Susan M. Dorsey. 1506 Arapahoe St., Los Angeles, Calif.\n\nUniversity,\n\nExecutive Committee\nOrville C. Pratt.President.Superintendent of Schools, Spokane, Wash.\nAgnes Samuelson .First Vicepresident.State Superintendent of Public\n\nIn¬\nstruction, Des Moines, Iowa\nJoseph H. Saunders.Chairman, Board of Trustees, Superintendent of Schools, Newport\nNews, Va.\nR. E. Offenhauer.Treasurer.Superintendent of Schools, Lima, Ohio\nCaroline S. Woodruff.Member by Election, Principal, State Normal School, Castleton, Vt.\n\nBoard of Trustees\nJoseph H. Saunders.Chairman.Superintendent of Schools, Newport News Va.\nOrville C. Pratt.President.Superintendent of Schools, Spokane, Wash.\nJoseph Marr Gwinn.Professor of Education, San Jose State College, San Jose, Calif.\nEdgar G. Doudna.Secretary.Board of Normal School Regents, Madison, Wis.\nA. L. Whittenberg.2002 South 5th St., Springfield, Ill.\n\nVicepresidents\n.First Vicepresident.State Superintendent of Public In¬\nstruction, Des Moines, Iowa\nMiss Willie A. Lawson .... Secretary.Arkansas Education Association, Little Rock,\nArk.\nEvlyn Chasteen .Teacher.536 32nd St., Oakland, Calif.\nHerman E. Hendrix.State Superintendent of Schools, Phoenix, Ariz.\nE. W. Butterfield.State Commissioner of Education, Hartford, Conn.\nAndrew Avery.County Superintendent of Schools, Bainbridge, Ga.\nM. P. Moe.Executive Secretary.Montana Education Association,\nHelena, Mont.\nO. H. Plenzke.Secretary.Wisconsin Education Association, Madison, Wis.\nErnest H. Black.President.Oklahoma Education Association, Bristow, Okla.\nMattie S. Doremus.Teacher.365 12th Avenue, Paterson, N. J.\nMarie Brotherson .Teacher.644 Ohio, Kansas City, Kans.\nW. L. Colvin.Principal.High School, Jeanerette, La.\n\nAgnes Samuelson\n\nBoard of Directors\nOrville C. Pratt, President—Superintendent of Schools..Spokane, Wash.\nAgnes Samuelson, Vicepresident—State Superintendent of Public Instruction. .Des Moines, Iowa\nR. E. Offenhauer, Treasurer—Superintendent, Lima Public Schools.Lima, Ohio\nJoseph H. Saunders, Chairman, Board of Trustees\n\nSuperintendent, Newport News Public Schools, Newport News, Va.\nWillard E. Givens, Executive Secretary.1201 Sixteenth St., Washington, D. C.\n\n"}
{"page": 666, "printed_page": null, "text": "660\n\nNational Education Association\n\nLife Directors\nCornelia S. Adair, 3208 Hawthorne Ave.Richmond, Va.\nFrancis G. Blair, 440 Canedy St.Springfield, Ill.\nBoard of Education...Nashville, Tenn.\nMrs. Mary C. C. Bradford, 1547 Gaylord St.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, Oregon State System of Higher Education.Eugene, Ore.\nIllinois State Teachers Association, Robert C. Moore, Secretary.Springfield, Ill.\nOlive M. Jones, 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.\nAgnes Samuelson, State Superintendent of Public Instruction.Des Moines, Iowa\nHenry Lester Smith, Dean, School of Education, Indiana University.Bloomington, Ind.\nGeorge D. Strayer, Teachers College, Columbia University.New York, N. Y.\nJ. W. Studebaicer, 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, President, American Council on Education, 744 Jackson\nPlace, N. W.Washington, D. C.\n\nState Directors\nAlabama . .J. D. Williams, Principal, Avondale School.Birmingham\nAlaska ... .Everett R. Erickson, Head, Department of English,\nAlaska Public Schools.Juneau\nArizona . ....... .T. G. Grieder, Superintendent of Schools.Winslow\nArkansas .. . .W. E. Phipps, State Commissioner of Education.Little Rock\nCalifornia . .F. A. Henderson, Superintendent of Schools.Santa Ana\nColorado . .W. B. Mooney, Executive Secretary, Colorado Edu¬\ncation Association .Denver\nConnecticut . .Helen T. Collins, Principal, Ezekiel Cheever School..New Haven\nDelaware . .H. V. Holloway, State Superintendent of Public In¬\nstruction .Dover\nDistrict of Columbia .Edgar C. Higbie, President, Wilson Teachers College. .Washington\n.James S. Rickards, Executive Secretary, Florida\nFlorida ..\nEducation Association.Tallahassee\nGeorgia .\n.M. D. Collins, State Superintendent of Schools.Atlanta\nHawaii . .J. W. Garrett, Executive Secretary, Hawaii Educa¬\ntion Association .Honolulu\nIdaho\n. .W. D. Vincent, Superintendent of Schools.Boise\nW.\nThalman,\nSuperintendent,\nWaukegan\nIllinois . .John\nTownship Secondary Schools.Waukegan\nIndiana\n. . ..Charles O. Williams, Secretary-Treasurer, Indiana\nState Teachers Association.Indianapolis\nIowa . .Fred D. Cram, Associate Professor of Education, Iowa\nState Teachers College.Cedar Falls\nKansas . .F. L. Schlagle, Superintendent of Schools.Kansas City\nKentucky . .W. S. Taylor, Dean, College of Education, University\nof Kentucky .Lexington\nLouisiana . .J. N. Poche, Supervisor, St. Charles Parish Schools.Hahnville\nMaine . .William B. Jack, Superintendent of Schools.Portland\nMaryland . .Eugene W. Pruitt, County Superintendent of Schools.. Frederick\nMassachusetts . .Annie C. Woodward, High School Teacher.Somerville\nMichigan . .Grover Stout, Principal, 1851 West Grand Blvd.Detroit\nMinnesota\n. .Daisy Brown, Teacher, 407 South 6th St.Stillwater\nMississippi . .H. V. Cooper, Superintendent of Schools.Vicksburg\nMissouri . .Thomas J. Walker, Associate Secretary, Missouri\nState Teachers Association.Columbia\nMontana . .M. P. Moe, Executive Secretary, Montana Education\nAssociation .\nHelena\nNebraska . .J. J. Guenther, Chemistry Teacher, Technical High\nSchool .Omaha\nNevada . .. ..\nT. R. Warren, Teacher, Billinghurst Junior High School.Reno\nNew Hampshire . .. .Lyle Wilson Ewing, Teacher, Head of English De¬\npartment .\nClaremont\nNew Jersey.,. .Raymond B. Gurley, Principal, Barringer High School... Newark\nNew Mexico.\n\ntional Association .Santa Fe\n\n"}
{"page": 667, "printed_page": null, "text": "Associational Records and Information\n\n661\n\nNew York .... .Frederick Hour Law, Chairman, Department of Eng¬\nlish, Stuyvesant High School.New York\nNorth Carolina .Guy B. Phillips, Superintendent of Schools.Greensboro\nNorth Dakota .L. A. White, Superintendent of Schools.Minot\nOhio. .B. F. Stanton, Superintendent of Schools.Alliance\nOklahoma ... . .M. E. Hurst, Physics Instructor, Central High School.Tulsa\nOregon . .Austin Landreth, Superintendent of Schools.Pendleton\nPennsylvania . .J. Herbert Kelley, Executive Secretary, Pennsyl¬\nvania State Education Association.Harrisburg\nRhode Island . .James F. Rockett, State Director of Education.Providence\nSouth Carolina .A. C. Flora, Superintendent of Schools.Columbia\nSouth Dakota . .N. E. Steele, Executive Secretary, South Dakota\nEducation Association .Sioux Falls\nTennessee . .. . .S. L. Ragsdale, Principal, Hume High School.Memphis\nTexas . .Rush M. Caldwell, Teacher, Woodrow Wilson High\nSchool .\nDallas\nUtah . .N. Howard Jensen, Principal, Central School.Tooele\nVermont . .Joseph A. Wiggin, Principal, High School.Brattleboro\nVirginia . .Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools .Norfolk\nWashington .. .Ernest W. Campbell, Superintendent of Schools.Renton\nWest Virginia .W. W. Trent, State Superintendent of Free Schools. .. .Charleston\nWisconsin\ncation, 220 South Van Buren St.Green Bay\nH. H. Moyer, Principal, High School.Rawlins\nWyoming . . . .\n\nNATIONAL COUNCIL OF EDUCATION\nPresident—William C. Bagley, Professor of Education, Teachers College, Columbia University,\nNew York, N. Y. (1937).\nVicepresident—Lida Lee Tall, President, State Teachers College, Towson, Md. (1937).\nSecretary—Charl O. Williams, Field Secretary, National Education Association, 1201 Six¬\nteenth St., N. W., Washington, D. C. (1937).\nExecutive Committtee—Anna Laura Force, Principal, Lake Junior High School, Denver, Colo.\n(1937); Margaret Kiely, Principal, Bridgeport City Normal School, Bridgeport, Conn.\n(1937); A. L. Threlkeld, Superintendent of Schools, Denver, Colo. (1938).\n\nOFFICERS OF DEPARTMENTS\nDepartment of Administrative Women in Education\nPresident—Mary Elizabeth O’Connor, Supervisor Elementary Schools, Board of Education,\nNatick, Mass.\nVicepresident—Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver,\nColo.\n\nSecretary—Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer—Elizabeth Wells Robertson, Director of Art, Chicago Public Schools, 228 North\nLaSalle St., Chicago, Ill.\nDirectors—Kate Bell, Head, Department of Mathematics, Lewis and Clark High School, Spo¬\nkane, 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, Teacher, Somerville High School, Somerville, Mass.\n\nDepartment of Adult Education\nPresident—Maude E. Aiton, Administrative Principal, Webster School, Tenth and H Streets,\nWashington, D. C. (1938).\nVicepresident—George C. Mann, Chief, Division of Adult and Continuation Education, State\nDepartment of Public Instruction, Los Angeles, Calif. (1938).\nSecretary—Frances K. Wetmore, Director, Adult Education, Board of Education, Chicago,\nIll. (1938).\nEditor, Bulletin—Caroline A. Whipple, State Department of Public Instruction, Albany, N. Y.\nTreasurer—Jessie M. Robbins, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—L. R. Alderman, Chief, Service Division, U. S. Office of Education,\nWashington, D. C. (1938) jMarguerite H. Burnett, State Director, Adult Education,\nEleventh and Washington Sts., Wilmington, Del. (1938).\n\nAmerican Association of Teachers Colleges\n(A Department of the N. E. A.)\nPresident—Eugene Fair, President, Northeast Missouri State Teachers College, Kirksville, Mo.\nVicepresident—‘Charles H. Fisher, President, Washington State Normal School, Bellingham,\nWash.\nSecretary-Treasurer—Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee—Norman W. Cameron, Superintendent, Cecil County Schools, Elkton, Md.\n(1937); L. A. Pittenger, President, Ball State Teachers College, Muncie, Ind. (1938);\nE. J. Ashbaugh, Dean, School of Education, Miami University, Oxford, Ohio (1939).\n\n"}
{"page": 668, "printed_page": null, "text": "662\n\nNational Education Association\n\nDepartment of Art Education\nPresident—Grace M. Baker, Head, Division of Arts, Colorado State College of Education,\nGreeley, Colo.\nVicepresident—Muriel V. Sibell, Head, Art Department, University of Colorado, Boulder,\nColo.\nSecretary-Treasurer—Mrs. Dora B. Hatfield, Teacher, David Hill High School, Akron, Ohio.\n\nAmerican Educational Research Association\n(A Department of the N. E. A.)\nPresident—H. A. Greene, Director, Bureau of Educational Research, Extension Division,\nState University of Iowa, Iowa City, Iowa.\nVicepresident—David II. Sutton, Director, Division of School Finance, State Department of\nEducation, Columbus, Ohio.\nSecretary-Treasurer—V/illiam G. Carr, Director, Research Division, National Education Asso¬\nciation, Washington, D. C.\nExecutive Committee—T. C. Holy, Professor of Education, Ohio State University, Columbus,\nOhio (1937); Philip A. Boyer, Director, Division of Educational Research, Board of\nEducation, Philadelphia, Pa. (1938); the officers of the Department ex officio.\n\nDepartment of Business Education\nPresident—Ernest A. Zelliot, Associate Professor of Education, University of Denver,\nDenver, Colo.\nFirst Vicepresident—Lola Maclean, Educational Director, Detroit Commercial College, Detroit,\nMich.\nSecond Vicepresident—Ida Granberg, Teacher, Kelso High School, Kelso, Wash.\nSecretary-Treasurer—Mrs. Frances D. North, Teacher, Western Pligh School, Baltimore, Md.\nEditor, National Business Education Quarterly—Herbert A. Tonne, Assistant Professor of\nEducation, New York University, Washington Square, East, New York, N. Y.\nExecutive Committee—Joseph L. Kochka, Teacher, Woodrow Wilson High School, Washington,\nD. C. (1937); Mary Stuart, Teacher, Brighton High School, Brighton, Mass. (1937);\nBenjamin R. Haynes, University of Southern California, Los Angeles, Calif.\n(1937);\nC. D. Cocanower, Head, Department of Commerce, Phoenix Junior College, Phoenix, Ariz.\n(1938); Jessie Graham, Associate Professor of Commerce, State Teachers College, San\nJose, Calif. (1938); Ruby Perry, Allen High School of Commerce, New Orleans, La.;\n(1939); Elmer E. Spannabel, Pittsburgh, Pa. (1939).\n\nDepartment of Classroom Teachers\nr\n\nPresident—Albert M. Shaw, Box 885, Arcade Annex, Los Angeles, Calif.\nVicepresident—Mrs. Mary D. Barnes, 223 Summit Road', Elizabeth, N. J.\nSecretary—Frances Jelinek, Room 150, Hotel Wisconsin, Milwaukee, Wis.\nDirector Ex Officio—Mary C. Ralls, 6529 Jefferson St., Kansas City, Mo.\nRegional Directors—Eastern Region, Emily Tarbell, 235 Glenwood Ave., Syracuse, N. Y.\n(1937); Midwestern Region, Mrs. Myrtle Hooper Dahl, R. D. 2, Mound, Minn. (1938);\nWestern Region, Elphe K. Smith, Box 22, R. D. 1, Tigard, Ore. (1939).\n\nDepartment of Deans of Women\nPresident—Irma E. Voict, Dean of Women, Ohio University, Athens, Ohio.\nVicepresident—Alice C. Lloyd, Dean of Women, University of Michigan, Ann Arbor, Mich.\nTreasurer—Agnes Helmreich, Girls Adviser, East High School, Des Moines, Iowa.\nSecretary—Helen Pritchard, Viceprincipal and Dean of Girls, Hartford Public School, Hart¬\nford, Conn.\nHeadquarters Secretary—Kathryn G. Heath, 1201 Sixteenth St., N. W., Washington, D. C.\n\nDepartment of Elementary School Principals\nPresident—Edythe J. Brown, Principal, Kaley-Marquette Schools, South Bend, Ind.\nFirst Vicepresident—Harley W. Lyon, Principal, Longfellow-Cleveland Schools, Pasadena, Calif.\nSecond Vicepresident—Maude A. Rhodes, Principal, Whitefoord School, Atlanta, Ga.\nThird Vicepresident—Irvin A. Wilson, Principal, Delano School, Chicago, Ill.\nFourth Vicepresidcnt—Clifford E. Perry, Principal, Lents School, Portland, Ore.\nFifth Vicepresident—Isabel Tucker, Principal, Shenandoah School, St. Louis, Mo.\nExecutive Secretary—Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Earl R. Laing, Principal, Burt School, Detroit, Mich. (1937); Mason\nA. Stratton, Principal, Brighton Avenue School, Atlantic City, N. J. (1938); Mrs. Edith\nB. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va. (1939); Ira M. Kline,\nPrincipal, Greenburgh #8 Schools, White Plains. N. Y. (1940).\nCertification Division—Casste F. Roys, Principal, Walnut Hill Schools, Omaha, Nebr.\nf.ifc Membership Division—Herbert C. PIansen, Director, 1045 North Lockwood Ave., Chicago,\nIll. (1937).\nRetirement Division— M. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio.\n\n"}
{"page": 669, "printed_page": null, "text": "Associational Records and Information\n\n663\n\nDepartment of Kindergarten-Primary Education\nPresident—Mrs. Ada J. Farmer, 1623 Southeast Ladd Ave., Portland, Ore.\nVicepresident—Evlyn Bird, 22 East Shadowlawn, Atlanta, Ga\nSecretary-Treasurer—Anne O’Neill, Supervisor, Normal School, Monmouth, Ore.\nRegional Directors—Dodie Hooe, Kindergarten-Primary Supervisor, Board of Education Dal¬\nlas Texas (1937); Helen Johnson, Supervisor, Central Teachers College, 206 South Col¬\nlege St., Mt. Pleasant, Mich. (1938); Ethel Massengale, Kindergarten-Primary Super¬\nvisor, Board of Education, Atlanta, Ga. (1939); A. Maud Sproat, Supervisor, City and\nCounty Buildings, Salt Lake City, Utah (1940).\n\nDepartment of Lip Reading\nPresident—Eliza C. Hannegan, Public School Adult Classes, Portland, Maine.\nVicepresident—Mary E. Van Horn, 360 East Fiftieth St., New York, N. Y.\nSecretary-Treasurer—Marie K. Mason, Professor of Phonetics Laboratories, Ohio State Uni¬\nversity, Columbus, Ohio.\n\nDepartment of Music Education\nPresident—Robert B. Walsh, Franklin High School, Portland, Ore.\nSecretary—Lena Belle Tartar, Salem High School, Salem, Ore.\n\nDepartment of Rural Education\nPresident—Francis L. Bailey, State Commissioner of Education, State House, Montpelier, Vt.\nVicepresident—Helen Heffernan, Chief, Division of Elementary Education and Rural Schools.\nState Department of Education, Sacramento, Calif.\nSecretary—Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of\nEducation, Washington, D. C.\nExecutive Committee—Fannie W. Dunn, Professor of Rural Education Teachers College,\nColumbia University, New York, N. Y. (1937); O. H. Bennett, Superintendent, Hamilton\nCounty Schools, 532 Court House, Cincinnati, Ohio (1938); Fred C. Fischer, Super¬\nintendent, Wayne County Schools, 2615 Barium Tower, Detroit, Mich. (1939); Chloe C.\nBaldridge, Director of Rural Education, State Department of Public Instruction, Lincoln,\nNebr. (1940); R. D. Baldwin, Professor of Education, West Virginia University, Morgan¬\ntown, W. Va. (1941); Sue M. Powers, Superintendent, Shelby County Schools, Memphis,\nTenn. (ex officio).\n\nDepartment of School Health and Physical Education\nPresident—Edna W. Bailey, Professor of Education, University of California, Berkeley, Calif.\nVicepresident—A. G. Ireland, State Director of Health, Safety, and Physical Education,\nTrenton, N. J.\nSecretary-Treasurer—James E. Rogers, Director, National Physical Education Service, Na¬\ntional Recreation Association, 315 Fourth Ave., New York, N. Y.\nExecutive Committee—F. W. Maroney, Professor of Physical Education, Teachers College,\nColumbia University, New York, N. Y. (1937); Lulu V. Cline Supervisor, Health and\nPhysical Education, South Bend, Ind. (1938); M. P. Isaminger, Professor of Hygiene,\nOregon State Agricultural College, Corvallis, Ore. (1939); Jessie Garrison, State Su¬\npervisor, Health and Physical Education, Montgomery, Ala. (1940).\n\nDepartment of Science Instruction\nPresident—Ira C. Davis, President, University High School, Madison, Wis.\nEastern Vicepresident—Mildred M. Fahy, Principal, Peirce Elementary School, 1923 Bryn\nMawr, Ave., Chicago, Ill.\nWestern Vicepresident—Charles L. Hampton, Science Instructor, Piedmont Public Schools,\nOakland, Calif.\nSecretary—Lillian C. Compton, Assistant Superintendent, Alleghany County Schools, Cum¬\nberland, Md.\nTreasurer—Esther W. Scott, Supervisor of Elementary Science, James F. Oyster School,\nWashington, 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, Teacher, Boys Technical High School, Milwaukee, Wis.\nSecretary—Nettie R. Bolland. Teacher. High School of Commerce, Portland. Ore.\nTreasurer—L. Denzil Keigley, Teacher, Chester S. Morey Junior High School, Denver, Colo.\n\nDepartment of Secondary School Principals\nPresident—Willard N. Van Slyck, Principal, High School, Topeka, Kans.\nFirst Vicepresident—M. G. Jones, Principal, High School, Huntington Beach, Calif.\nSecond Vicepresident—Paul E. Elicker, Principal, Newton High School, Newtonville, Mass.\nExecutive Secretary—H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee—K. J. Clark, Principal, Murphy High School, Mobile, Ala.; Oscar\nGranger, Principal, Haverford Township High School, Upper Darby, Pa.; Harrison C.\nLyseth, State Supervisor, Secondary Education, Augusta, Maine; John E. Wellwood,\nPrincipal, High School, Flint, Mich.\n\n"}
{"page": 670, "printed_page": null, "text": "664\n\nNational Education Association\n\nDepartment of Social Studies\nPresident—R. O. Hughes, Department of Curriculum Study, Public Schools, Pittsburgh, Pa.\nFirst Vicepresident—Elmer Ellis, Department of History, University of Missouri, Co¬\nlumbia, Mo.\nSecond Vicepresident—C. C. Barnes, Head, Social Science Department, Public Schools,\nDetroit, Mich.\nSecretary-Treasurer—Howard E. Wilson, Graduate School of Education, Harvard University,\nCambridge, Mass.\nExecutive Committee—C. H. McClure, State Teachers College, Kirksville, Mo; Fremont P.\nWirth, George Peabody College for Teachers, Nashville, Tenn.; officers and ex-presidents.\n\nDepartment of Special Education\nPresident—Lettisha E. Henderson, Teacher, Sight Saving Department, Marshall Junior High\nSchool, St. Paul, Minn.\nVicepresident—Georgia B. Howe, Teacher, Girls Prevocational Work, Portland, Ore.\nSecretary-Treasurer— Mrs. Nellie C. MacDonald, 1104 Twenty-fourth Ave., N. E., Minne\napolis, Minn.\n\nDepartment of Superintendence\nPresident—A. L. Threlkeld, Superintendent of Schools, Denver, Colo.\nFirst Vicepresident—A. J. Stoddard, Superintendent of Schools, Providence, R. I.\nSecond Vicepresident—Jesse H. Mason, Superintendent of Schools, Canton, Ohio.\nExecutive Secretary—Sherwood D. Shankland, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Frank G. Pickell, Superintendent of Schools, Montclair, N. J. (1937);\nGeorge C. Bush, Superintendent of Schools, South Pasadena, Calif. (1938); Ben G.\nGraham, Superintendent of Schools, Pittsburgh, Pa. (1939); J. C. Cochran, Superin¬\ntendent of Schools, San Antonio, Texas (1940).\n\nDepartment of Supervisors and Directors of Instruction\nPresident—Rudolph D. Lindquist, Director, The University School, Columbus, Ohio.\nFirst Vicepresident—Mary Browning, Supervisor of Primary Grades, Board of Education,\nLouisville, Ky.\nSecond Vicepresident-—Robert H. Lane, Assistant Superintendent of Schools, Los Angeles, Calif.\nSecretary-Treasurer—James F. Hosic, Professor Emeritus, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nHeadquarters Secretary—Mary F. Hazell, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee—Mildred English, Director of Training School, Georgia State College\nfor Women, Milledgeville, Ga. (1937); Ernest Horn, Professor of Education, State Uni¬\nversity of Iowa, Iowa City, Iowa (1937); Paul T. Rankin, Supervising Director of\nCurriculum and Research, Board of Education, Detroit, Mich. (1938).\n\nDepartment of Supervisors and Teachers of Home Economics\nPresident—Freda Winning, New York University, New York, N. Y.\nVicepresident—Mrs. Dorotha Finch Marlow, 3594 Cummings Road, Cleveland Heights, Ohio.\nSecretary—Mrs. Erma B. Christie, Supervisor of Home Economics, Central High School,\nMuncie, Ind.\nTreasurer—Clara Lee Cone, 1041 West Peachtree St., Atlanta, Ga.\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, Visual Education, Board of Education, Los\nAngeles, Calif.\nSecretary-Treasurer—E. C. Waggoner, 64 East Lake St., Chicago, Ill.\nExecutive Committee—Daniel C. Knowlton, Professor of History, New York Univesity, New\nYork, N. Y. (1937); John A. Hollinger, Director of Nature Study and Visualization,\nBoard of Education, Pittsburgh, Pa. (1937); William H. Dudley, Director, Dudley\nVisual Education Service, 736 South Wabash Ave., Chicago, Ill. (1938); Mrs. Grace\nFisher Ramsey, Assistant Curator of Education, American Museum of Natural History,\n77th and Central Park, W., New York, N. Y. (1939); Robert F. Collier, Jr., Science\nTeacher, South High School, Denver, Colo. (1940); Cline M. Koon, Senior Specialist,\nRadio and Visual Education, U. S. Office of Education, Washington, D. C. (1941).\n\nDepartment of Vocational Education\nPresident—Frederick G. Leasure, City Director for Vocational Education, School Administra¬\ntion Building, Portland, Ore.\nSecretary—Albert S. Siepert, Bradley Institute, Peoria, Ill.\n\n"}
{"page": 671, "printed_page": null, "text": "Associational Records and Information\n\n665\n\nCOMMITTEES OF THE NATIONAL EDUCATION\nASSOCIATION, 1935-36\nCOMMITTEE ON ACADEMIC FREEDOM\n(Authorized by Representative Assembly)\nSmith,\nHenry Lester,\nChairman;\nDean,\nSchool of Education, Indiana University,\nBloomington, Ind.\nBabcock, Mildred\nWestwood, N. J.\n\nD.,\n\n399\n\nFourth\n\nAve.,\n\nKilpatrick, William H., Teachers College,\nColumbia University, New York, N. Y.\nTarbell, Emily A., 235 Glenwood Ave., Syra¬\ncuse, N. Y.\nWest, Ruth, Lewis and Clark High School,\nSpokane, Wash.\n\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, Birmingham, Ala.\nBrookes, M. Emma, Principal, Miles-Cranwood Schools, Cleveland, Ohio\n\nCram, Fred D., Extension Division, Iowa\nState\nTeachers\nCollege,\nCedar\nFalls,\nIowa\nDahl,\nMrs.\nMyrtle\nHooper,\n312\nSouth\nEighth St., Minneapolis, Minn.\nEwing, Sara C., 5461 Pleasant Run Parkway, Indianapolis, Ind.\nHardy,\nH.\nClaude,\nSuperintendent\nof\nSchools, White Plains, N. Y.\n\nCOMMITTEE ON CREDENTIALS\nFitzgerald,\nJ.\nE.,\nChairman;\nPrincipal,\nHopkins School, Sioux City, Iowa\nBerry, Mrs. Jessie S., Classroom Teacher,\nPublic Schools, Westerly, R. I.\nBrock, Frank M., County Superintendent of\nSchools, Mount Vernon, Wash.\nCarr, A. T., Principal, Nathan Hale Junior\nHigh School, Cleveland, Ohio\nClark, Robert Wayne, President, Philadel¬\nphia Teachers Association, Philadelphia,\nPa.\nCollis, C. D., High School Principal, Pub¬\nlic Schools, Greentown, Ind.\nEngle, C. H., Secretary, Illinois State Ex¬\namining Board, Springfield, Ill.\nEngle, Mary, Principal, Public Schools,\nHonolulu, T. H.\nEnsfield, Mary, County\nSchool Commis¬\nsioner, Kalamazoo, Mich.\nFowler, B. A., Executive Secretary, Utah\nEducation Association, Salt Lake City,\nUtah\nGarrett, Elton, Viceprincipal, Elementary\nSchools, Boulder City, Nev.\nGray, M. P., President, Birmingham Teach¬\ners Association, Birmingham, Ala.\nHall, C. A., Principal, Mansfeld Junior\nHigh School, Tucson, Ariz.\nHeld B. A., Viceprincipal, Public Schools,\nStevens Point, Wis.\nHenning, L. W., Superintendent of Schools,\nDallas, S. Dak.\nHickman, Alma, President, Mississippi Ed¬\nucation Association, Hattiesburg, Miss.\nJames, W. A., High School Principal, Ball\nHigh School, Galveston, Texas\nJeffords, Morton, Superintendent of Schools,\nWallingford, Conn.\nLawson, Miss Willie A., Secretary, Arkan¬\nsas Education Association, Little Rock,\nArk.\nLowey, H. D., Elementary Principal, Hunt¬\nington, W. Va.\nLyman,\nWarren\nB.,\nSuperintendent\nof\nSchools, Stoughton, Mass.\nMcBean, Mrs. Addie K., Classroom Teacher,\nPublic Schools, Denver, Colo.\nMcCormack,\nR.\nE.,\nSuperintendent\nof\nSchools, Bend, Ore.\n\nMartin, John E., Superintendent of Schools,\nSuffolk, Va.\nMeldahl, Andrew, Principal, East Junior\nHigh School, Duluth, Minn.\nMilligan, Grace, Elementary School Prin¬\ncipal, Mount Vernon, N. Y.\nMoffett, Marcella G., Grade Teacher, Wash¬\nington School, Trenton, N. J.\nMoncla, Robert O., Supervisor of LaFauche\nParish Schools, Thibodaux, La.\nMurphy, Rita, President, North Dakota\nEducation Association, Bismarck, N. Dak.\nNewsome, W. T., County Superintendent of\nSchools, Line Oak, Fla.\nPerry, L. L., State School Supervisor, At¬\nlanta, Ga.\nPryor, Leland, Instructor, Pasadena Junior\nCollege, Pasadena, Calif.\nRams, T. O., Head, Community Workers\nIndian Education, Fort Waskakie, Wyo.\nRobeson, James A., Elementary Principal,\nLongfellow School, Kansas City, Mo.\nRussell, Mary, 1434 Northwest Thirty-ninth\nSt., Oklahoma City, Okla.\nSkelton, Dale, High School Teacher, Public\nSchools, Chanute, Kans.\nSmith, Charles Lester, Principal, Orno High\nSchool, Orno, Maine\nSmith, Hugh Stewart, Principal, Jefferson\nJunior High School, Washington, D. C.\nStahl, H. E., Superintendent of Schools,\nClaymont, Del.\nStarn, Bertha, Supervisor of Health, Be¬\natrice, Nebr.\nTaplin, Winn L., Superintendent of Schools,\nFair Haven, Vt.\nTodd, Glenn, Superintendent of Schools,\nLewiston, Idaho\nTracey, Earle P., Superintendent of Schools,\nNsshuH N. H,\nUpperman, H. L., President, Baxter Semi¬\nnary, Baxter, Tenn.\nWalden, Mrs. Mary E., Teacher, Public\nSchools, Fairforest, S. C.\nWalker,\nMorton,\nSouthern\nJunior High\nSchool, Louisville, Ky.\nWatson, Mrs. Mary, Rural Supervisor of\nSchools, Carrizozo, N. Mex.\nWenner, E. Virginia, Principal, Middletown\nElementary School, Middletown, Md.\nWood, A. A., Superintendent of Schools,\nLibby, Mont.\n\n"}
{"page": 672, "printed_page": null, "text": "666\n\nNational Education Association\n\nCOMMITTEE ON BYLAWS AND RULES\n(Authorized by Representative Assembly)\nAdair, Cornelia S., Chairman; 3208 Haw¬\nthorne Ave., Richmond, Va. (4 years)\nDeamer, Arthur, Superintendent of Schools,\nCedar Rapids, Iowa (2 years)\nHendrix, H. E., State Superintendent of\nPublic\nInstruction,\nPhoenix,\nAriz.\n(5\nyears)\n\nMarsh,\nArthur L.,\nExecutive Secretary,\nWashington Education Association, 707\nLowman Building, Seattle, Wash. (1 year)\nShaw, Reuben T., 1327 Real Estate Trust\nBldg., Philadelphia, Pa. (3 years)\n\nCOMMITTEE TO COOPERATE WITH THE NATIONAL ASSOCIA¬\nTION OF TEACHERS IN COLORED SCHOOLS\n(Authorized by Representative Assembly)\nNewbold, N. C., Chairman; State Director\nof Negro Education, State Department of\nEducation, Raleigh, N. C.\nArcher,\nFrederick,\nSuperintendent\nof\nSchools, Louisville, Ky.\nBanks, W. R., Principal, Prairie View State\nNormal and Industrial College, Prairie\nView, Texas\nCaliver, Ambrose, Senior Specialist in the\nEducation of Negroes, U. S. Office of\nEducation, Washington, D. C.\nCarney, Mabel, Associate Professor of Edu¬\ncation, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nCocking, Walter D., Commissioner of Edu¬\ncation, Nashville, Tenn.\nCousins, Robert L., Assistant Supervisor\nof Negro Education, State Department of\nEducation, Atlanta, Ga.\nDavis, Jackson, Associate Director of Edu¬\ncation,\nGeneral Education Board, 807\nGrace-American Building, Richmond, Va.\nDuckrey, Tanner G., Principal, Paul Lau¬\nrence Dunbar Public School, Philadelphia,\nPa.\nDuke, E. A., Rural School Supervisor, State\nDept, of Public Instruction, Oklahoma\nCity, Okla.\nEdwards, Margaret M., Head, Department\nof Home Economics, Woman’s College,\nUniversity of North Carolina, Greens¬\nboro, 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, J. Morton, Head, Department of\nLanguages, Crispus Attuck High School,\nIndianapolis, 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.\n\nHall, Sidney B:, State Superintendent of\nPublic Instruction, Richmond, Va.\nHope, James H., State Superintendent of\nEducation, Columbia, S. C.\nHuffington, J. W., Supervisor of Colored\nSchools, Department of Education, Lex¬\nington and Liberty Sts., Baltimore, Md.\nJohnson, Charles S., Director, Department\nof Social Science, Fisk University, Nash¬\nville, Tenn.\nKlein, Arthur J., Department of Education,\nOhio State University, Columbus, Ohio\nLawson (Miss), Willie A., Executive Secre¬\ntary,\nArkansas\nEducation Association,\nLittle Rock, Ark.\nLee, J. R. E., President, Florida Agricul¬\ntural and Mechanical College, Tallahas¬\nsee, Fla.\nOberholtzer,\nE.\nE.,\nSuperintendent\nof\nSchools, Houston, Texas\nPayne, A. C., Department of Educaton, In¬\ndiana\nState\nTeachers\nCollege,\nTerre\nHaute, Ind.\nRead, Florence M., President, Spelman Col¬\nlege, Atlanta, Ga.\nSanders, William W., State Supervisor of\nNegro Schools, State Department of Edu¬\ncation, Charleston, 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 C., First Assistant Su¬\nperintendent of Schools, Franklin Admin¬\nistration Bldg., Washington, D. C.\nWilliams, Fannie C., 1922 Louisiana Ave.,\nNew Orleans, La.\nWilliams, W. T. B., Dean, Tuskegee Normal\nand Industrial Institute, Tuskegee Insti¬\ntute, Ala.\nWright, Arthur D., President, John F.\nSlater Fund, 726 Jackson Place, Wash¬\nington, D. C.\nWoods, L. A., State Superintendent of Edu¬\ncation, Austin, Texas\n\nCOMMITTEE ON THE ECONOMIC STATUS OF THE TEACHER\n(Authorized by Representative Assembly)\nRobinson, William McKinley, Chairman;\nDirector, Department of Rural Education,\nWestern State Teachers College, Kalama¬\nzoo, Mich.\nAbbott, Pansy Jewett, Superintendent, San\nMateo County Schools, Redwood City,\nCalif.\nBrown, Mrs. Merle S., 1014 East Wylie St.,\nBloomington, Ind.\n\nCavins, L. V., Director, Division of Re¬\nsearch, State Department of Education,\nCharleston, W. Va.\nCyr, Frank V/., Assistant Professor of Edu¬\ncation, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nGaumnitz, W. H., Senior Specialist in\nRural Education Problems, U. S. Office\nof Education, Washington, D. C.\n\n"}
{"page": 673, "printed_page": null, "text": "Associational Records and Information\n\nHeyl, Helen Hay, University of the State\nof New York, Albany, N. Y.\nMead, A. R., Department of Education,\nUniversity of Florida, Gainesville, Fla.\n\n667\n\nTerrebonne, L. P., Superintendent, Iberville\nParish Schools, Plaquemine, La.\nWofford, Kate V., Director of Rural Educa¬\ntion, State Teachers College, Buffalo,\nN. Y.\n\nCOMMITTEE ON EQUAL OPPORTUNITY\n(Authorized\n\nby\n\nRepresentative\n\nMallory,\nGertrude,\nChairman;\nFranklin\nHigh School, Los Angeles, Calif.\nAiken, Georgia W., Hotel Alms, Cincinnati,\nOhio\nApplegate, Mrs. Stella S., 304 Stacy-Trent\nHotel, Trenton, N. J.\nBamberger, Florence E., College for Teach¬\ners, Johns Hopkins University, Balti¬\nmore, Md.\nDavenport, Mrs. Minnie A., Superintendent,\nCanyon County Schools, Caldwell, Idaho\nGarrett,\nJohn W.,\nExecutive\nSecretary,\nHawaii Education Association, Honolulu,\nT. H.\nLake,\nCharles\nH.,\nSuperintendent\nof\nSchools, Cleveland, Ohio\n\nAssembly)\n\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nO’Connor, Mary Elizabeth, Supervisor of\nElementary Schools, Natick, Mass.\nOlson, Mrs. Clara M., P. K. Yonge Labora¬\ntory\nSchool,\nUniversity\nof\nFlorida,\nGainesville, Fla.\nPittenger, L. A.,\nPresident,\nBall State\nTeachers College, Muncie, Ind.\nSmith, S. L., Director for Southern Office,\nJulius Rosenwald Fund, Cotton States\nBldg., Nashville, Tenn.\nWahlert, Jennie, 2918 Harper, St. Louis,\nMo.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\n\nJOINT COMMITTEE ON HEALTH PROBLEMS IN EDUCATION\n(Authorized\n\nby\n\nRepresentative\n\nExecutive Committee\nWood, Thomas D., Chairman; Columbia\nUniversity, New York, N. Y.\nWilson, Charles C., Vicechairman; Direc¬\ntor,\nPhysical\nand\nHealth\nEducation,\nBoard of Education, Hartford, Conn.\nBailey,\nEdna,\nUniversity of\nCalifornia,\nBerkeley, Calif.\nBauer, V/. W., American Medical Associa¬\ntion, Chicago, Ill.\nStoddard, George D., Director, Iowa Child\nWelfare Research Station, State Univer¬\nsity of Iowa, Iowa City, Iowa.\nTall, Lida Lee, President, Maryland State\nNormal School, Towson, Md.\nBlack, George H., University of Newark,\n17 Academy St., Newark, N. J.\nBurnham, William\nH.,\nHotel\nBancroft,\nWorcester, Mass.\nBurns, Harry B., Director of Hygiene,\nPittsburgh Public Schools, Pittsburgh,\nPa.\nChayer, Mary Ella, Instructor in Nursing\nEducation, Teachers College, Columbia\nUniversity, New York, N. Y.\nCornell, Walter S., Director of Medical\nInspection, Board of Public Education,\nPhiladelphia, Pa.\nHale, Florence, Editor,\nGrade Teacher,\nPrince George Hotel, New York, N. Y.\n\nAssembly)\n\nHarris,\nCara\nL.,\nAssociate\nProfessor,\nHealth Education, University of Tennes¬\nsee, Knoxville, Tenn.\nLangworthy, Mrs. B. F., President, Na¬\ntional Congress of Parents and Teachers,\n6 North Michigan Ave., Chicago, Ill.\nMcWilliams, Mrs. Marion Lerrigo, 99 Wil¬\nlow Ave., Larchmont, N. Y.\nMurphy, Mary E., Director, Elizabeth Mc¬\nCormick Memorial Fund, 848 North Dear¬\nborn St., Chicago, Ill.\nPatey, Henry C., Psychologist, Delaware\nState Hospital, Farnhurst, Del.\nPhelan, Anette. Staff Associate, National\nSociety for Prevention of Blindness, 50\nWest Fiftieth St., New York, N. Y.\nReeve, Mrs. A. H., 1520 Spruce St., Phil¬\nadelphia, Pa.\nShaw, Fannie B., Adviser, Child Health\nEducation, National Tuberculosis Associ¬\nation, 50 West Fiftieth St., New York,\nN. Y.\nStarn, Bertha, Board of Education, Bea¬\ntrice, Nebr.\nStoddard, A. J., Superintendent of Schools,\nProvidence, R. I.\nSutton,\nWillis\nA.,\nSuperintendent\nof\nSchools, Atlanta, Ga.\nSymonds, Percival M., Teachers College,\nColumbia University, New York, N. Y.\nThrelkeld, A. L., Superintendent of Schools,\nDenver, Colo.\nWhitney, Anne, Director, School Health\nEducation Service, 1201 Sixteenth St.,\nWashington, D. C.\n\nCOMMITTEE ON HIGHER EDUCATION\n(Special Committee)\nCrane, A. G., Chairman; President, Univer¬\nsity of Wyoming, Laramie, Wyo.\nBenner, Thomas E., Dean, School of Edu¬\ncation, University of Illinois, Urbana, Ill.\nElliott,\nEdward\nC.,\nPresident,\nPurdue\nUniversity, Lafayette, Ind.\n\nGoetch, E. W., Director of Placement\nBureau, Iowa State Teachers College,\nCedar Falls, Iowa\nHarman, A. F., President, Alabama College,\nMontevallo, Ala.\nHauck, Arthur A., President, University of\nMaine, Orono, Maine\n\n"}
{"page": 674, "printed_page": null, "text": "668\n\nNational Education Association\n\nKelly, Frederick J., Chief, Division of\nHigher Education, U. S. Office of Educa¬\ntion, Washington, D. C.\nKnode, J. C., Dean of Men, University of\nNew Mexico, Albuquerque, N. M.\nLee, Charles E., Professor of Education,\nWashington University, St. Louis, Mo.\nMacQuarrie, T. W., President, San Jose\nState College, San Jose, Calif.\nMorton, W. H., Director of Teacher Train¬\ning, University of Nebraska, Lincoln,\nNebr.\nReinhardt, Aurelia, President, Mills Col¬\nlege, Mills College, Calif.\nRosier, Joseph, President, Fairmont State\nTeachers College, Fairmont, W. Va.\nRoss, Carmon, President, State Teachers\nCollege, Edinboro, Pa.\n\nSmith, H. L., Dean, School of Education,\nIndiana University, Bloomington, Ind.\nStrayer, George D., Director, Institute of\nEducational Research, Teachers College,\nColumbia University, New York, N. Y.\nTall, Lida Lee, President, State Normal\nSchool, Towson, Md.\nTaylor, W. S., Dean, School of Education,\nUniversity of Kentucky, Lexington, Ky.\nvon KleinSmid, Rufus B., President, Univer¬\nsity of Southern California, Los Angeles,\nCalif.\nZook, George F., President, American Coun¬\ncil on Education,, 744 Jackson Place,\nWashington, D. C.\n\nCOMMITTEE ON HORACE MANN CENTENNIAL CELEBRATION\n(Special Committee)\nSmith, Payson, Chairman; 1805 Beacon St.,\nBrookline, Mass.\nAde, Lester K., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\nBallou,\nFrank\nW.,\nSuperintendent\nof\nSchools, Washington, D. C.\nBowsher, E. Leslie, Director of Education,\nColumbus, Ohio\nButterfield, Ernest W., Commissioner of\nEducation, Hartford, Conn.\nCallahan, John, State Superintendent of\nPublic Instruction, Madison, Wis.\nCawthon, W. S., State Superintendent of\nPublic Instruction, Tallahassee, Fla.\nCocking, Walter D., Commissioner of Edu¬\ncation, Nashville, Tenn.\nColtrane, Eugene J., President, Brevard\nCollege, Brevard, N. C.\nCollins, M. D., Superintendent of Schools,\nAtlanta, Ga.\nCondie, John W., State Superintendent of\nPublic Instruction, Boise, Idaho\nCook, Albert S., State Superintendent of\nSchools, 2014 Lexington Bldg., Baltimore,\nMd.\nEldred, Arvie, Secretary, New York State\nTeachers Association,\n152 Washington\nAve., Albany, N. Y.\nElliott, Charles H., Commissioner of Educa¬\ntion, Trenton, N. J.\nElliott, Eugene B., State Superintendent of\nPublic Instruction, Lansing, Mich.\nErwin, Clyde A., State Superintendent of\nPublic Instruction, Raleigh, N. C.\nGage, Jack R., State Superintendent of\nPublic Instruction, Cheyenne, Wyo.\nHall, Elizabeth, South Ryegate, Vt.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nHarris, T. H., State Superintendent of Pub¬\nlic Education, Baton Rouge, La.\nHenderson, A. D., Acting President, An¬\ntioch College, Yellow Springs, Ohio.\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz.\nHines, J. F., State Superintendent of Pub¬\nlic Instruction, Pierre, S. D.\nHolloway, H. W., 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.\nIreland, Elizabeth, State Superintendent of\nPublic Instruction, Helena, Mont.\n\nKeller, J. A., State Superintendent of Educa¬\ntion, Mongomery, Ala.\nKersey, Vierling, State Superintendent of\nPublic Instruction, Sacramento, Calif.\nKing, Lloyd W., State Superintendent of\nPublic Schools, Jefferson City, Mo.\nKirn, G. W., Principal, Abraham Lincoln\nHigh School, Council Bluffs, Iowa\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nMcMurray, Floyd I., State Superintendent\nof Public Instruction, Indianapolis, Ind.\nMarkham, W. T., State Superintendent of\nPublic Instruction, Topeka, Kans.\nPackard, Bertram E., State Commissioner\nof Education, Augusta, Maine\nPhipps, W. E., State Commissioner of Edu¬\ncation, Little Rock, Ark.\nPringle, James N., Commissioner of Edu¬\ncation, Concord, N. H.\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\nRockett, James F., Director of Education,\nProvidence, R. I.\nRockwell, John Gundersen, Commissioner\nof Education, St. Paul, Minn.\nRodgers, H. R., State Superintendent of\nPublic Instruction, Santa Fe, N. M.\nRule, James N., Principal, Langley High\nSchool, Pittsburgh, Pa.\nShowalter, N. D., State Superintendent of\nPublic Instruction, Olympia, Wash.\nSkidmore, Charles H., State Superintendent\nof Public Instruction, Salt Lake City,\nUtah\nSmith, Chauncey W., State Superintendent\nof Public Instruction, Carson City, Nev.\nTaylor, Charles W., State Superintendent of\nPublic Instruction, Lincoln, Nebr.\nThompson, A. E., State Superintendent of\nPublic Instruction, Bismarck, N. D.\nTrent, W. W., State Superintendent of Free\nSchools, Charleston, W. Va.\nVandiver, J. S., State Superintendent of\nEducation, Jackson, Miss.\nVaughan, John,\nState Superintendent of\nPublic\nInstruction,\nOklahoma\nCity,\nOkla.\nWieland, John A., State Superintendent of\nPublic Instruction, Springfield, Ill.\nWilliams, E. I. F., Head, Department of\nEducation,\nHeidelberg\nCollege,\nTiffin,\nOhio\nWoods, L. A., State Superintendent of Pub¬\nlic Instruction, Austin, Texas\n\n"}
{"page": 675, "printed_page": null, "text": "Associational Records and Information\n\n669\n\nCOMMITTEE ON INTERNATIONAL RELATIONS\n(Authorized by Representative Assembly)\n\nExecutive Committee\nWoodward, Annie Carleton, Chairman; 78\nHighland Ave., Somerville, Mass.\nKing, W. P., Secretary; Executive Secre¬\ntary, Kentucky Education Association,\n1422-23 Heyburn Bldg., Louisville, Ky.\nGoodrich, Bessie Bacon, Director of Curric¬\nulum\nRevision,\nDes\nMoines\nPublic\nSchools, Des Moines, Iowa\nHolmes, W. H., Superintendent of Schools,\nMount Vernon, N. Y.\nHoward, Margarette E., Principal, Lincoln\nSchool/ Summit, N. J.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nAbercrombie, John W., State Department of\nEducation, Montgomery, Ala.\nAdair, Cornelia S., 3208 Hawthorne Ave.,\nRichmond, Va.\nAiken, Georgia W., Hotel Alms, Cincinnati,\nOhio\nAlexander, Thomas, Teachers College, Co¬\nlumbia University, New York, N. Y.\nAllen, J. Edward, Superintendent, Warren\nCounty Public Schools, Warrenton, N. C.\nAndrews, Mrs. Fannie Fern, 295 Common¬\nwealth Ave., Boston, Mass.\nBarnum, Mrs. Mary G., Director, Seventh\nRegion, National League of Women Vot¬\ners, 535 Ladera St.. Pasadena, Calif.\nBell, Helen L., 2104 North Eighth St.,\nSpringfield, Ill.\nBell, Maude R., 4147 Starr, Lincoln, Nebr.\nBennion, Milton, Dean, School of Educa¬\ntion, University of Utah, Salt Lake City,\nUtah\nBerman, Samuel, Principal, James R. Lud¬\nlow Public School, Philadelphia, Pa.\nBlack, E. H., Superintendent of Schools,\nBristow, Okla.\nBlair, F. G., 440 E. Conedy St., Springfield,\nIll.\nBlake, Katherine D., A. W. A. Clubhouse,\n353 West 57th St., New York, N. Y.\nBoehm, Charles H., Assistant Superinten¬\ndent, Bucks County Schools, Morrisville,\nPa.\nBradford, Mrs. Mary D., 6028 Third Ave.,\nKenosha, Wis.\nBradley, Helen. 2349 Ashland Ave., Wal¬\nnut Hills, Cincinnati, Ohio\nBrooks, L. W., Principal, Wichita High\nSchool North, Wichita, Kans.\nBrown,\nEugenie\nJ.,\nThe Euclid-Logan\nHotel, 9507 Euclid Ave., Cleveland, Ohio\nBurkholder, E. Paul, Supervisor of Schools,\nSussex County Court House, Georgetown,\nDel.\nBurns, Ralph A., Professor of Education,\nDartmouth College, Hanover, N. H.\nBush, George C., Superintendent of Schools,\nSouth Pasadena, Calif.\nCadman, Bernice M., 530 South Bluff St„\nJanesville, Wis.\nCasey, William V., Superintendent Emer¬\nitus, Boulder Public Schools, Boulder,\nColo.\nChamberlain, Arthur H., 305 Douglas Bldg.,\nLos Angeles, Calif.\nClark, Mrs. Frances E., Manager, Educa¬\ntional Activities, RCA-Victor Company,\nInc., Camden, N. J.\nClaxton, P. P., President, Austin Peay Nor¬\nmal School, Clarksville, Tenn.\nClemons, Clarice M., Head, Normal Train¬\ning Department, Campbell County High\nSchool, Gillette, Wyo.\n\nCogil, Annie M., Principal, Hayward School,\nLincoln, Nebr.\nCoyne,\nMarie,\nSouth 210\nAdams\nSt.,\nSpokane, Wash.\nCrawford, Mary Major, Nebraska State\nTeachers College, Kearney, Nebr.\nCrawford, Mary Sinclair, Dean of Women,\nUniversity of Southern California, Los\nAngeles, Calif.\nDaniel,\nRoland\nB.,\nSuperintendent\nof\nSchools, Columbus, Ga.\nde Francesco, Italo L., Senior High School,\n13th and Douglass Sts., Reading, Pa.\nDonovan, H. L., President, Eastern Ken¬\ntucky State Teachers College, Richmond,\nKy.\nDorsey, Martha W., Head, Department of\nEnglish, George Washington High School,\nIndianapolis, Ind.\nDowling, Evaline, Director of Instruction,\nBoard of Education, Los Angeles, Calif.\nDowling, H. C., County Superintendent of\nSchools, County Library Building, Tus¬\ncaloosa, Ala.\nDuke, Florence E., 2224 West Grace St.,\nRichmond, Va.\nEdwards, Elbert B., 215 Bonnerville St.,\nLas Vegas, Nev.\nEisner, Miriam D., Sanchez School, San\nFrancisco, Calif.\nFahey, Sara H., 405 Coram Ave., Shelton,\nConn.\nFair, Jessie Frances, Fairview High School,\nDayton, Ohio\nFarrin, Leon M., Superintendent of Schools,\nWoonsocket, R. I.\nFell, E. E., Superintendent of Schools, Hol¬\nland, Mich.\nFicke,\nAlice,\nCommercial\nDepartment,\nRoosevelt High School, Honolulu, T. H.\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,\nHI.\nGardner, Ethel M., Principal, Andrew Jackson School, 420 North Jackson St., Mil¬\nwaukee, Wis.\nGilland, Mrs. Erna Grassmuck, Head, Geog¬\nraphy Department, State Teachers Col¬\nlege, Indiana, Pa.\nGlenn, C. B., Superintendent of Schools,\nBirmingham, Ala.\nGosling, Thomas W., Director, Junior Red\nCross, Washington, D. C.\nGray, Clifton D., President, Bates College,\nLewiston, Maine\nGuhin, M. M., Northern Normal and Indus¬\ntrial School, 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., Professor of History, Al¬\nbion College, Albion, Mich.\nHaller, Helene, Superintendent, Benewah\nCounty Schools, St. Maries, Idaho\nHammond, Vida, 7 N. E. 79th Ave., Port¬\nland, Ore.\nHeacock, A. B., Principal, Los Feliz School,\nLos Angeles, Calif.\nHendrie, William E., Principal, Public\nSchool No. 109, 92d Ave. and 213th St.,\nQueens Village, N. Y.\nHerrington, Frank H., President, Pittsburgh\nTeachers\nAssociation,\n1020\nBessemer\nBldg., Pittsburgh, Pa.\n\n"}
{"page": 676, "printed_page": null, "text": "670\n\nNational Education Association\n\nHeller, J. C., Superintendent of Schools,\nAnderson, S. C.\nHolt, Lucy Mason, Principal, Ocean View\nSchool, Norfolk, Va,\nHood, Edna E., Administration Building,\nKenosha Public Schools, Kenosha, Wis.\nHood, Elizabeth, Supervisor of Household\nArts, Racine Public Schools, Racine, Wis.\nHoward, Daniel, Superintendent Emeritus,\nWindsor Public Schools, Windsor, Conn.\nHunter, Frederick M., Chancellor, Oregon\nState\nSystem\nof\nHigher\nEducation,\nEugene, Ore.\nJacobsen, Christine A., 1320 West 41st\nPlace, Los Angeles, Calif.\nJames, W. A., Principal, Ball High School,\nGalveston, Texas\nJamison, Jeannette, 513 Oley Street, Read¬\ning, Pa.\nJean, Sally Lucas, 405 South Fairfax St.,\nAlexandria, Va.\nJohnson, M. Irene, Director of Student\nTeaching,\nManchester\nCollege,\nNorth\nManchester, Ind.\nKeegan, Mary E., 679 Twelfth Ave., San\nFrancisco, Calif.\nKinsey,\nJuanita,\nWichita\nFalls\nPublic\nSchools, 1105 Holliday St., Wichita Falls,\nTexas\nLaing, Earl R., Principal, Burt School,\nDetroit, Mich.\nLake, Charles H., Superintendent of Schools,\nCleveland, Ohio\nLamkin, Uel W., President, Northwest Mis¬\nsouri State Teachers College, Maryville,\nMo.\nLane, C. H., Agent, Agricultural Education,\nU. S. Office of Education, Washington,\nD. C.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nLommen,\nGeorgina,\nDirector,\nTraining\nSchool, State Teachers College, Moor¬\nhead, Minn.\nLongshore, W. T., Principal, Greenwood\nSchool, Kansas City, Mo.\nLord, Daisy, 1027 West Main St., Waterbury, Conn.\nMacCracken, John H., 9 East 83rd St., New\nYork, N. Y.\nMacKay, Donald W., President, Eastern\nNew Mexico Junior College, Portales,\nN. Mex.\nMcCollum, R. E., Principal, Washington\nSchool, Tulsa, Okla.\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Superior, Wis.\nMann,\nMrs.\nMargaret,\nSuperintendent,\nO’Brien County Schools, Primghar, Iowa\nMansfield, Mrs. Katharine M., Principal,\nCedar School, Canton, Ohio\nMarsh, Daniel L., President, Boston Uni¬\nversity, Boston, Mass.\nMatthews, A. J., President Emeritus, Ari¬\nzona State Teachers College, Tempe, Ariz.\nMonroe, Paul, Director, International Insti¬\ntute, Teachers College, Columbia Univer¬\nsity, New York, N. Y.\nMull, Cora E., 5543 Kimbark Ave., Chicago,\nIll.\nNielson, Minnie J., 901 Fifth Ave., Valley\nCity, N. D.\nNisbett, Mary Leila, 804 W. Eighth St.,\nDallas, Texas\nNorman, J. W., Dean, College of Education,\nUniversity of Florida, Gainesville, Fla.\nNorton, H. B., Principal, Robinson School,\n8400 First Ave., S., Birmingham, Ala.\nO’Connor, Mary Elizabeth, Supervisor of\nElementary Schools, Natick, Mass.\n\nPatt, Hermann G., Principal, John Clarke\nSchool, Newport, R. I.\nPitman, J. A., President, State Teachers\nCollege, Salem, Mass.\nRalls, Mary C., 6529 Jefferson St., Kansas\nCity, Mo.\nReed, C. R., Superintendent of Schools,\nMinneapolis, Minn.\nReeder, Mrs. Fanny Scoville, 2017 Giddings\nSt., Chicago, Ill.\nRhodes, Maude A., Principal, Whitefoord\nSchool, 185 Westminster Drive. Atlanta,\nGa.\nRichter, Leilet, George W. Brackenridge\nHigh School, San Antonio, Texas.\nRiddle, Anna E., 2 Summit Place, St. Joseph,\nMo.\nRoach, Mary Margaret, Principal, Roach\nSchool, Decatur, Ill.\nRoberts, Cecil W., 165 Freeman St., Woodbridge, N. J.\nRoberts,\nEdward\nD.,\nSuperintendent of\nSchools, Cincinnati, Ohio\nRyan, W. Carson, Jr., Commonwealth Fund,\n41 East 57th St., New York, N. Y.\nSaunders, Joseph H.,\nSuperintendent of\nSchools, Newport News, Va.\nSexton, J. W., Superintendent of Schools,\nLansing, Mich.\nShepherd, Grace M., Department of Educa¬\ntion, Northwest Missouri State Teachers\nCollege, Maryville, Mo.\nShinn, Alida Visscher, Columbia Market\nNursery School of the London County\nCouncil, London, England.\nShowalter, N. D., State Superintendent of\nPublic Instruction, Olympia, Wash.\nSigler, Mrs. Lou I., Assistant Principal, Ot¬\ntawa Hills High School, Grand Rapids,\nMich.\nSimpson, Janet C., State Teachers College,\nFlorence, Ala.\nSmith, Henry Lester, Dean, School of Educa¬\ntion, Indiana University. Bloomington,\nInd.\nSmith, Jessica, Head, Department of Social\nStudies,\nWichita High\nSchool North,\nWichita, Kans.\nSmith, Mrs. Margaret Mendenhall, Princi¬\npal, Ebert School, Denver, Colo.\nSpaulding, Frederic H., President, Univer¬\nsity 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. Lafayette, La.\nStewart, Mrs. Cora Wilson, Intervale, N. H.\nStiles, Mrs. Marieta Shibles, 39 Primrose\nAve., Mount Vernon, N. Y.\nStratton, Mason A., Principal, Brighton Ave¬\nnue School, Atlantic City, N. J.\nStrong, Vera, Board of Education, Houston,\nTexas\nSykes, Mrs. Dorothy Eidson, Superintendent,\nGila 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.\nTrent, Adelaide Royall, 2250 North Larcom\nLane, Lee Heights, Cherrydale, Va.\nVaughan, J. P., Superintendent, Independent\nSchool District No. 40, Chisholm, Minn.\nvon KleinSmid, Rufus B., President, Univer¬\nsity of Southern California, Los Angeles,\nCalif.\nWalker, Thos. J., Editor, School and Com¬\nmunity, Columbia, Mo.\nWalton, George A., Principal, George School,\nGeorge School, Pa.\nWard, David A., Equitable Life Assurance\nSociety, 701 East 14th St., Chester, Pa.\n\n"}
{"page": 677, "printed_page": null, "text": "Associational Records and Information\n\nWellemeyer, J. F., Dean, Junior College,\nNinth and Minnesota Ave., Kansas City,\nKans.\nWest, Ruth, West 2020 Pacific, Spokane,\nWash.\nWhite, W. H. S., President, Shepherd State\nTeachers College, Shepherdstown, W. Va.\nWilson, Mrs. Alice, Director, Student Forum\non International Relations, Polytechnic\nHigh School, San Francisco, Calif.\n\n671\n\nWirt, Lula E., Nebraska State Teachers Col¬\nlege, 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, William T., Department of English,\nGeorgia State College for Women, Milledgeville, Ga.\n\nJOINT COMMITTEE OF THE NATIONAL EDUCATION ASSOCIA¬\nTION AND THE AMERICAN LIBRARY ASSOCIATION\n(Special Committee)\nLathrop, Edith A., Chairman; Associate\nSpecialist in School Libraries, U. S. Of¬\nfice of Education, Washington, D. C.\nBaldridge, Chloe C., Director, Rural Educa¬\ntion, State Department of Public Instruc¬\ntion, Lincoln, Nebr.\nBatchelder, Mildred, American Library As¬\nsociation, 520 N. Michigan Ave., Chicago,\nIll.\nBristow, W. H., Secretary, National Con¬\ngress of Parents and Teachers, 1201 Six¬\nteenth St., N. W., Washington, D. C.\nCutter, Annie Spencer, Public Library, Cleve¬\nland, Ohio\n\nGustafson, Myrtle, Claremont Junior High\nSchool, Oakland, Calif.\nKennedy, Anna Clark, Library Extension\nDivision, State Department of Education,\nAlbany, N. Y.\nLayton, Esther Irene, William Chrisman\nHigh School, Independence, Mo.\nRoss. Mrs. Margaret M., Department of\nSchool Libraries, Wilmington, Del.\nRugg, Earle U., Librarian, State Teachers\nCollege Library, Greeley, Colo.\nSchmitt, Irvin H., Superintendent of Schools,\nSac City, Iowa\nVought, Sabra W., Director of Libraries, U.\nS. Office of Education, Washington, D. C.\n\nJOINT COMMITTEE OF THE NATIONAL EDUCATION ASSOCIA¬\nTION AND THE NATIONAL CONGRESS OF PARENTS\nAND TEACHERS\n(Authorized by Representative Assembly)\nLangworthy, Mrs. B. F., Chairman; Presi¬\ndent, National Congress of Parents and\nTeachers, 6 North Michigan Ave., Chicago,\nIll.\nGaw, Frances I., Director, Child Guidance\nDepartment,\nSeattle\nPublic\nSchools,\nSeattle, Wash.\nHaig, Mrs. Neil, President, Washington Con¬\ngress of Parents and Teachers, 2216 Fed¬\neral Ave., Seattle, Wash.\nHelbig, Esther, 1033 Melrose Terrace, Du¬\nbuque, Iowa\nHibarger, L. Pearle, 301 Margadella Apart¬\nments, Yakima, Wash.\nIrion, Theo. W. H., Dean, School of Edu¬\ncation, University of Missouri, Columbia,\nMo.\nJohnson, Genevieve, Dean of Students, San\nJacinto High School, Houston, Texas\nJoynes, Mrs. Edith B., Principal, Washington-Gatewood Schools, Berkley, Norfolk,\nVa.\nIjJ\n•\n\n'.;■]!!\n\ni\n\n•\n\n■\n\nKletzer, Mrs. William, President, Oregon\nCongress of Parents and Teachers, 3146\nNortheast Tenth Ave., Portland, Ore.\nLarigworthy, Harry W., Superintendent of\nSchools, Gloversville, N. Y.\nLewis, Mrs. Inez Johnson, State Superinten¬\ndent of Public Instruction. Denver, Colo.\nMabrey, Mrs. Warren L., President, Mis¬\nsouri Congress of Parents and Teachers,\nMissourian Bldg., Cape Girardeau, Mo.\nMarble, Margaret M., Hotel Alms, Cincin¬\nnati, Ohio\nMiller, Mrs. Ruth Pell, 1056 Euclid Place,\nHuntington, W. Va.\nMinor, Lillian, Supervisor, Norfolk County\nPublic Schools, Nusbaum Bldg., Norfolk,\nVa.\nPettengill, Mrs. J. K., 426 W. Saginaw St.,\nLansing, Mich.\nShaffer, Mrs. Hamilton, 37 Gerlaugh Ave.,\nDayton, Ohio\nShuttleworth, Mrs. A. B., 3281 Lowell Blvd.,\nDenver, Colo.\nSturtevant, Dean Sarah, Teachers College,\nColumbia University, New York, N. Y.\n\nLEGISLATIVE COMMISSION\n(Authorized by Representative Assembly)\n\nExecutive Committee\nHall, Sidney B., Chairman; State Superin¬\ntendent of Public Instruction, Richmond,\nVa.\nCallahan, John, Vicechairman; State Super¬\nintendent of Public Instruction, Madison,\nWis.\nGraham, Ben G., Superintendent of Schools,\nPittsburgh, Pa.\n\nGrove, Frank L., Secretary, Alabama Edu¬\ncation Association, 21 Adams Ave., Mont¬\ngomery, Ala.\nPackard, Bertram E., Commissioner of Edu¬\ncation, Augusta, Maine\nStrayer, George D., Director, Institute of\nEducational Research, Teachers College,\nColumbia University, New York, N. Y.\nWeglein,\nDavid\nE.,\nSuperintendent\nof\nSchools, Baltimore, Md.\n\n"}
{"page": 678, "printed_page": null, "text": "672\n\nNational Education Association\n\nAdams, John H., Principal, Perry High\nSchool, Pittsburgh, Pa.\nAiken, Georgia W., Hotel Alms, Walnut\nHills, Cincinnati, Ohio\nAllman, H. B., School of Education, In¬\ndiana University, Bloomington, Ind.\nAnderson, Walter W., P. O. Box 861, Ely,\nNev.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\nBarton, O. Lillian, Dean of Women, Illinois\nState Normal University, Normal, Ill.\nBauk, A. M., Principal, North High School,\nMinneapolis, Minn.\nBenner, Thomas E., Dean, School of Educa¬\ntion, University of Illinois, Urbana, Ill.\nBennison, Olive W., Field Director, Wash¬\nington Education Association, 707 Lowman Bldg., Seattle, Wash.\nBiester, Fred L., Chairman, Committee on\nLegislation, Illinois State Teachers Asso¬\nciation,\nPrincipal, High\nSchool,\nGlen\nEllyn, Ill.\nBird, C. L., Superintendent of Schools, Wil¬\nson, Ark.\nBlair, Francis G., 440 E. Conedy, Springfield, Ill.\nBowers, Charles A., Secretary, Nebraska\nState Teachers Association, 605 South\n14th St., Lincoln, Nebr.\nBowsher, E. L., Director of Education, Co¬\nlumbus, Ohio\nBoyce, Thomas W., Principal, Cass Street\nRotary School, Milwaukee, Wis.\nBracken, W. D., 2902 Arlington Ave., St.\nJoseph, Mo.\nBradford, Mrs. Mary C. C., 1547 Gaylord\nSt., Denver, Colo.\nBreckner,\nElmer\nL.,\nSuperintendent\nof\nSchools, Tacoma, Wash.\nBrister, J. W., President, State Teachers\nCollege, Memphis, Tenn.\nBroderick, Lillian, 216 Park Ave,, Yonkers,\nN. Y.\nBryan, J. E., Superintendent of Schools,\nBessemer, Ala.\nBurleson, D. S., Dean, East Tennessee State\nTeachers College, Johnson City, Tenn.\nButterfield, Ernest W., Commissioner of\nEducation, Hartford, Conn.\nButler,\nLeslie\nA.,\nSuperintendent\nof\nSchools, Grand Rapids, Mich.\nCampbell, Arthur, Superintendent of Schools,\nAnderson, Ind.\nChase, Ethel W. B., Adviser to Women,\nWayne University, Detroit, Mich.\nClarke, M. J., Superintendent of Schools,\nEly, Nev.\nCocking, Walter D., Commissioner of Edu¬\ncation, Nashville, Tenn.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga,\nDavis, Charles S., Steelton, Pa.\nDeneen, Florence, 457 West Sixty-first Place,\nChicago, Ill.\nDyer, George, Royal Oak High School,\nRoyal Oak, Mich.\nEckles, Isabel Lancaster, Superintendent of\nSchools, Santa Fe, N. Mex.\nElliott, Charles H., Commissioner of Educa¬\ntion, Trenton, N. J.\nEly, Selden M., Supervising Principal, Fifth\nDivision of Public Schools, Emery School,\nWashington, D. C.\nFife, Ray, Supervisor, Agricultural Educa¬\ntion Service, State Department of Educa¬\ntion, Columbus, Ohio\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nFrench, Will, Superintendent of Schools,\nLong Beach, Calif.\nGates, C. Ray, Superintendent of Schools,\nGrand Island, Nebr.\n\nGibson, Joseph E., 419 West 121st St., New\nYork, N. Y.\nGordon, A. W., Secretary, Maine Teachers\nAssociation, 185 State St., Augusta, Maine\nGrier, B. M., Superintendent of Schools,\nAthens, Ga.\nGriffey, Annie G., Assistant Superintendent\nof Schools, 8th and Louisiana Sts., Little\nRock, Ark.\nHammond, Vida, 7 N. E. 79th Ave., Port¬\nland, Ore.\nHarman, A. F., President, Alabama College,\nMontevallo, Ala.\nHarris, T. H., State Superintendent of Pub¬\nlic Education, Baton Rouge, La.\nHelms,\nWalter\nT.,\nSuperintendent\nof\nSchools, Richmond, Calif.\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz.\nHickey,\nPhilip\nJ.,\nSecretary-Treasurer,\nBoard of Education, St. Louis, Mo.\nHoller, J. C., Superintendent of Schools,\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 Pub¬\nlic Instruction, Salem, Ore.\nHowell, C. M., Secretary, Oklahoma Educa¬\ntion Association, 326 Key Bldg., Okla¬\nhoma City, Okla.\nHunt, Lyman C., Superintendent of Schools,\nBurlington, Vt.\nIreland, Elizabeth, State Superintendent of\nPublic Instruction, Helena, Mont.\nJacob,\nWalter,\nJr.,\nPrincipal,\nEmerson\nSchool, Plainfield, N. J.\nJames, William Alonzo, Principal, Ball High\nSchool, Galveston, Texas\nJeffords,\nH.\nMorton,\nSuperintendent of\nSchools, Wallingford, Conn.\nJoynes, Mrs. Edith B., Principal, Washington-Gatewood Schools, Norfolk, Va.\nJudd, Charles H., Dean, School of Educa¬\ntion, University of Chicago, Chicago, Ill.\nKeating, J. F., Superintendent of District\nNo. 20, Pueblo City Schools, Pueblo, Colo.\nKeller, J. A., State Superintendent of Edu¬\ncation, Montgomery, Ala.\nKersey, Vierling, State Superintendent of\nPublic Instruction, Sacramento, Calif.\nKirk, Mrs. Page, Western High School,\nWashington, D. C.\nKirkpatrick, Lee, Superintendent of Schools,\nParis, Ky.\nLamb, L. H., Superintendent of Schools,\nFlint, 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., Professor of Education,\nWashington University, St. Louis, Mo.\nLefler,\nMillard\nC.,\nSuperintendent\nof\nSchools, Lincoln, Nebr.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nLibbee,\nFreda,\n1117 Twenty-sixth Ave.,\nSeattle, Wash.\nLindsey, John C., Superintendent of Schools,\nMitchell, S, D.\nLogan, Jack M., Superintendent, East In¬\ndependent School District, Waterloo, Iowa.\nLong, Oren, Superintendent of Public In¬\nstruction, Honolulu, T. H.\nLongshore, W. T., Principal, Greenwood\nSchool, Kansas City, Mo.\nLoper, John D., Superintendent of Schools,\nPhoenix, Ariz.\nLord, Charles E., Superintendent, School\nUnion No. 69, Camden, Maine\n\n"}
{"page": 679, "printed_page": null, "text": "Associational Records and Information\n\nMacDonald,\nA.\nA.,\nSuperintendent\nof\nSchools, Sioux Falls, S. D.\nMacGregor, Effie, Principal, John Burroughs\nSchool, 2003 Aldrich Ave., South, Minne¬\napolis, Minn.\nMcClure, Worth, Superintendent of Schools,\nSeattle, Wash.\nMcFarland, E. W., Department of Eco¬\nnomics, Wayne University, Detroit, Mich.\nMcMurray, Floyd I., State Superintendent of\nPublic Instruction, Indianapolis, Ind.\nMallory, Gertrude, Franklin High School,\nLos Angeles, Calif.\nManning, C. G., Superintendent of Schools,\nDistrict No. 1, Lewiston, Mont.\nMarkham, W. T., State Superintendent of\nPublic Instruction, Topeka, Kans.\nMelcher, George, Superintendent of Schools,\nKansas City, Mo.\nMetcalf, J. L., Superintendent of Schools,\nAfton, Wyo.\nMoore, C. H., Superintendent of Schools,\nClarksville, Tenn.\nMunro, P. M., Superintendent of Schools,\nSelma, Ala.\nNorton, John K., Teachers College, Colum¬\nbia University, New York, N. Y.\nNovotny, E. L., Superintendent of Schools,\nBeatrice, Nebr.\nPatrick,\nW.\nBurton,\nSuperintendent\nof\nSchools, Orange, N. J.\nPence, W. G., Superintendent Fairfield In¬\ndependent School District, Fairfield, Iowa\nPetty, W. C., County Superintendent of\nSchools, Waukegan, Ill.\nPfaff, Caroline S., District Superintendent,\nNew Orleans Public Schools, New Or¬\nleans, La.\nPhipps, W. E., State Commissioner of Edu¬\ncation, Little Rock, Ark.\nPinet, F. L., Secretary, Kansas State Teach¬\ners Association, 315 West Tenth St., To¬\npeka, Kans.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPriest, Charles H., Superintendent of City\nSchools, Carson City, Nev.\nPringle, James N., Commissioner of Edu¬\ncation, Concord, N. H.\nPrunty, Merle, Director of Personnel and\nthe Extra-Curricular Division, Stephens\nCollege, Columbia, Mo.\nPutnam, Rex, Superintendent of Schools, Al¬\nbany, Ore.\nPye, Charles F., Secretary, Iowa State\nTeachers Association, 415 Shops Bldg.,\nDes Moines, Iowa\nRanson, Mrs. R. E., Principal, Junior High\nSchool, High Point, N. C.\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\nRickards, James S., Executive Secretary,\nFlorida Education Association, Tallahas¬\nsee, Fla.\nRisley, James H., Superintendent of Dis¬\ntrict No. 1, Pueblo City Schools, Pueblo,\nColo.\n\nRobertson, Elizabeth Wells, Director of Art,\nPublic Schools, Chicago, Ill.\nRockett, James F., Director of Education,\nProvidence, R. I.\nRockwell, John G., Commissioner of Educa¬\ntion, St. Paul, Minn.\nRoe, Warren A., Principal, Alexander Street\nSchool, Newark, N. J.\nRose, C. E., Superintendent of Schools, Tuc¬\nson, Ariz.\nRosier, Joseph, President, Fairmont State\nTeachers College, Fairmont, W. Va.\n\n673\n\nRowell, Virginia, 200 West 107th St., Los\nAngeles, Calif.\nRule, James N., Principal, Langley High\nSchool, Pittsburgh, Pa.\nRussell, Charlotte, 448 West 62d St., Chi¬\ncago, Ill.\nSaunders, Joseph H.,\nSuperintendent of\nSchools, Newport News, Va.\nSaxvik, H. O., Superintendent of Schools,\nBismarck, N. D.\nShaver, C. N., Superintendent of Schools,\nHuntsville, Texas.\nShowalter, N. D., State Superintendent of\nPublic Instruction, Olympia, Wash.\nSkidmore, Charles H.\nState Superinten¬\ndent of Public Instruction, Salt Lake City,\nUtah\nSmith, Chauncey W., State Superintendent\nof Public Instruction, Carson City, Nev.\nSmith, Harry P., Director of Research,\nBoard of Education, Syracuse, N. Y.\nSmith, Payson, 1805 Beacon St., Brookline,\nMass.\nSnodgrass, G. M., President, State Teachers\nCollege, La Crosse, Wis.\nStahl, H. E., Superintendent of Schools,\nClaymont, Del.\nStamp, Adele H., Dean of Women, Univer¬\nsity of Maryland, College Park, Md.\nStanton, B. F., Superintendent of Schools,\nAlliance, Ohio\nStetson, Paul, Superintendent of Schools, In¬\ndianapolis, Ind.\nStilwell, H. W., Superintendent of Schools,\nTexarkana, Texas\nSutton, Willis A., Superintendent of Schools,\nAtlanta, Ga.\nTaylor, Annie Kate, 4807 Gaston Ave., Dal¬\nlas, Texas\nTaylor, Charles W., State Superintendent of\nPublic Instruction, Lincoln, Nebr.\nThompson, A. E., State Superintendent of\nPublic Instruction, Bismarck, N. D.\nTownsend, W. B., Forest Avenue, Tempe,\nAriz.\nTrent, W. W., State Superintendent of Free\nSchools, Charleston, W. Va.\nTroy, Ann A., Principal, Washington School,\nNutley, N. J.\nTurnbull, L. W., Superintendent of Schools,\nNorth 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\nWaldo, D. B., President, Western State\nTeachers College, Kalamazoo, Mich.\nWatson, Bruce M., Managing Director, Pub¬\nlic Education and Child Labor Association\nof Pennsylvania, 1505 Race St., Philadel¬\nphia, Pa.\nWhite, L. A., Superintendent of Schools,\nMinot, N. D.\nWilson, S. C., Sam Houston State Teachers\nCollege, Huntsville, Texas\nWoods, L. A., State Superintendent of Pub¬\nlic Instruction, Austin, Texas.\nYork, Ada, Superintendent of Schools, San\nDiego, Calif.\nYoung, Leonard, Superintendent of Schools,\nDuluth, Minn.\nYount, M. E., Superintendent, Alamance\nCounty Public Schools, Graham, N. C.\nZiegler, D. G., Assistant Principal, Isaac\nE. Young Junior High School, New Ro¬\nchelle, N. Y.\n\n"}
{"page": 680, "printed_page": null, "text": "674\n\nNational Education Association\n\nNATIONAL COMMISSION ON THE ENRICHMENT OF\nADULT LIFE\n(Special Committee)\n\nExecutive Committee\nMoyer, James A., President; State Director\nof University Extension, 217 State House,\nBoston, Mass.\nReeve, Mrs. A. H., Vicepresident; 1520\nSpruce St., Philadelphia, Pa.\nDorsey, Mrs. Susan M., Vicepresident; 1506\nArapahoe St., Los Angeles, Calif.\nRogers, James E., Secretary; 315 Fourth\nAvenue, New York, N. Y.\nCartwright, Morse A., Director, American\nAssociation for Adult Education, 60 E.\n42nd St., New York, N. Y.\nHale, Florence, Prince George Hotel, New\nYork, N. Y.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nSutton, Willis A., Superintendent of Schools,\nAtlanta, Ga.\nAbbott, Grace, School of Social Service Ad¬\nministration, University of Chicago, Chi¬\ncago, Ill.\nAdair, Cornelia, 3208 Hawthorne St., Rich¬\nmond, Va.\nAlderman, L. R., Director, Education Divi¬\nsion, FERA, Washington, D. C.\nBaker, Hugh P., President, Massachusetts\nState College, Amherst, Mass.\nBestor, Arthur E., President, Chautauqua\nInstitution, 521 Fifth Ave., New York,\nN. Y.\nBittner, W. S., Associate Director, Exten¬\nsion Division, Indiana University, Bloom¬\nington, Ind.\nBroome,\nEdwin\nC.,\nSuperintendent\nof\nSchools, Philadelphia, Pa.\nBumpus, H. C., Duxbury, Mass.\nBurnett, Marguerite H., Director of Adult\nEducation, State Department of Public\nInstruction, Wilmington, Del.\nCapper, Arthur, U. S. Senate Office Build¬\ning, Washington, D. C.\nCastle, A. W., Chief, Extension Education,\nDepartment of Public Instruction, Harris¬\nburg, 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.\nCody, Frank, Superintendent of Schools, De¬\ntroit, Mich.\nColeman, Laurence Vail, Director, American\nAssociation of Museums, Smithsonian In¬\nstitution, Washington, D. C.\nCutten, George B., President, Colgate Uni¬\nversity, Hamilton, N. Y.\nDeming, Robert C., Supervisor of Adult\nEducation, State Department of Educa¬\ntion, Hartford, Conn.\nFinley, John E., New York Times, New\nYork, N. Y.\nFolsom, Ernest C., President, Teachers Cas¬\nualty Underwriters, Lincoln, Nebr.\nFosdick, Harry E., Riverside Church, River¬\nside Drive at 122nd St., New York, N. Y.\nFrysinger, Grace E., Senior Home Econ¬\nomist, Central States Extension Service,\nU. S. Department of Agriculture, Wash¬\nington, D. C.\nGrace, Alonzo C., Assistant Professor of\nEducation, University of Rochester, Ro¬\nchester, N. Y.\n\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 Car¬\nolina, Chapel Hill, N. C.\nGwinn, J. M., 2206 Loma Vista, Pasadena,\nCalif.\nHunter, Frederick M., Chancellor, Oregon\nState System of Higher Education, Uni¬\nversity of Oregon, Eugene, Ore.\nHurrell, Arthur S., Director, Teacher Train¬\ning Extension, Pennsylvania State College,\nState College, Pa.\nJones, R. G., Assistant Superintendent, De¬\npartment of Instruction, Cleveland, Ohio\nKohler, Katherine M., Director of Adult\nEducation, Board of Education, Minne¬\napolis, Minn.\nLandis, Benson Y., Associate Secretary,\nFederal Council of the Churches of Christ\nin America, 105 East Twenty-second St.,\nNew York, N. Y.\nLangworthy, Mrs. B. F., President, National\nCongress of Parents and Teachers, 6 North\nMichigan Ave., Chicago, Ill.\nLawson, Mrs. Roberta Campbell, President,\nGeneral Federation of Women’s Clubs,\n1734 N St. N. W., Washington, D. C.\nMallery, Otto, 1427 Spruce St., Philadelphia,\nPa.\nMarsh, C. S., Associate Director, American\nCouncil on Education, 744 Jackson Place,\nWashington, D. C.\nMengel, Levi W., Director, Reading Public\nMuseum and Art Gallery, Reading, Pa.\nMiller, N. C., Director, University Exten¬\nsion Division, Rutgers University, New\nBrunswick, N. J.\nMorse, Sidney, Vicepresident and General\nManager, The Grade Teacher, 419 Fourth\nAve., New York, N. Y.\nPackard, B. E., Commissioner of Education,\nAugusta, Maine\nPatterson, Mrs. Edith McClure, Saw Mill\nRoad, Dayton, Ohio\nRobertson, Elizabeth Wells, Director of Art,\nPublic Schools, Chicago, Ill.\nSmith, W. C., Chief, State Adult Education\nBureau, Albany, N. Y.\nStearns, William F., Director,\nProspect\nUnion Educational Exchange, 678 Massa¬\nchusetts Ave., Cambridge, Mass.\nStoddard, A. J., Superintendent of Schools,\nProvidence, R. I.\nStudebaker, John W., U. S. Commissioner\nof Education, Office of Education, Wash¬\nington, D. C.\nTaft, Lorado, The Midway Studios, 6016\nIngleside Ave., Chicago, Ill.\nWardlaw, J. C., Director, Division of Gen¬\neral\nExtension, University\nSystem of\nGeorgia, Atlanta, Ga.\nWeisiger, Kendall, Educational Director,\nSouthern Bell Telephone and Telegraph\nCompany, Atlanta, Ga.\nWelch, F. A., Editor, Midland Schools, 415\nShops Bldg., Des Moines, Iowa\nWoll, Matthew, Third Vicepresident, Amer¬\nican Federation of Labor, Room 1505, 1440\nBroadway, New York, N. Y.\nZook, George F., President, American Coun¬\ncil on\nEducation, 744 Jackson Place,\nWashington, D. C.\n\n"}
{"page": 681, "printed_page": null, "text": "Associational Records and Information\n\n675\n\nCOMMITTEE ON NECROLOGY\n(Authorized by Bylaws)\nTempel, H. V., Chairman; Principal, High\nSchool, Shelbyville, Ky.\nAllen, Charles F., Principal, West Side\nJunior High School, Little Rock, Ark.\nAnderton, Marion K., Lyman Golf Junior\nHigh School, 77 Dexterdale Road, Paw¬\ntucket, R. I.\nBaldridge, Chloe, Director of Rural Educa¬\ntion,\nState\nDepartment of\nEducation,\nLincoln, Nebr.\nBays, John A., Harris Teachers College, St.\nLouis, Mo.\nBentz,\nM.\nS.,\nSuperintendent,\nCambria\nCounty Schools, Ebensburg, Pa.\nBertelson, Matilda, 915 10th Ave., North,\nFargo, N. Dak.\nBurgoon, A. L., Superintendent of Schools,\nDiamondville, Wyo.\nBurnham, Ernest, Western State Teachers\nCollege, Kalamazoo, Mich.\nCalwell, Nelle, Secretary, West Tennessee\nState Teachers College, Memphis, Tenn.\nCarson, Mrs. Louis G., Beaufort, S. C.\nChidester, June, Superintendent, Jefferson\nCounty Schools, Fairfield, Iowa\nDenman,\nGeorge\nE.,\nSuperintendent of\nSchools, Burley, Idaho\nDodd,\nM.\nR., Assistant Superintendent,\nKanawha County Schools, Charleston, W.\nVa.\nDoherty, Helen F., Junior High School,\nPortsmouth, N. H.\nFowler, Lotta, Lloyd Street School, Mil¬\nwaukee, Wis.\nFrazier, Maude, Superintendent of Schools,\nLas Vegas, Nev.\nGarrett, Paul E., Kodiak, Alaska.\nGray, M. P., Woodlawn High School, Bir¬\nmingham, Ala.\nGuthrie, A. B., Principal, Teton County\nHigh School, Chotean, Mont.\nHodges, J. H., Principal, Elementary School,\n1142 N. Main St., Tulsa, Okla.\nHunkins, R. V., Superintendent of Schools,\nLead, S. Dak.\nJames, W. A., Principal, Ball High School,\nGalveston, Texas\nKennedy, Mary E., Kindergarten Principal,\n20 South St., Waterbury, Conn.\nKimball, Florence, Roosevelt High School,\nMinneapolis, Minn.\n\nKing, Mrs. Ethel, Public Schools, West\nPalm Beach, Fla.\nLearned, Welthea, 853-A East 3rd South,\nSalt Lake City, Utah\nLind, Nellie V., Principal, Stedman School,\nDenver, Colo.\nLovejoy, Ida May, President, San Diego\nCity Teachers Association, 601 Common¬\nwealth Bldg., San Diego, Calif.\nMacFadden, John W., High School, Dover,\nDel.\nMartin, Elizabeth, Terwilliger School, Port¬\nland, Ore.\nMassey, Louise, 3010 West Ave., Newport\nNews, Va.\nMcCollum, J. R., Principal, Fourth Ward\nSchool, Albuquerque, N. Mex.\nMcSkimmon, Mary, 205 Tappan St., Brook¬\nline, Mass.\nMerriman, San Lorenzo, Principal, Normal\nSchool, Presque Isle, Maine\nMitchell, Helen A., Elementary School, Phillipsburg, N. J.\nMoncla, S. A., Supervisor of Schools, Saint\nLandry Parish, Opelousas, La.\nMorrill, Alice M., Director of Student Teach¬\ning, Castleton, Vt.\nMossman, Rebecca, Kauluwela School, Hono¬\nlulu, T. H.\nObie, Phyllis, Superintendent of County\nSchools, Hutchinson, Kans.\nPatterson, O. F., Assistant Superintendent of\nPublic Instruction, 401 Centennial Bldg.,\nSpringfield, Ill.\nRouse, Laurance T., Principal, High School,\nBisbee, Ariz.\nSchultz, Louise, 901 Pennsylvania Ave., Co¬\nlumbus, Ohio\nSherrard, John P., 141 Parkside Ave., Buf¬\nfalo, N. Y.\nTaylor, W. N., Secretary, Mississippi Edu¬\ncation Association, Jackson, Miss.\nThompson, M. E., State School Supervisor,\nAmericus, Ga.\nWagoner, Ada L., 2101 New Hampshire Ave.,\nN. W., Washington, D. C.\nWeir, D. T., Assistant Superintendent of\nSchools, Indianapolis, Ind.\nWilliams, Helen Irene, Lowell School, 3320\nMt. Baker Blvd., Seattle, Wash.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\nYoung, Dorothy O., Bethesda-Chevy Chase\nJunior High School, Bethesda, Md.\n\nCOMMITTEE ON RESOLUTIONS\n(Authorized by Bylaws)\nHinrichs, Amy, Chairman; Principal, Audu¬\nbon School, 428 Broadway, New Orleans,\nLa.\nAndreen, F. B., New Ulm, Minn.\nBowman, C. H., Douglas, Alaska\nChurch, Beulah C., 141 Elm St., Marblehead,\nMass.\nClark, Harry, Superintendent of Schools,\nKnoxville, Tenn.\nClarke, M. J., Superintendent of Schools,\nEly, Nev.\nCoates, J. P., Secretary, South Carolina Ed¬\nucation Association, 1218 Senate St., Co¬\nlumbia, S. C.\nCondie, John W.. State Superintendent of\nPublic Instruction, Boise, Idaho\nDunn, Mindael E., Patterson Junior High\nSchool, Baltimore, Md.\n\nDuShane, Donald, Superintendent of Schools,\nColumbus, Ind.\nEarly, J. J., Superintendent of Schools, Sher¬\nidan, Wyo.\nEbaugh, A. R., Starr School, W. 13 Mile &\nDevon Roads, Royal Oak, Mich.\nFord, Elizabeth, Supervisor of Elementary\nSchools, 70 Spring St., Woonsocket, R. I.\nGrove, Frank L., Secretary, Alabama Educa¬\ntion Association, Montgomery, Ala.\nHall, W. F., State Supervisor of Elementary\nSchools, Department of Education, Little\nRock, Ark.\nHamilton, Norman, Principal, High School,\nPrice. Utah\nHarding, Mrs. Jennie, Junior and Senior\nHigh School, Stockton Springs, Maine\nHeatwole, C. J., Executive Secretary, Vir¬\nginia Education Association, 401 North\nNinth St., Richmond, Va.\n\n"}
{"page": 682, "printed_page": null, "text": "676\n\nNational Education Association\n\nHopkins, Mary M., School No. 14, Eliza¬\nbeth, N. J.\nHunt, R. L., Superintendent of Schools, Mad¬\nison, S. Dak.\nIvy, H. M., Superintendent of Schools, Me¬\nridian, Miss.\nKincaid, William A., Superintendent of\nSchools, Montpelier, Vt.\nLarson, Emil L., Professor of Education,\nUniversity of Arizona, Tucson, Ariz.\nLaw,\nFrederick Houk, Stuyvesant High\nSchool, 345 East 15th St., New York, N. Y.\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Superior, Wis.\nMcDonnell, Alberta, Lincoln High School,\nTacoma, Wash.\nMarkham, W. T., State Superintendent of\nPublic Instruction, Topeka, Kans.\nMarsh, J. F., President, Concord State Teach¬\ners College, Athens, W. Va.\nMiller, Charles S., President, State Teachers\nCollege, Slippery Rock, Pa.\nMock, Lulu, 1921 Park, Ave., Dallas, Texas\nOlson, Mrs. Clara M., P. K. Yonge Labora¬\ntory School, University of Florida, Gaines¬\nville, Fla.\nPope, D. N., Superintendent of Schools, Ros¬\nwell, N. Mex.\nPowers, J. Orin, George Washington Univer¬\nsity, Washington, D. C.\nRanson, Mrs. R. E., Principal, Junior High\nSchool, High Point, N. C.\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\n\nRock, Margaret, Teacher Training School,\n118 Lenox Ave., Bridgeport, Conn.\nRost, Grover F., 912 N. Wheeler, Grand\nIsland, Nebr.\nRue, Judith, 711 Avenue A, Bismarck, N.\nDak.\nRueben, Mrs. Helen M., 4817 N. Sawyer\nAve., High School, Chicago, Ill.\nSanford, S. V., Chancellor, University Sys¬\ntem of Georgia, Athens, Ga.\nSkinner, Kate, 916-2nd Ave., North, Ft.\nDodge, Iowa.\nSmith, Elphe K., President, Grade Teachers\nAssociation, Terminal Sales Bldg., Port¬\nland, Ore.\nStanton, B. F., Superintendent of Schools,\nAlliance, Ohio\nStouffer, S. M., Superintendent of Schools,\nWilmington, Del.\nThompson, Elizabeth M., Public Schools,\nColebrook, N. H.\nThrelkeld, A. L., Superintendent of Schools,\nDenver, Colo.\nTucker, Mrs. Maude, Principal, Kalihiwarna\nSchool, Honolulu, T. H.\nWilliams, D. S., Superintendent of Schools,\nBozeman, Mont.\nWinkelman, Mathilda, Hadley Vocational\nSchool, St. Louis, Mo.\nWithrew, Mrs. Ada V., 129 Page St., San\nJose, Calif.\nZaneis, Kate Galt, President, Southeastern\nState Teachers College, Durant, Okla.\n\nCOMMITTEE ON RETIREMENT ALLOWANCES\n(Authorized by Representative Assembly)\n\nExecutive Committee\nBrookes, M. Emma, Chairman; Principal,\nMiles-Cranwood Schools, Cleveland, Ohio\nPlenzke, O. H., Executive Secretary, Wis¬\nconsin Education Association, Insurance\nBldg., Madison, Wis.\nRoch, Jennie, Secretary-Treasurer, National\nCouncil of Teachers Retirement Systems,\nNew Orleans, La.\nShanley, Dorothy M., Secretary, State Teach¬\ners Retirement Board, Hartford, Conn.\nShaw, Albert M., Post Office Box 885, Ar¬\ncade Annex, Los Angeles, Calif.\nAdair, Cornelia, 3208 Hawthorne St., Rich¬\nmond, Va.\nAiken, Georgia W., Hotel Alms, Walnut\nHills, Cincinnati, Ohio\nAllison, Laura L.,\nVicepresident, Texas\nClassroom Teachers Association, 1807 East\nAve., Austin, Texas\nBaish, H. H., Secretary, Public School Em¬\nployees’ Retirement Board, State Depart¬\nment of Public Instruction, Harrisburg,\nPa.\nBastian,\nMamie\nS.,\nPrincipal,\nCrockett\nSchool, 812 Bell Ave., Houston, Texas\nBennett, Mrs. Jennie, 851 North First St.,\nRaton, N. Mex.\nBerg, P. S., Secretary, North Dakota Teach¬\ners’ Retirement Fund, Dickinson, N. Dak.\nBickford, Charles W., Superintendent of\nSchools, Lewiston, Maine\nBray, Mildred, Executive Secretary, Public\nSchool Teachers Retirement Salary Sys¬\ntem, Carson City, Nev.\nBrown, Daisy, Teachers’ Retirement Fund,\n407 South Sixth St., Stillwater, Minn.\nCarleton, E. F., Secretary-Treasurer, Oregon\nState Teachers Association, 602-603 Studio\nBldg., Portland, Ore.\n\nClarida, R. O., Assistant Secretary, Illinois\nState Teachers’ Pension and Retirement\nFund, Springfield, Ill.\nClifford, J. M., Secretary, Michigan Teachers’\nRetirement Fund Board, Michigan Educa¬\ntion Bldg., Lansing, Mich.\nCole, Elva E., Executive Secretary, Teach¬\ners’ Retirement Fund, Olympia, Wash.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nCook, John H., Head, Department of Educa¬\ntion,\nWoman’s College, University of\nNorth Carolina, Greensboro, N. C.\nDavis, Deborah, Boise High School, Boise,\nIdaho\nDavis, Mrs. Jane A., 1013 Horatio St.,\nTampa, Fla.\nDavoren, John L., President, Teachers’ Civic\nLeague of Massachusetts, 4 Prentice Ave.,\nMilford, Mass.\nForce, Anna Laura, Principal, Lake Junior\nHigh School, Denver, Colo.\nGridley, E. G., Chairman, State Retirement\nCommittee, California Teachers Associa¬\ntion (Bay Section), Room 1, 2163 Center\nSt., Berkeley, Calif.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nHigbie, E. C., President, Wilson Teachers\nCollege, Washington, D. C.\nHite, Mary Eva, Elementary Supervisor,\nColleton County Schools, Walterboro, S. C.\nHougham, Robert B., Executive Secretary,\nIndiana State Teachers’ Retirement Fund\nBoard, 310 State House, Indianapolis, Ind.\nJackson, Walter M., Principal, Selma High\nSchools, Selma, Ala.\nJohnson,\nLillian\nM.,\nPrincipal,\nPatrick\nHenry School, Norfolk, Va.\nKershner, W. E., Secretary, Ohio State\nTeachers Retirement System, Ohio State\nSavings Bldg., Columbus, Ohio\n\n"}
{"page": 683, "printed_page": null, "text": "Associational Records and Information\n\nKetcham, Miss Marion H., Assistant Secre¬\ntary, Public School Teachers’ Retirement\nSalary Fund Board, State Department of\nEducation, Sacramento, Calif.\nKnutson, K. J., Secretary, Seattle Teachers\nRetirement\nFund,\n843\nCentral\nBldg.,\n^ssh\nLafleur, J. D., Principal, Ville Platte High\nSchool, Ville Platte, La.\nLantman, E. G., Executive Secretary, New\nYork State Teachers Retirement Board,\n152 Washington Ave., Albany, N. Y.\nLocke, David B., Chairman, Teachers’ Re¬\ntirement Board, State of Vermont, Waits\nRiver, Vt.\nLongstreet, R. J., Supervising Principal,\nDaytona Beach Public Schools, Daytona\nBeach, Fla.\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Superior, Wis.\nMcQuilkin, D. E., Superintendent of Schools,\nRoanoke, Va.\nMarsh, Arthur L,,\nExecutive\nSecretary,\nWashington Education Association, 707\nLowman Bldg., Seattle, Wash.\nMedinger,\nMildred,\nSecretary,\nMaryland\nState Teachers’ Retirement System, 2004\nLexington Bldg., Baltimore, Md.\nMerriman, Mrs. Charlotte L., Secretary,\nTeachers’ Retirement Board, State of Ver¬\nmont. Montpelier, Vt.\nMooney, W, B., Secretary, Colorado Educa¬\ntion Association, 230 Coronado Bldg., Den¬\nver, Colo.\nNaumann, A. I., Principal, Davenport High\nSchool, Davenport, Iowa\nNew, Wilson, Principal, Christenberry Jun¬\nior High School, Knoxville, Terin.\nPrice, E. D., Superintendent of Schools,\nStillwater, Okla.\nPrichard, Dorcas, Dean of Women, Fairmont\nState Teachers College, Fairmont, W. Va.\n\n677\n\nPyrtle, E, Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nSchimel, C. F., Accountant, State Retire¬\nment System, State Capitol, Madison, Wis.\nShaw, Reuben T., 1327 Real Estate Trust\nBldg., Philadelphia, Pa.\nShilling, John, Assistant in Charge of Sec¬\nondary Schools, State Department of Edu¬\ncation, Dover, Del.\nSifert, E. R., Principal, Central High School,\nOklahoma City, Okla.\nSpeer, Owen D., Chairman, Teachers Retire¬\nment Committee, Montana Education As¬\nsociation, Deer Lodge, Mont.\nSmith,\nMrs.\nConstance\nF.,\nChairman,\nTeacher Retirement Committee, Arizona\nEducation\nAssociation,\nSuperintendent,\nPima County Schools, Tucson, Ariz,\nSteele, William H., Colorado Springs High\nSchool, Colorado Springs, Colo.\nTaylor, J. L., Superintendent of Schools,\nSearcy, Ark.\nThalman. John W., Superintendent, Wauke¬\ngan Township High School, Waukegan,\nIll.\nThornburg, Mrs. Winnie, Principal, Wood¬\nland School, Wichita, Kans.\nTowler, E. D., Principal, Astoria High\nSchool, Astoria, Ore.\nTurk, Genevieve, Principal, Scarritt School,\nKansas City, Mo.\nWalby, Mary A., Secretary, Board of Insur¬\nance & Annuity, 119 East Maxwell St.,\nLexington, Ky.\nWhite, H. E., Executive Secretary, State\nTeachers Retirement Fund, State Office\nBldg., St. Paul, Minn.\nWood, John A., 3d, Secretary, Teachers’\nPension and Annuity Fund, 1012 Trenton\nTrust Bldg., Trenton, N. J.\n\nCOMMITTEE OF SEVEN ON REORGANIZATION OF THE NEA\n(Authorized by Representative Assembly)\nOberholtzer, E. E., Chairman, Superintend¬\nent of Schools, Houston, Texas\nAdair, Cornelia S., 3208 Hawthorne St., Rich¬\nmond, Va.\nLord, Daisy, 1027 West Main St., Waterbury. Conn.\nMerrill, Birdine, Shattuck School, Portland,\nOre.\n\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, Springfield, Ill.\nShaw, Reuben T., 1327 Real Estate Trust\nBldg., Philadelphia, Pa.\nTaylor, William S., Dean, School of Educa¬\ntion, University of Kentucky, Lexington,\n\nKy.\n\nCOMMITTEE ON SOCIAL-ECONOMIC GOALS OF AMERICA\n(Special Committee)\nKelly, F. J., Chairman; Chief, Division of\nHigher Education, U. S. Office of Educa¬\ntion, Washington, D. C.\nDewry, John, Teachers College,\nUniversity, New York, N. Y.\n\nColumbia\n\nMarshall, Leon C., 722 Jackson Place, Wash¬\nington, D. C.\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, Springfield, Ill.\nRoss, E. A., University of Wisconsin, Madi¬\nson, Wis.\n\nCOMMITTEE ON TENURE FOR TEACHERS\n(Authorized by Representative Assembly)\n\nExecutive Committee\nDuShane, Donald, Chairman; Superintendent\nof Schools, Columbus, Ind.\nDahl, Mrs. Myrtle Hooper, 312 South Eighth\nSt., Minneapolis, Minn.\nIrizarry, Oscar B., Central High School,\nTulsa, Okla.\nJelinek, Frances,\nRoom\n150,\nWisconsin\nHotel, Milwaukee, Wis.\n\nKeenan, Robert C., Principal, Drake Public\nSchool, 2641 Calumet Ave., Chicago, Ill.\nKingan, J. Constance, High School, Royal\nOak, Mich.\nO’Connor, Mary Elizabeth, Supervisor of\nElementary Schools, Natick, Mass.\nAdair, Cornelia S., 3208 Hawthorne St., Rich¬\nmond, Va.\nAiken, Georgia W., Hotel Alms, Walnut\nHills, Cincinnati, Ohio\n\n"}
{"page": 684, "printed_page": null, "text": "678\n\nNational Education Association\n\nApplegate, Mrs. Stella S., 304 Stacy-Trent\nHotel, Trenton, N. J.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\nBaker, Mary A., 2670 Harrison St., Daven¬\nport, Iowa\nBalliette, R. E., Superintendent of Schools,\nPlattevflle, Wis.\nBanting, G. O., Superintendent of Schools,\nWaukesha, Wis.\nBechtold, R. H., Longfellow Elementary and\nJunior High School, Flint, Mich.\nBooth, C. L., Superintendent of Schools,\nPasco, Wash.\nBowden, A. O., Department of Anthropology,\nUniversity of Southern California, Los\nAngeles, Calif.\n,\nBoyum, Mrs. Louise, Principal, Punene\nSchool, Punene, Maui, T. H.\nBrown, Florence E., 223 South Second Ave.,\nMount Vernon, N. Y.\nCameron, Ernest T., 935 North Washington\nAve., Lansing, Mich.\nCapps, A. G., University of Missouri, Colum¬\nbia, Mo.\nCarr, A. T., Principal, Nathan Hale Junior\nHigh School, Cleveland, Ohio\nCocking, Floyd W., 3315 Belle Isle Drive,\nSan Diego, Calif.\nCody, Frank, Superintendent of Schools, De¬\ntroit, Mich.\nCook, Katherine, 912 West 23d St., Austin,\nTexas\nCouch, Edward B., 1133 North Everett St.,\nGlendale, Calif.\nDann, George J., Superintendent of Schools,\nOneonta, N. Y.\nDavison, George Millard, Principal, Abra¬\nham Lincoln Junior High School, Brook¬\nlyn, N. Y.\nDavoren, John L., President, Teachers’ Civic\nLeague of Massachusetts, 4 Prentice Ave.,\nMilford, Mass.\nDeCamp, John A., Superintendent of Schools,\nUtica, N. Y.\nDick, L. C., Superintendent, Madison County\nSchools, London, Ohio\nDickinson, Florence M., Assistant Principal,\nBonsall School, Haddonfield, N. J.\nDrake, Flora E., 2230 Brookside Ave., In¬\ndianapolis, Ind.\nEakin, Myrl I., 518 Shady Ave., Pittsburgh,\nPa.\nEarly, John J., Superintendent of Schools,\nSheridan, Wyo.\nEubank, L. A., Dean, State Teachers Col¬\nlege, Kirksville, Mo.\nEvans, C. Ray, Principal, North Summit\nHigh School, Coalville, Utah\nEverett, Ralph W., Sacramento Junior Col¬\nlege, 2740 Portola Way, Sacramento, Calif.\nGayman, H. E., Pennsylvania State Educa¬\ntion Association, 400 North Third St.,\nHarrisburg, Pa.\nGerber, R. A., Superintendent of Schools,\nSidney, Mont.\nGilligan,\nJames\nR.,\nSuperintendent\nof\nSchools, Dunmore, Pa.\nGreer, H. G., Superintendent, Monroe County\nSchools, Monroeville, Ala.\nGrieder, Theodore, G., Superintendent of\nSchools, Winslow, Ariz.\nHale, Mrs. Gertrude, 58 Lewis St., Athol,\nMass.\nHart, Harry T., Principal, Stevens School,\nStamford, Conn.\nHavens, Kathryn C., 129 Allen Place, Hart¬\nford, Conn.\nHeckman, Elsie M., Adviser of Girls, Allen¬\ntown High School, Allentown, Pa.\nHendricks, Lorene, 1245 Jefferson St., Boise,\nIdaho\nHinman, Harriett L., Supervisor of Research\nand\nInstruction,\nBoard of Education,\nToledo, Ohio\n\nHolley, Ella J., Rural Supervisor for New\nCastle County Schools, Wilmington, Del.\nHoward, Homer, P. K. Yonge Laboratory\nSchool, University of Florida, Gainesville,\nFla.\nHumphreys, Pauline A., State Teachers Col¬\nlege, Warrensburg, Mo.\nIreland, E. W., Superintendent of Schools,\nStratford, Conn.\nJacobs, Clara M., Department of Educational\nResearch, District #1, Pueblo, Colo.\nJohnson, Leslie W., Garfield High School,\nSeattle, Wash.\nKittrell,\nCharles\nA.,\nSuperintendent\nof\nSchools, West Waterloo, Iowa\nKohn, Charlotte, Principal, School Depart¬\nment, Wisconsin Orthopedic Hospital for\nChildren, Madison, Wis.\nLively, Mrs. Emery C., 2900 Prytania St.,\nNew Orleans, La.\nLord, Mary A., North Junior High School,\nSioux City, Iowa\nLoser, Paul,\nSuperintendent of Schools,\nTrenton, N. J.\nLozo, John P., Principal, Senior High School,\nReading, Pa.\nMacLaren, Roland T., Principal, George\nWashington School, Williamsport, Pa.\nMcConnell, John Preston, President, State\nTeachers College, East Radford, Va.\nMcDonald, Ralph W., Box 431, Salem Col¬\nlege Station, Winston-Salem, N. C.\nMiller, Fred B., Superintendent of Schools,\nNormandy, Mo.\nMoore,\nMrs.\nClarence,\nPrincipal,\nHigh\nSchool, Osceola, Ark.\nMuller, Edgar, Principal, Westlake Junior\nHigh School, 3909 Linwood Ave., Oakland,\nCalif.\nNew, Wilson, Principal, Christenberry Jun¬\nior High School, Knoxville, Tenn.\nNicely, O. W., Room 54, Y. M. C. A., Indian¬\napolis, Ind.\nNissen, S. B., Editor, South Dakota Educa¬\ntion Journal, Perry Bldg., Sioux Falls,\nS. Dak.\nO’Rourke, Catherine, 3057 West Jackson\nBlvd., Chicago, Ill.\nPlenzke, O. H., Executive Secretary, Wis¬\nconsin Education Association, Insurance\nBldg., Madison, Wis.\nRoe, Warren A., Principal, Alexander Street\nSchool, Newark, N. J.\nRoland, H. M., Superintendent of Schools,\nBurlington, N. C.\nSchantz, C. W. W., Superintendent, Smyrna\nSpecial School District, Smyrna, Del.\nShawkey, M. P., Morris Harvey College,\nKanawha County Public Library Bldg.,\nCharleston, W. Va.\nSheehan, Mary A., Viceprincipal, Washing¬\nton High School, Rochester, N. Y.\nShepherd, Grace M., 803 North Mulberry St.,\nMaryville, Mo.\nSnyder, Mrs. Barbara B., St. Helens, Ore.\nStiles,\nChester\nD.,\nSuperintendent\nof\nSchools, Westfield, Mass.\nStrickland, Rosa, Principal, Powell School,\nBirmingham, Ala.\nThompson, Oliver Scott,\nSuperintendent,\nCompton Union District Secondary\nSchools, Compton, Calif.\nTigert, John J., President, University of\nFlorida, Gainesville, Fla.\nVance, Mrs. Una E., 2223 Routt St., Pueblo,\nColo.\nWeeks, Zoraida, 506 Main St., Oneida, N. Y.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\nWilson, Josephine, 2221\nBeverly Drive,\nDallas, Texas\nWolaver, Florence E., 1734 Orrington Ave.,\nEvanston, Ill.\n\n"}
{"page": 685, "printed_page": null, "text": "Associational Records and Information\n\n679\n\nMINUTES OF THE SIXTEENTH REPRESENTATIVE\nASSEMBLY\nPortland, Oregon, June 28-July 2, 1936\nFirst Business Session, Tuesday Morning, June 30, 1936\nThe first business session of the Representative Assembly convened at 9:30 a. m.\nin the Civic Auditorium. The invocation was delivered by the Reverend J. Hudson\nBallard of the First Presbyterian Church, and the first business session was opened.\nPresident Agnes Samuelson: All persons who are to give committee reports on this\nprogram, please come to the platform so we may lose no time when their names are\ncalled. The committees to be called upon are the following: Credentials, Bylaws and\nRules, Order of Business, Minutes of the Denver meeting, Amending the Charter,\nReorganization and Amendments to the Bylaws, and Elections. Will those persons\ncome immediately to the platform?\nMr. Fitzgerald will now report for the Committee on Credentials.\nMr. J. E. Fitzgerald (Iowa) : The Credentials Committee met June 29, 1936, in\nthe Civic Auditorium, with 31 states represented. Miss Chase, reporting for the\nSecretary’s Office, stated that 1131 delegates had registered. This is 57 more than\nwe had last year at the Denver meeting. All states having paid their 1936 dues, it\nwas recommended that all properly certified delegates be seated.\nIt was also recommended that the delegates registering later be seated, if properly\ncertified.\nA subcommittee consisting of Morton JValker, Kentucky; E. L. Holton, Kansas;\nH. M. Hill, Oklahoma; Virginia JVenner, Maryland; and Rita Murphy, North\nDakota, was appointed to attend to questions of the eligibility of the abovementioned delegates. I move the adoption of the report.\n(Motion seconded.)\nPresident Samuelson: Is there discussion on the motion? (No reply.)\nThe question is, Shall the report be adopted? All in favor will vote “aye”; those\nopposed will vote “no.”\nThe ayes have it, and the report is adopted.\nI call now for the report of the Committee on Bylaws and Rules, Miss Adair.\nMiss Cornelia S. Adair (Virginia): I would like for you to take your Manual for\nDelegates and turn to page 6. I believe if you cannot hear me distinctly, that will\nhelp.\n“Rules of Procedure for Conduct of Business in the Representative Assembly” as\nsuggested by the Committee on Bylaws and Rules:\n1. Each state delegation shall elect a chairman. In the absence of a delegate,\nonly an alternate shall take his place, and when there is more than one alternate\nof a state or local affiliated association the delegates of that association shall\nselect the alternate to act. (This pertains to the organization of each state\ndelegation, the first step being that each delegation shall elect a chairman.)\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. There may be any number\nof seconds to nominations so long as there are only two seconding speeches.\n3. No member shall speak in debate more than twice during the same day to\nthe same question, or longer than five minutes at one time, unless permission is\ngranted by a majority vote of the Representative Assembly at that session.\n4. All resolutions and all motions submitted for consideration in the reports\nof officers, boards, or committees shall be in writing and shall be signed by the\nmaker and the seconder.\n5. Resolutions for the Committee on Resolutions must be in the hands of the\nCommittee not later than noon of the second day of the convention, and such\nnotice shall appear in the Manual for Delegates and announcement be made\nby the executive secretary on the firsthand second mornings of the convention.\n\n"}
{"page": 686, "printed_page": null, "text": "680\n\nNational Education Association\n\n6. The printed copies of the report of the Committee on Resolutions shall be\nin the hands of the delegates twenty-four hours before they are voted upon.\n7. All morning sessions of the Assembly shall be exclusively business meetings.\nI shall offer a substitute for the first part of 8, our parliamentarian having ruled\nthat in the matter of amendments to the charter and bylaws, we may not use the\nsecret ballot because the reason for using a ballot is that your vote may be secret\nand in discussion on the charter and bylaw amendments, you must express your¬\nselves. Therefore, I offer in place of No. 8 this resolution:\n8. In all voting on amendments to the charter and on all amendments to the\nbylaws, except where unanimous consent is given by the Representative Assem¬\nbly, state delegations may vote by ballot. The result shall be announced by the\nchairman of each delegation as the roll of states is called.\nWe wish to add also to No. 8 the following:\nIn the 1936 session, any committee proposing an amendment to the charter or\nbylaws shall include in its report the form and wording of the ballot to be used.\nThe reason for that is that any committee would be more familiar with the\ntechnicalities involved in its recommendation than we on the floor would be.\nThe last rule, No. 9:\n9. There shall be an official parliamentarian to whom questions may be\ndirected thru the presiding officer only.\nI move the adoption of this report as the Rules of Procedure for this Represent¬\native Assembly.\n(Motion is seconded by a delegate on the floor.)\nPresident Samuelson: Is there any discussion? (No reply.)\nAll in favor of the motion will vote “aye”; those opposed will vote \"no.” The\nayes have it, and the report is adopted.\nI shall ask our executive secretary, Mr. Willard E. Givens, to present the Order\nof Business.\nSecretary Givens: The Order of Business is printed in the Official Program.\nIt will be in order for someone to move that the Order of Business as printed be\napproved and adopted for this convention.\nPresident Samuelson: I shall entertain such a motion.\nMr. J. D. Williams (Alabama) : I move the Order of Business be adopted as set\nforth in this program.\nMr. Rush M. Caldvocll (Texas) : I second the motion.\nPresident Samuelson: All in favor of the motion will vote “aye”; those opposed\nwill vote “no.” The ayes have it. The Order of Business has been unanimously\nadopted.\nI call now for the Minutes of the Denver meeting, and I recognize Mr. Givens,\nagain.\nSecretary Givens: The Minutes and Proceedings of the Denver meeting were\nprinted and distributed thruout the country after the last convention; therefore, it\nwill be in order to approve those Minutes as printed by the National Education\nAssociation.\nMr. A. L. Knoblauch (Michigan) : I move the adoption of the Minutes as\nprinted.\n(Motion is seconded by a delegate on the floor.)\nPresident Samuelson: The question is on the adoption of the Minutes of the\nDenver convention which you have found in your envelopes. Is there discussion?\n(No reply.)\nAll in favor of the motion will vote “aye.” Those opposed will vote “no.” The\nayes have it, and the Minutes are adopted unanimously.\nBefore consideration of the next report, I should like to have you meet and know\nour parliamentarian, who is to officiate during this convention, the Honorable C. A.\nBottolfsen, former Speaker of the House of Representatives of the state of Idaho,\nand a man who has had considerable experience in parliamentary procedure, in\n\n"}
{"page": 687, "printed_page": null, "text": "Associational Records and Information\n\n681\n\nnewspaper work, and in public service activities. He has consented to serve as our\nparliamentarian, and I would like to introduce him to you at this time.\n(Mr. Bottolfsen bowed in acknowledgment.)\nPresident Samuelson: Will you say a few words?\nMr. Bottolfsen: No, thank you.\nPresident Samuelson: The next order of business is the report of the Committee\non Amending the Charter. I call, first, for the recommendations. As you know, our\nbylaws require that the reports of special committees be submitted to the Executive\nCommittee and the Executive Committee sends its recommendations to the Board of\nDirectors; the Board of Directors considers the report and sends its recommenda¬\ntions to the Representative Assembly.\nI call, first, for the recommendations of the Board of Directors on the report of\nthe Committee on Amending the Charter. Mr. Cram has consented to give this\nreport.\n(The report is printed on page 817 of this volume.)\nMr. Fred D. Cram (Iowa) : The Executive Committee examined the report of the\nCommittee on Amending the Charter and made its report to the Board of Direc¬\ntors; the Board of Directors, after giving the matter thoro consideration, desires to\nmake the following motion:\nI move to amend Issues 8 and 9 of the printed report of the Committee on\nAmending the Charter which you have in your hands, 1936 Portland meeting, by\ncombining said Issues 8 and 9 into a paragraph to be made a part of Section 7 of the\ncharter and to read as follows:\nThe 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. At the first meeting of the\nBoard of Directors, held during the annual meeting of the Association at which\nthey are elected, they shall elect one trustee for the term of four years. All\nvacancies occurring in said Board of Trustees, whether by resignation or\notherwise, shall be filled by the Board of Directors for the unexpired term; and\nthe absence of a trustee from two successive annual meetings of the Board shall\nforfeit his membership.\nThis motion is made by Fred D. Cram, of Iowa, director for that state, and is\nseconded by H. Claude Hardy, director for New York, both of whom are members\nof the Board of Directors of this organization and both of whom are members of the\nCommittee on Amending the Charter.\nPresident Samuelson: You have heard the motion. The question is on the adoption\nof this motion. It has been moved and seconded. I now recognize Mr. Shaw.\nMr. Reuben T. Shaw (Pennsylvania) : I offer at this time a substitute motion\nwhich reads as follows:\n“I move that we proceed to a consideration of the report of the Committee on\nAmending the Charter.” This motion is signed by myself and seconded by Samuel\nD. Parry, a delegate.\nPresident Samuelson: The question is on the adoption of the substitute motion\nwhich has been made by Mr. Shaw and seconded by Mr. Parry. Mr. Shaw has the\nfloor.\nMr. Shaw: I hope that you will adopt the motion in order that you, as the Repre¬\nsentative Assembly, may have the opportunity to pass upon the details of the report.\nI wish to emphasize at the very outset that it is not intended in any way to oppose\nthe proposed change represented by the motion just offered by Mr. Cram.\nThe issue, as I understand it, set forth in 8 and 9, represents, as indicated in the\nreport, action taken by the Representative Assembly at Denver and is not, primarily,\na part of the recommendations of this report at all. It is a matter which should be\nconsidered on its own merits. The report of the Committee on Amending the Charter,\nand the motion which I have just offered and urge upon you, do not present any\nbarrier.\nNow, if you will adopt this particular substitute motion, as I understand it, you\nwill not in any way indicate that you either approve of any recommendation contained\n\n"}
{"page": 688, "printed_page": null, "text": "682\n\nNational Education Association\n\nin our report or disapprove any recommendation, nor will you approve or reject the\nrecommendation offered by Mr. Cram.\nIt will merely provide the opportunity to bring this report clearly before you and\nto give you an opportunity to pass upon it on its own merits.\nI would like to address a question to the parliamentarian.\nPresident Samuelson: You may.\nMr. Shaw: In offering the preliminary debate, I would like to ask that I may be\nallowed to close the debate.\nPresident Samuelson: You have that right. Does anyone here care to speak against\nthis motion ?\nMr. Cram: Those of you who were in the Assembly last year will remember that\nunder the leadership of Mr. Saunders the recommendation of the Committee on\nAmending the Charter was not accepted, so far as Section 7 of the charter is con¬\ncerned. That section was retained, and the report of the Committee on Amending\nthe Charter this year is in line with that action. Section 7 is not interfered with.\nWhen the smoke of battle had cleared away, we discovered that we had an incon¬\nsistency—even those who are old war-horses in the organization had not discovered\nit. I believe that the credit should go to Dean Smith, last year’s president, for seeing,\nfirst, that something would have to be done to reconcile contradictory parts of our\naction at Denver.\nAs the result, the Committee on Amending the Charter proceeded to see what\ncould be done. The attorney worked out a clause that he suggested would bring about\nthe required connection there but the Executive Committee was not satisfied with that.\nAs a result of our deliberations, the Executive Committee and the Board of Directors\nmade this motion, that we go back to Section 6, a part of which was voted out of the\ncharter last year, and reincorporate the last part, last paragraph of Section 6, as I\nhave read it to you this morning, putting it over in Section 7, so that the Board of\nTrustees will continue to be a board of five members elected as it is now. We feel\nthat we should have this as a further guarantee of the permanency of the Permanent\nFund.\nWe are not willing to permit the selection of the Board of Trustees to become\nhaphazard at the hands of politics and we desire very much to preserve the present\nsystem of election, and that is the reason for this suggestion and this report of the\nExecutive Committee.\nThe question before you, then, is one of preserving the present system of election\nof the Board of Trustees.\nPresident Samuelson: Does anyone else wTish to speak to the motion?\nMr. Robert C. Moore (Illinois) : As a member of the Committee on Reorganization\nof the National Education Association, which wmrked in close cooperation with the\nCommittee on Amending the Charter, and which Committee usually by unanimous\nvote made the same recommendation or recommended the adoption of the changes in\nthe report of the Committee on Amending the Charter, I feel that I ought to speak\nbriefly to the question at this time.\nIn the first place, for the Committee, I want to say that we did not see the incon¬\nsistency in leaving Section 7 as it was and as it is, for the protection of the Permanent\nFund and the manner of election or the transfer of the election to the bylaws, leaving\nthat election just as it is now.\nThere were some things in this charter concerning the number on the Board of\nTrustees and their election that at some time this Representative Assembly might\nwant to change, and transferring that to the bylaws would have nothing necessarily\nto do with the management of the Fund by that Board of Trustees. Therefore, we\nfailed to see the inconsistency.\nWe believe that since the trustees are now elected and would be elected under the\nnew plan or under the change which was recommended by the Committee, certainly\nit would be safe either way, and we would get out of the charter those things which\nshould be in the bylaws and which are, really, bylaw material.\nNow, as 1 understand it, if you defeat the motion made by Mr. Shaw and adopt\nthe motion recommended by the Board of Directors, the ruling will be that such action\n\n"}
{"page": 689, "printed_page": null, "text": "Associational Records and Information\n\n683\n\nends the whole matter of amending the charter, at least as far as this session of the\nRepresentative Assembly is concerned; and the two years’ work by the Committee\non Amending the Charter in cooperation with the Committee on Reorganization will\nhave been practically lost; and, also, all the votes taken last year by this body will\nhave been lost.\nWe have no objection, I believe, as members of the Committees to adopting the\nsubstance of the motion by the Board of Directors; but we protest against that motion\nbeing made a substitute motion to prevent further action on the report of the\nCommittee.\nPresident Samuelson: Miss Adair.\nMiss Adair: I, too, am a member of the Committee on Reorganization. I think,\nperhaps, I misunderstood the former speaker when he said that if Mr. Shaw's motion\nwere lost, the work of the two Committees would be lost.\nIt is my belief that should the recommendation of the Board of Directors and the\nExecutive Committee prevail, there is no reason why the charter may not be amended\nat the coming session of Congress.\nThe reason for the recommendation, the substitution, the change from the Denver\nmotion, was a misunderstanding that arose in regard to the retention of part of\nSection 6 with 7 in the charter.\nShould the vote prevail for the recommendation of the Executive Committee and\nMr. Shaw's motion be lost, there is no reason in the world why we may not proceed\nwith our simplified charter.\nMr. IV. A. Walls (Ohio) : I want to ask a question thru you, Madam Chairman,\nof the parliamentarian.\nIf this motion prevails as recommended by the Board of Trustees—Board of\nDirectors—does it not mean that we will confirm everything that the Representative\nAssembly discussed and decided upon last year and which seems to me that this\nCommittee is now attempting to defeat by this motion ?\nI would like the parliamentarian to answer whether this does not confirm the\nmotion that has been made by the Board of Directors, and ratifies everything we did\nat Denver last year.\nPresident Samuelson: Do you understand the question?\nMr. C. A. Bottolfsen (Parliamentarian) : I shall rule that the question now before\nthe Assembly reconsiders the action taken at Denver; if this motion prevails, then\nthe action taken at Denver is once more before the Assembly.\nMr. Walls: Which motion?\nMr. Bottolfsen: The substitute motion now before the Assembly and being debated.\nIf this motion is rejected, then the original motion comes before the Assembly.\nMr. Walls: The original motion confirms what we did at Denver; is that correct?\nMr. Bottolfsen: The original motion refers only to Sections 6 and 7; the action\ntaken at Denver has no bearing on this at all except that you are making an amend¬\nment by proposing to return to the charter a portion of that which was removed at\nthe Denver meeting, and clears up an alleged inconsistency.\nMr. Joseph H. Saunders (Virginia) : I want to ask the parliamentarian to clarify\none statement.\nDelegates: Take the platform.\n(Mr. Saunders came to the platform.)\nMr. Saunders: I simply wanted to ask the parliamentarian if he did not need to\nconclude his statement by saying that if the motion offered by Mr. Cram as coming\nfrom the Board of Directors is adopted, the substitute is defeated. If he did not mean\nthat, everything you did at Denver in all the other amendments still stands and will\ngo into the revised charter. Is that not true, Mr. Parliamentarian?\nMr. Bottolfsen: That is correct.\nMr. Saunders: That is all I wanted this Assembly to understand, because it has\nbeen stated, unless I, too, like Miss Adair, misunderstood the speaker, the two years’\nwork of our Committee on Amending the Charter will be lostPresident Samuelson (Interrupting) : You are out of order. Mr. Smith.\nMr. Henry Lester Smith (Indiana): I have a deep personal, professional, and offi-\n\n"}
{"page": 690, "printed_page": null, "text": "684\n\nNational Education Association\n\ncial interest in the question now before you. When I was elected president, in compli¬\nance with your directions, I appointed the two Committees: the one on the change of\nthe charter, the other on reorganization.\nOn the one, change of the charter, I chose people that were fully in favor of\ngetting the suggested changes made. Now, I want to pay this tribute to both of those\nCommittees: They have worked hard and long and strenuously; I want to commend\nthem for this fine effort, and I want to say that I am heartily in sympathy with the\nsimplification of the charter and look forward to the time when some of those sug¬\ngested changes may be made.\nI am in favor of what the Association did at Denver. There is this little incon¬\nsistency to which reference has been made. The Executive Committee and the\nBoard of Directors have examined carefully and for long hours, to find out what\nchange should be made. They have made the recommendation to you. They feel that\nif that change is made, the fundamental changes that have been recommended will\nhave been carried out.\nI am opposed to the present motion, substitute motion, for the reasons given here\nand I am in favor of our marching on towards a simplification of our charter.\nPresident Samuelson: Does anyone else wish to speak to the motion? I recognize\nMrs. Dahl.\nMrs. Myrtle Hooper Dahl (Minnesota) : As a member of the Committee on\nAmending the Charter, I, too, want the Permanent Fund protected. Last summer,\neverybody studied the plan that we submitted and we thought we understood just\nwhat was done. During the winter, we found out that many people, including the\nExecutive Committee, did not understand that particular part of the charter. So, it\nhas been brought back to this meeting for discussion.\nNow, I am sure that we, as the teachers of this nation, are in no hurry; we have\nplenty of time to discuss an issue that is so vitally important. The Committee on\nAmending the Charter has taken steps very carefully this time to explain to you\nminutely each section changed and we feel that by discussion of each one of these\nparts (this coming year) you will know what we have accomplished. It is not neces¬\nsary to put Section 7 back in a blanket clause. Let us find out if the Permanent Fund\nis protected, as we think it is; let us find out if something is there that is not as\nnecessary as it should be. Let us take our time and discuss this thing bit by bit so\nthat when we adjourn in Portland we will know exactly what we have done. There\nis no hurry. Let us not take it all as a blanket recommendation.\nPresident Samuelson: Does anyone else wish to speak to the substitute motion? Mr.\nSutton.\nMr. Willis A. Sutton (Georgia) : I want to say, as clearly as I can, that the original\nmotion as made by Mr. Smith, I imaginePresident Samuelson (Interrupting) : By Mr. Cram.\nMr. Sutton: Mr. Cram—I was not in the room at the time that motion was made—\nis one that has been most carefully studied.\nI am not a member of the Executive Committee and have not been for a long\nwhile; I am not here, therefore, pleading that they have any superior wisdom\nbecause of the fact that they had the benefit of my advice. But, I am saying this: that\nthey are the group of people who have the authority in the interim of the meeting\nof these conventions to study most carefully these situations. We were unfortunate\nin not carrying out the will of the Delegate Assembly last year by voting at the time\nthat we voted the retention of Section 7; also, that part of Section 6 that had to do\nwith Section 7.\nSince that time, there has been much water passed over the dam—and some under\nit—and there have been a great many things injected into what the Delegate\nAssembly at Denver last year decided which were not pertinent, as I see it, to this\nsituation.\nThe adoption—or, I should say, first, the. rejection, because that is the order of\nprocedure I believe agreed upon—the rejection of this substitute motion and the\nadoption of the original motion, would mean that the things that you have already\nvoted for would go into the apphcatio7i for the new charter, because that is all we\n\n"}
{"page": 691, "printed_page": null, "text": "Associational Records and Information\n\n685\n\ncan do (Congress has the right to give it or not to give it) and there is a long\nway between what we do and getting a new charter; but the application for the new\ncharter will hold the things you voted on at Denver and will hold in addition, this\nportion out of Section 6 which would really make consistent what you voted upon in\nDenver.\nI want to say just one thing about the idea that you could do everything if this is\ntransferred—that you could do everything that the trustees can now do, if this were\ntransferred to the bylaws instead of being retained in the charter. I agree with that:\nyou could do everything and you might do a good deal more; how you can do\neverything and some more is an inconsistent proposition but the “some more” is what\nI am bothered about.\nNow, let me say this to you. There is not the slightest intimation in my own soul\nof any feeling on this question except one. We attended last night the Life Member¬\nship Dinner—some of us did; that Life Membership is largely what we call the\nPermanent Fund. In retaining this provision in the charter, we do safeguard the\nmoney that these people have paid in. With a new house of delegates constantly\ncoming into this Association without clear understanding of these problems, I believe\nthat it is not wise for us to take out of the charter and put into the bylaws this\nimportant matter which you could be constantly changing and amending.\nPresident Samuclson (Interrupting): Do you give him unanimous consent to\ncontinue ?\nMr. Sutton: No.\nPresident Samuelson: Does anyone else wish to speak to the motion?\nMr. Robert Wayne Clark (Pennsylvania) : I watched this whole affair at Denver\nand I come back after a year and I see what the Delegate Assembly did in Denver\nhas not been put into law and I see the reason why that was done, or rather why it\nwas not done, was because of the fact that someone disagreed with the interpretation\nthat was to be placed upon the action taken by the supreme sovereign body of the\nNational Education Association, meaning you.\nNow, I ask you whether it is reasonable for us any longer to continue a system\nunder which we, a national association, must submit changes in our fundamental\nlaw to Congress? I grant you we have an excellent Congress; I grant you that\nCongress is doing a good job, but aside from that, the business of Congress is not\nto administer an educational association.\nNow, I ask these gentlemen who have appeared before you to protect the Perma¬\nnent Fund, against whom do they desire to protect it? I ask them whether a system\nwhich is a good and valuable system, which is a system that safeguards the rights of\nthe teachers in general and the funds of their Association, will be readily changed\nby the teachers, if they have a right to do it. I ask you whether teachers as a general\ngroup are so unintelligent they will take an excellent system and propose to substitute\nfor it something that is less efficient.\nI believe that we are capable of conducting our own affairs. I believe that if we\ntransfer those items which do not belong in a charter to our own bylaws or constitu¬\ntion—if we choose eventually to draw one—that we will be in a position to conduct\nour own affairs and to do the work we Avant done in the way we want it done, and\nwhen we want it done.\nI am asking two questions and I want these questions answered before I shall be\nable to support the substitute motion. The first one is, If the present system is so excel¬\nlent why does it need defense? Why are we not so well satisfied with it we will do\nnothing about it? The second question is, Against whom are we protecting it?\nPresident Samuelson: Mr. Rosier.\nMr. Joseph Rosier (West Virginia) : The issue involved here concerns the funda¬\nmental law of this Association. The government of the United States has a Constitu¬\ntion. I think you have heard about that in the last year. The questions involved here\nin our Assembly are the handling of your money, the raising of funds, the expendi¬\nture of funds, and the safeguarding of funds.\nI am here to say just a Word Concerning the Avay in which the funds of this\nAssociation have been handled under the existing plan. You may get the impression\n\n"}
{"page": 692, "printed_page": null, "text": "686\n\nNational Education Association\n\nfrom some of this discussion that there has been some abuse. I went thru with this\nAssociation, into the period of the depression, and I am here to say to you, the\nRepresentative Assembly, that under the system which has prevailed and which we\nare trying to preserve here, your funds have been safeguarded.\nI do not believe that there is a corporation or an industry of any type or descrip¬\ntion in the United States whose funds and whose property have been more carefully\nhandled and preserved than your property and your funds at Washington. I believe\nthat the most important issue before this Assembly is the preservation and safe¬\nguarding of those funds. I do not agree with those who say that this fundamental\nand basic matter ought to be transferred over to a Representative Assembly, without\nany check any more than the control of vital affairs in the government of the United\nStates should be turned over to Congress without any check.\nIf we are to safeguard our financial interests, we must have a carefully selected\nbody whose efficiency has been demonstrated to safeguard that which is most im¬\nportant to us. I do not believe in tinkering with this charter to the extent of changing\nthe method of handling our finances, a method which has been demonstrated to be\nabsolutely safe.\nPresident Samuelson: I should like to suggest that persons in the audience come to\nthe platform, if they desire to speak. I think the person should be recognized in the\naudience before coming to the platform; hereafter, will you please follow that pro¬\ncedure? I now recognize Mr. Boehm.\nMr. Charles H. Boehm (Pennsylvania) : I desire to ask a question of the last\nspeaker who spoke on the motion.\nPresident Samuelson: Do you yield to a question?\nMr. Rosier: Yes.\nMr. Boehm: I desire to ask the last speaker who made this blanket statement that\nthe funds of the Association are better protected than any other corporate body in\nthe United States—first of all, are there not corporate bodies who have not shown\ndefaulted interest? And, second, generally speaking, is not about $65,000, or 50\npercent of the money of the Permanent Fund—general fund, according to the records\n—invested in railroad bonds?\nPresident Samuelson: I shall ask the parliamentarian whether that is in order?\nMr. Bottolfsen: I shall rule that the query is out of order as it does not pertain to\nthe motion before the Assembly.\nPresident Samuelson: Does anyone else care to speak before Mr. Shaw closes? Miss\nHale.\nMiss Florence Hale (New York) : I want to speak on two matters. First, I want to\nexplain why the old war-horses are appearing for this motion, or to give their\nadvice on this motion. I want to assure you it is no desire to dominate or to extend\nour once authority over any proceedings. I say, as a past president of this Associa¬\ntion, that I did not know much about the financial affairs until pretty nearly the end\nof my period of service. After you have had that service a great many things that\nseem very smooth and possible on the surface will not work out.\nNow, I want to speak against the suggestion of my friend, Mr. Moore, tho we\nare good friends just the same. The suggestion that anyone here thinks the Delegate\nAssembly is not capable or should not be allowed to decide its own problems is not\nso at all. I think those of you who are new here this year will agree with me. I\nhave a hard time to get this amendment to the charter thru my head and I have\nbeen studying on it a week. It is not that we feel that this Assembly is not capable of\ndoing that, but a changing Delegate Assembly, where a large number of delegates\neach year are new, cannot even with the finest purposes and intelligence be able\nto decide hurriedly anything so important as the preservation of the Permanent Fund ;\nthe sentiment is all right and does prevail sometimes where people have not had a\nchance to study the problem. I thoroly believe that if this Permanent Fund is not\nsafeguarded the way it is now, under the present arrangement, we will live to see\nthe day when we repudiate our promises to the life members, whose dues helped\nto build up this Fund.\n\n"}
{"page": 693, "printed_page": null, "text": "Associational Records and Information\n\n687\n\nI believe we should certainly keep this Fund and the election of the trustees\nwhere they are now—in the charter. You know how it is with money; you cannot\nbe changing your money; you may change your mind but not your money. I have\nnothing to gain in this Association—I am a “has-been,” an “ex,” but I do love\nthis Association; I want to come here for the next twenty-five years, as long as\nan old ex-president can stagger in. Most of all, I do not want to see any hard\nfeelings. Let us put it out of our minds this morning that anyone wants to control.\nAll of us agree Mr. Shaw has one purpose, and that is the good of this Association;\nand that Mr. Sutton has one purpose, and that is the good of the Association.\nPerhaps some of us have been in the work a little longer and, having had some\nexperiences in the depression, we do feel very earnestly on this subject. As the\nlast word, I do want to plead that we shall not insinuate things, that we shall be\ncool and calm and however we disagree, let us take it for granted that we are all\nsincere and should anybody insinuate otherwise, let us not count what he says. Let\nthis Association be fair. We are talking about character and education all thru\nthis program; we are talking about ruling politics out of this—here is a chance.\nI like the executive secretary. He preserves this Association.\nPresident Samuelson: Mrs. Preble.\nMrs. F. Blanche Preble (Illinois) : I wish to ask a question: Will this Represent¬\native Assembly have an opportunity to express itself on the recommendations of\nMr. Shaw’s Committee on the Amendment of the Charter if we vote down the\nsubstitute motion? After the question is answered, I wish to have the floor again.\nPresident Samuelson: Mr. Bottolfsen.\nMr. Bottolfsen: I would like to have the question repeated.\nMrs. Preble: Let us suppose—I will elaborate just a little—let us suppose that we\nvote down the substitute motion made, I believe, by Mr. Shaw; let us suppose we\nvote it down—and vote for Mr. Cram’s motion, which amends the report of the\nCommittee on Amending the Charter, will we then be able to vote on the recom¬\nmendations made in the report of that Committee?\nMr. Bottolfsen: No.\nMrs. Preble: I maintain that a committee that was appointed by our organization\non the vote of the Representative Assembly in Denver and has worked thruout the\nyear has a right to have its recommendations voted upon by this Representative\nAssembly.\nFor that reason, I am absolutely convinced that this Representative Assembly\nshould vote for Mr. Shaw’s substitute motion. Then, as Mr. Shaw and Mr. Moore, I\nbelieve, both have said, we can still give Mr. Cram’s motion a hearing.\nWhy I am asking you to vote for the substitute motion presented by Mr. Shaw is\nthat you may, as citizens, free, white, and twenty-one, tell whether or not you are in\nfavor of the report of the Committee on Amending the Charter, which worked for you\nall thru the year.\nI am for Mr. Shaw’s substitute motion in order that you may be able to express\nyour opinion on the recommendations made by the Committee.\nPresident Samuelson: Miss Hagerty.\nMiss Jean Hagerty (Pennsylvania) : I understand that Mr. Shaw’s motion merely\nmeans that you will have a chance to do what you came here to do.\nMany of you came a long way. Mr. Shaw’s motion merely puts before you the\nchance to think about and exchange opinions on the work that the Committee has\nperformed thru two long arduous years.\nFor the last three years I have been a teacher who has been fortunate enough to\nbe working on a course of study on social studies. The big thing we stressed is that\nwe should teach our children not to accept somebody else’s opinion without first\nhearing all the evidence and then making up their own minds.\nI have the greatest respect for every member of the Board of Directors of our\ngreat Association but, personally, I am not willing to come 3000 miles and then accept\nsomebody else’s recommendations without first having a chance to exert on these\nrecommendations my own intelligence.\nI very earnestly hope that Mr. Shaw’s substitute motion will be adopted.\n\n"}
{"page": 694, "printed_page": null, "text": "688\n\nNational Education Association\n\nPresident Samuelson: Mr. Walls.\nMr. W. A. Walls (Ohio) : I dislike very much to take the floor but since I partici¬\npated in this debate at Denver I think it is just knowledge that the new delegates\nshould have, that this matter of all these sections going into the charter was settled\nlast year by vote of the Delegate Assembly, with the exception of these two items,\nputting the Board of Directors from Section 6 into Section 7.\nI am against another debate on this whole problem which was settled by an over¬\nwhelming vote last year. The items 13, 14, 15, 16, and 17 were voted over into the\ncharter.\nNow, all that this report would do would be to put the election of the trustees over\ninto the charter—also, where it rightly belongs—and complete the job that the\nDelegate Assembly voted for last year,\nI am against the substitute motion and I am for Mr. Crain s original motion because\nit will do exactly what I voted to have done last year, as a member of this Delegate\nAssembly, and which the Committee has not done.\nPresident Samuelson: Miss Ewing.\nMiss Sara C. Ewing (Indiana) : At our meeting last year, the Delegate Assembly\nagreed to put the clause of Section 6 into the bylaws. We have discussed for a\nnumber of years the fact that we wanted academic freedom. Now, if Mr. Shaw’s\nmotion is not accepted, then we have here in this room 80 percent of our Delegate\nAssembly who know very little about what is going on,\nI plead with you that you recognize the efforts that this Committee (and I am a\nmember of that Committee) has put forth the last two years and please take the time\nto know what you are doing.\nPresident Samuelson: Mr. Haggard.\nMr. Roy S. Haggard (Connecticut) : I want to ask a question. Why is this matter\nbrought up as a substitute motion instead of bringing up this after Mr. Cram’s\nmotion? Then we would not have all this discussion.\nMr. Bottolfscn: This is a substitute for another motion and in order to bring the\nmatter before the Assembly, Mr. Shaw moved this as a substitute which brings it\nbefore the Assembly as Issue No. 1.\nMr. Haggard: Just what I thought.\nPresident Samuelson: You understand these recommendations would come from\nthe Board of Directors before they come to the Representative Assembly, so the\nBoard is doing its duty.\nIf no one wishes to speak further, 1 shall call on Mr. Shaw to close the discussion.\nMr. Shaw: I should like to begin with the last question, for I fear there is doubt\nin the minds as to why these two motions are as they are.\nAs I understand it from the parliamentarian—if I am not correct, I hope he will\nimmediately make the correction—the motion made by Mr. Cram, if adopted, would\nprevent the consideration of this report at all. It could not come up. That is the\nreason for the substitute, so it may come up. And the next thing I wish to make clear\nand I wish I could burn home this point that the issue represented in Mr. Cram’s\nmotion, other than blocking parts of our report, is not seriously objected to by any\nmember of our Committee at the present time and, with the feeling which exists,\nwe merely point out in the report that it was approved last year. If you wish to\nchange that action, and that is, in effect, what Mr. Cram’s motion is, namely, amend¬\ning the action of the Representative Assembly at Denver, I believe it is the province\nof this Representative Assembly so to do. Some thought it was done that way, but we\nwill have to admit that the record indicates it was not done that way.\nThe question is to so amend the action taken at Denver that our recommendations\nto Congress will be consistent in all details. Several of the issues that we have in our\nrecommendations are details of clarification, which the attorney pointed out were\nimportant and should be attended to while we were having the charter amended.\nFor example, let me give you the first one suggested in the report; it appears in\nIssue 11, namely, we propose to add the words “except as limited by the provisions\nof this Act”; that is the attorney’s suggestion. If you vote down this motion to\nsubstitute, you prevent the opportunity for making those clarifying corrections.\n\n"}
{"page": 695, "printed_page": null, "text": "Associational Records and Information\n\n689\n\nAnother, the present provisions of the charter provide, in connection with the\nPermanent Fund, that there shall be notice mailed to the individual members of the\nAssociation, and the attorney pointed out to me shortly before the report went to\npress—a situation that did not come up at Denver at all, but an important item to\nbe cared for—that notices ought to be sent out in time for members to have a chance\nto act. Suppose they are mailed in Washington today and you are here in Portland;\nyou would have no chance to act before this convention adjourned; therefore, we\npropose to change that wording and require that it be printed in the Journal two\nmonths before any. action can be taken.\nThose are the kinds of things that have developed during the year which we want\nyou to consider, and I wish to say right now, to help clear the whole atmosphere, I\nwant an opportunity to present and have you vote on these issues and I want to\nhave and want you to have an opportunity to vote for the restoration to the charter\nof the provisions in regard to the trustees and how they are elected.\nI am speaking as an individual; I do not wish my position to influence those who\nbelieve that these provisions should go to the bylaws. I want an opportunity to do\nboth things; I do not want to place any barrier in the way of consideration of Mr.\nCram’s resolution in regard to the trustees and I want you to give consideration to\nthe important details of our report. My substitute motion is intended to make it\npossible for us to consider all these issues including that phase of the restoration of\nthe charter.\nPresident Samuelson: The question is on the adoption of the substitute motion. The\nsecretary will call the roll of the states.\nSecretary Givens: May I say just one word about the balloting by the states? Upon\nthis roll call, the director of the state delegation will answer by giving the number of\n“ayes” and number of “noes”; he may vote within his own delegation by secret\nballot or any way he cares to vote, so that when his name is called he is ready to\nsay so many “ayes” or “noes” on this question before the House.\nWithin the state delegation, the parliamentarian has ruled that three members may\nrequire a secret vote and if so, a secret vote must be taken. May I ask that we keep\nreasonably quiet?\nPresident Samuelson: We will take a recess of five minutes.\n(Recess.)\nPresident Samuelson: Are you ready for the roll call?\nSecretary Givens: We shall proceed with the roll call.\nAlabama—6 yes, 0 no; Alaska—0 yes, 2 no; Arizona—6 yes, 4 no; Arkansas—\n0 yes, 3 no; California—47 yes, 84 no; Colorado—0 yes, 42 no; Connecticut—-3 yes,\n8 no; Delaware—5 yes, 0 no; District of Columbia—5 yes, 0 no; Florida—0 yes,\n2 no; Georgia—0 yes, 7 no; Hawaii—32 yes, 0 no; Idaho-—6 yes, 0 no; Illinois—86\nyes, 21 no; Indiana—12 yes, 18 no; Iowa—2 yes, 22 no; Kansas—0 yes, 14 no;\nKentucky—6 yes, 0 no; Louisiana—7 yes, 0 no; Maine—0 yes, 14 no; Mary¬\nland—0 yes, 1 no; Massachusetts—3 yes, 15 no; Michigan—24 yes, 0 no; Minne¬\nsota—36 yes, 0 no; Mississippi—0 yes, 4 no; Missouri—0 yes, 55 no; Montana—\n5 yes, 0 no; Nebraska—0 yes, 17 no; Nevada—5 yes, 0 no; New Hampshire—\n0 yes, 3 no; New Jersey—30 yes, 2 no; New Mexico—0 yes, 3 no; New York—13 yes,\n29 no; North Carolina—3 yes, 0 no; North Dakota—1 yes, 4 no; Ohio—29\nyes, 37 no; Oklahoma—21 yes, 1 no; Oregon—17 yes, 0 no; Pennsylvania—65 yes,\n3 no; Puerto Rico—(no reply) ; Rhode Island—3 yes, 0 no; South Carolina—0 yes,\n5 no; South Dakota—0 yes, 6 no; Tennessee—0 yes, 4 no; Texas—12 yes, 8 no;\nUtah—4 yes, 12 no; Vermont—0 yes, 4 no; Virginia—0 yes, 20 no; Washington—35\nyes, 0 no; West Virginia—0 yes, 27 no; Wisconsin—43 yes, 0 no; Wyoming—\n0 yes, 6 no,; Teachers Institute of Philadelphia—1 yes, 0 no; Illinois State Teachers\nAssociation—(no reply) ; Nashville Board of Education—(no reply).\nIs there any state that has not been called upon? (No reply.)\nMadam President, that ends the roll call.\nPresident Samuelson: Will you please listen to the results of the balloting?\nThose voting “yes,” 573-; those voting “no,” 507. The substitute motion prevails.\n\n"}
{"page": 696, "printed_page": null, "text": "690\n\nNational Education Association\n\nWe will now proceed with consideration of the report of the Committee on Amend¬\ning the Charter, and I now recognize the chairman of the Committee, Mr. Shaw.\nMr. Shaw: In closing my part of the debate, preceding presentation of the motion,\nI made reference to the fact of my own personal intention in regard to the particular\nissue which seemed to be uppermost in the debate and I wish to stand by that still; I\nam intending to bring that up at an appropriate time.\nI have discussed the matter with Mr. Cram, and I am sure he will cooperate with\nme to see that that particular issue is given its proper opportunity for consideration.\nI know we have taken a great deal of time so far that I had hoped might be given\nto the discussion of some of the items concerned; however, I feel also quite certain\nsome of these things can be disposed of very quickly and very rapidly.\nIf you will turn to the introduction, you will find there an endeavor to relieve you\nfrom reading this long and bulky report.\nMr. Bottolfscn: Your remarks are out of order.\nMr. Shaw: The parliamentarian informed me I should proceed with the presenta¬\ntion of amendments and then proceed with the discussion thereof.\nI, therefore, wish to call your attention and ask you to turn to Issue 11. You will\nnote my reason for jumping to that particular point is that all preceding issues have\nbeen approved by the Representative Assembly; therefore, they are not real issues\nat this convention, unless someone brings them up.\nMr. Bottolfsen: You should read the motion.\nMr. Shaw: “I move that the last paragraph of Section 6 as approved by the Repre¬\nsentative Assembly at Denver and printed in the report of the Committee on Amend¬\ning the Charter at the bottom of Page 29 as Issue No. 11 be amended by inserting at\nthe beginning of the paragraph the words: ‘Except as limited by this act as\namended.’ ”\nI am moving the adoption of that motion.\nMiss Adair: I second the motion.\nPresident Samuelson: The question is on the adoption of this motion made by Mr.\nShaw and seconded by Miss Adair. Is there discussion?\nDelegates: Question.\nPresident Samuelson: The question has been called for. All in favor of the motiop\nwill vote “aye”; those opposed will vote “no.”\nThe motion prevails.\nMr. Shaw: The next motion which I wish to offer—I move that the first part of\nthe second sentence of Section 7 of the charter as approved by the Representative\nAssembly at Denver and printed in the report of the Committee on Amending the\nCharter as Issue No. 15, be amended to read as follows: “No part of the principal of\nsuch Permanent Fund or its accretions shall be expended, except by a two-thirds vote\nof the . . . Representative Assembly. . . .”\nI move the adoption of that motion.\nDelegate (Oklahoma) : I second the motion.\nPresident Samuelson: The question is on the adoption of this motion. I recognize\nMr. Lam kin.\nMr. Uel IV. Lamkin (Missouri) : My question is this: This amendment, if adopted,\nwill make no change in Section 7 as adopted at Denver except that it would substitute\nRepresentative Assembly for active members of the Association, is that not correct?\nMr. Shaw: Yes.\nMr. W. A. Walls (Ohio) : May I ask a question? Under this vote we are taking,\nthis Issue 15 will go into the charter or into the bylaws?\nPresident Samuelson: The parliamentarian will answer that.\nMr. Bottolfsen: Mr. Shaw will answer it.\nMr. Shaw: This is merely amending the phraseology of the charter here' in accord¬\nance with the way the attorney would interpret what we now have, as the result of\nthe creation of the Representative Assembly; one of those little items not cleared up\nin this part of the charter, when the Representative Assembly was created; it is\nexactly the way we would determine the vote of the members at the present time,\nexcept it is not so ordered in the charter.\n\n"}
{"page": 697, "printed_page": null, "text": "Associational Records and Information\n\n691\n\nMr. Walls: My question is in regard to the location. Do you mean it to go in the\nbylaws or is it to be in the charter?\nMr. Shaw: It is in the charter; it may be duplicated in the bylaws at this point.\nMadam Chairman, may I ask for the unanimous consent that that be adopted?\nPresident Samuelson: Mr. Shaw has asked unanimous consent that this motion be\nadopted. Is there objection?\nThe chair hears none, so the motion is adopted unanimously.\nMr. Shaw will pass on to the next one.\nMr. Shaw: I move that the second portion of the second sentence of Section 7 of\nthe charter as approved by the Representative Assembly at Denver and printed in\nthis report of the Committee on Amending the Charter as Issues No. 16 and 17, be\namended to read as follows:\n. . after the proposed expenditure has been approved\nby the . . . Board of Trustees and the Board of Directors. . . .”\nI move the adoption of this resolution.\nDelegate: I second the motion.\nMr. Shaw: May I ask unanimous consent for the adoption of the motion?\nPresident Samuelson: Mr. Shaw asks unanimous consent for adoption of that\nmotion. Is there objection?\nThe Chair hears no objection, so the motion is adopted unanimously.\nMr. Shaw: I move that the last portion of the second sentence of Section 7 of the\ncharter as approved by the Representative Assembly at Denver and printed in this\nreport of the Committee on Amending the Charter as Issue No. 18, be amended to\nread as follows: “. . . and after printed notice of the proposed expenditure has been\n. . . printed in the Journal of the National Education Association at least two\nmonths prior to the meeting of the Representative Assembly.”\nI move adoption of that motion.\nDelegate: I second the motion.\nMr. Shaw: Madam Chairman, may I ask unanimous consent for the adoption of\nthat motion ?\nPresident Samuelson: Unanimous consent has been asked for the adoption of that\nmotion. Is there objection?\nThe Chair hears none, so the motion is adopted unanimously.\nWe will pass on to the next motion.\nMr. Shaw: I move that the action of the Representative Assembly at Denver on\nthe report of the Committee on Amending the Charter be amended so that the third\nsentence of Section 7 which is set forth as Issue No. 21 of the printed report be\namended to read as follows:\n“The income of the Permanent Fund shall be used only to meet the cost of main¬\ntaining the organization of the Association and of publishing its annual volume of\nProceedings, unless the terms of the donation, bequest, or devise shall otherwise\nspecify ... or as otherwise provided by the bylaws of the corporation.”\nI move adoption of that motion.\nMiss Cornelia S. Adair (Virginia) : I second the motion.\nMr. Shaw: I ask for unanimous consent for the adoption of that motion.\nMr. Joseph H. Saunders (Virginia) : I object to the adoption of the motion, and I\nwould like to have the privilege of opposing it.\nPresident Samuelson: Mr. Saunders.\nMr. Saunders: I wish to object to the change in that portion of the present Section 7\nof the charter for this reason: The present charter provides in the language that is\nsupposed to be substituted there, that it shall be done by the Board of Directors.\nThe provision offered by the Committee is that unless, as specified by the bylaws it\nmay be, in an important crisis in the handling of funds, you would have to get a\nchange in your bylaws to handle the money for an important activity of the Associa¬\ntion and you would have to wait for a meeting of the Representative Assembly and\ngive due notice of the change in the bylaws which may make it too late to cover an\nemergency that might arise in the Association.\nAt present, the charter reads “except . . . Board of Directors shall otherwise . .\nthe Board of Directors can be very easily gotten at and can give the necessary order.\n\n"}
{"page": 698, "printed_page": null, "text": "692\n\nNational Education Association\n\nI see no need of making that change because I believe it will hamper the proper\nactivities of the Association.\nPresident Samuelson: Mr. Shaw.\nMr. Shaw: I am very glad to speak to that motion.\nIf you will bear in mind at the present time the Board of Directors meets about\nas often as the Representative Assembly; in fact, that is the only meeting. If the\nsuggested change is made, we might delegate this same authority to the Board of\nTrustees, which meets several times during the year, or to the Executive Committee,\nif you so desire, and just cover the very point that Mr. Saunders is raising. The\nproposed change would make it possible to prevent having it tied up as it now seems\nto be.\nDelegates: Question.\nPresident Samuelson: The question has been called for. Those in favor of the\nmotion will vote “aye”; those opposed to the motion will vote “no.” The ayes have\nit and the motion is carried.\nMr. Shaw: Issue No. 22. I move the action of the Representative Assembly at\nDenver on the report of the Committee on Amending the Charter be amended by\nstriking out the fourth sentence of Section 7 which is set forth as Issue 22, and which\nreads as follows:\nIt shall also be the duty of the Board of Trustees to issue orders on the treasurer\nfor the payment of all bills approved by the Board of Directors, or by the presi¬\ndent and secretary of the Association acting under the authority of the Board of\nDirectors.\nI make the motion that the amendment be adopted.\nMr. fV. P. King (Kentucky) : I second the motion.\nPresident Samuelson: The question is on the adoption of this motion. Is there\ndiscussion ?\nDelegates: Question.\nPresident Samuelson: I will put the motion. There seems to be no desire to discuss\nit. Those in favor of the motion will vote “aye”; those opposed to the motion will\nvote “no.” The ayes have it. The motion is carried.\nWe will go to the next.\nMr. Shaw: Issue No. 23. I move that the action of the Representative Assembly at\nDenver on the report of the Committee on Amending the Charter be amended by\nstriking out the fifth sentence of Section 7 which is set forth as Issue 23 and which\nreads as follows:\nWhen practical, the Board of Trustees shall invest, as part of the Permanent\nFund, all surplus funds exceeding $500 that shall remain in the hands of the\ntreasurer after paying the expenses of the Association for the previous year, and\nproviding for the fixed expenses and for all appropriations made by the Board of\nDirectors for the ensuing year.\nI move the adoption of this motion.\nMiss Sara C. Ewing (Indiana): I second the motion.\nPresident Samuelson: The question is on the adoption of that motion. Is there\ndiscussion ?\nMr. Fred D. Cram (Iowa): I have a question. I want to ask the chairman of our\nCommittee if this takes the matter of control of the Permanent Fund entirely out of\nthe hands of the trustees. I think you probably would like to know what is going to\nto happen.\nMr. Shaw: This is merely a transfer to the bylaws of the matter of new appropria¬\ntions from time to time to the Permanent Fund from any sources. It is now in the\nbylaws; so in striking it out of the charter you do not change the plan at all.\nDelegates: Question.\nPresident Samuelson: All in favor of adopting the motion will vote “aye”; those\nopposed to the motion will vote “no.” The ayes have it and the motion prevails.\nProceed to the next.\n\n"}
{"page": 699, "printed_page": null, "text": "Associational Records and Information\n\n693\n\nMr. Shaw: Issue No. 24. I move that the action of the Representative Assembly\nat Denver on the report of the Committee on Amending the Charter be amended by\nstriking out the last paragraph of Section 7, which is set forth as Issue No. 24 and\nwhich reads as follows:\nThe Board of Trustees shall elect the Secretary of the Association, who shall\nbe secretary of the Executive Committee, and shall fix the compensation and the\nterm of his office for a period not to exceed four years.\nI move adoption of that motion.\nPresident Samuelson: Is there a second?\nDelef/ate (Michigan) : I second the motion.\nPresident Samuelson: The question is on the adoption of the motion, Is there\ndiscussion ?\nMr. Lamkin: Instead of there being one controversial subject, which we thought\nwas settled at Denver, there were two. Not only did the Denver convention declare\nin favor of the retention in the hands of the Board of Trustees of the control of the\nPermanent Fund but also in their hands the election of the secretary.\nThose are the two fundamental issues and the two things which this Association\nshould guard against being thrown into the hands of the Delegate Assembly. If this\nprovision is put into the bylaws, the Delegate Assembly can, in one year, change\nthat provision and make the secretary elected annually by the Delegate Assembly.\nAs far as I am concerned, I am perfectly satisfied with the secretary who served\nfor nineteen years, from the time he was elected at this meeting nineteen years ago\nuntil a year ago, and I think the Board of Trustees could have made no wiser choice\nthan to elect Mr. Givens as secretary of this Association for a period of four years;\nhe should have a term of not less than four years; the Board of Trustees, which\ncontrols the finances of this Association, should have the power to fix his salary, and\nI plead with this Committee to stand by the action of the Representative Assembly at\nDenver and leave in the charter, as I understood it was agreed to, Section 7 as\nadopted at Denver intact.\nThese clarifying amendments which Mr. Shaw has presented, I told him I would\nask for unanimous consent to be considered, but this controversial matter, extremely\ncontroversial and important matter, should be left as it was in Denver.\nI believe that we should sustain the action of the Board of Trustees as choosing\nMr. Givens secretary of this Association and keep in their hands the right to elect a\nsecretary of this Association. Let us not throw the choosing of the executive secretary\nof this Association into politics, on the floor ctf an assembly of delegates.\nPresident Samuelson: Mr. Shaw.\nMr. Shaw: If a motion were to be made in order to express ourselves on the\nremarks just made on the question, I believe one of the loudest shouters in favor of\nthe result of the election of the executive secretary by the trustees would be myself.\nThis proposal was not made with any such thought in mind. I believe that we would\nnever consider adopting a bylaw that would make such a thing possible. I grant\nthat it would be possible for the Representative Assembly to make such a bylaw but\nit would require a two-thirds vote and such a vote would surely be impossible at the\npresent time. Any kind of system of bylaws which intelligent teachers would adopt\nwould, I believe, provide a plan whereby the executive secretary would be picked\nby a small group. For example, I do not believe that we can say the Executive\nCommittee would have been any less competent than the Board of Trustees to elect\nthe secretary. Under the present charter he is secretary, not of the Board of Trustees,\nbut of the Executive Committee and the Association, and the purpose of this amend¬\nment was merely to place it in the bylaws so the Association could do what it wants\nto do; we are not making a recommendation as to change; the method of election is\nnow set forth in exactly this way in the bylaws, and I know of no one proposing a\nchange at this time.\nPresident Samuelson: Miss Adair.\nMiss Cornelia S. Adair (Virginia) : I want to speak in favor of keeping the election\nof the executive secretary in the hands of the trustees. The Board of Trustees of the\nNational Education Association is our only continuing Board. You realize we may\n\n"}
{"page": 700, "printed_page": null, "text": "694\n\nNational Education Association\n\nneed to take a long time in considering the election of the executive secretary. I am\namong those that hope it will be a very long time before that occasion again arises,\nbut it does seem to me that we should leave the election of that important official to\nthe continuing Board of the Association and not put it in the hands of a transient\ncommittee.\nPresident Samuclson: Mr. Sutton.\nMr. Willis A. Sutton (Georgia) : I hesitate to say anything further with reference\nto these important matters. I am just a little bit of the opinion that what I shall have\nto say will not in any way change your thinking or the results, but I do want my\nname in the record as opposed to the transfer—I want it because I love this Associa¬\ntion. I am going to stand with it—I do not care what sort of report you adopt—I am\ngoing to work and fight for it. I am a good loser and when I lose, I am going to\nstand by the majority. I am a democratPresident Samuclson (Interrupting) : You are out of order.\nMr. Sutton: I am not talking about the Democratic party. I think the Democratic\nparty has no monopoly on the word “democrat.” I am saying— I know some of you\nwill not like it—but I am saying this: the Executive Committee just spoken of, can\nbe changed in one year thru your election of the secretary, thru your election of the\npresident and transfer of your vicepresident to that Committee—we are doing one\nof the most dangerous things that we ever did when we transfer the election from\nthat stable body—I have been president of this Association, Miss Samuelson knows\nit, all of us know it; we appreciate the honor and try to make our contribution—but\nthe executive secretary is the stabilizing force in this organization and when you\ntransfer this office to the bylaws you are making it possible to disrupt this organ¬\nization.\nI do not say you are going to disrupt it—no, I am not saying that; I do not believe\nyou will do it, but you are making it possible and I want to plead just this once on\nthis question of the Permanent Fund and on this question of the election of your\nstabilizing force. I agree with every word that has been said about Mr. Crabtree and\nMr. Givens—it is worth a lot to know these men—but you are making it possible—\nMr. Shaw says so, himself—to change the whole set-up of your executive force and\nwhen you do that you are making it possible to disrupt your organization. Think\nabout it, will you ?\nPresident Samuelson: The question is on the adoption of this motion. Miss Fahey,\ndo you wish to speak on this motion?\nMiss Sara H. Fahey (New York) : Yes.\nPresident Samuelson: I recognize Mi'ss Fahey.\nMiss Fahey: I sympathize so much with the desire to discuss this matter. I voted\nfor Mr. Shaw’s amendment a moment ago but on this question of our secretary I\nknow enough of the popular vote to know that many times the dark horse wins;\nmany times people who have no record of service whatever in the Association,\nbecause they have not taken an opposite view, become the popular candidate for\nsome office. Consequently, I can say in regard to any position so important as the\nsecretary of this Association that it needs a conservative vote; it needs the vote of\npeople who have been looking over the nation year after year to find the proper\nperson for that kind of service. I would regret very much to see the secretary of\nthis Association elected by popular vote because I believe that on such a question a\nmass vote cannot possibly be the thoughtful conservative vote on efficiency in that\nposition that we need for a secretary of the Association.\nI would also challenge the suggestion that there be a limit for four years of service.\nPresident Samuelson: Mr. Cram asks to be heard.\nMr. Fred D. Cram (Iowa) : A good deal was said in the discussion of the substitute\nmotion this morning, especially by orators in favor of the motion, that might lead\nyou to believe that these old-timers who have been talking against the substitute\nmotion, and are now talking for the retention of the present method of selecting the\nsecretary, are afraid of the Representative Assembly.\nNow, I am a member of the Representative Assembly, myself, and anything I say\nindicating that I do not have great faith in such a body’s judgment at times is a\nreflection upon my own judgment.\n\n"}
{"page": 701, "printed_page": null, "text": "Associational Records and Information\n\n695\n\nNow, if we remove this provision to the bylaw's, it will be possible, by the easy\nmethod of changing the bylaws, to make the selection of the secretary either by the\nExecutive Committee or by the Representative Assembly or by any other group that\nmay be designated. Now, you understand the makeup of the Executive Committee;\nit changes constantly; it is, more or less an ex-officio body, with one elected member\nand because of this it can be very easily changed.\nIt is no reflection upon the judgment of a Representative Assembly, and I have\nfelt that in some cases the other side has been just a little bit unfair in accusing these\npeople of not using good judgment; it has not been our intention to cast any doubt\nupon your judgment, upon my judgment as a member of this body; we have great\nfaith in your sincerity and honesty; but now, I want to be just as specific as possible.\nSuppose our dear old friend, Mr. Sutton, should get it into his head that he would\nlike to have somebody else as secretary of this organization. Mr. Sutton could get up\nbefore this Representative Assembly and he would have you people getting your\nhandkerchiefs out and he would have the tears running here, he would have hearts\nbleeding, and by the time he finished talking, we would throw out any secretary we\nhad, no matter how efficient, and elect another executive secretary.\nPresident Samuelson: I recognize Mr. Shaw.\nMr. Shaw: I am sure we did not come out here to have tears shed; I know we all\ncame to work for the best interests of the Association. We have had differences of\nopinion and on this one, so far as I am concerned, the difference of opinion is a very,\nvery pleasant type of difference, the idea being that we did not want to hide behind\nCongress; but if there is a feeling here that this endangers the interests of the Asso¬\nciation, I certainly would want to help withdraw it and I am going to put myself,\npersonally, in this position to ask my second to join me in withdrawing this motion.\nDelegate: I consent.\nPresident Samuelson: Mr. Shaw asks unanimous consent to withdraw the motion.\nIs there objection?\nHearing no objection, unanimous consent is given. The motion is withdrawn.\nWe will go now to the next.\nMr. Shaw: Issue No. 26. I move that the action of the Representative Assembly at\nDenver on the report of the Committee on Amending the Charter be amended by\nstriking out the following words: “. . . in accordance with Section 7 of the Act of\nIncorporation as amended by this act,” as set forth in Issue No. 26, and substituting in\nlieu thereof the following words:\n. . except as limited by the provisions of this act\nas amended,” the suggestion of the attorney of the Association.\nI move the adoption of that motion.\nMr. A. L. Knoblauch (Michigan) : I second the motion.\nPresident Samuelson: The question is on the adoption of the motion. Is there\ndiscussion ?\nDelegates: Question.\nPresident Samuelson: All in favor of the motion will vote “aye”; those opposed\nwill vote “no.” The motion is carried.\nWe will proceed to the next point.\nMr. Shaw: I should like to ask the parliamentarian a question as to whether it is\nmy province, or how it can be brought about, to include the proposal made by Mr.\nCram insofar as restoring to the charter sections and paragraphs represented by\nIssues No. 8 and 9.\nMr. Bottolfsen: I shall rule that the president may recognize Mr. Cram for that\npurpose.\nPresident Samuelson: Mr. Cram.\nMr. Cram: I move to amend Issues No. 8 and 9 by combining said issues No. 8 and\n9 in one paragraph, made part of Section 7 of the charter and reading as follows:\nThe Board of Trustees shall consist of four members elected by the Board of\nDirectors for a term of four years, and the president of the Association, who shall\nbe a member ex officio during his term of office. At the first meeting of the Board\nof Directors held during the annual meeting of the Association at which they were\nelected, they shall elect one trustee for the term of four years. All vacancies\n\n"}
{"page": 702, "printed_page": null, "text": "696\n\nNational Education Association\n\noccurring in said Board of Trustees, whether by resignation or otherwise, shall\nbe hlled 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\nmembership.\nI move the adoption of this.\nMr. H. Claude Hardy (New York); I second the motion.\nMr. Cram: I ask for unanimous consent on adoption.\nPresident Samuelson: Is there objection? The Chair hears none. The motion is\nadopted unanimously.\nAre there more amendments to be proposed? I am asking Mr. Shaw.\nMr. Shaw: There are no more amendments to be proposed or called up by me in\nbehalf of the Committee; certain issues of those listed there have not been called up,\nI think it is only fair to make that announcement.\nAs I understand it, a motion is now in order to move the adoption of the recom¬\nmendations approved in these motions, as a lump—adoption of the report as\napproved, item by item.\nI move adoption of the report as amended.\nPresident Samuelson: Is there a second?\nMr. D. Y. Dunn (Kentucky) : I second the motion.\nPresident Samuelson: Is there discussion?\nDelegates: Question.\nMr. Shaw: I am asking it be adopted by unanimous consent.\nMr. Larrikin: I object, Madam Chairman.\nPresident Samuelson: The question is on the adoption of this motion. Mr. Larrikin\nhas the floor.\nMr. Lamkin: Proposal No. 20 is in italics; that was, purposely, passed over, I\nbelieve, because I understood the agreement. It was certainly passed over by Mr.\nShaw in presenting the report.\nThere is a difference of opinion, I understand, as to whether or not that was\nadopted at Denver. In the other proposals, it has been specifically stated: take 1, 2, 3,\n4 and so on, it was specifically stated that it was approved by the Representative\nAssembly in 1935, but in case of No. 20, it was not stated that it was approved by the\nRepresentative Assembly.\nIt appears, again, later in the report, this time in boldface type, with the italics to\nbe added “except as limited by the provisions of this act as amended.” I think we\nshould not go away from here with any misunderstanding whatever. I think, too,\nthere is one thing this Assembly is bent on doing; that is, holding control of the\nPermanent Fund in the hands of the Board of Trustees, and I submit to you that\nif this clausePresident Samuelson (Interrupting) : The parliamentarian states that Mr. Lamkin\nis out of order in considering this point, since the motion is on the adoption.\nWill you give unanimous consent for him to proceed with this discussion?\n(Some “ayes” and some “noes” were heard.)\nPresident Samuelson: Mr. Lamkin will make a motion.\nMr. Lamkin: Mr. Shaw will make it.\nMr. Shaw: I want to ask unanimous consent for Mr. Lamkin to continue but I\nwant to ask him to make it short because I think I can clear up the difficulty as soon\nas he is thru.\nPresident Samuelson: Is unanimous consent granted?\nDelegates: Yes.\nMr. Lamkin: I submit to this Delegate Assembly if this clause is put in, “Provided,\nthat this corporation may by its bylaws make other and different provisions for the\ncustody, control, management, sale mortgage or other disposition of its property (in\naccordance with Section 7 of the Act of Incorporation as amended by this act),”\nthat, regardless of anything that the charter may say as to the control of this fund by\nthe Board of Trustees, this Assembly of delegates can order certain investments to\nbe made and certain sales of certain permanent funds to be disposed of in certain\nways.\n\n"}
{"page": 703, "printed_page": null, "text": "Associational Records and Information\n\n697\n\nI do not believe this Delegate Assembly wants control turned over to the Assembly\nof Delegates, and it was my understanding when we came onto this floor that if this\nreconsideration was—I mean if the whole report was considered that the amendment\nNo. 7, that Section 7 would stay in the charter as it is, and this is not in the charter as\nit is. You have black-faced type here, adding “control shall be given over to the\nhands of the Delegate Assembly” and if necessary, I will move to reconsider the\nvote by which we adopted the provision which added the black-faced type.\nPresident Samuelson: Mr. Shaw.\nMr. Shaw: May I ask unanimous consent to speak to that particular issue, though\nit is off our motion?\nPresident Samuelson: No objection being heard, unanimous consent is given.\nMr. Shaw: This is in Section 9. I want to use it more as an illustration of how\nwe misunderstand, than anything else, for just a second or two.\nThat was in Section 9 with the provision which you voted to strike out “in accord¬\nance with Section 7 of the Act of Incorporation as amended by this Act.” That was\nthe way it was passed at Denver, but you voted not to change Section 7; therefore,\nit became ineffective for no change was made in Section 7 at Denver; and so, when\nthe matter came up again, we proposed the change this year “except as limited by\nthis provision of this act as amended”—anywhere including all of Sections 6 and 7,\nwhich we have agreed to restore to the charter, except for the final action.\nI want to go back once more to where the suggestion came from; it did not origi¬\nnate with the Committee.\nIt originated with the attorney of the Association, in consultation with the attorney\nof the Trust Company, whom, if I remember it, indicated that there was no specific\nprovision for the trustees or anyone to mortgage, and questions were constantly\nraised whether they could do that or not.\nNow, as I understand it, Mr. Saunders does not feel any particular difficulty about\nthat point. I want to raise it again here. I want to defer and ask unanimous consent\nto withdraw that provision unless Mr. Saunders will agree to let it stand as amended.\nThe attorney says “except as limited by this act” protects everything we put in. If\nyou agree, we will leave it in, if you do not, we will take it out.\nMr. Saunders: Take it out.\nMr. Shaw: May I have unanimous consent to withdraw the whole reference to\nIssue No. 26 from the report?\nPresident Samuelson: You have heard this request, is there objection? The Chair\nhears none, so it is withdrawn.\nThe question is on the final adoption of this report.\nDelegates: Question.\nMr. Shaw: May I make the request that we unanimously adopt the report as\namended ?\nMr. Lamkin: May I second that request, that we adopt the report as amended with¬\nout the call of the states?\nPresident Samuelson: If there is no objection, unanimous consent is given. Hear¬\ning no objection, I declare the report unanimously adopted.\nPresident Samuelson: I will now call for the preliminary report of the Committee\non Reorganization, amendments to the bylaws, by Mr. Oberholtzer, chairman of the\nCommittee. The Chair recognizes Mr. Oberholtzer.\nMr. E. E. Oberholtzer (Texas) : Madam Chairman, since the work of the Assem¬\nbly this morning made it necessary for certain matters to be reconsidered by the Com¬\nmittee on Reorganization in order to harmonize our report, I ask now unanimous con¬\nsent of this Assembly to defer presentation of my report until the scheduled time\ntomorrow morning.\nPresident Samuelson: Any objection? The Chair hears none; the Committee report\nis postponed until the scheduled time tomorrow morning.\nWe will pass to the next order of business.\nI shall now ask Superintendent Schlagle, the chairman of the Committee on Elec¬\ntions, to make an announcement relative to voting for the elections.\nMr. F. L. Schlagle (Kansas) : Members of the Committee on Elections met and\narranged for the holding of the election of officers as provided for in the constitution.\n\n"}
{"page": 704, "printed_page": null, "text": "698\n\nNational Education Association\n\nVoting booths are to be found at the Registration Desk for Delegates in the Exhibit\nHall in this Auditorium. Ballot boxes will be open for voting from 8 a.m. to 6 p.m.\nThursday and all delegates to the convention are requested to vote for these officers.\nAnnouncement of this arrangement is to be found on page 57 of the Official Pro¬\ngram.\nPresident Samuelson: Mr. Oberholtzer requests the meeting of his Committee on\nReorganization at 4 o’clock at the Multnomah Hotel.\nWe turn now to the nominations for president, eleven vicepresidents, and treasurer,\nand the nominations for state directors.\nWill those who are expecting to make nominations come to the platform and come\nquietly and quickly and while that is being done, I shall ask Miss Adair to make the\nannouncement again relative to these nominations. Miss Adair.\nMiss Cornelia S. Adair (Virginia): It has been unanimously adopted that there\nshall not be more than one nominating speech and two seconding speeches for any\none candidate; nominating speeches shall be limited to five minutes and seconding\nspeeches to two minutes each.\nThere may be any number of seconds to a nomination so long as there are two\nspeeches for each candidate. That is, when your state is called and you want to sec¬\nond, you can second but you cannot make a speech.\nPresident Samuelson: Nominations for president are now in order. I will ask the\nsecretary to call the roll of states.\nSecretary Givens (Calling roll of states) : Alabama.\nAlabama: No nomination.\nSecretary Givens: Alaska.\nAlaska: Alaska yields to Washington.\nMr. Samuel E. Fleming (Washington) : Washington appreciates tremendously the\ncourtesy of Alaska in yielding a place early upon this program.\nFor the past few weeks, we have been listening to some spectacular models of nom¬\ninating speeches, none of them, however, limited to five minutes. I have in my hand\na circular which we have attempted to put in your hands, but you have been so beset\nwith a number of voluminous reports that you were required to read, that you may\nnot have perused it, as we had hoped you would; so, I am just going to refer to it\nbriefly. It is a statement of principles and policies formulated by the man whom\nI have the honor to present to this convention. I will just read a few of the titles:\n“There should be ample opportunity for teacher participation in school administra¬\ntion.” “Teachers should be secure in their tenure.” “Teachers should be free to dis¬\ncuss controversial issues.” “Our National Education Association should take aggres¬\nsive action, in every situation where the efficiency of educational service is being\nimpaired.”\nThose are statements of a man who is alert to the issues confronting teachers, con¬\nfronting public education, and the statements of a man who is a pioneer, who is a\nfrontiersman in his thinking. Important, however, as may be that man’s point of\nview on these critical subjects, it is very important as well that we should understand\nhis ideas of organizational relationship. He believes that all of the different agencies\nof this great Association should be accorded their just position in our deliberations,\nin our policy-making, but at the same time, he recognizes that this Delegate Assembly\nis the final authority, is the sovereign body, is the policy-making group in the last\nanalysis.\nWe have had a wonderful exhibition this morning of the spirit of accommodation\nthat can prevail and the extent to which leadership can bring about that kind of re¬\nsults, and I want to submit that the man I am to present to this convention is sensi¬\ntive to organization problems, to methods of organization procedure and yet he is\nconvinced that the policy-making body of this Association must be obeyed. This man\nhas these ideas as the result of a rich background and experience. He has been a\nhigh-school teacher, high-school principal, college teacher, and has served for a\ngoodly number of years as superintendent of the second largest city in our state. He\nhas built up a morale among his teachers that is second to none. He has that great\nbody of principals and teachers united in a spirit of service that has made for\nprogress in the school system which he represents.\n\n"}
{"page": 705, "printed_page": null, "text": "Associational Records and Information\n\n699\n\nAs well, he has served in many capacities in our state organization. He has served\nas a private in the ranks, as a non-commissioned officer, as commander-in-chief of\nthe educational forces of our state. He has served, as well, as the leader of that great\ngroup of teachers in what we call the “Inland Empire”—states of Washington, Ore¬\ngon, Idaho, and Montana. This man is firm, yet kindly; has convictions, yet is\ntolerant; is progressive, yet with balance; is stout-hearted but gentle; is inde¬\npendent, yet the soul of cooperation; is a fighter, yet clean; is a good sportsman, ac¬\ncording to his adversary his due.\nBecause of this rare combination of qualities that make for leadership and because\nthey have followed him to victory on many occasions, the teachers of the state of\nWashington desire to present to this convention as a candidate for president of this\nAssociation the name of Orville C. Pratt, superintendent of schools of Spokane,\nWashington.\nSecretary Givens (Continuing roll call) : Arizona—Arkansas.\nArkansas: Arkansas yields to New York.\nMr. H. Claude Hardy (New York) : I come here, first, as a personal friend and\ngood neighbor of the gentleman whose name I am about to present to you. I come\nhere, in the second place, by direction of the New York State Teachers Association,\nwhich has a membership of 45,000. Five-sixths of the total membership in the N. E. A.\nfrom the great Empire State is contributed by the New York State Teachers Associa¬\ntion, affiliated with the National Education Association.\nI am speaking to two groups of people, first, to those who have come here year\nafter year and who have worked with our candidate. I know that group respects,\nhonors, and admires the man whom I am about to place in nomination because he is\na man who is honor itself, his word is as good as his bond, he has never broken a\npromise. Honorable, he respects his opponents and insists upon the right of speech\nto all in whose midst he mingles; he is absolutely sincere. No one has ever ques¬\ntioned his motives; he is tremendously courageous; he stands willing at all times to\ngo out and battle, even with the demagogs, for the sake of public education. And,\nto the other group, those who are here for the first time, you have a right to ask, who\nis this man? What has he done? The man whose name I am about to present to\nyou has for thirty-four years been a member of the National Education Association;\nhe is a life member; he has been attending these conventions year after year, serv¬\ning on various committees.\nMr. William H. Holmes, twenty-two years ago, started a battle in New York state\nthat wTas won three years later. Twenty-two years ago, he demanded that tenure\nshould be given to the teachers of the City of New York, and many of us call him the\nfather of tenure; three years later, the legislation came thru that gave tenure to the\nteachers of the cities of the state of New York, and now7 he is leading the procession\nto get tenure for the teachers in the rural areas.\nThis good friend and neighbor of mine led the fight for the establishment of an\nadequate retirement system. This good friend and neighbor of mine has built a\nschool system that is second to none and he has done it by turning the job over very\nlargely to his teachers, whom he has encouraged at all times.\nNow, let me read his own words, so you can get the spirit and the soul of the man.\nI happened to be in Mount Vernon, just the other day, and I saw7 this little booklet\nwhich was assembled by the school children of his city. It is a group of poems,\nwritten by this man. I will read you just one:\n\nTHE SEVEN FRUITS\nUpon the tree of Life these fruits should grow;\nCourage to seek the truth and finding it\nVision to see the paths that lie ahead,\nWisdom to tread the paths that men should tread,\nSincerity to free from guile and show—\nKindness to warm the heart w7ith quickening glow,\nGladness to light the way of doing good,\nFriendship to make our common brotherhood.\n\n"}
{"page": 706, "printed_page": null, "text": "700\n\nNational Education Association\n\nI present the name of Mr. William II. Holmes, superintendent of schools of Mount\nVernon, New York.\nSecretary Givens (Continuing with nominations for president) : Colorado.\nColorado: Colorado seconds the nomination of Mr. Holmes.\nSecretary Givens: I would like to finish the roll call for nominations for president,\nif there are any more. Then we will take up the seconds.\n(Continuing with roll call)\nColorado—Connecticut—Delaware—District of Columbia—Florida—Georgia—\nHawaii—Idaho—Illinois—Indiana—Iowa—Kansas—Kentucky—Louisiana — Maine\n—Maryland—Massachusetts—Michigan—Minnesota—Mississippi—Missouri—Mon¬\ntana—Nebraska—Nevada—New Hampshire—New Jersey—New Mexico—New\nYork—North Carolina—North Dakota—Ohio—Oklahoma—Oregon—Pennsylvania—\nPuerto Rico—Rhode Island—South Carolina—South Dakota—Tennessee—Texas—\nUtah—Vermont—Virginia—West Virginia—Wisconsin—Wyoming—California.\nThere are no other nominations, Madam President.\nPresident Samuelson: We will call now for the seconding speeches.\nMr. Elmer L. Cave (California) : In the spirit of fairness, I feel that I should\nstate that I do not represent the California delegation. The California delegation has\nnot had a caucus on the endorsement of any candidate. I wish to second at this con¬\nvention in 1936 Mr. Holmes’ nomination. I do so because of my great esteem for a\nman whom I recognize as one of the great leaders in education in this nation.\nI know him to be a man who does what he says he will do; I know him to be a\nman of vision; I know him to be a man who is a friend to the classroom teachers, a\nman who is the friend and father of tenure in New York state; all that I know\nabout him is of the best, and I consider it a great honor to have been asked to\nsecond the nomination of Mr. Holmes.\nSecretary Givens (Continuing the roll call) : Colorado—Connecticut.\nConnecticut: Connecticut takes pleasure in seconding the nomination of Mr. Holmes\nof Mount Vernon.\nSecretary Givens: Delaware.\nMr. H. V. Holloway (Delaware) : It has been the custom of this nation in times of\ngreat crises—and it was so in one of our greatest crises—to look to Mount Vernon for\nleadership. Here, many, many years after the great Revolution, we in education,\nnotwithstanding the fact that our great crisis is possibly over, are still looking to\nMount Vernon for leadership.\nDelaware, therefore, seconds with great pleasure the nomination of Mr. Holmes\nas a leader for the future of this Association.\nSecretary Givens: District of Columbia—Florida—Georgia—Hawaii—Idaho—\nIllinois—Idaho.\nMr. tV. D. Vincent (Idaho) : On behalf of at least 100 percent of the teachers of\nIdaho we wish to second the nomination of Mr. Pratt. All of the things that have been\nsaid about Mr. Pratt are absolutely true and a great many more things might be said\nthat would be equally laudatory.\nAnd so, as we know Mr. Pratt, we simply want to add to all these fine things that\nhave been said by saying to you that he is the finest sort of a good neighbor. Some¬\ntimes Spokane is said to be the northern capital of Idaho, and we, of the southern\npart of the state, feel honored to feel that Spokane, under the educational leadership\nof Air. Pratt, is the educational capital of northern Idaho, and we rejoice in that fine\nfeature. So, wre wish to second the nomination of Mr. Pratt at this time and ask\nthat you give his candidacy every consideration. He will provide a progressive and\nvery fine administration for this Association.\nSecretary Givens: Illinois.\nIllinois: Illinois seconds the nomination of Air. Orville C. Pratt.\nSecretary Givens: May I mention one word of explanation in calling the rest of\nthe roll. One more speech may be made for Mr. Pratt, but any state may second, may\nmake that statement if it cares to do so.\nIndiana—Mr. Williams, of Indiana.\n\n"}
{"page": 707, "printed_page": null, "text": "Associational Records and Information\n\n701\n\nMr. Charles 0. Williams (Indiana): I am not a life member of this Association\nbut I think I have belonged about as long as most people. I just figured up forty-one\nyears I have been a member of the Association. I am not a life member because I\nhave not lived all my life yet, but I have lived long enough to see a lot of things,\na lot of affairs in the Association.\nI want to illustrate my particular position this morning. I stopped at a country\ncrossroads store once with a county superintendent to buy some cheese and crackers.\nThere were four or five men around the stove discussing politics—in a day when\nT. R. was up, Roughrider T. R. After the discussion, one old fellow shook the to¬\nbacco out of his pipe, put it up, and said, “You ask me about this man, Roosevelt?\nI think I can recommend him.”\nNow, you ask about this man, Orville Pratt; we can recommend him. Orville Pratt\nspent a good part of his life in Indiana in his early days; we have nothing against\nhim, everything for him. He was a progressive Indiana man, and after twenty-one\nyears’ absence from Indiana, I have the opportunity to be here and promote the\nelection of Orville Pratt for-president of this great organization. Yesterday at the\nIndiana delegation meeting, at which all the delegates were there, a motion was\nmade and unanimously passed that the director of Indiana be instructed, if oppor¬\ntunity offered, to second the motion and urge the election of Orville Pratt.\nNow, delegates, whatever else you may say or do for Indiana, “we recommend\nhim.”\nSecretary Givens (Continuing roll call) : Iowa—Kansas—Kentucky—Louisiana.\nLouisiana: Louisiana seconds the nomination of Orville C. Pratt.\nSecretary Givens: Maine.\nMaine: Maine seconds the nomination of William H. Holmes.\nSecretary Givens: Montana.\nMontana: Montana seconds the nomination of Orville C. Pratt.\nSecretary Givens: Nebraska—Nevada—New Hampshire—New Jersey—New Mex¬\nico—New York—North Carolina.\nNorth Carolina: North Carolina seconds the nomination of Orville C. Pratt.\nSecretary Givens: North Dakota—Ohio—Oklahoma—Oregon.\nOregon: Oregon seconds the nomination of Orville C. Pratt.\nSecretary Givens: Pennsylvania—Puerto Rico—Rhode Island—South Carolina—\nSouth Dakota—Tennessee—Texas—Utah—Vermont—Virginia—Washington—West\nVirginia,\nWest Virginia: West Virginia seconds the nomination of William H. Holmes.\nSecretary Givens: Wisconsin—Wyoming.\nWyoming: Wyoming seconds the nomination of Orville C. Pratt.\nPresident Samuelson: Are there any more nominations—or seconds? Hearing\nnone, I shall declare the nominations for president closed.\nWe turn now to the nomination of eleven vicepresidents.\nSecretary Givens: I will call the roll of states for nominations of vicepresidents.\nAlabama, Alaska, Arizona, Arkansas, California. Mr. Larson.\nMr. Emil L. Larson (Arizona) : I should like to place in nomination for vicepresident a man who has contributed a great deal to education, not merely in our\nstate but by his counsel and good judgment has contributed to education in other\nparts of the United States; a man who has been a life member of the National Edu¬\ncation Association for a number of years, whose good counsel and judgment will\ncontribute to the advancement of this organization.\nI am pleased to place in nomination for vicepresident, Mr. Herman E. Hendrix,\nState Superintendent of Public Instruction of Arizona.\nSecretary Givens: Mr. Henderson.\nMr. Frank A, Henderson (California) : I am honored to submit to this Assembly\nfor vicepresident, a classroom teacher of the kindergarten schools, past president of\nthe State Kindergarten Association and president of the Oakland Teachers’ Associa¬\ntion, from Oakland—a city which has done so much for this organization in giving\nMr. Givens for the service of the Association.\n\n"}
{"page": 708, "printed_page": null, "text": "702\n\nNational Education Association\n\nShe is a leader in educational matters. This state stood near the top in N. E. A.\nmembership for many years—Miss Evlyn Chasteen of Oakland, California, for vicepresident.\nSecretary Givens: Colorado—Connecticut.\nMiss Daisy Lord (Connecticut) : It gives me great pleasure in behalf of the Con¬\nnecticut delegation to present to this Assembly the name of our state commissioner of\neducation, who has served this Association well for many years. I, therefore, present\nthe name of Mr. E. W. Butterfield for your consideration.\nSecretary Givens: Delaware—District of Columbia—Georgia.\nMr. IV. J. Andrews (Georgia) : I have found many people here in the Northwest\nwho seem to appreciate and enjoy our pronunciation and enunciation of Georgia.\nGeorgia is represented here today and we come asking for your careful considera¬\ntion in casting your vote for one from our state. He is a county school superinten¬\ndent, a young man who has had a lot of obstacles before him. He lives fourteen miles\nfrom any town or city. He has no radio installed in his home as yet, but he plans to\ndo that so he may continue to grow in the profession. He has been a member of the\nN. E. A. ever since he has been eligible for membership and has attended N. E. A.\nconventions and Department of Superintendence conventions for a number of years.\nI am pleased and consider it a privilege to give to you the name of one of my con¬\ntemporaries. We play football sometimes in high schools and colleges and sometimes\nwe go in a huddle and call signals, so this morning the state school superintendent,\nMr. Sutton, superintendent of the Atlanta system of schools, Harold Saxon, president\nof the G. E. A., and L. L. Perry, who is one of the state elementary-school supervisors,\nwent into a huddle—by the way, one of the Atlanta lady teachers was in that huddle\n—and we decided on Mr. Andrew Avery of Bainbridge, Georgia. Vote for him and\ninspire him!\nSecretary Givens (Continuing roll call) : Idaho—Hawaii—Illinois—Indiana—Iowa\n—Kansas—Kentucky—Louisiana—Maine—Maryland — Massachusetts—Michigan—\nMinnesota—Mississippi—Missouri.\nMr. IV. W. Parker (Missouri) : In making the nomination for the vicepresidency\nof the National Education Association, which I am about to make, I am speaking\nas the spokesman not only for the Missouri delegation, which is here, but also for\nthe 24,000 teachers of Missouri who belong to our State Teachers Association.\nI am about to suggest as a nominee for the vicepresidency of this great Association,\na woman from the city of St. Joseph, Missouri, which by the way is about 550 miles\nfrom my town, which is Cape Girardeau in that state. She has been active in local,\ndistrict, state, and national teachers association work over a period of years, I am\nnot going to say how many, not too many, however. She has the confidence of all\nthe teachers of our state and is known by all of them because of her activity in asso¬\nciation work. She has our confidence, and we believe she will pull a heavy vote when\nthe poll starts.\nI wish to emphasize the fact to those of you who are classroom teachers, state and\nnational, that she has been prominent in that movement and has been one of the\npromoters of the movement, as a matter of fact.\nIt is my pleasure at this time, on behalf of the Missouri delegates and the State\nTeachers Association of which I happen to have the honor to be the president, to\nplace in nomination Miss Anna E. Riddle of St. Joseph, Missouri, a classroom teacher.\nPresident Samuelson: I am going to ask Mr. Smith to preside at this time, in order\nthat I may discharge a broadcasting appointment to tell the world about this con¬\nvention.\n(Mr. Smith is seated as the chairman, pro tem.)\nSecretary Givens: (Continuing roll call) : Montana.\nMr. D. S. Williams (Montana) : Montana presents as vicepresident the name of\nMartin P. Moe, a life member of this Association, a life member of the State Associa¬\ntion, a member of the Associations of the Northwest, a member of the National Com¬\nmission on the Study of Secondary Education, a man with experience serving as state\ndirector for Montana for several years. Montana and the Northwest present as its\nvicepresident, Martin P. Moe of Helena, Montana.\n\n"}
{"page": 709, "printed_page": null, "text": "Associational Records and Information\n\n703\n\nSecretary Givens: Nevada—New Hampshire—New Jersey.\nMr. Leon N. Nculen (New Jersey) : New Jersey is pleased, yes, proud, to present\nto you and urge your support of a person who is not new to your organization, one\nwho has contributed much to your work, a life member of the N. E. A., a leader of\neducation in the state of New Jersey, and a classroom teacher, Miss Mattie S.\nDorcmus of New Jersey.\nSecretary Givens: New Mexico—New York—North Carolina—North Dakota—\nOhio—Oklahoma—Oregon—Pennsylvania—Puerto Rico—Rhode Island—South Car¬\nolina—South Dakota—Tennessee—Texas—Utah—Vermont—Virginia—Washington\n—West Virginia—Wisconsin—Wyoming.\nChairman Smith: Thus far, there have been only seven nominations; that is four\nshort of the number. Are there any additional nominations?\nMr. F. L. Schlagle (Kansas) : I would like to place in nomination a classroom\nteacher, head of the Kansas delegation from Kansas City, Kansas. Kansas City\nboasts of the distinction of having 100 percent membership in the N. E. A. for twelve\nconsecutive years.\nI would like to place in nomination the head of the delegation, Miss Marie\nBrotherson.\nChairman Smith: I will hear from the delegate from Oklahoma.\nMr. M. E. Hurst (Oklahoma) : I wish to place in nomination Mr. E. M. Black, who\nis now president of our State Education Association. He has the support of all the\nteachers in our state; he is active in association work and has been for some thirty\nyears.\nChairman Smith: Miss Hinrichs.\nMiss Amy H. Hinrichs (Louisiana) : I believe, as I know you do, that all condi¬\ntions in our teaching corps of the country—I mean all the environments under which\nwe teach—should be represented. I am about to propose the name of a gentleman\nwho teaches in a rural community in southwest Louisiana. You do not know him, as\nyet, but we do. He has a long record of distinguished service to the children of that\npart of the country. I should like to nominate Mr. W. L. Colvin, principal of the\nJeanerette High School.\nChairman Smith: Thus far, only ten.\nMr. Charles 0. Williams (Indiana) : I think I am going to do the unusual thing\nbut I have lived in Kentucky four years and as a Kentuckian, I want to pay tribute\nto the secretaries of the state teachers associations. There has been but one woman and\nshe is gracious and delightful, and is making a record for her home state—Arkansas.\nI want to place in nomination Miss Willie A. Lavjson for vicepresident.\nChairman Smith: These are eleven that have been nominated. Are there addi¬\ntional nominations?\nMiss Amanda H. Schuette (Wisconsin) : I am not acting for the delegates of Wis¬\nconsin; I am acting as an individual in presenting the name of Mr. O. H. Plcnzke,\nsecretary of the Wisconsin Teachers Association. He has been active in school mat¬\nters in Wisconsin for many years, as teacher, as principal, as assistant to the state\nsuperintendent of public instruction, and is now acting as secretary of the Wisconsin\nEducation Association.\nAs such, he has done fine work for education; he has contributed a great deal to\nbringing about professional solidarity of the teachers of the state; he has helped to\nbring it up in the state to a high point; he has had many offices in the N. E. A. and\nhis work and loyalty to it bespeak his deep affection and thought for it.\nI should like to present the name of Mr. 0. H. Plenzke as a nominee for the position\nof vicepresident.\nChairman Smith: Are there additional nominations for vicepresident? The Chair\nhears none, so the nominations are closed.\nNominations for treasurer are now in order. Is there unanimous consent for avoid¬\ning the roll call for nominations for treasurer? Hearing no objection, we will proceed\nwithout the roll call of states.\nMr. B. F. Stanton (Ohio) : In the interest of brevity and out of consideration for\nthese long-suffering delegates, I am not going to indulge in remarks about my can-\n\n"}
{"page": 710, "printed_page": null, "text": "704\n\nNational Education Association\n\ndidate. I am placing in nomination a man who has served you for the last two years\nand served you well, as treasurer of this Association, Superintendent R. E. Offcnhauer, of Lima, Ohio, for treasurer of the National Education Association.\nChairman Smith: Are there any other nominations for treasurer?\nMrs. Edith B. Joynes (Virginia) : It has been my privilege for the past two years\nto have worked with Mr. Offenhauer, as he is a member ex officio of the Board of\nDirectors, and he has contributed a great deal during the past two years that he\nhas been treasurer, likewise ex officio of the Executive Committee of the N. E. A., and\nhas rendered most valuable services.\nSo, Virginia is most happy to second the nomination of Mr. Offenhauer of Ohio as\ntreasurer of the N. E. A.\nChairman Smith: Are there other nominations? Hearing none, I declare the nomi¬\nnations for treasurer closed and recognize Mr. Saunders of Virginia for a motion.\nMr. Joseph H. Saunders (Virginia) : In order to save time at the next order of\nbusiness, I move that all of the directors that have been nominated by their respec¬\ntive states, be included in the ballot.\n(Motion seconded.)\nChairman Smith: You have heard the motion as made and seconded. Are you\nready for the question?\nAll in favor of the motion vote “aye”; those opposed vote “no.” The motion is\ncarried.\nChairman Smith: Mr. Secretary, do you have announcements to make?\n(Secretary Givens made announcements.)\nChairman Smith: This concludes the business for this session of the Representative\nAssembly.\nMr. Saunders: I make a motion that we stand adjourned.\n(Motion seconded and carried.)\nChairman Smith: The meeting is adjourned.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nSecond Business Session, Wednesday Morning, July 1, 1936\nThe second business session of the Representative Assembly convened at 9:30 a. m.\nin the Civic Auditorium. The invocation was delivered by the Reverend Richard M.\nSteiner of the Church of Our Father, Unitarian, and the second business session was\nopened.\nPresident Agnes Samuelson: Will all those making reports this morning please find\nseats on the plaform? And will you please observe the same request made yesterday,\nthose who want to speak to the motions, those who want to address the Chair, please\nrise and be recognized in the audience and then come to the platform?\nWe are going to call, first, for the report of the Committee of Seven on the Re¬\norganization of the National Education Association. I recognize Mr. Offenhauer.\nMr. R. E. Offenhauer (Ohio) : After careful study by the Board of Directors, I have\nthis following motion to make, summarizing the study:\nI move that the report of the Committee on Reorganization be held over for fur¬\nther study for one year to be acted upon a year from now by the Representative\nAssembly.\n(Motion seconded.)\nPresident Samuelson: The question is on the acceptance of the recommendation of\nthe Board of Directors.\nMr. Offenhauer: To facilitate our action this morning, I ask unanimous consent\nto withdraw this motion. I have made this motion to get before you squarely the\naction of the Board of Directors but inasmuch as the Committee is withdrawing\nmany parts of this report, I am asking that you grant unanimous consent for the with¬\ndrawal of the motion that I have just made. I have made the motion in order to get\nthe record complete.\nPresident Samuelson: Is the request granted? Hearing no objection, the request is\ngranted.\n\n"}
{"page": 711, "printed_page": null, "text": "Associationai. Records and Information\n\n705\n\nI call on Mr. Oberholtzer, chairman of the Committee on Reorganization.\nMr. E. E. Oberholtzer (Texas) : We come this morning in the spirit of trying to\nhelp, to work together on some of these problems that we feel are mutual. The Com¬\nmittee—I should not say has had two long years, but has had two pleasant years at\nwork.\nWe feel that we are not disposed to ask this Delegate Assembly to vote on any\nof the recommendations of this Committee. If you feel you want further study, how¬\never, there are some matters we feel that should be taken up by this body and this\nmeeting and the action recorded because some of those things are necessary in order\nto harmonize the action of the Delegate Assembly, questions on the report of the\nCommittee on Amending the Charter, and in order that there may not be confusion\nas to the status of certain of the bylaws that are to be set up.\nI am asking, therefore, that we consider Chapter I and if you agree that these\nchanges are for the most part minor, I shall ask that we be given unanimous consent\nto have the adoption of the amended bylaws or new bylaws.\nI want to call to your attention that for two years we have been working on this\nproblem of reorganization; that we have made exhaustive study both from the field\nand in committee meetings; that during the past year, we had two meetings, three\ndays each. This Committee has received numerous suggestions and we have tried to\nplace those questions which we think of importance before you for your action.\nWe take pleasure in presenting the report of the Reorganization Committee pre¬\npared for this Portland meeting, 1936.\n(The report is printed on page 896 of this volume.)\nI ask that you consider the amendment proposed under A-2. The amendment pro¬\nvides that when notice has been published in the May Journal it may be brought to\nthe floor of the Assembly for action and passed by a two-thirds vote.\nMadam Chairman, I move to amend the bylaws set forth under Chapter II, A-2,\nCommittee on Reorganization, Portland meeting, 1936, by adding the following\nparagraph:\nProvided that these bylaws may be amended at the annual meeting of the\nRepresentative Assembly in 1936 by a two-thirds vote if such amendment has\nbeen printed in the May Journal of the National Education Association.\nPresident Samuelson: The motion has been made by Mr. Oberholtzer and seconded\nby Mr. R. T. Shaw. The question is on the adoption of this motion.\nMr. Oberholtzer: I ask unanimous consent for the adoption of this motion as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: Turn now to the amendment proposed under A-3 omitted last\nyear.\nI move to amend Article X, Section 1, set forth in Chapter II, under A-3, in the\nprinted report of the Committee on Reorganization, Portland meeting, 1936, by add¬\ning the following paragraph:\nProvided, however, that these bylaws may be amended at the annual meeting\nof the Representative Assembly in 1936, by a two-thirds vote, without previous\nnotice.\nPresident Samuelson: It has been moved by Mr. Oberholtzer, seconded by Miss\nAdair. The question is on the adoption of the motion.\nMr. Oberholtzer: I ask unanimous consent that this motion be adopted.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: In order to include A-l, it was necessary for me to go to A-2\nand A-3, on account of the provisions in those .amendments.\nI now ask unanimous consent to turn to A-l to submit the amendment proposed\nthere.\nPresident Samuelson: Any objection? The Chair hears none, so unanimous con¬\nsent is granted to return to A-l.\n\n"}
{"page": 712, "printed_page": null, "text": "706\n\nNational Education Association\n\nMr. Oberholtzer: Perhaps a word of explanation would be in order. It has been\nruled that, according to Robert's Rules of Order Revised, we cannot have a printed\nballot on amendments because it would cut off debate and would make it unsatis¬\nfactory as a means of adoption. Therefore, your Committee has provided a substitute\nfor that printed under A-l, making a little different method of voting, and I think if\nyou will follow my reading of the motion, it will clarify itself.\nI move that Article X of the bylaws be amended by the addition of Section 2 as\nset forth in the 1936 report of the Committee on Reorganization, Chapter II, A-l, as\nfollows:\nIn all voting on amendments to the charter and all amendments to the bylaws\nstate delegations may vote by ballot. The results shall be announced by the chair¬\nman of each delegation as the roll of states is called; such vote to be determined\nby the actual number of delegates present at such meeting and voting. Upon the\nrequest of three delegates any state delegation may vote by ballot.\nPresident Samuelson: The motion has been made by Mr. Oberholtzer and sec¬\nonded by Mr. Shaw; the question is on the adoption of the motion.\nMr. Oberholtzer: I ask unanimous consent for the adoption of the motion just\nread.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: I next call to your attention A-4 and wish to make an explana¬\ntion regarding A-5. A-5 was inadvertently included; it was passed at the Denver\nmeeting.\nA-4 refers to qualifications of trustees as amended—the point I read—I. move to\namend Article III, Section 4 (b) as set forth in Chapter II, A-4, in the printed re¬\nport of the Committee on Reorganization, Portland meeting, 1936, by adding after\nthe words “shall forfeit his membership,” the following: “only members who have\nthe qualifications required for directors may be elected trustees.”\nPresident Samuelson: This motion has been moved by Mr. Oberholtzer and sec¬\nonded by Miss Adair. The question is upon the adoption of the motion.\nMr. Oberholtzer: I ask unanimous consent for the adoption of the motion as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: Next, I call to your attention B-l. The Committee is recommend¬\ning that this be held over for action for another year.\nMadam Chairman, I ask unanimous consent that the Committee be permitted to\nhold this matter over for another year.\nPresident Samuelson: Is there objection? The Chair hears none, so B-l is held over\ntill next year by unanimous consent.\nMr. Oberholtzer: Turn now to C-l. I move that the first sentence of Section 3,\nArticle VI, of the bylaws as set forth in Chapter II, C-l, in the printed report of\nthe Committee on Reorganization, Portland meeting, 1936, be amended to read as\nfollows:\nThe Committee on Resolutions shall report at the annual business meeting of\nthe Representative Assembly, and except by unanimous consent, or by a two-thirds\nvote of the delegates present, all resolutions shall be referred to said committee\nwithout discussion.\nPresident Samuelson: It has been moved by Mr. Oberholtzer and seconded by Mr.\nShaw. The question is on the adoption of the motion.\nMr. Oberholtzer: I ask unanimous consent that the motion be adopted as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: We turn now to C-2.\nI think I ought to offer a word of explanation before making the motion. There is\nno change in any of the words, except a change of the position of these provisions;\neven the word “Proceedings,” which is in italics, is not a new word. It, for some\nreason, has been carried all the time in the bylaws in italics.\n\n"}
{"page": 713, "printed_page": null, "text": "Associational Records and Information\n\n707\n\nI move the bylaws be amended by the addition of Article XI, as set forth in\nChapter II, C-2, in the printed report of the Committee on Reorganization for the\nPortland meeting, 1936, which reads as follows:\nSection 1. The invested fund now known as the “Permanent Fund of the Na¬\ntional Educational Association,” when transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund.\nSection 2. The Permanent Fund shall be in charge of the Board of Trustees,\nwho shall provide for the safekeeping and investment of such fund, and of all\nother funds, which the corporation may receive by donation, bequest, or devise.\n(Article III, Section 6 (b), first sentence.)\nSection 3. No part of the principal of such Permanent Fund or its accretions\nshall be expended, except by a two-thirds vote of the Representative Assembly\nupon the recommendation of the Board of Trustees, after such recommendation\nhas been approved by vote of the Board of Directors and after printed notice of\nthe proposed expenditure has been mailed to all active members of the Associa¬\ntion, and after all other requirements of the bylaws and the Act of Incorpora¬\ntion have been fulfilled.\nSection 4. The income of the Permanent Fund shall be used only to meet the\ncost of maintaining the organization of the Association and of publishing its\nannual volume of Proceedings, unless the terms of the donation, bequest, or de¬\nvise shall otherwise specify, or the Board of Directors shall otherwise order.\nPresident Samuelson: The motion has been made by Mr. Obcrholtzer and seconded\nby Mr. Shaw. The question is on the adoption of the motion.\nMr. Obcrholtzer: I ask unanimous consent to have the motion adopted as read.\nPresident Samuelson: Any objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Obcrholtzer: We turn next to C-3 in this report. I move that Article VI of\nthe bylaws be amended by the addition of Section 8 as set forth in Chapter II, C-3, in\nthe printed report of the Committee on Reorganization for the Portland meeting,\n1936, which reads as follows:\nSec. 8. In all committees, boards, or councils in which the entire personnel is\nnamed that year by the president, the president shall appoint the chairman. In all\nother cases, the committee, board, or council shall elect its own chairman.\nPresident Samuelson: It has been moved by Mr. Obcrholtzer, and seconded by\nMiss Birdine Merrill. The question is on the adoption of this motion.\nMr. Obcrholtzer: I ask unanimous consent for the adoption of the motion as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Obcrholtzer: We turn next to C-4. Robert's Rules of Order Revised contains\nthe following suggestion (page 296):\nIf the proceedings of a convention are usually published, a Publishing Com¬\nmittee should be appointed, which should have the power to edit the proceedings.\nI move that Article VI of the bylaws be amended by the addition of another sec¬\ntion set forth in Chapter II, C-4, in the printed report of the Committee on Re¬\norganization, Portland meeting, 1936, and which reads as follows:\nSec. 9. There shall be a Publishing Committee, consisting of five members\nelected by the Representative Assembly by the method known as the Hare System\nof Proportional Representation. Nomination shall be made by petition signed by\nten delegates and presented to the executive secretary on the second day of the\nannual meeting.\nThe election in 1936 shall be held on Wednesday, by printed ballot. Provision\nshall be made by the Rules Committee for the nomination and election in 1937\nto be held on the first day upon which the Representative Assembly meets.\nThis Committee shall be responsible for editing and preparing that portion of\nthe minutes of the Representative Assembly which shall be published in the\nprinted proceedings.\nPresident Samuelson: Moved by Mr. Oberholtzer, seconded by Miss Birdine Mer¬\nrill. The question is, Shall the motion be adopted?\n\n"}
{"page": 714, "printed_page": null, "text": "708\n\nNational Education Association\n\nMr. Oberholtzcr: I ask unanimous consent for the adoption of the motion as read.\nPresident Satnuelsnn: Is there objection? The Chair hears none—\nMr. Oberholtzcr (Interrupting) : The Committee asks to change that one word to\n“Thursday.” Do we have unanimous consent to make the change in the motion just\nread, to read “Thursday” instead of “Wednesday” 1936 ?\nPresident Samuelson: Is there objection? The Chair hears none, so the motion by\nMr. Oberholtzer and the request to change “Wednesday” to “Thursday” are\nadopted and granted by unanimous consent.\nMr. Oberholtzer: You will observe in Chapter III, that you, by unanimous con¬\nsent, have approved everything in Chapter III except at the bottom of the Chapter,\nA-5, the Nominating Committee.\nWe ask unanimous consent to hold over A-5 making provision for a Nominating\nCommittee. We do that because there has been a great deal of demand for a change.\nWe feel it is of sufficient importance that this body should have the one year to study\nthe suggestions made.\nPresident Samuelson: Is there objection? The Chair hears none, so A-5 is held\nover by unanimous consent.\nMr. Oberholtzer: We ask unanimous consent to hold that recommendation under\n“A. Qualifications of Delegates.”\nPresident Samuelson: Any objection? The Chair hears none, so the request is\ngranted.\nMr. Oberholtzer: We ask unanimous consent to hold “B. Further Qualifications of\nTrustees.” I think it is not necessary. That has been held over on the previous\naction; that one refers to limiting the term of trustees and has been acted upon;\nthat is already held over.\nI go now to C, which likewise has been acted upon. That is the same as C-2,\nChapter II; D has been acted upon; that is the same as C-4 in Chapter II;\nand we come to “E. Changes in Affiliation Fees.”\nWe have tried to canvass the desires of all the members of the Association; we\nfind that local associations, the smaller ones, are concerned about fees. The Com¬\nmittee, therefore, decided to change the wording of this amendment as submitted in\nthe report. The change makes it possible to maintain the $5 fee for local associations\nof less than 100.\nNow, I shall read in two sections the amendment for Part 3.\n1 move to amend Article II, Section 3, as set forth in Chapter IV, E-l, of the\nprinted report of the Committee on Reorganization, Portland meeting, 1936, by\nstriking out the words after $10 as follows: “For each delegate to which said state\nassociation shall be entitled, with a maximum of $100.” That fixes the fee of the\nstate, $10.\nPresident Samuelson: Moved by Mr. Oberholtzcr and seconded by Mr. Robert C.\nMoore. The question is on the adoption of the motion.\nMr. Oberholtzer: I ask unanimous consent for the adoption of the motion as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nWe will start over again. I recognize Mrs. Joyncs. I am sorry I did not see her.\nMr. Oberholtzer: I ask unanimous consent that the motion be approved as put.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: I offer by way of explanation—Mrs. Joyncs was interested in\nthe second part of this amendment and she is interested in having the number for\nlocal associations changed from 100 to 200.\nOur Committee has no disposition to be arbitrary and wre are recommending that\nmembership to 200 be made. I will read the motion.\nI move to amend Article II, Section 4 as set forth in Chapter IV, of the printed\nreport of the Committee on Reorganization for the Portland meeting, 1936, by\nstriking out the figure 5 and inserting in lieu thereof the figure 10 and by adding\nafter the words “said Association,” the following: “provided that such fees of\nAffiliated Local Associations of less than 200 members shall be $5.”\n\n"}
{"page": 715, "printed_page": null, "text": "Associational Records and Information\n\n709\n\nAs an explanation, that means for the local associations, 200 or above, the fees are\n$10; those below, as now in the bylaws, $5.\nPresident Samuelson: Moved by Mr. Oberholtzer, seconded by Miss Daisy Lord.\nThe question is on the adoption of this motion.\nMr. Oberholtzer: I ask unanimous consent for the adoption.\nPresident Samuelson: Is there objection?\nMr. Jonathan L. Booth (Arizona) : I want to say just a word or two concerning\nthe $10 fee for the Affiliated Associations. I have been trying to find out what we\nare doing in local organizations thruout the United States and I am of the opinion\nthat the weakest point that we have in our whole organization is the local organiza¬\ntion, and it seems to me that this is a blow against local organizations. In many\nplaces the fees are small, and it seems to me that that will be a handicap, a detri¬\nment to us who are working to build up our local organization; just as our national\ngovernment is built upon the home as a basis, so is our national association among\nthe teachers built upon our local organizations, and we must do something to\nstrengthen that. I feel we should not do anything that will hinder the development\nand building up of our local organizations.\nI am opposed to raising the fee from $5 to $10 for the Affiliated Associations.\nThank you.\nPresident Samuelson: Is there further discussion? If not, we shall proceed to the\nroll call. It is necessary, since we do not have unanimous consent, to call the roll.\nThe question is upon the adoption of this motion.\nMoved by Mr. Oberholtzer, seconded by Miss Lord: It is moved to amend Article\nII, Section 4, as set forth in Chapter IV of the printed report of the Committee on\nReorganization for the Portland meeting, 1936, by striking out the figure 5 and in¬\nserting in lieu thereof the figure 10 and by adding after the words “said association,”\nthe following: “Provided that such fees of Affiliated Local Associations of less than\n200 members shall be $5.”\nThe secretary will call the roll by states.\nMr. IV. A. Walls (Ohio) : Is it possible to suspend the rules, by vote of this\nAssembly, so we do not need to call the roll?\nMr. Bottolfsen: I shall rule that it is not.\nDelegate: What vote will be required in this case?\nPresident Samuelson: It requires two-thirds vote for passage.\nMr. Oberholtzer: I want to explain that “membership” means “membership in the\nN. E. A.” of the local association—200 membership in the N. E. A.; those under 200\nmembership in the N. E. A., the fee remains $5 ; those above, $10.\nThe Committee feels that the benefits from affiliations should be worth at least\n$10 to local associations of such membership because of all of the things given by\nway of service to these affiliated members.\nPresident Samuelson: You are out of order. We have ordered a vote.\nDelegate: May we have the motion as stated by Mr. Oberholtzer ?\nPresident Samuelson: You may.\nMoved by Mr. Oberholtzer, seconded by Miss Lord: It is moved to amend Article\nII, Section 4, as set forth in Chapter IV of the printed report of the Committee on\nReorganization for the Portland meeting, 1936, by striking out the figure 5 and in¬\nserting in lieu thereof the figure 10 and by adding after the words “said Associa¬\ntion,” the following: “Provided that such fees of Affiliated Local Associations of\nless than 200 members shall be $5.”\nThe secretary will call the roll by states.\nMr. John W. Thalman (Illinois) : May we have a recess until we get the vote?\nPresident Samuelson: We will declare a recess of three minutes to prepare the\nballot.\n(Recess.)\nPresident Samuelson: The secretary will call the roll.\nSecretary Givens: You understand this is “yes” for and “no” against.\nAlabama—4 yes; 2 no. Alaska—1 yes; 0 no. Arizona—3 yes; 7 no. Arkansas—\n3 yes; 0 no. California—78 yes; 15 no. Colorado—37 yes; 0 no. Connecticut—10 yes;\n\n"}
{"page": 716, "printed_page": null, "text": "710\n\nNational Education Association\n\n0 no. Delaware—6 yes; 0 no. District of Columbia—3 yes; 0 no. Florida—4 yes; 0 no.\nGeorgia—7 yes; 0 no. Hawaii—32 yes; 0 no. Idaho—6 yes; 0 no. Illinois—74 yes;\n14 no. Indiana—22 yes; 0 no. Iowa—20 yes; 4 no. Kansas—3 yes; 14 no. Kentucky—\n5 yes; 0 no. Louisiana—7 yes; 0 no. Maine—4 yes; 9 no. Maryland—1 yes; 0 no.\nMassachusetts—8 yes; 7 no. Michigan—31 yes; 0 no. Minnesota—26 yes; 7 no. Mis¬\nsissippi—6 yes; 0 no. Missouri—28 yes; 7 no. Montana—5 yes; 0 no. Nebraska—14\nyes; 0 no. Nevada—6 yes; 0 no. New Hampshire—3 yes; 0 no. New Jersey—16 yes;\n11 no. New Mexico—No reply. New York—24 yes; 0 no. North Carolina—3 yes; 0 no.\nNorth Dakota—4 yes; 0 no. Ohio—55 yes; 0 no. Oklahoma—16 yes; 0 no. Oregon—18\nyes; 0 no. Pennsylvania—53 yes; 11 no. Puerto Rico—3 yes; 0 no. South Carolina—\n5 yes; 0 no. South Dakota—6 yes; 0 no. Tennessee—3 yes; 0 no. Texas—19 yes; 0 no.\nUtah—16 yes; 0 no. Vermont—3 yes; 0 no. Virginia—15 yes; 0 no. Washington—\n32 yes; 4 no. West Virginia—15 yes; 2 no. Wisconsin—28 yes; 9 no. Wyoming—\n6 yes; 0 no. Teachers Institute of Philadelphia—1 yes; 0 no. Illinois Teachers Associ¬\nation—1 yes; 0 no. Nashville Board of Education—No reply.\nPresident Samuelson: Have all the states voted? If so, I declare the ballot closed.\nThe vote is 799 to 123. Two-thirds majority having voted in favor, I declare the\namendment carried.\nMr. Oberholtzer: Returning again to the report, Chapter IV, F: that the same has\nalready been approved, C-l, Chapter II.\nThe Committee asks unanimous consent to hold over—I think we had to state\nthese questions twice and action has been taken on that, if I am not mistaken. There¬\nfore, we can pass G. That is to be held over, and you have already given unanimous\nconsent to the Committee. H, the same as C-2 in Chapter I; therefore, it has been\ndisposed of.\n“I. Departments.” Under I, I move to amend Section 4, Article V, the bylaws as set\nforth in the printed report, Committee on Reorganization, Portland meeting, 1936, to\nread as folloAvs: “The programs of these meetings shall be prepared by the respective\npresidents”—taking out the words in brackets, as you will observe, following “under\nthe general direction (taking out the brackets) of the president of the Association.”\nBy word of explanation, the president cannot give personal time to all of the con*\nferences and we make that change “under the direction of.”\nPresident Samuelson: Moved by Mr. Oberholtzer, seconded by Miss Lord. The\nquestion is on the adoption of this motion.\nMr. Oberholtzer: I ask unanimous consent to adopt this motion as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: Section 2, under I. I move to amend Section 5, Article V of the\nbylaws as set forth in the printed report of the Committee on Reorganization, Port¬\nland meeting, 1936, by striking out the words “one year” after the words “Depart¬\nment to serve” and inserting after these words the following: “for the term of office\nspecified in the regulations of the Department.”\nIt is as printed in the report for your own information, as read.\nPresident Samuelson: Moved by Mr. Oberholtzer, seconded by Mr. Shaw. The\nquestion is on the adoption of this motion.\nMr. Oberholtzer: I ask unanimous consent that the motion be adopted as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: Section 3. The purpose of this motion is to take out those words\nin brackets. I move that Article V, Section 7, be amended as set forth in Chapter IV\n-4, I, Section 3, by striking out the last sentence, which reads as follows:\nEach Department may be governed by its own regulations insofar as they are\nnot inconsistent with the Act of Incorporation of these bylaws.\nPresident Samuelson: It is moved by Mr. Oberholtzer, and seconded by Mr. Shaw.\nThe question is on the adoption of this motion.\nMr. Oberholtzer: I ask unanimous consent to adopt this motion as read.\nPresident Samuelson: Any objection? The Chair hears none, so the motion is\nadopted unanimously.\n\n"}
{"page": 717, "printed_page": null, "text": "Associational Records and Information\n\n711\n\nMr. Oberholtzer: Section 4, for which the purpose is to clarify the part taken out\n—I move to amend the bylaws as set forth in Section 4 of the printed report of the\nCommittee on Reorganization, Portland meeting, 1936, which reads as follows: “Each\nDepartment is hereby authorized to adopt bylaws for its government not inconsistent\nwith the Act of Incorporation or the bylaws of the Association; provided, That\nsuch bylaws be submitted to, and approved by, the Board of Directors of the Associa¬\ntion before they shall become operative.”\nPresident Samuelson: Moved by Mr. Oberholtzer, seconded by Miss Adair. The\nquestion is on the adoption of this motion.\nMr. Oberholtzer: I ask this motion be adopted by unanimous consent as read.\nPresident Samuelson: Is there objection? The Chair hears none, so the motion is\nadopted unanimously.\nMr. Oberholtzer: “Duties of Vicepresidents.” The Committee asks unanimous con¬\nsent to hold this over for another year, to come up before the next annual meeting.\nPresident Samuelson: Is there objection? The Chair hears none, so the request is\ngranted unanimously.\nMr. Oberholtzer: “L. Nomination of State Directors.” The Committee asks unan¬\nimous consent to hold this over for the next annual meeting.\nPresident Samuelson: Is there objection? The Chair hears none, so the request is\ngranted unanimously.\nMr. Oberholtzer: Turn to Chapter V. The Committee asks unanimous consent to\nhold over that portion, “A. Board of Directors,” for consideration at the next annual\nmeeting.\nPresident Samuelson: Is there objection? The Chair hears none, so the request is\ngranted unanimously.\nMr. Oberholtzer: “B. Directors at Large.” The Committee asks unanimous con¬\nsent to hold this over until the next annual meeting.\nPresident Samuelson: Is there objection? The Chair hears none, so the request\nis granted unanimously.\nMr. Oberholtzer: “C. Terms of Directors.” The Committee asks unanimous con¬\nsent that this be held over for consideration at the next annual meeting.\nPresident Samuelson: Is there objection? The Chair hears none, so the request is\ngranted unanimously.\nMr. Oberholtzer: “D” has already been stricken out by the action of this Assembly\non amending the Charter report. We come now to Chapter VI. The Committee asks\nthat this be held over for consideration at the next annual meeting. I ask unanimous\nconsent to hold Chapter VI over for consideration at the next annual meeting.\nPresident Samuelson: Is there objection? The Chair hears none, so the request is\ngranted unanimously.\nMr. Oberholtzer: That last permission to hold over carries all in Chapter VI.\nNow, it is necessary that we take up the adoption of the report as a whole. I ask\nunanimous consent to adopt the report of the Committee as a whole on those motions\nalready approved by this Assembly this morning.\nPresident Samuelson: Is there objection?\nMiss Broderick (New York): Does that, in any way, affect Chapter VII?\nPresident Samuelson: Mr. Oberholtzer, can you answer that?\nMr. Oberholtzer: It does not affect anything except action on motions which we\nhave taken thus far this morning.\nMr. Thomas J. Walker (Missouri) : I ask that that motion be amended by in¬\nserting the words “as amended.”\nPresident Samuelson: Are you making a motion?\nMr. Walker: Suggest to Mr. Oberholtzer he left out the phrase “as amended.”\nMr. Oberholtzer: I accept the suggestion of Mr. Walker—“as amended.”\nPresident Samuelson: Mr. Oberholtzer.\nMr. Oberholtzer: In the consent given to hold over Chapter VI, I wanted to ask\nthat it be brought up for final action next year. I ask unanimous consent for that.\nPresident Samuelson: Is there objection? The Chair having heard none—\n\n"}
{"page": 718, "printed_page": null, "text": "712\n\nNational Education Association\n\nMr. Oberholtzer (Interrupting): The parliamentarian tells me I must renew my\nprevious motion.\nI ask unanimous consent for the adoption of this report as amended by the action\nof the General Assembly this morning.\nPresident Samuelson: Is there objection?\nMr. IV. B. Mooney (Colorado) : Madam Chairman, can this Assembly require\nthat the next Assembly act on anything? I ask that of the parliamentarian.\nMr. Bottolfsen: I shall rule no. You are making that as a recommendation; I do\nnot think it is mandatory.\nPresident Samuelson: Is there objection? The Chair having heard none, it is so\nordered.\nMr. Oberholtzer: Madam Chairman, I rise to a point of personal privilege.\nPresident Samuelson: State your point of personal privilege.\nMr. Oberholtzer: I wish to discuss briefly part of this report, as chairman.\nPresident Samuelson: The privilege is granted to Mr. Oberholtzer.\nMr. Oberholtzer: I did not want to use any time, unnecessarily, in presenting\nthis report, but I feel so strongly about one or two matters, that our Committee\nthought it best that I take a few minutes to discuss this.\nI should like to discuss the item, “All-inclusive Membership and Consolidated\nDues.” We hold no brief for the infallibility of that report. The Committee does be¬\nlieve, without question, that the permanence and growth of our profession depend\nupon the basis of our relationship and our organization of local, state, and national\nassociations.\nWe, therefore, feel that at the very foundation of it all rests some plan of allinclusive membership and consolidated dues. In the plan suggested, we did not try\nto fix the amount of dues suggesting that, in principle, there ought to be some kind\nof sliding scale in accordance with the salaries of teachers and, therefore, we made\nthe suggestion under “A” that teachers teaching for salaries less than $1000 should\nbe accorded the privilege of smaller fees; likewise, in 2 and 3 under a scale, ac¬\ncording to salaries; under “B” we recommend the study be made to see how the work¬\nings of these associations can be brought closer together; we, therefore, made cer¬\ntain suggestions there, which I shall not take time to read.\nLet me call your attention to one sentence at the bottom of the page: “At present\nthe National Education Association membership is slightly less than 200,000 while\nthe combined membership of state associations is approximately 750,000.” It can\nreadily be seen that the consolidated membership would increase greatly the revenue\nof the National Education Association. At the same time, a federation of local asso¬\nciations to form the state association would result also in increased membership in\nthe state association. It is the opinion of the Committee that the enduring welfare\nof the profession depends upon these two rather fundamental ideas, namely, allinclusive membership and consolidated dues. We recommend, therefore, that the\nAssociation, thru its Representative Assembly, approve these recommendations and\ndesignate some existing committee or new committee to continue the study with the\npurpose of presenting full information concerning the effect of the proposed plan,\npreparatory to taking action on the proposed plan at the next annual meeting.\nAs to the matter of regions, we think that the districting there is not satisfactory\nto all states; therefore, it is merely a suggestion. We do not know whether this Asso¬\nciation wants regional meetings, but we have presented that with the idea if the\ndesire of many members of this Association is to bring the National Education Asso¬\nciation close to the people, that some plan of regional organization with an active\ngoodwill emissary at work in the field, ought to help to do that.\nWith regard to Chapter VII, we have merely stated there some of the things we\nconsider as unfinished business, some of the things which we believe you ought to\nconsider continuously as this Association goes on and, as we have said, it affords to\nsome extent a basis for principles used in making the recommendations of this\nreport to your body.\nI wish to say for the Committee on Reorganization, that we appreciate greatly\nthe assistance you have given us in helping to get this report completed, which we\n\n"}
{"page": 719, "printed_page": null, "text": "Associational Records and Information\n\n713\n\nbelieve is a step forward—yesterday’s meeting and this morning’s meeting make me\nvery happy, as a member of the National Education Association, to know that we can\nsit down together and study earnestly our problems in an intelligent, business-like and\nprofessional-like way.\nPresident Samuclson: In accordance with the action just taken, it is going to be\nnecessary for the Rules Committee to make arrangements for the election of the\nPublishing Committee. We will now hear from the chairman of the Rules Com¬\nmittee on this point. Miss Adair.\nMiss Cornelia S. Adair (Virginia) : The Rules Committee has had a meeting and\noffers the following suggestion for the election of a Publishing Committee. The\nRules Committee directs that nominations for membership in the Publishing Com¬\nmittee be presented to the secretary immediately after the adjournment of this ses¬\nsion. In accordance with the bylaws nominations shall be made by petition signed by\nten delegates, and election shall be by the method known as the Hare System of Pro¬\nportional Representation; ballots will be prepared by the secretary and will be cast\nwith the ballots for election of officers and carried under the direction of the Election\nCommittee for amendments to the bylaws. You recognize that this is an amendment\nto the bylaws; therefore, that Committee is the committee to handle this ballot.\nMadam Chairman, I move the adoption of this rule and I would like to add a\nlittle explanation.\nPresident Samuelson: Is there a second?\nDelegate (Florida) : Second the motion.\nPresident Samuelson: The question is, Shall the motion be adopted?\nMiss Adair: I wish to call your attention to the fact that we are using a new\nmethod of balloting, the Hare System of Proportional Representation. An explana¬\ntion is in the back of the report that you have just accepted. It is simply a system of\nvoting for your preference, your first choice, second choice, and so on; the number\nof names presented depends upon this delegate body, but you have a right to select\nthe ones which you prefer.\nPresident Samuelson: All in favor of the motion will vote “aye”; those opposed\nwill vote “no.” The motion is carried.\nWe shall now proceed to the other reports that are listed on the program for\nthis morning.\nMiss Broderick (New York) : I have a question. At some point in the procedure,\nmay discussion of some of the recommendations, suggestions in Chapter VII, be\nconsidered by this Delegate Assembly?\nPresident Samuelson: That matter has already been disposed of. If you wish you\nmay ask unanimous consent to discuss it.\nMiss Broderick: Madam Chairman, in order to protect us against such a ruling, I\nraised the question when the chairman of the Committee asked us to vote on the\nreport including Chapter VI. I asked if it affected Chapter VII, and the Chair ruled\nthat it did not. Therefore, I resubmit the question, At what point can Chapter VII\nbe considered by this group?\nPresident Samuelson: I shall ask the parliamentarian to answer that.\nMr. BottolfseJi: The matter may be brought up at this time for discussion if you\nask for and receive unanimous consent.\nMiss Broderick: Then I ask unanimous consent for discussion of one of the points\nset forth in Chapter VII.\nPresident Samuelson: Is there objection? The Chair hears none.\nMiss Broderick, will you please come to the platform?\nMiss Broderick (Speaking from the platform) : If you will read Principle 3 as\nsuggested under the heading “Relationship,” under the subdivision A, you will find\nthe section has to do with membership in this Association as being prerequisite to\nthe certification of new teachers and to the continuing of contracts of present teachers.\nTo me, the point is sufficiently important to warrant consideration by this Assembly.\nIts importance becomes even greater when we consider it was before us last year\nand was shelved in exactly the same way; if it has appeared twice in the report\nof the Committee on Reorganization, it is a principle entitled to fair consideration\n\n"}
{"page": 720, "printed_page": null, "text": "714\n\nNational Education Association\n\nby those of us who have come long distances to protect the civil liberties not only\nof the members of the N. E. A. but of the teaching profession thruout the nation.\nSo, I ask, at this point, if the parliamentarian will permit me to analyze that sec¬\ntion in the light of what it really means to the teaching profession of this country?\nMr. Bottolfsen: You have, by unanimous consent, been given the right to appear\nbefore this convention and you have five minutes in which to discuss it.\nMiss Broderick: If you read the section carefully, you realize that it affects two\ngroups of teachers, those who are or will be subject to certification and those of\nus who are present teachers. If we follow this recommendation, it will become neces¬\nsary for new teachers, before they receive licenses to practise, to become members\nof the N. E. A.\nI am waiving the question of the legality of any such proposal and I seriously\ndoubt that the legal advisers of this Association were consulted before the sugges¬\ntion was reduced to the printed form. Pedagogy is a profession and it implies the\nmastery of a mass of specialized knowledge, plus skill in the application of its\ntechnic, and by no means is there to be considered prerequisite to its practise any¬\nthing except compliance with the statutory regulations prevalent in the various states.\nWe cannot, by any means, consider that prerequisite thereto there shall be mem¬\nbership in this or any other organization, even tho it be that of the Church itself.\nTo do otherwise, would be to nullify all the splendid action which we have taken in\nthe matter of academic freedom and in the safeguarding of the civil liberties of the\nteachers of the nation. I am sure the Delegate Assembly is not willing that this great\norganization shall go forth to the public with any such recommendation which in¬\nfringes upon the rights of its members to contract freely and to be contracted with\nfreely, a right guaranteed to them by the Constitution of the United States.\nAs regards the present teachers, and for almost a quarter of a century I have\nbeen in that category, there are over half a million teachers in the United States\nwho are not serving under tenure and to whom the renewable contract is of very,\nvery pressing importance. If this regulation goes forth or any policies adopted by\nthe leaders of this Association consistent with this suggestion, then it may very well\nbe that contracts cannot be given to teachers who have exercised their civic priv¬\nilege to choose for themselves the organizations to which they will belong.\nThe exercise of loyalty to the organization, to the N. E. A., should never be con¬\nsidered a barrier to civic growth. I am an organization woman, distinctly, and have\nbeen for years, and I realize how very pressing at times becomes the necessity for\nfinancial support and, yet, I am wholly unwilling to secure it at the. expense of the\nprofessional solidarity of the teachers of America. I, therefore, offer the following\nresolution, subject to whatever modification the parliamentarian may deem neces¬\nsary: That Principle 1, A-3, be withdrawn from the list of principles to be approved\nfor further study or consideration by any committee to which the list may be referred,\nand I ask unanimous support of that motion.\nMr. Oberholtzer: I rise to a point of order. I appreciate very much the speaker’s\nstatements and sentiments as expressed, but my point of order is that this is not before\nthe Assembly, that we presented the suggestion for further study and that it was the\nattitude of the chairman of the Committee that nothing in Chapter VII had been\napproved by this Assembly.\nPresident Sarnuelson: The point of order is well taken.\nMr. Bagwell (California) : As a further point of order, as I understood the motion,\nit was that we definitely disapprove the proposal and remove it from further con¬\nsideration as something too dangerous and of which we definitely disapprove. The\nmotion was not negative but was positive, and that we definitely go on record as dis¬\napproving such matter so it may be entirely eliminated from consideration by this\nAssembly or any further Assembly.\nPresident Sarnuelson: I will ask the parliamentarian for a ruling.\nMr. Bottolfsen: The parliamentarian rules that the question is not properly before\nthis Assembly; the unanimous consent granted the lady a moment ago was under a\npoint of personal privilege—merely to discuss it. It will take unanmious consent to\nhave this brought before this Assembly at this time, and if granted, Chapter VII\nwill be before the Assembly.\n\n"}
{"page": 721, "printed_page": null, "text": "Associational Records and Information\n\n715\n\nPresident Samuelson: Miss Broderick.\nMiss Broderick: I ask unanimous consent to bring the matter before this group of\ndelegates in the way the parliamentarian suggests.\nPresident Samuelson: Is there objection?\nDelegates: Yes.\nMr. Bottolfsen: Unanimous consent having been denied, there is only one other\nway in which this question may legally be brought before this Assembly—that is,\nto move to reconsider, which will require a favorable two-thirds vote on roll call.\nMr. Oberholtzer: I do not want to be misunderstood; it is not my purpose to keep\nthis from the Assembly. I merely wanted to make clear it was not an action by this\nCommittee and I want to join in asking that the lady be given unanimous consent\nto bring the motion before this body.\nPresident Samuelson: Is there objection to this unanimous request? The Chair\nhaving heard none, it is so ordered.\nThe Chapter is now before the Assembly.\nMiss Broderick: I move that Principle 1, A-3, be withdrawn from the list of\nprinciples to be approved for further study and consideration by any committee to\nwhich the list may be referred.\nDelegate (New York) : I second the motion.\nPresident Samuelson: The question is on the adoption of this motion. Is there any\ndiscussion? The Chair hears none. All in favor of the motion will vote “aye”; those\nopposed will vote “no.” The motion is carried unanimously.\nWe wTill now proceed to the next order of business. I have already requested those\nwho are to give reports to find places on the platform. Please note that the reports\nhave certain time limits and we are going to ask that these time limits be adhered to\nin each case since ample notice has been given.\nThe first report, which has to do with the report of the Committee on Social Eco¬\nnomic Goals, will, in the absence of the chairman, be presented by Secretary Givens.\nSecretary Givens: Mr. Fred J. Kelly could not be here this morning, but I am very\nglad to make the report for him. It will not take more than about thirty seconds. His\nreport as finished is now in mimeograph form, with the exception of one chapter. As\nsoon as that chapter is finished, it will be printed, because it has already been ap¬\nproved, and will be ready for distribution to our profession. It is an excellent piece\nof work, a work very helpful to the classroom teachers of the country.\nThis report should be in printed form in the next three months. This is simply a\nreport of progress.\n(This report is printed on page 911 of this volume.)\nPresident Samuelson: If there is no objection, the report will be accepted.\nIs there objection? The Chair having heard none, it is so ordered. We will proceed\nto the next report, that of the Legislative Commission, Mr. Callahan, chairman.\nMr. John Callahan (Wisconsin) : Madam Chairman, first, I want to say that you\nare mistaken about my being chairman of this Commission. This report was written\nby Mr. Sidney B. Hall, from Virginia, chairman of the Executive Committee of the\nLegislative Commission. I am a member of the Executive Committee and since he\ncould not be here, this report was sent to me with the request that I present it at\nthis time.\n(The report is printed on page 873 of this volume.)\nPresident Samuleson: If no objection is heard, the report will be accepted. The\nChair having heard none, it is so ordered.\nI call next for the report of the Committee on Academic Freedom, Mr. Smith,\nchairman.\nMr. Henry Lester Smith (Indiana) : The report that this Committee wishes to\nmake is found in the Summary of Committee Reports. I shall read only two sections\nof that report. I want to call your attention to the fact that we have reproduced\nthe resolution that brought us into existence.\nYou have the list of members of the Committee there and at the bottom; I wish\nto read one section:\nAt the joint meeting of the Committee on Academic Freedom and the executive\ngroup of the Tenure Committee, February 24, 1936, the line of demarcation be-\n\n"}
{"page": 722, "printed_page": null, "text": "716\n\nNational Education Association\n\ntween the work of the two committees was adopted as follows: “The profession\nof education exists to foster proper learning. Each member of the profession\nshould feel secure in the practise of his work so long as he meets reasonable pro¬\nfessional standards as interpreted by the judgment of his peers.”\nThe Tenure Committee accordingly accepts as its primary function the promo¬\ntion of support for the proper tenure of teachers and other educators and the\ncrystallization of such support into adequate laws and understanding to safe¬\nguard tenure rights. The Committee will, therefore, as a rule take up controver¬\nsial cases only as these promise illustrative qualities that will help to build sup¬\nport for better tenure conditions.\nThe Committee on Academic Freedom on its part is primarily interested in\nsafeguarding intelligent teaching and therefore in defending teachers and other\neducators in the exercise of their just rights to academic and professional free¬\ndom both as educators in the classroom or office and as citizens outside. In the\npursuit of these ends, the Committee on Academic Freedom will investigate cases,\nreport findings, discuss principles involved, and otherwise do what it can to pro¬\nmote a more adequate and intelligent support of the principles of academic\nfreedom.\nNow, the Academic Freedom Committee has taken up, as this report says, ten cases\nthus far (I will add two since this report was prepared and another came to me\njust now, in a telegram just before I rose to make this report) ; and then there is\nlisted what this Committee has done. I do not think I need to read that.\nThen, I would like to come to the final and rather important thing to read, “In the\nlight of its experience gained during the year the Committee has drawn up the fol¬\nlowing tentative brief statement of Principles of Academic Freedom.” You will\nrecall a longer statement is in preparation and certain other things in preparation,\nbut this is a tentative statement which we are to present at the present time:\nThe cause of academic freedom is, like the cause of freedom of speech in gen¬\neral, the cause of democracy. An intelligent democracy depends upon an educated\ncitizenship, which is itself a product of a social order where people thru freedom\nof speech, press, and assembly learn how to think and judge for themselves.\nIf our schools are to help in the development of such an educated citizenship,\nthey must be free—free from restriction in their search for what to believe, free\nin helping their pupils to study actual social problems. Teachers must feel free\nin their teaching. It is futile to expect independent, judicious, and courageous\nminds to be developed in pupils and students by timid and submissive teachers.\nIntellectual freedom is a public safeguard. It occurs in every field of human\nexperience as the principal guarantee of orderly change and progress. Suppres¬\nsion of such freedom is the surest road to violent and reckless changes.\nFreedom of teaching carries with it corresponding responsibility. The teacher\nis under obligation to help his pupils or students study fairly the various sides of\neach question. He must not use his position to hand out ready-made opinions. His\nduty is to help his students to think, not to tell them what to think.\nTeachers are citizens and should be accorded the full legal rights of all citizens,\nto express publicly the views they hold and ally themselves with organizations\nof their own choosing. But in the exercise of these rights teachers should take\ncare not to interfere with the proper discharge of their just educational duties.\nIn all such matters the rule of reason must hold. Schoolboards owe serious duty\nhere not to drive good teachers from the schools in favor of others unduly\nsubmissive.\nMadam Chairman, I move the adoption of this report.\n(The report is printed on page 814 of this volume.)\nPresident Samnelson: If no objection is heard, the report will be adopted.\nMr. Oberkoltzer: I second the motion.\nPresident Samnelson: If there is no objection to this report, it will be adopted.\nThe Chair having heard none, it is so ordered.\n\n"}
{"page": 723, "printed_page": null, "text": "Associational Records and Information\n\n717\n\nWe will proceed to the next order of business, which is the recognition of some of\nthe outstanding records in professional membership in our organization this year.\nWill you please turn to page 60 of your program? I realize the hour is passing\nquickly, and we cannot take as much time for this as we had expected, but I do not\nlike to omit this number of our program this morning, for the reason that one of the\nfive points in our program this year was a 10 percent increase in membership, and\nI would like to recognize those particular states that did meet that ideal.\nAs I call these names, I should like for the delegations to stand and when we have\ncalled all of them to their feet, the rest of us will give them a hand.\nIf you will look at the first list on page 60, the fourteen states which achieved the\ngoal of at least a 10 percent increase in N. E. A. membership:\nNorth Carolina, 10 percent. Will the delegates from North Carolina please stand?\nSouth Carolina, 12 percent. Will they please stand?\nAlabama, 12 percent.\nKansas, Indiana, Idaho, New Mexico, West Virginia, Washington, Vermont,\nTexas, Nevada, Oregon, Colorado.\nThank you very much.\nYou notice the highest gain was 41 percent. “Go thou and do likewise” next year.\nDelegate; Who was the highest?\nPresident Samuelson; Colorado.\nNow, we will turn to the next group of persons to be recognized, the eight states\nand territories which enrolled more than 50 percent of their teachers in the N. E. A.\nUtah—please rise. Delaware, Arizona, Colorado, District of Columbia, Alaska,\nNevada, Hawaii.\nSo you notice how those percentages go from 52 to 87 percent? And, you notice\nwho gets 87 percent? (Hawaii.)\nThere is something rather interesting and fascinating about the fact that those\nfarthest away do the best. The five states which have had the largest total member¬\nship this year are Illinois, New York, Ohio, California, and Pennsylvania.\nThe five states that have had the largest number of life memberships are Texas,\nNew York, Pennsylvania, Ohio, and California.\nNow, look at the next group reported—100 percent membership N. E. A., fifteen\nyears or more:\nAltoona, Pennsylvania—are any members here? Please stand. Altoona, Pennsyl¬\nvania, fifteen years.\nScienceville, Ohio, fifteen years.\nBedford, Ohio, fifteen years.\nLa Junta, Colorado, fifteen years.\nPrescott, Arizona, fifteen years.\nSedalia, Missouri, sixteen years.\nMapleton, Maine, sixteen years.\nPiedmont, California, sixteen years.\nKenton, Ohio, seventeen years.\nMorris Township, New Jersey, eighteen years.\nSt. Joseph, Missouri, eighteen years.\nNow, the sweepstakes—“Kansas City, Kansas, holds the national record for being\nthe largest city to have a 100 percent enrolment. Her population is 121,857. She\nhas been on the Honor Roll for twelve consecutive years.” Will you stand and take a\nbow, Kansas City, Kansas? I hope in another year everybody in the room will be\nstanding up to receive this recognition.\nWe turn now for a few minutes of fun. Of course, all of this is fun, but we are\ngoing to have a stunt by the state of Louisiana. I recognize the Louisiana delegation.\n(Recess.)\nPresident Samuelson: We will now come to order.\nI believe it is necessary to have another announcement about the election of the\nPublishing Committee before proceeding to the next report. I will ask Mr. Givens\nto give the announcement.\n\n"}
{"page": 724, "printed_page": null, "text": "718\n\nNational Education Association\n\nSecretary Gwens: You took action this morning for a Publishing Committee to be\nelected tomorrow. It will require an endorsement of ten to place a name on the ballot\nfor voting tomorrow.\nPresident Sarnuelson: We will now have the report of the Committee on Tenure,\ngiven by Mr. DuShane.\nMr. Donald DuShane (Indiana) : This report is the report of the Executive Com¬\nmittee of the Tenure Committee of the National Education Association, composed of\nMrs. Myrtle Hooper Dahl, Minneapolis, Minn.; Oscar B. Irizarry, Tulsa, Okla.;\nFrances Jclinch, Milwaukee, Wis.; Robert C. Keenan, Chicago, Ill.; J. Constance\nKingan, Royal Oak, Mich.; Mary Elizabeth O'Connor, Natick, Mass.; Donald Du¬\nShane, Chairman, Columbus, Ind. (Read section of report.)\nMadam Chairman, I move the adoption of this report.\n(Motion seconded.)\n(This report is printed on page 914 of this volume.)\nPresident Sarnuelson: The question is on the adoption of the report.\nMr. Robert C. Kccna?i (Illinois) : Does this motion intend the adoption of the\nmimeographed report by the chairman and Committee or simply that portion of it\nwhich has been read?\nPresident Sarnuelson: The adoption of the entire report.\nMr. Ben G. Graham (Pennsylvania) : Since the motion is for the adoption of the\nentire report as mimeographed, I move to amend the report by striking out that\nsection which deals with the Lock- Haven State Teachers College of Pennsylvania.\nPresident Sarnuelson: Is this seconded?\nMr. F. G. Davis (Pennsylvania) : I second the motion.\nPresident Sarnuelson: The question is on the adoption of the amendment.\nMr. Graham: In offering this amendment, may I say that the state of Pennsyl¬\nvania has followed that recommendation, which is made in this report, namely, that\nwe appoint, thru our State Education Association, a commission known as the Com¬\nmission of Ethics to investigate cases in our state where teachers have been unjustly\ndealt with by administrators or boards of education.\nThat has been done, and the personnel of that committee represents a group of\nthe finest people we have been able to select from our State Association and headed\nby Air. Davis, who seconded this motion. This particular case was very carefully\ninvestigated by our local Ethics Committee and a decision was rendered w'hich we\nbelieve dealt justly with the case.\nThat report was presented to the House of Delegates, Pennsylvania State Educa¬\ntion Association, representing 66,000 people and adopted unanimously by them at\nour meeting last December. Therefore, we feel that case has been carefully covered,\njustly dealt with, and that it should not be dealt with in this particular case.\nThat is our reason for offering this amendment.\nPresident Sarnuelson: The question is on the adoption of the amendment.\nMr. DuShane: The Tenure Committee has no quarrel with the Pennsylvania\nCommittee on Ethics. The Committee has its right to carry on the functions; the\nTenure Committee of the N. E. A. has an equal right to investigate injustices to\nteachers; there are many such investigations in various parts of the country. Until\ntenure protection can be extended to teachers, the only recourse we have is by in¬\nvestigation of impartial outside educational groups.\nThe Lock Haven case was one in which five members of the faculty, classroom\nteachers, were discharged, ostensibly, because of the need of retrenchment; within\nthree months after the discharge, an equal number of other teachers had been ap¬\npointed to these positions; so, if there was any economy at all, it was in the reduc¬\ntion of salaries. It is a very queer thing—these five teachers, each one of them had\ngone to the Board of Trustees to protest against the discharge of a fellow-teacher.\nThe recommendations of the Committee are moderate in this case; they are in\nfavor of fair treatment to classroom teachers and the Committee also wishes to\npresent to you the fact that if any teachers in the United States need protection\nit is the teachers in teacher-training institutions.\nThe facts in this case were carefully ascertained by our Committee, not one of\nwhich comes from Pennsylvania—a great stack of information, signed statements,\n\n"}
{"page": 725, "printed_page": null, "text": "Associational Records and Information\n\n719\n\naffidavits; personal investigations were engaged in and if there was any investiga¬\ntion made by this Committee during the last year that was carefully made and\nsoundly considered and unanimously agreed upon by our Committee, it was this\nLock Haven Teachers College case.\nPresident Samuelson: I recognize Mr. Davis of Bucknell College.\nMr. Davis: Since our Commission had investigated this case, and since I am a\nmember of the Commission, it might be well for me to offer what might be termed\na minority report, because the report we have is at variance with the report of our\nCommission.\nMay I state that one mistake which Mr. DuShane has made is his statement that\nfive persons were dismissed from the Lock Llaven State Teachers College. The facts\nare that not more than four of these persons could have been dismissed because the\none person whose name appeared in our papers last night was not dismissed, but\nresigned.\nI do not know whether Mr. DuShane has the report of our Commission or not. I do\nnot have it with me. I have no documentary evidence here whatever but I do re¬\nmember a few things with regard to the investigation.\nI should like to ask Mr. DuShane what investigation he made of the other side of\nthe case?\nI may say that the Pennsylvania Commission did a number of things. It read the\ntwenty pages or more of complaints from the five teachers. There were five teachers\ncomplaining; there were only four who were dismissed, because one resigned.\nWe have the minutes of the trustees meeting; we have the minutes of the faculty\nmeetings for some time back; we have talked with certain members of the dis¬\ncharged group, and I want you to discriminate, now—two persons came to my\noffice to discuss the matter with me; none of the others was met by me, and I am\nnot sure whether they were by other members of the Commission or not. We have\nthe reply of the president of the institution.\nWe made visits to the State Department of Education and discussed the case with\nthe state superintendent of public instruction and the director of the teachers train¬\ning division, who by virtue of his office has a certain control over the teachers\ncolleges.\nThe president of the institution called on me and talked the matter over. We held\na lengthy meeting of our Ethics Commission and studied the case carefully. There is\na report, a signed report from the faculty, from other faculty members of the Lock\nHaven State Teachers College, supporting the president—\nMiss Frances Jelinek (Interrupting) : Did I understand the speaker to say he is\npresenting a minority report?\nAir. Davis: I merely spoke of it as one might—\nMiss Jelinek: Madam Chairman, Mr. Davis is not a member of the Committee.\nHe cannot present a minority report.\nAir. Davis: I have, facetiously, called it that. I should like to call attention to\nthe members of our Commission—Mr. Graham, superintendent of schools of Pitts¬\nburgh; Miss Alary F. Russell, very liberal principal of schools in Indiana and con¬\nnected with the Indiana State Teachers College; Miss Florence M. Teagardcn, pro¬\nfessor of education, University of Pittsburgh; Air. Maxwell, superintendent of\nWestmoreland County Schools in Pennsylvania.\nMr. Keenan: We have neither seen the report nor had an opportunity to hear the\nwhole report. I am asking for unanimous consent of the body that we postpone\nhaving this report until it can be mimeographed and placed in our hands.\nAir. W. A. Walls (Ohio) : I move the amendment by Air. Graham be laid on the\ntable.\nPresident Samuelson: The motion is lost for want of a second.\nDelegate: I second the motion.\nPresident SamuelsoJi: Air. Parliamentarian, will you rule on that?\nAir. Bottolfscn: I am going to rule that opportunity was not given to offer a second\nand that the Chair will accept it at this time. That automatically shuts off debate and\nthe motion will be voted upon at once.\n\n"}
{"page": 726, "printed_page": null, "text": "720\n\nNational Education Association\n\nPresident Samuclson: Will you tell me exactly what the motion is that I am to put?\nMr. Bottolfsen: The question is on the motion to table the amendment.\nDelegate: May I ask you to state what the amendment is?\nMr. Bottolfsen: The amendment is to the original motion that the particular sec¬\ntion dealing with the Pennsylvania investigation be deleted.\nMr. Keenan: May I ask for information? What will be the effect of the vote and\nmotion to table? Will it merely table the amendment or will it table Mr. DuShanc’s\nmotion, as well ?\nPresident Samuelson: Mr. Parliamentarian, will you please answer?\nMr. Bottolfsen: There is a very fine point there, but I shall rule it does not table\nthe report but merely the amendment.\nMr. IValls: My motion was merely to lay on the table Mr. Graham’s amendment\nwhich would support the Committee we have appointed by this Association to in¬\nvestigate these cases.\nMr. Bottolfsen: The motion before the Assembly is to table the amendment.\nPresident Samuelson: All in favor of tabling the amendment will vote “aye”;\nthose opposed “no.”\nThe motion is carried. The amendment is tabled. The question now is on the orig¬\ninal motion. All in favor of the original motion will vote “aye”; those opposed will\nvote “no.”\nThe motion is carried.\nDelegate (Pennsylvania) : Is it possible for the delegates to vote on part of a report\nwhich has not been read before us or not been given to us?\nMr. Bottolfsen: Officially, the report has been presented to you by the chairman of\nthe Committee. No objection was raised at the time, so I shall rule that it has been\nplaced before you.\nPresident Samuelson: We call for the next order of business, which is the report\nof the Committee on the Horace Mann Centennial Celebration, to be given by Mr.\nJoy Elmer Morgan.\nMr. Joy Elmer Morgan (Secretary of the Commission on the Horace Mann Cen¬\ntennial) : Ninety-nine years ago, this morning, Horace Mann, having given up the\npractise of law and resigned from the presidency of the Senate of Massachusetts, took\nup his duties as secretary of the Massachusetts State Board of Education and for\ntwelve years he labored in that pioneer service with an effectiveness that has changed\nthe whole current of our American life.\nAt the meeting of this Association in Atlanta, in 1929, the motion was adopted by\nthe Assembly to celebrate, in 1937, the Centennial of Horace Mann’s coming to the\nMassachusetts Senate. This Committee is under the chairmanship of Mr. Payson\nSmith, who for twenty years has held the leadership of Massachusetts, a worthy\nsuccessor of Horace Mann. This Committee has been working on plans for the Cen¬\ntennial.\nSince you have the report of the Committee in the printed reports I will not read it.\nI will give you the substance of it.\nIt proposes this celebration shall begin this fall, in October, with the dedication of\nthe statue of Horace Mann which is being erected on the campus of Antioch College,\nYellow Springs, Ohio, where Horace Mann served as the first president. It proposes\nthat the celebration shall continue thru the commencement season of May and June\n—Horace Mann’s birthday was May 4—that it shall include a special program of\nthis Association July 1, which will be the One Hundredth Anniversary of his actual\ntaking up office; and that it shall continue on thru the fall and during American\nEducation Week, 1937. At that time efforts will be made to bring the life of Horace\nMann and his great teachings to the attention of the masses of the citizens of the\ncountry.\nThe Committee recommends that $1000 be appropriated this year and $10,000\nnext year, to forward the celebration; that the Division of Publications make avail¬\nable the printed material necessary for the celebration.\nAs I have studied, as secretary of the Committee, I am amazed at the extent to\nwhich we have lost out of our American education the inspiration of this great\npioneer of ours. It is not possible, today, to buy in any of the book marts, anywhere,\n\n"}
{"page": 727, "printed_page": null, "text": "Associational Records and Information\n\n721\n\na copy of the great life of Horace Mann, written by his wife; it is not possible\nto buy a copy of his lecture on education, one of the greatest classics not only in\nAmerican history but in all educational history.\nWe propose, as far as we can, to make available to the teachers and the schools\nand the citizens of this country the great inspirational literature concerning the life\nof the greatest educator America has produced. We believe he is just the ideal and\nexample of Lincoln and Washington that we should have and should conserve in\nour educational life. We should teach to the children and, particularly, to the people\nwho are going to be teachers and should bring before our population the glory, the\ncourage and vision and humanity of Horace Mann, whose Centennial we shall cele¬\nbrate next year.\nI move the adoption of the report as printed.\n\nDelegate: I second the motion.\nPresident Samuelson: The question is on the adoption of the report. If there is no\nobjection, the report will be adopted. The Chair having heard none, it is so ordered.\n(The report is printed on page 865 of this volume.)\nWe will now have the report of the Committee on Equal Opportunity, to be given\nby Miss Mallory.\n\nMiss Gertrude Mallory (California) : This is a new committee whose program has\nbeen one of study and education and this report is one of progress.\nThe Committee desires that its attitude on equal opportunity be clearly under¬\nstood—equal opportunity for men and women, not just for women; we must not\nplace one against the other in this movement for equal opportunity, for our cause\nwould be lost before we began. (Reads report which is pointed on page 858 of this\nvolume.)\nI leave this question with the National Education Association, What are we going\nto do about these problems?\nI move the adoption of this report.\n\nMr. H. Claude Hardy (New York) : I second the motion and ask to have the\nprivilege of speaking for the state of New York.\n\nPresident Samuelson: The question is on the adoption of the report. I recognize\nMr. Hardy.\nMr. Hardy: This is a matter that we, of New York state, have been very much\ninterested in, and we have gone thru a vigorous campaign until we have put on the\nstatutes of the state of New York a law which forbids discrimination—we have equal\nsalaries for both men and women.\n\nPresident Samuelson: The question is on the motion. All in favor of the motion\nwill vote “aye”; those opposed will vote “no.”\nThe motion is carried. I call for the next order of business, the report of the Com¬\nmittee on Higher Education. (No reply.)\nI will call for the report of the executive secretary, Mr. Givens.\n\nSecretary Givens: The printed reports are in the hands of the ushers and will be\ngiven to you, if you care to have one, or you can get one at the Registration Desk.\n(Report is printed on page 914 of this volume.)\nPresident Samuelson: A motion to adjourn is in order. Motion is seconded and\ncarried. The meeting is adjourned.\n\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nThird Business Session, Thursday Morning, July 2, 1936\nThe third business session of the Representative Assembly convened at 9:30 a. m.\nin the Civic Auditorium. The invocation was delivered by the Reverend IV. G.\n\nEverson of the First Baptist Church, and the third business session was opened.\nPresident Agnes Samuelson: The report of the Committee on Retirement Allow¬\nances will be given by Mr. Gibson.\nMr. C. F. Gibson (New York) : Your chairman has but a brief report to offer at\nthis time but would like to submit some observations whereby more effective help\ncan be given.\n\n"}
{"page": 728, "printed_page": null, "text": "722\n\nNational Education Association\n\nThe present size of the Committee is too large and too widely scattered to accom¬\nplish anything worthwhile. A committee consisting of from three to five should meet\noccasionally and do intensive work together with a group from the National Council\nof Teachers’ Retirement Systems.\nThis is a most opportune time to promote and enact retirement systems, for the\ncountry is pension-minded at present, evidenced by old-age pension laws, the Town¬\nsend Plan, social security acts, and also the activity of insurance companies to sell\nannuities. At such time of great public interest there is danger of retirement systems\nbeing constructed by well-meaning but inadequately informed people. However wellmeaning, the planning of a system must be kept in the hands of experts.\nI am not going to read the entire report or comment much about it. It is written\nin English, all of you can read it, and you will see some reasons why I do not com¬\nment upon the efforts favorably or unfavorably.\nNow, the gist is that every state should have a sound retirement system especially\nmade for itself. What fits in one state does not fit in another. You cannot wear an¬\nother person’s spectacles comfortably. There are underlying principles, however,\nwhich apply in all cases. Many of these have escaped research to be revealed only\nby experience and may be applied with advantage not only in promoting new sys¬\ntems, but also in administering all systems. You see, in getting married, it is im¬\nportant to get the right one, and after that comes the problem of living together.\nThat is the way it is with the pension system. You get your system first; afterwards,\nyou have to live with it.\nNow, it is our purpose to corral all of the most expert and most experienced talent\nin teacher retirement affairs that we can find anywhere into this proposed depart¬\nment and to make available to every state and community the services of these people\nin the most practical and expeditious fashion and at the least possible expense.\nWe hope to be helpful. We do not aim to have more talk but we do hope to have\nmore action. It is a worthy cause and should receive hearty cooperation.\nI move the acceptance of the report as printed in the Summary of Committee Re¬\nports.\n(The report is printed on page 894 of this volume.)\nPresident Samuelson: Hearing no objection, it is so ordered.\nI will ask now for the report of the Educational Policies Commission, to be given\nby Mr. Carr. (No reply.)\nIf no one responds, we will turn to the next report, the report of the Committee\non Necrology, by Mr. Tcmpel.\n(The report is printed on page 878 of this volume.)\nMr. H. V. Tempcl (Kentucky): Our records will show in the Necrology Report\nfor this year that two thousand and twenty-two educators have passed away. In ap¬\npreciation of the great service of these teachers, we hereby submit their treasured\nnames for national memory.\nLet us stand for a silent minute in their honor.\n(The audience stood in silent tribute.)\nMadam President, I move the adoption of this report.\nPresident Samuelson: Is there a second?\n(Motion seconded.)\nYou have heard the motion. Are you ready for the question? All in favor of the\nmotion will vote “aye”; those opposed will vote “no.”\nPresident Samuelson: The motion prevails. The report is adopted.\nYesterday, when we called for the report of the Committee on Higher Education,\nMr. Crane was not here because he was detained in another section where he was\nspeaking.\nI am going to give him five minutes, with your consent, to explain the program\non Higher Education. Mr. Crane.\nMr. A. G. Crane (Wyoming) : I shall not take five minutes. I think the work of\nthe Committee on Higher Education can be called to your attention in less time\nthan that.\n\n"}
{"page": 729, "printed_page": null, "text": "Associational Records and Information\n\n723\n\nThe Committee on Higher Education has been called into existence by your presi¬\ndent and given the task of ascertaining, if possible, ways and means to stimulate a\nmore active interest in the National Education Association on the part of college and\nuniversity faculties.\nGoing back into history, a few years ago there was a very active Department of\nHigher Education in this Association. Meetings and business of the Association were\nparticipated in by the faculties of higher education; it was mutually beneficial;\nthese faculties contributed something to the N. E. A. and the N. E. A., in turn, con¬\ntributed to them.\nIn the last ten or twelve years, however, the multiplication of higher education\norganizations and associations has been such that they have withdrawn to their own\nspecial organizations and special work.\nThe president of your Association desired that this Committee look into the matter\nto ascertain if there were not some way in which representatives of higher education\nmight become more active in the affairs and activities of the National Education\nAssociation.\nYour Committee is unanimously of the opinion this objective would be highly de¬\nsirable, that higher education should be a unit in the organization known as the\nNational Education Association.\nYour Committee is taking steps to formulate plans whereby we think this desirable\nobjective may be achieved. Until that time, the report of the Committee, as you read\nit in the Proceedings, is a report of progress, but we believe it will be highly desirable\nto take some steps which can be taken without the multiplication of the present com¬\nplex, overorganized situation in education—take some steps that will bring about a\nmore active and more genuine interest in the affairs of the secondary and elementary\nschools, schools represented now in the N. E. A. by representatives of higher\neducation.\nWe, particularly, think it will be wise to have a plan whereby faculty members of\nthe colleges and universities may become active participants in this Association.\nMadam Chairman, the report of your Committee, therefore, is a report of progress\nand it is not yet ready to make a definite recommendation as to the form such or¬\nganization should take. (This report is printed on page 863 of this volume.)\nPresident Samuelson: If there is no objection, this report of progress will be\naccepted and filed. Hearing no objection, it is so ordered.\nI am wondering if all committee chairmen who are to report for the committees\nare on the platform. If not, will they please come at this time?\nWe are going to pause for five minutes to hear some music by the Hawaiian dele¬\ngation.\n(No response.)\nThey are not here, so we will continue.\nWe will now have the report of the Committee on Resolutions, Miss Hinrichs,\nchairman.\nMiss Amy Hinrichs (Louisiana): Madam President, I wonder if you would be\ninterested in some news which we have just had from Louisiana, from some of our\ncolleagues, which I think this Assembly would be interested in knowing, namely,\nI received a paper and telegram yesterday stating that we now have statewide\ntenure and a statewide retirement law.\nI will now present the report of the Resolutions Committee, which will be kept\nwithin the time allowed but which we do hope to read in full; at least, we think\nyou should know it in full.\nThe report is divided into three parts: a restatement of our platform, the resolu¬\ntions that were printed yesterday, and a supplemental report which was also mime¬\nographed and distributed yesterday. The Committee has been working steadily thru\nthe year and steadily since it has been here, in fact, on several occasions, until two\no’clock in the morning.\nI want to say a word about the platform. The platform is a repository of principles\nand of past resolutions that should be kept in a statement of our policies but are not\nburning issues at the moment.\n\n"}
{"page": 730, "printed_page": null, "text": "724\n\nNational Education Association\n\nThe platform was formally adopted in 1931, in Atlantic City, and has not been\ncompletely revised or restated since then. This platform is not changed essentially but\nis tabulated, a kind of brief, so that we can find items more readily.\n(The report is printed on page 887 of this volume.)\n(After reading the platform, Miss Hinrichs continued.)\nThe purpose of reading the platform is, first, that when we come to the resolu¬\ntions, you will not feel we have missed a resolution on an important subject because\nyou will see it has been covered in the platform—the resolutions presented for\nspecific approval.\n(Continues reading report.)\nBefore I read the resolution on the Journal, I wish to say, if I may, this resolu¬\ntion is in no sense a criticism on the Journal nor was it suggested by anybody except\nthe Committee chairman and members who feel that our Journal, now that the de¬\npression is over, should be enlarged and that more space should be given to com¬\nmittee reports.\nNational Education Association Journal. The Representative Assembly con¬\nsiders the Journal of the National Education Association one of the most im¬\nportant services of the Association, and disapproves the reductions in appropria¬\ntions for the Journal fogether with the decreases in the number of pages of the\nsubjectmatter content. The Assembly requests a substantial increase in the text\npages of the Journal, and the devotion of increased space of each issue to the\nwork and purposes of the committees and departments of the Association, and\nto the furthering of the resolutions adopted by the Assembly.\nVIII. Federal Aid for Education. The National Education Association re¬\naffirms with emphasis its endorsement of the principle of federal aid for educa¬\ntion. The Association urges upon the Congress of the United States early passage\nat the next session of such legislation as is embodied in Senate Bill 4793 introduced\nin the Second Session of the 74th Congress, entitled “A Bill to promote the gen¬\neral welfare thru the appropriation of funds to assist the States and Territories\nin providing more effective programs of public education.”\nNow, No. X is “Representative Assembly.” (Reads.)\nThe numbers following take an extra number.\n(Concludes reading of the report.)\nI want, publicly, to thank, in your name, the members of the Committee who\nworked so hard and I think the other members of the Committee will not mind if I\nsay, specifically, the members of several subcommittees and of the regularly elected\nEditorial Committee that worked so hard on these resolutions.\nI move the adoption of this report.\nDelegate: I second the motion.\nPresident Samuelson: The question is on the adoption of the report.\nMr. IV. A. tValls (Ohio) : I want to offer an amendment to Resolution No. IV.\nPresident Samuelson: State your amendment in writing.\nMr. Walls: I desire to offer an amendment under IV, “Opposition to War,” for\nthe purposes of clarification and, if it is seconded, I desire to state the reason. After\nthe words, “The National Education Association definitely opposes war,” I want the\nphrase “as a method of settling international disputes.”\nPresident Samuelson: You have heard the motion; is there a second?\nDelegate (Ohio) : I second the motion.\nPresident Samuelson: The question is on the adoption of the amendment.\nMr. Walls: I am heartily in favor of the statement made in regard to war. I have,\nat some considerable personal sacrifice, made a stand like that in my own com¬\nmunity. If we make this blanket statement, we are opening ourselves to serious\ncharges. I think as a matter of clarification and making our position invulnerable,\nwe should add that phrase to this resolution.\nMiss Hinrichs: I am quite sure that the Committee would stand with me for the\nadoption of that amendment. I feel sure that is really what we meant, tho we do not\nseem to have said it as clearly as the gentleman has said it. We thank him for the\namendment.\n\n"}
{"page": 731, "printed_page": null, "text": "Associational Records and Information\n\n725\n\nPresident Samtielson: The adoption of the amendment is the question. Is there\nfurther discussion?\nAll in favor of adopting the amendment will vote “aye”; those opposed will\nvote “no.”\nThe motion is carried.\nMr. D. Y. Dunn (Kentucky) : Madam Chairman, the parliamentarian will tell me\nif I am out of order. I would like to offer a substitute motion for Article IV, if it is\nin order.\nMr. C. A. Bottolfsen (Parliamentarian) : You had that opportunity a moment ago.\nI shall have to rule it out of order.\nPresident Samuelson: The question is on the adoption of the report of the Resolu¬\ntions Committee. If there is no further discussion, we will call for the vote.\nMr. Joy Elmer Morgan (Editor of the Journal): I appreciate the spirit in which\nI believe the Resolutions Committee has submitted this resolution relating to the\nJournal. I want to publish these resolutions in the September Journal for our farflung membership and as a question of personal privilege, I want to ask, thru your\npresident, unanimous consent for the withdrawal of that resolution. I believe you\nwill understand and appreciate the reasons for making that request.\nPresident Samuelson: Unanimous consent has been asked for the withdrawal of\nthe resolution on the Journal.\nIs there objection? The Chair having heard none, it is so ordered.\nThe question is on the adoption of the resolutions as amended. Are you ready\nfor the question?\nDelegate (California) : It occurred to us that the numbers in the resolutions have\n.been changed—No. VIII is Federal Aid.\nPresident Samuelson: The numbers will be corrected.\nDelegate (California) : Back here, we feel you are going a little too fast. Some of\nus have other amendments we are introducing; we had another amendment for the\nresolution on war. You will have to go more slowly. Would it be in order to offer\nanother amendment to the resolution on war?\nMr. Bottolfsen: The parliamentarian will have to rule that the request is out of\norder, unless by unanimous consent we return to that order of business. The chair¬\nman paused after reading these and I think sufficient time was given. However, it\ncan be reconsidered if unanimous consent is given to return to that order of business.\nDelegate (California) : We ask unanimous consent.\nPresident Samuelson: Unanimous consent is asked for reopening IV, “Opposition\nto War”; is there objection?\nThe Chair hearing no objection, it is so ordered, and No. IV is again before us.\nWe recognize you for this purpose.\nMr. Samuel M. Wixman (California) : May I say that I, too, am in full sympathy\nwith the resolution opposing war, as offered by the Committee. However, I want to\ngive you a little anecdote.\nAt a funeral service, the minister, with the casket near him and the widow and\nyoung daughter of the dead one in front of him—the minister proceeded to—\nPresident Samuelson (Interrupting) : Will you please propose your amendment be¬\nfore discussing it.\nMr. Wixman: Thank you. The amendment is that the Representative Assembly\nfurther recommend that the N.E.A. and the Peace Committee so designated cooperate\nwith any or all antiwar groups which are striving sincerely for genuine peace.\nMay I say a few words?\nMr. Bottolfsen: Is that adding a new paragraph?\nMr. Wixman: Yes, to the resolution as offered by the Committee.\nPresident Samuelson: Is there a second to this amendment?\nDelegate: I second it.\nMr. Wixman: May I say a few words to explain the amendment?\nPresident Samuelson: The question is on the adoption of the amendment. I recog¬\nnize Mr. Wixman.\nMr. Wixman: I will just finish the little anecdote—so the minister, with the dead\nman near him and the widow and daughter further from him, proceeded to extol\n\n"}
{"page": 732, "printed_page": null, "text": "726\n\nNational Education Association\n\nthe virtues of the dead man. As wonder turned to amazement, the widow finally\nturned to her little daughter and said, “Mary, please go up and look at your father.\nI am not sure the good minister means him.”\nNow, we, as teachers, have been charged with being stiff-necked; we, as teachers,\nare being accused of being impractical. It is said, as teachers, we immure ourselves\nwithin the walls of our classrooms and laboratories and do not take part in the\nlife about us. In fact, it is said that, when it comes to the important, vital issues,\nwe sit on the fence. It is true, wre all have good intentions, it is said about us, but\ngood intentions do not necessarily get us anywhere and in order to get us some¬\nwhere, I am offering this amendment to the resolution on war.\nIf it is in order, Madam Chairman, I move the adoption of this amendment.\nDelegate: I second the motion.\nPresident Samuelson: Air. Walls.\nAir. Walls: I move to lay this amendment on the table.\nDelegate: I second the motion.\nPresident Samuelson: The motion has been made that this be laid on the table.\n(A vote was taken.)\n\nThe motion is carried, and it is so ordered.\nMr. Joseph H. Saunders (Virginia) : I should like to move to amend the Resolu¬\ntion No. IV on “Opposition to War.” I understand, while I was out of the room,\nthere was an amendment made to the first paragraph but in my judgment it did not\ngo quite far enough.\nTherefore, I would like to offer the following: That the resolution as opposed to\nwar read this way: “The National Education Association definitely opposes war as a\nmethod of settling international disputes” and striking out the remaining “and re¬\naffirms its opposition to compulsory training in public schools,” and so on. I will *\noffer that as a substitute. If it is seconded, I will give the reason.\nDelegate: I second the motion.\nPresident Samuelson: The question is on the adoption of the amendment.\nAir. Saunders: I do not want to delay the matter very long but I want to call your\nattention to the fact that in the present world situation we do not know whether\nthis country will be attacked by a foreign power or not. If it is attacked by a foreign\npower and we do have to defend our country, we certainly do want qualified and\ntrained men to lead our boys.\nI have two sons and I would be ashamed of them if they did not go to the sup¬\nport of their country if it were invaded, but I would want those two boys following\ncapable and trained men.\nAnd, for that reason, I do not think we should go on record as opposing the proper\npreparation of reserve officers who will be ready at any time to respond to the call\nof their country.\nAnd, furthermore, I do not believe that we, as a great educational organization,\nshould take a slap at the great military schools and colleges provided by our\nnational government and our state governments. I do think, however, we should\ndefinitely say wTe are opposed to compulsory military training and that is what we\nsay in the second paragraph, but those who wish military training and desire it—\nand I desire it for mine—ought to have the opportunity to have it and I would like\nto have the resolution read: “The National Education Association definitely opposes\nwar as a method of settling international disputes” and strike out “reaffirms its op¬\nposition to compulsory training in public schools,” and so on. I do not believe we\nwill make a mistake in that and I believe if we change the resolution we will not\nhave so many people insisting on teachers taking oaths to show their allegiance to\ntheir country.\nMrs. Helen M. Ruehen (Illinois) : I am speaking to the resolution as presented\nby the Resolutions Committee with the previous amendment as made by Mr. Walls.\nThe previous speaker spoke of qualified trained men to lead our boys, should\nthere be any military need. You wTill notice that the resolution does not make this\npoint. The point of the resolution is that we do not want this type of education in\nthe schools. There is great disagreement on the part of military men, themselves,\nas to the effectiveness of the type of military training which is given in the schools.\n\n"}
{"page": 733, "printed_page": null, "text": "Associational Records and Information\n\n727\n\nThe type of military training in the schools trains for past wars; it is on those terms.\nThe kind of training which must be given effectively trained men should they have\nto go into another war is of a completely different nature, and the war would be of\na different nature.\nSo, the argument does not hold good. There is another argument in support of the\nR. O. T. C. that it is a substitute for physical education. This argument does not\nhold good. Physical education instructors, on the whole, are agreed that military\ntraining is not a substitute for physical education, and, in fact, in West Point, physical\neducation is given to supplement military training because military training does\nnot act in the way that physical education does.\nIt is very important that we look upon the background of the R. O. T. C. and the\npeople who are suppprting it. The purpose of it is not military training; the purpose\nis not physical education; it is not character training, as many contend; but the pur¬\npose of it is to develop a military psychology and to have what we call “unthinking\nobedience.” None of us wants to say we do not want our young people to be loyal and\npatriotic; we want them to be thinkers, we want them to understand things. They are\npatriotic about things they are loyal to and this type of training trains rather for the\nunthinking, flag-waving type of patriotism, the type of thing which we, as teachers,\ncannot support because it can be used against as well as for the institutions in\nAmerica we hold dear.\nTherefore, I cannot see any educational defense for having the R. O. T. C. in the\nschools and the teachers who are supporting it are the teachers who want this type\nof flag-raising patriotism, without a basic democratic institution.\nMiss Hinrichs: May I make a statement? I, really, for the Committee, endorse\nwhat Mrs. Rueben has said. We discussed this practically this way in the Com¬\nmittee. I, particularly, want to call your attention to this, that this resolution does\nnot propose—I mean, this paragraph of the resolution—that we go out crusading\nagainst units that now exist but we are adopting a resolution (if we adopt it)\nagainst the tendency to expand and increase military units in the schools.\nOccasionally, it is well to mention one city by way of illustration. In my own\ncity, two weeks before I left home, an attempt was made to thrust military training\nupon the schools where it had never been before, the attempt being made by outside\nforces who got the support of fine citizens who never before had been in a schoolboard office. We had three hours of presentation of one side and the other before\nour schoolboard. I am glad to say that the movement was voted down, but for a long\ntime it struck us as very dangerous, and the big thing was that nobody in the city of\nNew Orleans initiated the movement. It was an outside attempt to force it upon us.\nIt is such expansion, which is not isolated to the city of New Orleans, that this resolu¬\ntion is intended to take a stand against. I would plead to let it go as it is.\nPresident Samuelson: Mr. Dunn.\nMr. Dunn: I really feel guilty in taking more of your time in discussing this ques¬\ntion, but to me it cannot be reduced to the telling of anecdotes or to the discussion of\na topic we cannot settle in our own minds, because we are too divided in our think¬\ning and more divided in our emotional feeling on the subject.\nI hope to make a few statements that may help to clarify it in your thinking\nbecause, to me, it does clarify this issue somewhat. I think we are a bit confused in\nthe issue. All right-thinking people are opposed to war, as an activity, but the word¬\ning of the resolution in the printed report, more or less, classifies teachers as an\nunpatriotic group, and I know we do not belong there. I know you are patriots.\nI know you want this country defended. I know you want the principles on which\nit was established preserved and I know you want to take the lead in that preserva¬\ntion. The resolution in the report definitely opposes the plan of the United States\ngovernment for the preservation of the democratic principles and the protection\nof the liberties that we have enjoyed.\nWe have the sanest plan of national defense of any nation on the globe, and it is\nhere that I have fears. If we, as leaders of the youth of the nation, create in their\nminds an attitude against the government’s plan of national defense, then the time\nmay come when it is necessary for self-preservation for our government to adopt a\n\n"}
{"page": 734, "printed_page": null, "text": "728\n\nNational Education Association\n\nmore militaristic plan than it has now. I do not want that day to come. I served the\ncountry two years; the country owes me nothing, not even a bonus; I was benefited\nby it; I am ready to serve it again even tho I hope the day will never come when I\nneed to serve it, but I want you to know that even the little country of Jugo-Slavia\nhas a greater standing army than the United States; Roumania has twice the stand¬\ning army of the United States. The United States of America has only 137,000 men\nin uniform—officers and otherwise.\nWe are opposing something here that will drive us to a more militaristic policy on\nthe part of the government. You are enjoying freedom of speech, liberty in your own\nthinking and planning and, at the same time, opposing in this resolution the very\npolicy that makes that possible. I do not want to see our young men regimented in\ngovernmental uniforms and have a large standing army. I want it to be a plan of\nnational defense that will keep our young men ready to serve the country and yet\nnot be in actual military service. I believe that the present plan is less militaristic\nthan that of any other nation.\nTherefore, I agree with Mr. Saunders that we should at least not oppose, if we do\nnot endorse—I am not asking you to endorse—but we should not oppose some plan\nof the national government to perpetuate the principles of liberty we enjoy and\nunder which we are working.\nHave you ever thought that if it had not been for the Revolutionary War we\nmight have been teaching a curriculum handed to us by a government, not free to\nadvise or make it in conformity to our own thinking? Have you thought that if the\ntime should come when our government should not be properly prepared to defend\nthe principles of the democracy we enjoy, that we would, undoubtedly, revert to\nthe control of some government that would dictate to .us and we would lose our\nfreedom for thinking?\nI wish to offer an amendment to the amendment.\nMr. Bottolfsen: You are out of order.\nDelegates: Question.\nPresident Samuelson: The question is on the adoption of the amendment to Reso¬\nlution No. IV.\nMrs. Helen Rand Miller (Illinois) : Wars do not just happen nowadays; wars are\nmade. We, as teachers, do not want to have any part in making wars and if we do not\nstand for this resolution now that we have a chance, we are taking our side with\nthe war-makers. We would all, as teachers, be ashamed if the National Education\nAssociation, an institution, an organization for culture, did not do all it could to\nstop war.\nI urge the passing of the original resolution.\nDelegate (Kentucky) : I rise to a point of information. Will your chairman ex¬\nplain this sentence, “The Association further urges that, when military training is\nincluded in the curriculum, it be under the direction and administration of regular\nschool authorities.” I should like to know what she and her Committee mean by that.\nMr. Bottolf sen: I rule that the question is out of order, as it does not pertain to the\nissue before the Assembly, which is an amendment to the original motion.\nMr. Robert C. Keenan (Illinois) : Will this automatically bar asking a question\nafter this has been passed?\nMr. Bottolf sen.: The question then will be on the motion to pass the entire resolu¬\ntion, which may be opened then for discussion.\nMr. Roy S. Haggard (Connecticut) : I would like to speak in favor of the amend¬\nment.\nPresident Samuelson: You are recognized.\nMr. Haggard: On graduation from college, I became a teacher and I have been\na teacher of one kind or another, either for better or worse, since graduating except\nwhen this country stepped in because of unpreparedness and took me into the service.\nI was so green and so unable to do the work that I never was “over there.” I served\non this side in the capacity of chemical engineer, where my services were worth\nwhile.\n\n"}
{"page": 735, "printed_page": null, "text": "Associational Records and Information\n\n729\n\nNow, I am in favor of this amendment because of that reason, that your boys,\nor some of your personal representatives in your family or other places, may find\nthemselves in that same situation when that time comes again.\nIn my school and in your school, if you will take the trouble to look it up, you will\nfind several who will not salute the flag. Now, I do not believe many of us make an\nissue of it, but if you took the trouble to go around—even such a simple flag salute\nas placing the hand over the heart, and that is the only flag salute in our school,\nexcept that of the Girl or Boy Scouts—you would find that that flag salute is\ndefinitely passed over by many in the audience, and I thank God that they live in\nthis United States of America, where they can do it and not have their heads cut\noff, and that there are people here who are willing to stand up for freedom and for\nright and justice so they can have no conscientious objection to doing these things\nand still live. There is not another country in the world where that can be done.\nIt is a national defense properly thought about and properly carried out that enables\nus to do that, not militarism.\nThank you for even listening to me.\nPresident Samuelson: Mr. Cram.\nMr. Fred D. Cram (Iowa) : On another program this morning there appears a\nrepresentative of the American Legion. He tells us that the Legion is taking steps\nin the direction of liberalism and is trying to quell the element in the organization\nwhich has been “red beating,” so-called. That is a very definite gesture in the\ndirection of the things that the National Education Association has stood for.\nNow, the points that Mr. Saunders is proposing to eliminate from this resolution\nare points that the American Legion has stood for and will stand for. Would it\nnot be a serviceable gesture if not a beautiful one for us, as an organization, to\nmake some attempt to meet the Legion halfway?\nI am always glad when a classroom teacher becomes concerned about my children.\nWe have one boy; he will be of military age should war break out. It would\nbreak our hearts for him to tell us that he must go, but it would crush our souls to\nhave him try to get out of going. And I want to thank with all my heart and\nsoul Mr. Saunders for his motion and his suggestion, that when he goes, I want\nhim to be trained for efficient leadership.\nMr. Robert C. Moore (Illinois): It seems to me this needs clarification at this\ntime. I want to speak with the utmost composure and not introduce any sentiment\nor emotional appeal. Being of Revolutionary stock, I think I am somewhat qualified\nto say a word in explanation of what I think is the real issue before this con¬\nvention. I hope you will notice that the argument presented by two or three of\nthese gentlemen is irrelevant. There is nothing in this condemning the regularly\nnationalized military training under the authority of the American government,\nand all this “flag-waving” and talking about the necessity for preparation is abso¬\nlutely misplaced. It seems to me that the resolution as it is without amendment is mild\nenough, if not too mild. Note that it says that this “Association is opposed to the\nprevailing tendency to militarize the schools and colleges, thru the increasing\nsupport and expansion of the Reserve Officers Training Corps”—“thru the increas¬\ning support and expansion” of these military training measures and methods\nof various kinds.\nIt seems to me that it is necessary to halt this tremendous growth that is taking\nplace in some states and cities towards militarizing the schools. We have plenty\nof material in our course of study now, more than we can properly teach, possibly,\nand more than the American people at the present time are paying for. I believe\nthat any further increase in the support and expansion of the militarization of\nthe schools will detract so tremendously from the regular curriculum that we will\nhave fewer of the teachers, like you, teaching the traditions of America which\nare in our courses of study and are considered necessary.\nI happen to have observed the educational financial affairs of Illinois for many\nyears. We have, in Illinois, many teachers who have not been paid for months\nand some of them for years, but they are not the ones that come in from the\nfederal government teaching military training but some of our districts are\n\n"}
{"page": 736, "printed_page": null, "text": "730\n\nNational Education Association\n\nadding their local funds to the funds that are furnished by the federal govern¬\nment and are, therefore, subtracting from the regular teachers funds that which\nshould go for their long overdue salaries.\nI, for one, am not willing to vote for this amendment which would take out\nthe recommendation by this Association that we are opposed to the prevailing\ntendency to militarize the schools thru the increasing support of these things.\nMiss Luella Hoskins (Illinois) : I wish to speak on the original resolution.\nMr. Bottolfsen: That is not before the Assembly.\nMiss Hoskins: The amendment?\nPresident Samuelson: If you speak to the amendment, you will be recognized.\nI will call out of order any person who does not speak to the amendment.\nMiss Hoskins: I do not have much to say, but I do want to bring in one point.\nWe seem to be forgetting the youth who are in our hands day in and day out.\nThe other night Miss Lawson (I am not sure that is her name—I think of her as\n“Willie”) said: “Youth does not mind appropriations or taxes they may have to\nsupport later, that are already appropriated for aid age, unemployment insurance,\nthat sort of thing, but they do worry about and do object to the military appropria¬\ntions to send them to war, to make them cannon fodder. They do not want to\nsupport the appropriations they will have to pay for in years to come with\ntheir own lives” and it seems to me, we must consider youth in this problem;\nthey are the ones to be considered.\nWe see the boys marching by in their bright uniforms; they seem to enjoy it,\nbut we must have them realize the danger they are letting themselves in for if\nwe do have expansion of these military units.\nDelegate: I move the amendment be tabled.\nPresident Samuelson: The motion is seconded. We will vote. All in favor of tabling\nthe amendment will vote “aye”; those opposed will vote “no.”\nPresident Samuelson: The noes seem to have it; they do have it, so the motion\nto table the amendment is lost.\nDelegate: I move the previous question.\nDelegate: I second the motion.\nPresident Samuelson: The previous question has been moved. The question is,\nShall the previous question be ordered? All in favor vote “aye”; those opposed\nvote “no.”\nThe ayes seem to have it. They do have it. So the previous question is ordered.\nMr. Walls’. I ask for a roll call.\nMr. Bottolfsen: A roll call will be ordered.\nPresident Samuelson’. A roll call will be ordered. The secretary will call the roll\nby states. First, Mr. Saunders will read his amendment.\nMr. Saunders: “The National Education Association definitely opposes war as a\nmethod of settling international disputes” and going to the top of the next page\n“and reaffirms its opposition to compulsory military training in the public schools,\nin colleges, and in universities.” And “The Association further urges that, when\nmilitary training is included in the curriculum, it be under the direction and ad¬\nministration of regular school authorities.” The third paragraph remains as is:\n“The Representative Assembly recommends the appointment of a National Educa¬\ntion Association Peace Committee to devise ways and means of making this\nresolution effective thru education.” And the first part of the paragraph: “The\nAssociation is opposed to the prevailing tendency to militarize the schools and\ncolleges, thru the increasing support and expansion of the Reserve Officers Training\nCorps”—\nPreside?it Samuelson (Interrupting) : We will take a two-minute recess.\n(Recess)\nPresident Samuelson: The Representative Assembly will be in order. The ques¬\ntion is on adoption of Mr. Saunders’ amendment. The secretary will call the roll of\nstates.\nSecretary Givens: I wTill now call the roll. Please answer as the names are called.\nAlabama—2 yes; 3 no. Alaska—1 yes; 1 no. Arizona—7 yes; 3 no. Arkansas—3\n\n"}
{"page": 737, "printed_page": null, "text": "Associational Records and Information\n\n731\n\nyes; 1 no. California—68 yes; 48 no. Colorado—29 yes; 5 no. Connecticut—12 yes;\n0 no. Delaware—4 yes; 0 no. District of Columbia—4 yes; 1 no. Florida—3 yes;\n1 no. Georgia—7 yes; 0 no. Hawaii—2 yes; 18 no. Idaho—7 yes; 0 no. Illinois— 91\nyes; 19 no. Indiana—15 yes; 11 no. Iowa—18 yes; 4 no. Kansas—14 yes; 0 no.\nKentucky—7 yes; 0 no. Louisiana—4 yes; 3 no. Maine—10 yes; 4 no. Maryland—\n4 yes; 0 no. Massachusetts—13 yes; 5 no. Michigan—25 yes; 8 no. Minnesota—\n10 yes; 25 no. Mississippi—4 yes; 1 no. Missouri—24 yes; 5 no. Montana—1 yes;\n4 no. Nebraska—2 yes; 14 no. Nevada—1 yes; 2 no. New Hampshire—0 yes; 3 no.\nNew Jersey—2 yes; 20 no. New Mexico—No reply. New York—16 yes; 15 no.\nNorth Carolina—No reply. North Dakota—2 yes; 0 no. Ohio—38 yes; 21 no.\nOklahoma—6 yes; 12 no. Oregon—18 yes; 1 no. Pennsylvania—50 yes; 19 no.\nPuerto Rico—No reply. Rhode Island—3 yes; 0 no. South Carolina—0 yes; 4 no.\nSouth Dakota—5 yes; 1 no. Tennessee—6 yes; 0 no. Texas—9 yes; 8 no. Utah—\n12 yes; 4 no. Vermont—0 yes; 2 no. Virginia—20 yes; 0 no. Washington—20 yes;\n14 no. West Virginia—15 yes; 5 no. Wisconsin—11 yes; 24 no. Wyoming—7 yes;\n1 no. Teachers Institute of Philadelphia—0 yes; 1 no. Illinois Teachers Association—No reply. Nashville Board of Education—No reply. New Mexico—No reply. North\nCarolina—No reply. Have all voted? If so, I declare the ballot closed.\nPresident Samuelson: The results are: 632 yes; 341 no. A majority having\nfavored the amendment, I declare the amendment adopted.\nThe question is now on the adoption of the resolution as amended.\nDelegates: Question.\nPresident Samuelson: Those in favor of the motion will vote “aye”; those opposed\nwill vote “no.”\nThe ayes have it. The motion is carried.\nAre there any other amendments to be adopted or motions to be made? Miss Adair.\nMiss Cornelia S. Adair (Virginia) : As chairman of the Rules Committee, I would\nlike to ask the parliamentarian to rule whether or not that resolution, No. IX,\nRepresentative Assembly, is in order?\nMr. Bottolfsen: The question having been raised, I shall rule it out of order.\nMiss Hinrichs: I do not know whether this statement is effective now at all—\nit was lifted bodily from last year’s resolution.\nPresident Samuelson: It is ruled out of order. Therefore, No. IX will be dropped\nfrom the resolutions.\nAre there any other motions to be made with reference to the resolutions?\nAre you ready for the question?\nThe question is on the general adoption of the resolutions.\nAll in favor of adopting the resolutions as amended will vote “aye”; those\nopposed will vote “no.” The motion is carried.\nWe shall proceed to the next order of business.\nMr. Shaw: Madam President—\nPresident Samuelson (Interrupting) : Are you going to talk with reference to the\nnext order of business?\nMr. Shaw: I rise to a point of personal privilege.\nPresident Samuelson: State your point of personal privilege.\nMr. Shaw: On Tuesday, when we acted upon Issue 26, report of the Committee\non Amending the Charter, it appears that certain statements were made in such\na way that the parliamentarian feels that the matter is not clear in the minutes.\nWe have prepared a proposal which I believe will clarify exactly what we did\non that issue. I ask unanimous consent that we return to Issue No. 26 for the\npurpose of clarifying our action with reference to Section 9 of the Act of Incorpora¬\ntion.\nPresident Samuelson: Unanimous consent has been asked to return to this order\nof business. Is there objection?\nThe Chair hears no objection, so we return to consider that order of business.\nMr. Shaw.\nMr. Shaw: I ask unanimous consent to amend the action of the Representative\nAssembly at Denver on the report of the Committee on Amending the Charter,\n\n"}
{"page": 738, "printed_page": null, "text": "732\n\nNational Education Association\n\nChapter VI, Issue No. 26, beginning at Line 8 by striking out the following words,\nto wit:\nProvided that this corporation may, by its bylaws, make other and different\nprovisions for the custody, control, management, sale, mortgage, or other disposi¬\ntion of its property in accordance with Section 7 of the Act of Incorporation as\namended by this Act.\nMr. Walls: Will this strike it from the bylaws or leave it in the charter?\nMr. Bottolfsen: Section 9 will remain in the charter as it now is.\nPresident Samuelson: The Chair hears no objection, so the request is granted.\nIs there anything further to come before us on this point? (No reply.)\nMr. Shaw. I rise to a point of personal privilege.\nPresident Samuelson'. State your point of personal privilege.\nMr. Shaw: With reference to the action taken yesterday providing for a Pub¬\nlishing Committee. It clearly provided that we should have an election by the\nHare System of Proportional Representation today; for that Committee no previous\narrangements had been made to carry out the election and, therefore, it becomes\nnecessary for us to do something with it this morning.\nI believe that all that is necessary is to make this explanation and to ask unanimous\nconsent at this time to proceed with that election.\nPresident Samuelson: Unanimous consent has been requested. Is there objection?\nThe Chair having heard none, it is so ordered. We shall proceed with the election\nof the Publishing Committee.\nMr. Shaw. I shall not take much of your time to indicate anything more than\nthat in the back of the report of the Committee on Reorganization is Mr. George Ii.\nHallett, Jr.’s full explanation of the method of procedure. It seems to me that every¬\none desires to proceed as rapidly as possible this morning and carry thru the\nballot, dispose of it as far as voting is concerned.\nTherefore, I do not wish to go into detail to explain what is done, how it is\neffected, and what the effective results are unless I am requested to do so. Immedi¬\nately upon action yesterday, I got in touch with the representative of the National\nMunicipal League in this community and they have assigned to us a gentleman,\na member of the faculty of Reed College, who is an expert on this particular\nsubject, as well as many others. He has the honor and distinction of having been\na Rhodes Scholar at Oxford; following that he attended the University of Chicago.\nHe will take charge of the election. I think you ought to meet him and proceed\nto the vote under his instruction, with the particular features that go with this\ntype of election. I present Professor Goldschmidt.\nPresident Samuelson: Mr. Goldschmidt.\nMr. Goldschmidt: I should like to say that your second and third choice votes will\nnot interfere in any way with the possible success of your first choice vote—you\nmay have as many choices as you like; they will assist you in securing the election\nof your people representing your particular point of view. Be careful—only one\npoint—do not use “x’s” but numerals.\nThe votes will be counted immediately at the Lincoln High School, Room 103.\nNow, will the tellers repair there—it is about five blocks from here. We will try\nto get the ballots counted as quickly as possible and have the results back this\nafternoon.\nPresident Samuelson: I recognize Secretary Givens to make further explanation.\nSecretary Givens: When this action was taken yesterday, I immediately assumed\nauthority to go ahead and get ready for the election; nothing else was to be done.\nI appointed a committee; Mr. Shaw was on that committee, Mr. Goldschmidt, Mr.\nAllan, and myself. We took the sixteen names that were submitted and after con¬\nsideration of the best way of putting these names on the ballot, we marked sixteen\npieces of blank paper, put them in my hat and shook them up and got a Western\nUnion Telegraph boy to reach in and pull them out. We called the name of the first\none that happened to be on top in the list and the number that came out was\ngiven to his name and after the sixteen were arranged, they went on the ballot in\n\n"}
{"page": 739, "printed_page": null, "text": "Associational Records and Information\n\n733\n\nthat order. To put them on alphabetically, of course, would give the man on top\nthe advantage of the vote, so we simply drew lots—the ballots are here; we want\nto conduct the election this way.\nWe will pass the ballots out to the state delegations; everyone on the floor of the\nconvention is, officially, a delegate. We will have you mark those ballots, pass\nthem right back to the aisle ;'we will take the ballot boxes right here, go down the\naisle, and drop them in and the voting is over.\nOne other word on voting, when you get this ballot you will find the sixteen\nnames on the ballot; on the left is a square. By this method of voting, you simply put\nNo. 1 in front of the one you most want elected—the number 2, the next one; 3,\nthe next one; 4, the next one; and so on down to 16, if you care to put in 16\nnumbers—write them in order as you would like to see them elected.\nAre there any questions?\nMiss Willie A. Lawson (Arkansas) : How many members are on this ballot?\nSecretary Givens: Sixteen on the ballot, and five will be elected. Any other\nquestions? If not, we will pass the ballots out to you, and you want to mark them\nas quickly as you can and pass them back to the aisle where they will be collected\nin the ballot boxes. These ballots are now being passed out.\nWe thought it was wise to select the Elections Committee by asking each state\nwith a candidate on the ticket, to name one representative from its delegation.\nWe would like you to do this at once.\nI want one from Idaho; one from New York; one from Massachusetts; one\nfrom Pennsylvania; one from California; two from Illinois; one from Oklahoma;\none from Indiana; one from Arizona; one from Wisconsin; one from New Jersey;\none from Missouri; one from Connecticut; one from Ohio; and one from Michigan.\nYour state delegation will select the member who will serve on this committee.\nWe will take the name immediately and the Committee will meet in Room A.\nPresident Samuelson: Will the convention please come to order, so we may proceed\nwith the business? Those who have names to present will please bring them to the\nplatform.\nSecretary Givens'. Do this quickly and let us be seated again. Let us go forward.\nPresident Samuelson: We will now turn to the next order of business. I call upon\nMr. Carr and request him to present the report of the Educational Policies Com¬\nmission—in five minutes, or less.\nMr. William G. Carr (Secretary of the Educational Policies Commission) : My\napologies, first, for my absence when I was first called upon, which was due to a\nmisunderstanding as to my responsibility in the matter.\nEach of you has in the envelope you received when you registered a brief and\nbeautifully decorated report of the Educational Policies Commission. For that reason,\nit will not be necessary for me to make more than two points on behalf of the\nCommission.\nFirst, I am sure that the Commission would want the Representative Assembly to\nunderstand very clearly the basis on which it is operating. The Educational Policies\nCommission was appointed for a five-year term by general action of the National\nEducation Association and the Department of Superintendence. It is financed by\na separate grant from the General Education Board.\nThe work of the Policies Commission, therefore, does not cost the National Educa¬\ntion Association anything; on the other hand, the funds granted to the Associa¬\ntion for the Policies Commission are not available for appropriation for any other\npurpose. In other words, I hope it is clear to the directors and members of the\nAssembly that the Educational Policies Commission, in its operation, makes no\ndifference one way or the other to the financial situation of the National Educa¬\ntion Association. I think that is important information.\nSecond, the Educational Policies Commission has two large purposes. It wishes\nfirst of all to act as a clearing-house for educational planning in this country. It\nwas appointed last December and held its first meeting in January. It has not yet,\nnor will it have for some time, any detailed plans to present to the teaching\nprofession. It is operating on a long-term basis.\n\n"}
{"page": 740, "printed_page": null, "text": "734\n\nNational Education Association\n\nIt will consider its matters very carefully and hopes for hearty cooperative,\nintelligent advice and criticism of the entire profession. The Commission has\nauthorized the creation of a group of consultants broadly representative of the\nentire country. Among these consultants are included presidents of all local and\nstate educational associations, affiliated with the N. E. A., so that the Commission will\nhave, at all times, close contact with the field, and I am not saying anything\nw7hich is merely formal and routine in emphasizing this second point. The Com¬\nmission sincerely desires the cooperation, the counsel, and the advice of the entire\nprofession thru its leadership as represented on the board of consultants.\nThe Commission, I am sure, would want me to say that it recognizes that no\ngroup of twenty people can make educational policies for this great country; only\nthe profession at large can make such policies. The Commission hopes to make policies\nthru democratic methods, to act as a clearing-house rather than dictator, and to\nserve as an expression of the best thinking of a nation, rather than as a statement\nof its own particular personal viewpoints.\nThat is the purpose of the Commission. That is the project to which it has set its\nhand for five years. We ask your cooperation and advice at all times. I will not\ngo over the report because it is in all your envelopes.\nPresident Samucison: The parliamentarian has asked me what I am going to do\nabout the report of the Educational Policies Commission. I assumed it would be\naccepted because it is a report of progress. That organization is not a part of\nour own Association, but since it is on the docket, I will ask if there is objection to the\nacceptance of the report? I hear none, so it is ordered accepted.\nI will call next for the report of the treasurer.\nMr. R. E. Off enhauer (Ohio) : My report will be found in the “Financial Report”\nfor the fiscal year ending May 31, 1936, which is in your hands. Therefore, in order\nto conserve time, I shall not go into the details of the report unless you have ques¬\ntions regarding the report.\nMadam Chairman, I move the acceptance of this report.\nDelegate: I second the motion.\nPresident Samucison: The motion is made and seconded. The question is on the\nadoption of the report..\nIs there discussion?\nAll in favor of adopting the report will vote “aye”; those opposed will vote\n“no.” The report is adopted.\nI now call for the report of the Auditing Committee, Mr. Stout.\nMr. Grover Stoui: We have examined the report of Mr. R. E. Off enhauer, cover-'\ning the financial transactions of the National Education Association of the United\nStates for the year ending May 31, 1936, as certified to by Wayne Kendrick and\nCompany, Certified Public Accountants of Washington, D. C., and find same correct,\nto the best of our knowledge and belief.\nThis report is signed by Grover Stout, chairman, J. O. Davis, and Jean B. Hagerty.\nI move the adoption of this report.\nDelegate: I second the motion.\nPresident Samucison: The question is on the adoption of the report. All in favor\nof the motion will vote “aye”; those opposed will vote “no.” The report is adopted.\n(The report is printed on page 790 of this volume.)\nI will call next for the report of the Board of Trustees. Mr. Saunders.\nMr. Joseph H. Saunders (Virginia) : The report of the Board of Trustees is a\nfinancial report and is in the printed form which you found in your envelope\nwhen you registered.\nI call your attention to the fact that at the close of business on May 31, 1936,\nwe had cash on hand in the Permanent Fund, $6,033.23 ; we had securities of the\nmarket value of $110,494.66; we had Life Membership notes, due the Association,\n$181,985.17; we own a building and equipment at Washington, with a debt on it\nof $80,000; so, less that debt, we have a value there of $495,457.01.\nThe Department of Elementary School Principals has a fund in our care of\n$7,312.86; the Department of Superintendence has a research fund amounting to\n$19,858.71; and the Teachers Welfare Fund is $5,982.66. So, the permanent assets\n\n"}
{"page": 741, "printed_page": null, "text": "Associational Records and Information\n\n735\n\nof our Association, today, are $827,124.30 with an equity in a Retirement Fund of\nabout $45,000. This is a net gain over last year of $24,459.83, and during this year,\nwe have reduced the mortgage on our property from $100,000 to $80,000.\nI will not go into the rest of the details of the report except to tell you you\nwill find in the report a recapitulation of the assets of the Association. I want to\ntake a moment there because there was some criticism in the discussion on Tuesday\nmorning. We have set up a list of the $110,000 worth of securities, and there was\na criticism made there on that morning that there is a considerable portion of these\nassets in railroad bonds.\nI want to say, in behalf of my associates on the Board of Trustees, that your\npresent Board of Trustees has never purchased any railroad or any industrial bonds.\nWhen we came into the Board, eight years ago, I offered the motion that there¬\nafter the Association funds be invested only in national, state, and municipal\nsecurities and all the bonds we have bought since are of that character, including\nthe Elementary School Principals Funds, Department of Superintendence Funds,\nand 40 percent of our own fund. We would have disposed of these railroad bonds\nbut they have all, with one exception, paid interest fully to date, and there has\nnever been a time in market conditions in the past few years when we could have\ndisposed of those bonds without sacrificing some of the funds of the Association.\nYour trustees believed by holding those bonds, all fully paid to date, that when\nthey reached their maturity, the Association will get full value for those bonds.\nI offer you that explanation to the criticism of the statement made here on Tuesday\nmorning by one of the speakers discussing amendments to the charter. On the\nfirst page of the report, I have set up the earnings of the Permanent Fund for the\npast five years. In the past five years we have earned and paid into your operating\naccount for running the Association, $185,208, on an average of over $37,000 a\nyear, which is a little more than 4^4 per cent on all your securities. In these trying\nfinancial times, that is a record of which your Board of Trustees is proud, and I\nmove the adoption of the report.\nPresident Samuelson: Is there a second?\nDelegate: I second the motion.\nPresident Samuelson: All in favor of the motion will vote “aye”; those opposed\nwill vote “no.” The report is adopted.\n(The report is printed on page 788 of this volume.)\nIf you have your agenda before you for the morning’s meeting, you will notice\nI omitted the item for other reports—Board of Directors—for the reason Secretary\nGivens was busy at that moment. I now call upon him to make a brief statement.\nSecretary Givens'. All reports which the Board of Directors asked to pass on to\nthe Representative Assembly for action have been presented by the chairmen\nof those committees, so there are no further reports to be presented. All reports before\nthe Assembly are in your hands in printed form. There is nothing further to\npass on.\nPresident Samuelson: Then I will call for the report of the Budget Committee.\nMiss Collins.\nMiss Helen T. Collins (Connecticut) : In presenting the report of the Budget\nCommittee, I should like to follow the procedure inaugurated last year; I shall\npresent the summary at the beginning, and I will ask Mr. Givens to give you the\ndetails of each of the items of the report. We shall answer any questions and any\nobjection and then move for the adoption.\nYou will note in the summary of this report, first, that the budget appropriations\nare recommended for 1936-37 for a total amount not exceeding the actual income\nfor the year 1935-36.\nSecond, you will note that the salaries represented for 1936-37 are 5 percent less\nthan scheduled amounts, with normal scheduled increments. This 5 percent deduc¬\ntion has been in operation for some time.\nThe third, note please, is the change in the form of the budget. The first change\nis, “Exhibit account on net basis with no appropriation for operation or share\nof the Department of Superintendence, and with income at amount of net profit.”\n\n"}
{"page": 742, "printed_page": null, "text": "736\n\nNational Education Association\n\nSecond, “No appropriation for furniture and fixtures; purchases of equipment to\nhe made and credited to assets.”\nNow, we proceed to the summarized financial statement.\n(The report is printed on page 806 of this volume.)\nI will now ask Secretary Givens to give you the details. You will please give him\nyour attention.\nSecretary Givens'. This budget has been prepared in such a way that you will\nfind it easy to follow. (Followed with detailed report.)\nMiss Collins: I think that completes the report unless there are questions to be asked.\nMadam Chairman, I move the adoption of this report.\nDelegate: I second the motion.\nPresident Samuclson: The question is on the adoption of the report.\nUnless unanimous consent is given to the acceptance of the report, the parlia¬\nmentarian rules that a roll call of states must be had.\nIs there objection to having this accepted by unanimous consent? The Chair hears\nnone, so the report is adopted unanimously.\nWe call now for new business.\nMr. Uel IV. Lamkin (Missouri) : I want to make a motion. I want to move that\nthe thanks of this Association be given to Mr. Bottolfsen, the parliamentarian. He\ndoes not believe in progressive education; he is a strict formalist; he has held us\ntogether.\nHe got Mr. Shaw, Mr. Smith, Mr. Saunders, and the rest of them together the\nother night and stuck their noses down to a table and held them there until half¬\npast twelve.\nYou see what has happened. We came in here and worked this tiling thru, and\nwhile some of his decisions were wrong (the back stage crowd agreed they were\nwrong) we could do nothing about it; we had to stand up and take it. I think\nthis Association owes him a vote of thanks. I should say “we” owed a vote of\nthanks to Miss Samuelson for picking him, but if we got to thanking her for every\ngood thing she has done, we would be here from now till Kingdom Come.\nI move we vote our gratitude and thanks to Mr. Bottolfsen, the parliamentarian of\nthis Assembly.\nPresident Samuelson: Is there a second?\nMr. Shaw: I am very happy to second that motion.\nPresident Samuelson: You have heard the motion. We will not permit any rulings\nby the parliamentarian. (A vote was taken.)\nThe motion is unanimously carried.\nI should like the parliamentarian to come to the loud speaker and if the Hawaiian\npeople are still here, I wish they would sing one song to him.\nFirst, I would like to have a word from the parliamentarian.\nMr. C. A. Bottolfsen (Parliamentarian) : It has, indeed, been a great pleasure to\nserve as your parliamentarian. After my arrival in Portland, I was told so many\nthings, I anticipated a rather difficult time, but this has been more of a vacation\nthan many conventions I have attended, and I assure you I shall look back over\nthese few days as very pleasant, indeed, and I hope I may serve you again.\nDelegate (Hawaii) : I am almost alone here. I am not going to sing, but I would\nlike to express a word of appreciation to Miss Samuelson. We have here a lei.\nI would like you to know every feather in it is an expression of the sincere Aloha\nand appreciation of your efforts.\nI am not going to leave right away. I have been trying to say something all this\ntime; I have the chance; I will say it now. (Indicating) This is to Mr. Givens,\nour friend from Hawaii. He was with us for many years and he inspired us and\nled us on and that is why, from the one lone delegate since we sent Mr. Givens\nthe first time, we have increased to 32 this year. I had different speeches ready but\nI left them out. Mr. Give?ts, our sincere Aloha.\nSecretary Givens: I have just one word I want to say to my remaining friends\nfrom Hawaii, “Aloha pilikia pau”—in English, “I love you. Our trouble is all\nover.”\n\n"}
{"page": 743, "printed_page": null, "text": "Associational Records and Information\n\n737\n\nMiss Anna Irene Jenkins (California) : Madam Chairman, I have a motion I\nwish to present in the form of new business.\nPresident Samuelson: Miss Jenkins.\nMiss Jenkins: I am going to risk (because I think it is wisest) reading my motion\nfirst, and then when it is seconded, make the brief explanation of why the motion is\noffered.\nI move that an informal leaflet of information be prepared stating the customary\nmanner or methods of procedure used by the National Education Association and\nits component parts in the carrying on of its program and the transaction of its\nbusiness. This leaflet is to be for the use of those of us who find ourselves serving as\nofficers, committeemen, employees, or as active members concerned with some phase\nof organization machinery.\nMadam Chairman, I offer this motion.\nDelegate: I second the motion.\nPresident Samuelson: The motion is offered and seconded. The question is on the\nadoption of the motion. Is there discussion?\nMiss Jenkins’. Madam President, five years ago I found myself in a daze by the\nside of a used automobile that I had just bought. They told me it was a perfectly\ngood automobile, that it had given fine service, assured me all I had to do was\nto learn how to drive it and that it would carry me on about my business, but\nthere were two or three things they forgot to tell me, and one day, some weeks\nafter that, I found myself stalled. A kind experienced service man said to me,\n“Lady, how about the oil?” I repeated “What about the oil?” He said, “Didn’t\nthey ever tell you that in order for the machinery to move smoothly and get you\nanywhere you had to have plenty of oil?” I said, “No, they didn’t tell me anything\nabout that.”\nI attended my first National Education Association meeting as a member of this\norganization in 1907. I have attended many of the annual meetings and I have tried,\nas many of you know, to do my duty thruout. I have found that, as we have grown\nfrom an individual membership controlled body to a delegate body, we have\ngrown in membership tremendously. We have grown in the number of our activities,\nand the red tape involved sometimes almost strangles us.\nFrequently, you find it necessary, in order to carry on a business of some one\ndepartment, to commandeer for service those who can do the business of the de¬\npartment but are utterly unfamiliar with the technic of the procedures that have\ntraditionally grown up, both from the tradition and necessity of the nature of our\norganization. It is in order to relieve the embarrassment of newly elected officers\nand to help those of us who as the ordinary, everyday, garden variety active mem¬\nbers want to be of service to the organization, that we are offering now this\nrequest to the Executive Committee but before the House so we may not only have\na leaflet but that you and I, when we go home, will know that the leaflet is in exis¬\ntence for our use and service.\nI hope that you pass the motion.\nPresident Samuelson: The question is on the adoption of the motion.\nMr. IV. A. IValls (Ohio) : I move that this request be referred to the executive\nsecretary and the Executive Committee for their consideration and action.\nDelegate: I second the motion.\nPresident Samuelson: Is that an amendment?\nMr. Walls: That is offered as a motion to take precedence of the one just offered.\nPresident Samuelson: You are offering a substitute motion, that this question be\nreferred to the Executive Committee. A motion is made to amend a subsidiary motion\nto refer this action to the executive secretary.\nMotion is seconded.\nThe question is on the substitute motion to refer the request to the Executive\nCommittee. Is there discussion?\nDelegates: Question.\nPresident Samuelson: All in favor of referring this request to the Executive\nCommittee vote “aye”; those opposed vote “no.” The motion is carried. It is\nreferred to the Executive Committee. I recognize Miss Adair.\n\n"}
{"page": 744, "printed_page": null, "text": "738\n\nNational Education Association\n\nMiss Cornelia S. Adair (Virginia) : The parliamentarian tells me it is necessary for\nme to make this motion.\nI move that the Committee on Rules and the parliamentarian be authorized to\napprove the minutes of the 1936 Representative Assembly. I offer this in order that\nthe minutes may be read and approved before the next annual convention is held.\nI move the adoption of this motion and Mr. Marsh seconds it.\nPresident Samuelson: You have heard the motion. The question is on the adoption\nof this motion. Is there discussion?\nAll in favor of the motion will vote “aye”; those opposed will vote “no.”\nSecretary Givens: May I ask the members of the Executive Committee to meet\non the platform on the adjournment of this meeting?\nPresident Samuelson: Is there any further business to come before the Assembly\nat this time?\nMr. Saunders: Madam President, I move that we adjourn to reconvene at 10\no’clock tonight to hear the report of the Elections Committee on the result of the\nelection and to install new officers.\nThis motion is offered by your speaker and seconded by Mr. Shaw.\nThe Representative Assembly will still be in constructive session to complete\nthat business.\nPresident Samuelson: You have heard the motion.\nAll in favor of the motion will vote “aye”; those opposed will vote “no.”\nThe motion is carried.\nIf there is nothing further to come before the meeting, we will now stand adjourned.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nFourth Business Session, Thursday Evening, July 2, 1936\nThe fourth business session of the Representative Assembly convened at 10:4-5 p. m.\nin the Municipal Auditorium, following the general session of that evening.\nPresident Agnes Samuelson: The business meeting which adjourned at noon will\nnow reconvene to hear the report of the Elections Committee and to install the new\nofficers.\nI shall first call for a report of the Publishing Committee and ask Secretary Givens\nto give that report at this time.\nSecretary Givens: There were sixteen candidates nominated for the Publishing\nCommittee and five to be elected. The five elected are: Lillian Broderick, New York;\nRoy W. Cloud, California; Mrs. F. Blanche Preble, Illinois; L. IV. Reese, Ohio;\nHenry Lester Smith, Indiana.\nIf all these people are in the audience, will they please come to the platform.\nI should like to have a short conference with them.\nPresident Samuelson: Will the convention please be in order.\nI call now for the report of the Committee on Election of Officers, Mr. Schlagle,\nchairman.\nMr. F. L. Schlagle (Kansas) : Your Committee submits the following report of\nthe election of officers for this Association for 1936-37: president, Orville C. Pratt,\nWashington; treasurer, R. E. Offcnhauer, Ohio. The following eleven vicepresidents\nwere elected: Miss Willie A. Lawson, Arkansas; Evlyn Chasteen, California; Her¬\nman E. Hendrix, Arizona; E. W. Butterfield, Connecticut; Andrew Avery, Georgia;\nM. P. Moe, Montana; O. H. Plenzke, Wisconsin; Ernest H. Black, Oklahoma;\nMattie S. Dor emus, New Jersey; Marie Brotherson, Kansas; W. L. Colvin, Louisiana.\nThe state directors as nominated by the state delegations were elected without\nopposition and are as follows: Alabama—J. D. Williams, Alaska—Everett R. Erick¬\nson, Arizona—T. G. Gricder, Arkansas—W. E. Phipps, California—F. A. Hender¬\nson, Colorado—W. B. Mooney, Connecticut—Helen T. Collins, Delaware—H. V.\nHolloway, District of Columbia—Edgar C. Higbie, Florida—James S. Rickards,\nGeorgia—M. D. Collins, Hawaii—./. W. Garrett, Idaho—W. D. Vincent, Illinois—\nJohn W. Thalman, Indiana—Charles O. Williams, Iowa—Fred D. Cram, Kansas—\nF. L. Schlagle, Kentucky—W. S. Taylor, Louisiana—J. N. Poche, Maine—William B.\nJack, Maryland—Eugene\nW. Pruitt, Massachusetts—Annie C.\nWoodward,\n\n"}
{"page": 745, "printed_page": null, "text": "Associational Records and Information\n\n739\n\nMichigan—Grover Stout, Minnesota—Daisy Brown, Mississippi—H. V. Cooper,\nMissouri—Thomas J. Walker, Montana—M. P. Moe, Nebraska—J. J. Guenther,\nNevada—J. R. Warren, New Hampshire—Lyle Wilson Ewing, New Jersey—Ray¬\nmond B. Gurley, New Mexico—D. N. Pope, New York—Frederick Ilouk Law, North\nCarolina—Guy B. Phillips, North Dakota—L. A. White, Ohio—B. F. Stanton,\nOklahoma—M. E. Hurst, Oregon—Austin Landreth, Pennsylvania—J. Herbert\nKelley, Rhode Island—James F. Rockett, South Carolina—A. C. Flora, South Dakota\n—N. E. Steele, Tennessee—S. L. Ragsdale, Texas—Rush M. Caldwell, Utah—N.\nHoward Jensen, Veimont—Joseph A. Wig gin, Virginia—Mrs. Edith B. Joynes,\nWashington—Ernest W. Campbell, West Virginia—W. W. Trent, Wisconsin—\nAmanda H. Schuette, Wyoming—H. H. Moyer.\nPresident Samuelson: I recognize Mr. Holmes.\nMr. William H. Holmes (New York) : I wish to move that the election of president\nbe made unanimous and I wish the incoming president a very successful administra¬\ntion. (The motion was seconded and unanimously carried.)\nPresident Samuelson: Now it becomes my very pleasant duty and high privilege to\nintroduce to you the one whom you have chosen to be your leader for the coming\nyear. I am not going to take time to make a speech, but before investing him with\nthe rights and privileges and troubles, if there are any, to which the degree of\npresident entitles him, I want to express my deep appreciation to you for the coopera¬\ntion you have extended on every hand during this year. Never shall I cease to\nappreciate the wonderful way you have helped to forward the progress of this\nconvention. If it has cleared the way for future progress, this chapter in our history\nwill be worthwhile. Time alone will determine that.\nI should like to have Mr. Pratt come to the loud speaker.\nOn behalf of the National Education Association I want to thank our associates\nin Portland and in the Northwest for the lovely hospitality they have shown us.\nThe spirit of the rose will perfume our memory of this convention in the days to\ncome. The perfection of the rose will personify the perfection for which we strive in\nimproving our craftsmanship.\nYou, Mr. Pratt, as you leave this hall tonight will feel that a burden has been\nplaced upon your shoulders, but this burden will become lighter and lighter as you\nbegin to feel the helping hand of the teachers of the nation uplift you, help you in\nyour great task of pushing education forward. I congratulate you upon the leadership\nwhich it is your opportunity now to assume and I congratulate the National Educa¬\ntion Association upon you.\nMr. Orville C. Pratt (Washington) : I wish first of all to assure you of my very •\nkeen appreciation for the honor you have bestowed upon me in selecting me as your\npresident for the ensuing year. I want very hastily thereafter to say that I under¬\nstand very fully that you are not interested primarily in thrusting an honor upon\nme but rather that you expect of me certain definite services which I hope I may\nto some extent be able to perform. I assure you that I shall do whatever I can to\nfurther the long-range welfare of this Association, the welfare of the children\nof the United States, and the welfare of education. I know that I can do very little\nexcept as I have your interest and cooperation.\nI enter on the presidency with a completely open mind, without any promise of\nany kind made to anyone. I am, therefore, free to do what seems to me to be the best\nthing to do under all the circumstances as nearly as I may be able to find out what\nthey are. I shall then do what seems to me to be best for your Association.\nAgain may I thank you for the honor which you have bestowed upon me and for\nthe help which I expect you to give thruout the ensuing year.\nChairman Samuelson: May I call attention to the meeting of the new Board\nof Directors at 7 o’clock in the morning in the Multnomah Hotel. May I also call\nattention to the meeting of the new Executive Committee at 9 o’clock in the president’s\nsuite in the Multnomah Hotel and the new Board of Trustees meeting at 11 o’clock\nin the Multnomah Hotel.\nI now declare the Seventy-fourth Annual Convention closed.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\n"}
{"page": 746, "printed_page": null, "text": "740\n\nNational Education Association\n\nMINUTES OF THE MEETINGS OF THE BOARD OF\nDIRECTORS\nPortland, Oregon\nSunday Evening, June 28, 1936\nThe meeting of the Board of Directors of the National Education Association\nconvened at 8 p. m. in the North Assembly Room of the Civic Auditorium. The\nmeeting was called to order by President Agnes Samuelson. The president asked the\nexecutive secretary to call the roll. The following were present:\nDirectors Ex Officio: Agnes Samuelson, president; Joseph H. Saunders, chairman,\nBoard of Trustees; Willard E. Givens, executive secretary; Cornelia S. Adair;\nFrederick M. Hunter; Uel W. Lamkin; Robert C. Moore; Samuel D. Parry; E. Ruth\nPyrtle; Joseph Rosier; Willis A. Sutton.\nState Directors: Alabama—J. D. Williams, Arizona—Emil L. L.arson, Arkansas—\nW. E. Phipps, California—Frank A. Henderson, Colorado—W. B. Mooney, Connecti¬\ncut—Helen T. Collins, Delaware—H. V. Holloway, District of Columbia—Edith\nLouise Grosvenor, Georgia—M. D. Collins, Hawaii—John W. Garrett, Idaho—\nW. D. Vincent, Illinois—John W. Thalman, Indiana—C. O. Williams, Iowa—Fred\nD. Cram, Kansas—F. L. Schlagle, Kentucky—D. Y. Dunn (substituting for Wil¬\nliam S. Taylor), Louisiana—P. H. Griffith, Maine—William B. Jack, Maryland—\nE. W. Pruitt, Massachusetts—Annie C. Woodward, Michigan—D. A. Van Buskirk\n(substituting for Edith Bader), Minnesota—Harry Wald strand, Mississippi—H. V.\nCooper, Missouri—Thomas J. Walker, Montana—M. P. Moe, Nebraska—Dwight\nPorter (substituting for G. F. Knipprath), New Hampshire— Lyle W. Ewing, New\nJersey—Raymond B. Gurley, New Mexico—D. N. Pope (substituting for Vernon O.\nTolle), New York—H. Claude Hardy, North Carolina—T. Wingate Andrews, Ohio\n—B. F. Stanton, Oklahoma—M. E. Hurst, Pennsylvania—H. E. Gayman (substitut¬\ning for J. Herbert Kelley), South Carolina—A. C. Flora, South Dakota—Bernard\nLinn (substituting for S. B. Nissen), Tennessee—S. L. Ragsdale, Texas—Rush M.\nCaldwell, Utah—James T. Worlton, Vermont—Joseph A. Wiggin, Virginia—Mrs.\nEdith B. Joyjies, Washington—Samuel E. Fleming, West Virginia—W. W. Trent,\nWisconsin—Amanda Schuette, Wyoming—IL. 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 Samuelson: I wish at this time to introduce our parliamentarian, Mr. C.\nA. Bottolfsen of Idaho. He is well versed in parliamentary law, and has been a\nspeaker of the State House of Representatives. Under the bylaws the Executive Com¬\nmittee is authorized to receive all reports of special committees, and to present them\nto the Board of Directors with recommendations. On the agenda this evening are the\nreports of the Committees on Amending the Charter and on Reorganization of the\nNational Education Association. These reports have been submitted to the Executive\nCommittee, and the Executive Committee has had them under consideration and\nhas given them study. We have assumed that you have read these reports, and\nthat you are familiar with what they contain. However, we feel that it would be\na great help in coming to a final appreciation and evaluation of these reports if\nwe heard for the first fifteen minutes the report of the Committee on Amending the\nCharter by the chairman, R. T. Shaw, and then the report of the Committee on\nReorganization by the chairman, E. E. Oberholtzer. Mr. Shaw’s report will be fol¬\nlowed by the recommendations of the Executive Committee before it is opened for\ndiscussion. If you are in favor of that procedure, I shall now call upon Mr. Shaw.\n(The entire report of the Committee on Amending the Charter is printed on page 817\nof this volume. Mr. Shaw read portions of the report referring to certain pages and\nparagraphs.)\nMr. R. T. Shaw (Pennsylvania): I think you have a copy of the report in your\nhands, and I think it will make it more nearly possible to hit the high spots if you\n\n"}
{"page": 747, "printed_page": null, "text": "Associational Records and Information\n\n741\n\nwill mark them as I go along. We have endeavored to keep in close touch with the\nCommittee on Reorganization, and to consider the need of changes in the charter.\nIn studying the proposed changes, it is important to note the method used in pre¬\nsenting the material. Sections of the charter as they now stand are printed in regular\ntype. Brackets are placed around words, phrases, and sentences that are to be cut\nout of the charter if the recommendations of the Committee are approved, or were\napproved by the Representative Assembly at Denver. Words, phrases, and sentences\nwhich are to be added in accordance with the formal resolutions adopted by the\n1935 Representative Assembly are printed in bold type. Words, phrases, and sen¬\ntences which should be added in accordance with the recommendations of this Com¬\nmittee, are printed in italics. I might add for the sake of the delegates who were\nnot present at Denver that the first nine of the twenty-six issues are already dis¬\nposed of. In other words, no suggestion for revision is made. [Mr. Shaw took up\neach item of the report, explaining it carefully.)\nPresident Samuelson: Thank you, Mr. Shaw. The Executive Committee at its ses¬\nsion this morning studied the recommendations and these various sections that are\nnow under discussion, and after due deliberation prepared a recommendation to\nbring to the Board of Directors, which I shall ask Mr. Smith to present at this time\nwith such statement as he wishes to make.\nMr. H. L. Smith (Indiana) : Reference was made at the beginning of the evening\nto the responsibility resting upon the Executive Committee to receive and study these\nimportant special reports of special committees, and after studying them to make\nrecommendations to the Board of Directors, which recommendations would serve\nas a basis for your further discussion and for a partial basis for your final recom¬\nmendation to the Representative Assembly. I have been asked by the Executive\nCommittee to report to this body what the recommendation of that Committee is\nin regard to the Committee on Amending the Charter. The Executive Committee\nhas felt a deep responsibility in regard to this matter, and has spent a portion of\ntwo full sessions on these reports. I, personally, read the report hurriedly before I\nleft Bloomington. I have read it thru twice since I came here. I have read, with\nmembers of the Committee, sections of it over and over again. I am mentioning this\nto indicate to you that the Executive Committee has taken seriously its responsibility\nand is making its recommendation after as careful consideration as it is able to\ngive in a limited length of time. We looked over the report to see whether the\nrecommendations made could be followed out in an effort to clarify the situation.\nReference has been made to a recognition of an inconsistency—an inconsistency\nrecognized by the Committee on Amending the Charter—the same inconsistency\nrecognized by the attorney for the National Education Association. The essential\npoint of difference—there are many minor points—but the essential point of dif¬\nference seemingly involved the question of the expenditure and the management of\nthe Permanent Fund. These are the two things that are embodied in Section 7 of the\ncharter as it now exists. At the Denver meeting various recommendations were made\ncarrying thru Section 6 of the charter. Section 6 was voted by the Representative\nAssembly to be transferred to the bylaws when and if the U. S. Congress should\nchange the charter. The last paragraph of Section 6, dealing with some phases of\nthe Board of Trustees, was transferred from the charter to the bylaws by action of\nthe Representative Assembly. That is, the members of the Assembly went on record\nas being in favor of doing that. Following came the discussion on Section 7 of the\ncharter dealing with the management and expenditure of the Permanent Fund.\nThat recommendation of the Committee was defeated. Later we discovered that there\nwas an inconsistency between leaving Section 7 in and transferring all of Section 6,\nbecause the last paragraph of Section 6 had something to say about the organization\nof the Board of Trustees and Section 7 dealt with this Board of Trustees in con¬\nnection with its responsibility for managing and expending the Permanent Fund.\nIt seems from this report that the essential point that needs to be cleared up is\nwhat the wish of the Assembly is in regard to the Permanent Fund. We studied\nthru this series of bylaws that have been suggested by the Committee, and after\ncareful consideration came to the conclusion that if that procedure were followed\n\n"}
{"page": 748, "printed_page": null, "text": "742\n\nNational Education Association\n\nout it would be impossible for them to come to any clear decision on that debatable\npoint. We sent a questionnaire to a selected group and asked them if they could\nfollow it thru, and if they could use it to express their wishes. It seemed to be\ncomplicated. There has been one difference of opinion between the Committee on\nAmending the Charter and the Executive Committee. The Executive Committee has\nfelt that the action taken by the Representative Assembly last July at Denver was\nintended to leave the expenditure and the management of the Permanent Fund\nas in the present charter. The other committee differed from that. Now the Executive\nCommittee is concerned with one thing—simply to clarify that one issue. May I just\nsay one thing more before reading the resolution and the recommendation, and\nthat is this: I am not speaking primarily for the Committee, but as a member of\nthe Executive Committee. I know that not only they, but all of you and members\nof the Committee on Amending the Charter join me in the feeling that there are\ntoday in this country questions of educational importance and of great significance\nnationally and internationally, as well as locally, that should command our serious\nattention when we are together at these meetings, and as soon as we can possibly\nclear the way, getting out of the road some of these matters of internal organization\nso that we can set ourselves to the main problem, the better it will be not only\nfor our organization as a whole but for education thruout the land. So, the Execu¬\ntive Committee is bringing this recommendation, which it thinks will state the case\nclearly, and is giving the Representative Assembly an opportunity to vote on a clear\nstatement and to clarify this inconsistency. With that as a background, I should like\nto read the recommendation:\nThe Executive Committee, having carefully considered the report of the Com¬\nmittee on Amending the Charter, recommends to the Board of Directors the\nfollowing action thereon: For the purpose of remedying an inconsistency which\nresulted from the action of the Representative Assembly at Denver, and to re¬\nmove all doubts as to the clear intent and meaning of the action so taken, Be It\nResolved, That the action of the Representative Assembly at Denver on the report\nof the Committee on Amending the Charter be amended by adding to Section 7\nof the proposed charter the exact language of the last paragraph of Section 6 of\nthe present charter, which is as follows:\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 Association at which\nthey were elected, they shall elect one trustee for the term of four years. All\nvacancies occurring in said Board of Trustees, whether by resignation or other¬\nwise, shall be filled by the Board of Directors for the unexpired term; and the\nabsence of a trustee from two successive annual meetings of the Board shall\nforfeit his membership.”\nThis is the exact language of the last paragraph of Section 6 of the charter as it\nnow stands. This recommendation is that that paragraph be transferred to Section 7,\nand in the judgment of the Executive Committee that will put a clear-cut problem\nbefore the Representative Assembly, and the solution of that wrould clarify the in¬\nconsistency. I move the adoption of this recommendation.\nThe motion was seconded.\nPresident Samuelson: You have heard the resolution, and it has been seconded.\nAre you ready for a discussion?\nMr. Fred D. Cram (Iowa): The last paragraph in Section 6, which Mr. Smith\nhas been discussing, is in the report of the Committee. I wish to speak to the point\nthat has been raised by Mr. Smith, and I wish to support his suggestion and the\nrecommendation of the Executive Committee. In doing this I represent a minority\nof the Committee on Amending the Charter. If you will go back over the history of\nthis program, you will remember that this Committee was appointed first to make\none specific change in the charter. After investigation, we decided that the charter\nshould be much more greatly simplified than to do that one thing. We studied the\nquestion thoroly, and asked the consent of the Executive Committee. It seemed to be\n\n"}
{"page": 749, "printed_page": null, "text": "Associational Records and Information\n\n743\n\nthe sentiment of the Executive Committee that we should proceed with this work, but\nI would like to have you look at what has finally been accomplished in the line of\nsimplification. The long list of names at the beginning of the charter strikes me as\na cumbersome part that might well be eliminated. I should also like to refer to\nSection 2. Why should the charter set up what the departments should be? If we\nare to simplify the charter, it seems to me there are just three things that need to be\nexpressed in the charter: The name of the organization and what it is for; what we\nare going to do with this Permanent Fund that it may be preserved in line with\nthe promises made when we raised the money; and then to guarantee for all time\nthat there shall be a board more or less permanent in character and overlapping as\nto term which shall have control of this Fund. I think if the well-informed members\nof the Association did not realize what had happened in voting on these changes\nlast year, surely the Representative Assembly did not know what it was doing. As\na member of the Committee on Amending the Charter, I want to second Mr. Smith's\nmotion.\nMr. IV. B. Mooney (Colorado) : In case that should be adopted, what would be\nthe method of submitting it to the Representative Assembly?\nSecretary Givens: I think it would be for the Board of Directors to make the\nrecommendation to the Representative Assembly and the Representative Assembly\nwould decide what method of voting would be used.\nMr. Joseph Rosier (West Virginia) : I want to say just a few words in support of\nthis resolution, and my remarks shall have to do with the work of the Board of\nTrustees in handling the business of this organization in the most critical period in\nits history. I happen to have been president of the National Education Association\nat a time when, with a little mismanagement, this great Association could have\nbeen wrecked. Those of us who were connected with the Association thru the dark\nyears of 1932-33 know what a critical time it was. At the meeting of the Depart¬\nment of Superintendence in the spring of 1933, we suddenly learned that a bank in\nWashington, in which was deposited a large amount of this Association’s money,\nhad closed. It was a very trying time, and there is no one who sweated more blood\nover that, unless it was [Mr. Crabtree, than myself, because it was a difficult situation\nwhen all the money was tied up in a bank and when it looked as though we might\nbecome a bankrupt organization. The point I want to make is this: The bank in\nWashington tried to take $100,000 from us by claiming the trust fund which the\nBoard of Trustees put in it was a common fund and should not be protected. The\nBoard of Trustees under the chairmanship of Joseph II. Saunders, went to the bank,\nand with me joined in the fight. I want to say there is not an institution or business\nor commercial organization in the United States that was carried thru that critical\nperiod more successfully and with less loss than this Association. The very fact that\nwe were able to do that was due to the fine, competent, and capable business manage¬\nment of the Board of Trustees which wras charged with that responsibility. I want\nto testify to their ability in handling those funds, and in saving practically every\ndollar that was tied up. It seems to me rather in bad grace for this Association, on\nthe heels of that rescue of our organization financially, to try to change the form\nof organization. It seems to me that the body of men and women who have accom¬\nplished such a tremendous result in the preservation and protection of our funds\ndeserves our confidence and support.\nMr. Robert C. Moore (Illinois) : I wish to speak as a duly authorized member of\nthe Board of Directors, and as a member of the Committee on Reorganization which\nhas cooperated and conferred writh and endorsed the action of the Committee on\nAmending the Charter. I am quite sure that none of us would detract one iota from\nall the wrords of credit that have been spoken and given to the Board of Trustees in\ntheir care of the funds. We join in commending most highly the careful and business¬\nlike management of the Permanent Fund of this Association by the Board of Trus¬\ntees. However, both Committees have endorsed this report. The Committee on Re¬\norganization found that it would be seriously handicapped in knowing what to do\nor in taking any definite action in the reorganization of the National Education As¬\nsociation unless we first knew what the charter was to be. So we were called into\n\n"}
{"page": 750, "printed_page": null, "text": "744\n\nNational Education Association\n\nconference with Mr. Shaw, and it was sort of an interlocking committee with the\nCommittee of which I was a member endorsing the recommendations made by the\nother Committee. We have not been able to understand the inconsistency that has\nbeen mentioned. It seems to me that it is absolutely consistent for us to agree that\nSection 7 should remain as it is, and at the same time place the provision which\nhas to do with the election of the Board of Trustees in the bylaws instead of the\ncharter. We say no inconsistency, for the parliamentarians with whom we con¬\nferred were unanimous, I think, in saying that that was a matter which should be\ntransferred to the bylaws. I want to say in defense of the Committee that the impli¬\ncation has been that some of the members of these two Committees have made an\nattack on the Board of Trustees and the management of that Fund. That is not\ntrue. We do not see any inconsistency whatsoever in granting what the Representa¬\ntive Assembly did at Denver, and we cannot quite see why you accuse us of in¬\nconsistency and almost imply that we have certain designs upon the Permanent Fund.\nI think I shall have to remain inconsistent and vote against this amendment.\nMr. E. E. Oberholtzer (Texas) : We discussed this matter some, but we discov¬\nered that issues 8 and 9 were still questioned. We thought it might be well to re¬\nsubmit them on the ballot and let the Representative Assembly take final action,\nand I wonder if that would not settle the matter that Mr. Smith speaks of.\nMr. H. L. Smith: That was the idea.\nMr. E. E. Oberholtzer: I think it would be voted upon as an amendment.\nMr. H. L. Smith: Yes, in the proper way.\nMr. E. E. Oberholtzer: I am quite anxious that we come to an understanding, be¬\ncause if this resolution is adopted we will have to change our report to conform\nsomewhat since we have followed much the language of the charter. I cannot quite\nsee Mr. Roster’s point of view in thinking that a Board of Trustees cannot be\nelected as all other officers of the Association. I am just as keen as any member of\nthe group to see the Permanent Fund protected, but I cannot see any reason why\nwe should not put the same confidence in the members of the Association for electing\nthe Board of Trustees as for electing a president, a secretary, and other officers.\nOf course I understand this report is on amending the charter, and it is making no\nchange except to transfer it to the bylaws. If there were any change in the election\nof the trustees, it would have to be done by the change of the bylaws, later. Am I\nright, Mr. Shawl\nMr. R. T. Shaw: That is my understanding.\nMiss Florence Hale (New York): May I ask a question? If the election of the\ntrustees is transferred to the bylaws, it would follow, would it not, that at any time\nthe trustees could be changed?\nMr. E. E. Oberholtzer: It could be changed by the Association without going to\nCongress.\nMiss Hale: I think the danger hinges around the Permanent Fund. If that were\nnot involved, what has been said would be correct, but there is a human element\nwhich we must recognize. In other words, at any time when it seemed desirable\nand when there were inroads they wished to make upon this Fund it might be possible\nto change the trustees, while now it has to be a very serious and a very important\nthing in order to do that, and the very seriousness of it protects the Permanent\nFund in the trusteeship. I do not believe, with Mr. Oberholtzer, that we have any\nless confidence in the Representative Assembly in electing the members of the\nBoard of Trustees, than we do in electing a treasurer, but it is this whole matter\nof the trusteeship of the Permanent Fund that makes it very difficult. While I do not\nwish to go into past history, there have been several occasions when, by a very\nclever presentation, large amounts were voted thru quickly by the Representative\nAssembly which we could not afford to so vote, and which could have been better\nused if a more studied presentation had been made than an emotional vote on the\nfunds. We have a large Representative Assembly made up of many new delegates\nevery year, and it is easy lo make appropriations thru means of emotional\nappeals.\nMr. Oberholtzer: 1 understand this leaves the control exactly the same.\n\n"}
{"page": 751, "printed_page": null, "text": "Associational Records and Information\n\n745\n\nMr. Fred M. Hunter (Oregon) : Any power given to the Representative Assembly\nto make changes at one meeting, as this would probably give, certainly does change\nthe policy of the organization. There is a little tendency to feel sensitive about this.\nI think they should not feel so. I think my good friends, Mr. Shaw, Mr. Moore, and\nMr. Oberholtzer, deserve very great credit for their interests in bringing about a\nsimplification and reorganization of the structure of the organization. I think the\norganization owes them a vote of gratitude, and I think this Board of Directors\nwould very gladly accord that to them for their efforts, but it is not at all an un¬\nusual thing for a committee in its zeal for a cause of that kind to go far enough to\nbring a questionable business policy into the management of a great historical\norganization like this, and I think that is what is done here. I think the question is\nnot a matter for the parliamentarians at all. It is a question of sound business judg¬\nment. The question revolves around a point like this: “Would the best trust funds\nin America handle their permanent funds as we propose to do it here under this\nrecommendation?” I do not know one that would. I have been associated in recent\nyears with several quite important trust funds, and in the first place I do not\nknow of a trust fund anywhere that compares in importance with this one to the\nfuture of America. This trust fund is the principal sum of capital of this Association,\nand if the best business organization in this country would not by their members\napprove this policy, then can we afford to do it? Can we afford to jeopardize it by\nthrowing it into the auction of politics which this would do? The Committee thinks it\nwill not do that, but experience indicates that it will. If you take the Board of\nTrustees out of the charter, you are endangering the Permanent Fund. The minute\nthat is done, you open it wide to the politics of the Association. If we ever do it, we\nhave started on the road to disaster.\nMr. T. J. JV alker (Missouri) : It seems to me there is only one question involved,\nand on that one question we all agree—that is, the safe expenditure and a careful,\nwise management of the Permanent Fund. I think we will agree on this fundamental\nthesis, that under the present plans it has been safely and wisely managed. The\nonly issue left, it seems to me, is the old question that some parliamentarian has said\nthat the usual custom is to take it out of the charter and put it over into the bylaws.\nThe question which comes to my mind is, Am I willing to sacrifice an old fashion\nor an old custom for the sake of remaining with the Committee instead of agreeing\non a plan that, thru the years, has been absolutely safe and sound, and of which\nwe are proud ?\nMiss E. Ruth Pyrtle (Nebraska) : As this discussion has gone on, I am reminded\nof a concrete illustration that has been living with me for several years. When you\ngave me the privilege of serving this Association in 1929-30, the life membership\nplan made it possible to expend $500,000 to build that fine headquarters which we\nare now enjoying and using in Washington. It became our responsibility to spend\nthat money as you had planned to have it spent, and I am thinking over again that\nyou safeguarded it. It became our duty to execute the building of that structure, and\nthere might have been some money spent that could have been used more wisely,\nbut it was not because it was so safeguarded that it could not be spent otherwise.\nIt seems to me, as Mr. Hunter has pointed out, that it will be a dark day when we\nare foolish enough to adopt less businesslike methods, and so I am speaking for the\namendment.\nMr. R. T. Shaw (Pennsylvania) : While I have no voice to speak as a member of\nthis body, I wish to speak as a science teacher. As such, I have always tried tq train\nmy students to go after facts. There has been so much said by the last four or five\nspeakers which to my mind leaves the matter confused and the facts completely ob¬\nscured. There are a number of past presidents here, and I should like to have them\ncite any time in the history of the Association when bylaws have been passed\nemotionally.\nDirector: Appropriations.\nMr. Shaw: Just a moment, if I may make that point clear—\nDirector (Interrupting) : Amendments to bylaws.\nAnother director: Election of officers.\n\n"}
{"page": 752, "printed_page": null, "text": "746\n\nNational Education Association\n\nMr. Shaw: We are talking of amendments to bylaws, if I may stick to one point.\nI should like to know of one instance. I have not found one. It seems to me that is\na bugbear very unnecessarily presented. I hesitate to make reference to the man\nmany of you have heard me say served as my ideal as a president of the Association\nand brought me into the National Education Association—Mr. Hunter—but I could\nnot help feeling that I wish he would cite to me where any corporation or trust\ncompany hides behind the Halls of Congress and does not leave the matter open to\nits own people to determine its policy which it puts in the Board of Directors or\nBoard of Trustees themselves.\nDirector: I question whether you are hiding behind the Halls of Congress.\nAnother director: It follows the same principle exactly.\nMr. Shaw: I do not see the principle. It is a difference of opinion whether it is the\nsame point. I am talking of the parallel of a legislative act, and the other point as\nto the success of the Fund under popular vote. I wish to refer to a fund I have\nwatched with the greatest of interest, and which in seventeen years has grown to\n$150,000,000 without one cent of loss of capital or of interest, and that fund is\nmanaged by a small board of trustees who are elected by the popular political will\nof the state, and some elected by the popular political will of the teachers of the\nstate of Pennsylvania. The issues do not follow at all, as I see it, that that is the con¬\nclusion that because of putting it in the bylaws the provision immediately endangers\nthe Fund. The issue here is not to stress so much what we did or what we did\nnot do at Denver, but what is best for the Association. Frankly, I am not entirely\nclear just what the status of the proposed resolution is with regard to the report\nwhich I presented. As I take it, it is not inconsistent with that report, and our\nreport could go as recommending the things passed on any ballot, but all recom¬\nmendations that followed from an action taken could go in addition. I hope it will\nbe clear in everybody’s mind upon what he is voting.\nDirector: We have had a great deal said about the inconsistencies and the ad¬\nvantages or disadvantages of keeping this in the charter or transferring it to the\nbylaws. I would like to have Mr. Shaw give us the particular advantages or reasons\nwhy he thinks transferring it to the bylaws would serve the Permanent Fund better\nthan leaving it where it is.\nMr. Shaw: I think one of the most outstanding suggestions I might make con¬\ncerns the size of the Board of Trustees. As the Fund grows larger and the Associa¬\ntion grows larger, there might be a desirability for a larger number of trustees.\nIf there is a feeling created in the members of the Association to have a little more\nwidespread representation to change the number from seven to nine, why tie them\nup? Life members themselves may feel they ought to have one or more trustees\nelected from and by them, and that would not need to be any reflection upon any\nBoard of Trustees, because of the record shown. I think those are the things that\nshould be brought out, and I think each should have consideration before action is\ntaken.\nMiss Florence Hale (New York) : I want to say with reference to the past presi¬\ndents and the present incumbent, and I say it with the greatest of respect for Mr.\nShaw, we should consider Mr. Hunter’s position since he has had experiences that\npossibly no one else in this room has had. As chancellor of one great university,\nand now as chancellor of another and under very complicated conditions, he has\nhad the practical experience in those things which the rest of us have not had.\nI think we are very lucky to have a man here who in the last few years has had\nthat experience. Now, if I may say a word for the past presidents—the reason\nwe have spoken this afternoon is because we feel so deeply about this. We love\nthis Association. I do not think that the attitude should be taken that past presidents\nshould keep silent on these things. You have honored us, and we have profited in our\nprestige in this country by your electing us to the presidency. I think we would\nbe lacking if we were silent and said nothing. I think I should tell you my ex¬\nperience and do anything I can to help. I think the other past presidents should\ndo the same.\n\n"}
{"page": 753, "printed_page": null, "text": "Associational Records and Information\n\n747\n\nMr. Lyle IV. Ewing (New Hampshire) : I have been getting a few pointers here\non politics, and as I stood behind the line as a quarterback I saw where I could\nmake a play. If there are such clever politicians as Mr. Hunter in the Representative\nAssembly, I see how the entire Board of Directors could be changed very cleverly.\nBy a clever move of the Assembly we could reduce the number to three, and then\nby a sudden move we could control that entire Board of Trustees in two years.\nDirectors: Question.\nPresident Samuelson: The question has been called for.\nDirector: It would seem to me that that is a substitute amendment and has no\nreference to Mr. Shaw’s report. Am I right that this is a substitute for the whole\nreport?\nMr. IV. B. Mooney (Colorado) : That is what I meant when I asked if it was a\nsubstitute.\nMr. H. L. Smith (Indiana) : That is the only recommendation we would sug¬\ngest that you make to the Representative Assembly.\nDirector: Does that leave the report of last year the same except to transfer that\nparagraph ?\nMr. Smith: Yes. Mr. Shaw, may I ask one question? As I understand the bylaws,\nthis report prepared by the Committee must be transmitted to the Assembly in some\nform with or without recommendation, but the report must go—am I correct in that?\nSecretary Givens: That is right.\nMr. Shaw: In other words, the adoption of this motion is entirely a question of\nrecommendation. The report, however, must go forward with favorable or with\nunfavorable recommendations.\nMr. Smith: This report would be passed on, as I understand it, with a recom¬\nmendation from this body that this one item be kept open.\nPresident Samuelson: Are you ready for the question? We will call for a vote\nby roll call unless there is an objection. (The roll call resulted as follows: Yes, 52;\nno, 3 ; passed, 2.) The motion is carried.\nMr. Mooney: I move that the secretary furnish each state director with a copy of\nthat resolution before noon tomorrow. (Motion seconded and carried.)\nSecretary Givens: Copies of this resolution will be with Miss Chase at the\nregistration desk here in this auditorium by 10:30 tomorrow morning.\nPresident Samuelson: If there is nothing further on this question of the report\nof the Committee on Amending the Charter—\nMr. H. V. Holloway (Delaware) : The problem is not completely solved by this\nresolution that has just been passed. The Committee has been charged with present¬\ning a bill to Congress which will carry into effect the wishes of the Association with\nreference to the simplification of the charter. I would like to raise the question as\nto whether or not it would be possible for the Board of Directors to go on record\nas approving a bill in the form of Exhibit 6 (see page 850 of this volume) which, as\nI take it, contains the action just approved by the Board. In order to bring it properly\nbefore the meeting, I move that the Board of Directors recommend to the Repre¬\nsentative Assembly the presentation of a bill to Congress as shown in Exhibit 6.\nPresident Samuelson: Do you want to include in that motion who should go to\nCongress with that bill—the officers of the Association or the Legislative Com¬\nmission?\nMr. Holloway: I am not clear as to who should present it.\nPresident Samuelson: Then the motion has been made that a bill in the form\nof Exhibit 6 be introduced into Congress. Is there a second?\nDirector: Second the motion.\nMr. Oberholtzer: A point of information—does that in any way affect what we\nare trying to do now? Does that leave it open so our report can be considered\nwithout bias? I am not sure, Mr. Holloway, that it does.\nMr. Holloway: I am looking only to the solution of the problem of presenting a\nreport to Congress which should include the wishes of this Board of Directors.\nJust how it would affect your recommendation, I do not know.\nMr. Oberholtzer: You want it also approved by the Representative Assembly?\n\n"}
{"page": 754, "printed_page": null, "text": "748\n\nNational Education Association\n\nMr. Holloway: Yes.\nPresident Samuelson: I want to ask Mr. Givens to answer the question.\nSecretary Givens: My answer is the same as Mr. Holloway’s—simply a recom¬\nmendation of the Board of Directors on a specific bill for the thing that will carry\nout the action just taken. I cannot see that it would interfere with Mr. Oberholtzer’s report.\nMr. W. B. Mooney (Colorado) : Is this bill in exactly the form you want? If this\nBoard takes action and it is adopted by the Representative Assembly, would not\nthose in charge of framing the bill feel obligated to use that language? Would\nit not be better to say “similar”?\nMr. Holloway: That would involve who is to determine whether the thing pre¬\npared is similar to this or is not similar to it, and I think it is well that there should\nbe no doubt as to that particular matter.\nMr. W. A. Sutton (Georgia) : Would it not be well to postpone action on that until\nlater ?\nMr. C. 0. Williams (Indiana): If you do this, you have undone what was just\ndone. You have come in and endorsed it as you want it and now have raised this\nquestion.\nPresident Samuelson: That is, you have endorsed the bill prepared by the attorney\nfor the Association. It carries out this recommendation.\nMr. Fred D. Cram (Iowa) : I do not think anyone is talking to the question asked.\nWe still have the question confronting us—shall the Committee on Amending the\nCharter proceed now with whatever instructions they are given by the Representa¬\ntive Assembly, or shall the Committee cease to exist and shall it be presented by\nour Legislative Commission? We have that question still to settle, and I think there\nis a parliamentary principle involved. It may be that the motion originally made\nwould demand that this Committee can now be discharged, and that the Legisla¬\ntive Commission will take the action of the Representative Assembly and proceed\nwith it in Congress.\nMr. M. P. Moe (Montana) : It seems to me we had better see what the Represen¬\ntative Assembly does. We may have nothing for the Committee to do when they\nare thru.\nMr. Ucl W. Lamkin (Missouri) : I would like to move a substitute to Mr. Mooney’s\nmotion—that we recommend that the Representative Assembly instruct the Executive\nCommittee to have a bill prepared and presented to Congress in accordance with the\naction of the Representative Assembly to carry out its wishes—and then the\nExecutive Committee can either do that themselves or designate the Committee on\nAmending the Charter to do it, but the bylaws of this Association provide that the\nExecutive Committee shall serve as the executive of this Association when the Board\nof Directors is not in session. If that motion is carried, the Representative Assembly\nwould instruct the Executive Committee to see to it that this is prepared and\npresented to Congress in accordance with the action of the Representative Assembly.\nDirector: Seconded.\nPresident Samuelson: Any discussion? The question has been called for. The\nmotion is carried unanimously as a substitute motion. We have decided that the\nExecutive Committee shall proceed to present the bill to Congress.\nMr. C. A. Bottolfsen (Parliamentarian) : I would like to hear the motion re¬\nstated. As I understand it, this is a special committee, and unless otherwise de¬\nmanded by the Representative Assembly tomorrow the other committee is automati¬\ncally discharged, and if the president is given authority to appoint another com¬\nmittee he may if he wishes choose the old committee to carry on.\nMr. Lamkin: If the Executive Committee is instructed to do it, they may do it\nthemselves or designate someone else.\nMr. Bottolfsen: I would like to amend your motion.\nMr. Lamkin: I would like consent to reword it so that it states that the Executive\nCommittee may itself or thru the Committee on Amending the Charter or some other\nagency prepare these amendments and present them to Congress. I would like to\nhave you ask our parliamentarian if the action we have just voted can legitimately\n\n"}
{"page": 755, "printed_page": null, "text": "Associational Records and Information\n\n749\n\nbe taken. We have a mandate from the Representative Assembly, and should we not\ncarry out that mandate?\nMr. Bottolfsen: I did not get the first part of his statement.\nMr. Lamkin: There was a mandate given by the Representative Assembly in\nWashington to the Committee on Amending the Charter to go to Congress and get\nthis changed. The question is now, Is the action just taken legitimate?\nMr. Bottolfsen: I still rule if this resolution is adopted by the Assembly, this com¬\nmittee is discharged.\nPresident Samuelson: In other words, that motion did not rule over a former one.\nIs there anything else on this?\nMr. Holloway: Am I right in insisting that this is not a legislative body, that this\nis a body for the making of recommendations to the Representative Assembly?\nPresident Samuelson: That is correct.\nMr. Holloway: Can any action taken by this body in any way discharge any\ncommittee?\nSecretary Gwens: It would have to be voted by the Representative Assembly.\nPresident Samuelson: Is there anything further before we pass to the next order\nof business? Mr. Smithy have you anything else?\nMr. H. L. Smith (Indiana) : Where is the page of recommendations of the Order\nof Business and the Rules and Regulations?\nMiss Cornelia S. Adair (Virginia) : I imagine you are referring to the Rules Com¬\nmittee. The Rules Committee is recommending in its report that all amendments to\nthe charter and bylaws be voted on by ballot. You are going to have that report\non Monday afternoon.\nMr. Smith: If we have that Monday afternoon, this is all right.\nPresident Samuelson: The Representative Assembly has its first business meeting\nTuesday morning, so we can take that up in the meantime. I should like to request\nMr. Oberholtzer to give us a summary of his report.\nMr. E. E. Oberholtzer (Texas) : I am going to review this report as briefly as pos¬\nsible. The resolution creating this Committee was passed by the Representative\nAssembly of 1934. The Committee made its report at Denver last year, and we have\nan outline of the proceedings by chapters. (This complete report is printed on page\n896 of this volume. Mr. Oberholtzer explained the recommendations contained in the\nvarious chapters, action on some of which would be voted on by ballot, some by\nunanimous consent, and others held over for a year.)\nPresident Samuelson: I have asked Mr. Saunders to express the viewpoint of the\nExecutive Committee.\nMr. Joseph H. Saunders (Virginia) : The Executive Committee would like to\nhave it understood that it is neither opposing nor favoring at the present time any\nof the propositions which have just been submitted to you by Mr. Oberholtzer and\nhis committee, but the Executive Committee wishes to call your attention or raise\nsome questions, perhaps, and the very fact, that you, yourselves, have been raising\nso many of these questions, shows the basis of action which the Executive Committee\nis recommending to you on this particular report. You will notice that one of the\nparagraphs, which Mr. Oberholtzer reviewed, was that an active member shall be\npermitted to vote for delegates in but one affiliated association. He told you that\nwas important, but you do not understand how important it is. I am not saying\nit should or should not be adopted, I am merely raising the question that if I as a\nmember of my local association in my state vote for a delegate, why do I not have\nthe right as a member of the state association to vote for the surplus delegates that\nwill be representing the state as a whole? Why should I be refused the right to\nvote in both instances? I am raising that question. You notice that qualifications\nhave been set up for delegates to the Representative Assembly, for members of\nthe Board of Directors, and for members of the Board of Trustees, and you will\nnote under the qualifications for delegates to the Representative Assembly that a\nperson must have been for two years a member of that association before he can\nbe elected a delegate. I raise a question of a similar nature to the one raised a\nminute ago. Suppose in my own city, in order to fill a vacancy in ray teaching corps,\n\n"}
{"page": 756, "printed_page": null, "text": "750\n\nNational Education Association\n\nI come out West and select an outstanding teacher to fill it, and that teacher\ncomes in and joins the local organization and the state association, and her fellow\nteachers find that she is an outstanding person and one they would like to represent\nthem in the Representative Assembly—they could not select her.\nMr. Oberholtzer: It does not mean of that particular local; it means she must\nhave been a member of some local.\nMr. Saunders: It does not say so in the report.\nMr. Oberholtzer: All right then, insert “The member shall be in such local as¬\nsociation” immediately preceding “local association.”\nMr. Saunders: “And, if the delegate is to represent a local affiliated association,\nthen two years membership in such local association” is the way I read it. What\nwe want to do as a National Education Association, I think, is to bring into our\norganization all of the approximately 1,000,000 engaged in educational work in this\ncountry. We do not want to put on restrictions that will keep them out. I simply\nraise this question along with the other questions you have already raised to show\nyou the views of the Executive Committee. The Executive Committee has not had\nan opportunity to give the report very much detailed study, but the following is\nthe resolution as it comes to you from the Executive Committee:\nThe Executive Committee has given as careful study to the report of the Com¬\nmittee on Reorganization as possible in the limited time available since receiving\nthis report, and recommends to the Board of Directors the following: In view of\nthe fact as stated by the Committee on Reorganization in Chapter I of their re¬\nport, that it is a prerequisite to have many of the proposed amendments to the\ncharter made official by act of Congress before it can complete plans for reorgani¬\nzation, which it believes desirable for the Association, and in view of the fact\nthat the proposed amendments to the charter are dependent upon such action as\nthe Representative Assembly may take upon the report of the Committee on\nAmending the Charter, and in view of the further fact that several of the recom¬\nmendations of the Committee prescribed qualifications for membership in the\nRepresentative Assembly, Board of Directors, and Board of Trustees that would\nmake the functioning of the Association more difficult than at present, the Execu¬\ntive Committee recommends to the Board of Directors that further study be\ngiven to the effect of such proposals before recommending action thereon to the\nRepresentative Assembly.\nI move the adoption of this resolution.\nDirector: Seconded.\nMr. John IV. Garrett (Hawaii) : I would like to make a statement relative to\nHawaii’s experience on membership—that is, so far we have a requirement for mem¬\nbership in the Association two years before they can serve as delegates. We believe\nthat it makes them look after their membership more carefully, and I am inclined\nto think that the restriction which the Committee proposes is one that would raise\nthe value of the membership in the members’ minds.\nMr. Oberholtzer: I hope you will not carry the motion for this reason: I think\nit is a matter we have left open for study, except in the first chapter on “Unani¬\nmous Consent,” and anything that was carried over affecting the major policies can\nbe put on the ballot. I hope the Board of Directors will not adopt the motion.\nMr. Fred D. Cram (Iowa) : Does this motion mean that we are going to defer\nthe whole report of the Committee?\nMr. Saunders: It was the motion that this report carries such far-reaching changes\nin the organization of the Association, and in its relationship of its members to the\norganization, and the relationship of the general Association to the local affiliated\nand state affiliated associations, and the selection of this Board of Directors itself\nin fixing the terms of the members of the Board of Directors, that the effect may\nbe so tremendous upon the whole organization that it should be given far more\ncareful study by this body and by the Representative Assembly than it has been\npossible to give it since the time of the printing of this report; hence we think it\nshould be given further study.\n\n"}
{"page": 757, "printed_page": null, "text": "Associational Records and Information\n\n751\n\nMr. JV. B. Mooney (Colorado) : All the delegates have this report, and it does not\nseem to me that it would stop a study of it if the Board passed this motion. It seems\nto me that the adoption of this motion would not have the result Mr. Oberholtzer\nthinks it would.\nMr. Oberholtzer: I do not see how you can reason that way, because delegates\nchange. I think if there is something here that is making a sweeping change that\nit ought to be pointed out and held over. We thought we had put over most of the\nmatters that would be of great concern in changing. I would like to have you point\nout the one you refer to. The matter of a two-year membership in the local associa¬\ntion is sound in principle in every way. It will encourage profesional organizations.\nI do not think you ought to sweep all that aside until you have had a chance to study\nit. On the matter of directors, I recommend it be held over.\nMr. Saunders: I do not mean to sweep anything aside, but I think that where you\nare changing the ratio of payments between the state and local and this Association,\nand other problems, that the delegates should have an opportunity to take these\nthings back to the local associations and discuss them, and then return and vote on\nthem in the light of careful study. If I had to vote on the proposition now as it is\nset up, I would feel compelled to vote against all the propositions because I am\nvery uncertain as to the effects. I would like an opportunity to consider before I would\nvote on it. I am rather inclined to think that a great many other people would have\nthe same feeling.\nMiss Florence Hale (New York) : With reference to the ‘two-year membership\nrequirement, I am in sympathy with the matters Mr. Saunders has stated. I know\nthat is one way that would safeguard some of our associations and do away with\nsome of the scenes that have come up. I know a man from New York City who\nnever belonged until he wanted something from the Association, and I do not think\nhe joined until he came to the city where the convention was held. Nobody ques¬\ntioned his right to get up and make a speech, and yet he had not belonged before\nand probably will not belong again. If you have the two-year provision, you would\nhave an accredited representation.\nPresident Samuelson: The motion has been made and seconded, all in favor of the\nquestion signify by saying “A}re.” The motion is carried.\nSecretary Givens: One moment. The reports for your state delegation for tomor¬\nrow will be passed out at the door. They are to be filled out and turned in tomor¬\nrow after your state meeting. Miss Chase will give them to you at the door as you\ngo out.\nPresident Samuelson: I declare the meeting adjourned.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\nMonday Afternoon, June 29, 1936\nThe second meeting of the Board of Directors convened at 2 p. m., President Agnes\nSamuelson presiding.\nPresident Samuelson: If there are no objections we will hear from Mr. Oberholtzer\nfirst.\nMr. E. E. Oberholtzer (Texas) : Going back to Chapter II, the parliamentarian\nconvinced me that Robert’s Rules of Order Revised would prevent our voting by\nballot on amendments. I want to read the suggestion which has been worked out.\nWe are offering the following as a substitute: “In all voting except where unanimous\nconsent is given by the Representative Assembly state delegations may vote by\nballot. The result shall be announced by the chairman of each delegation as the\nroll of states is called.” This has not had the approval of the Committee on Reor¬\nganization, for the Committee has not had an opportunity to meet. I am offering this\nas a substitute, believing it may facilitate voting. State delegations that desire may\nvote by ballot. It will necessitate a roll call of states but it eliminates the preparation\nof ballots in the form suggested last year. If you think the question of fees ought\nto be held over I think the Committee will agree.\n\n"}
{"page": 758, "printed_page": null, "text": "752\n\nNational Education Association\n\nRegarding the Nominating Committee, we know from correspondence and from all\nthe suggestions we have had that there is a demand for a change in the method of\nnominations and the indications are that a Nominating Committee will meet this\ndemand. I think the item referring to directors, changing the term to three years,\nmay well be held over. Outside of that it seems to me there should be no great differ¬\nence of opinion in Chapter II.\nIn Chapter III we have merely provided for the bringing up of things that are\nnot adopted by unanimous consent. I think there will be no issue in Chapter IV\nunless it may be concerning the Publishing Committee. There was some question\nraised on that. Madam Chairman, I want the report acted upon so that I can go back\nto the Committee and make such changes as they may desire to make in the light\nof the action of this body.\nPresident Samuelson: Did I understand you to say it was your idea that a change\nfor a Nominating Committee should be acted upon at this convention?\nMr. Oberholtzer: No, it might be left over. The Committee has had no corre¬\nspondence or comments. We have had a number of suggestions. We thought it\nwould satisfy the states and also remove some of the present political movements by\nreturning to a Nominating Committee.\nMr. Joseph H. Saunders (Virginia) : Am I correct in my understanding of your\nproposal? You have introduced the Nominating Committee but have also retained\nthe present procedure of nominations by roll call as before?\nMr. Oberholtzer: We have the Nominating Committee and then we permit nomi¬\nnations from the floor.\nMr. Saunders: You still have the roll call?\nMr. Oberholtzer: Not necessarily.\nMr. Saunders: Did not your proposed bylaw say that?\nMr. Oberholtzer: I do not think so.\nPresident Samuelson: Whoever is recognized will have the floor. Let us follow\nthat procedure. Let Mr. Saunders finish.\nMr. Saunders: Do you not say “on roll call” further on?\nMr. Oberholtzer: It says “thereafter opportunity shall be given for nominations\nfrom the floor”—that is in italics.\nMr. Saunders: In other words, what I am getting at is this: I am in accord with\nthe proposition of nominating the candidates for office by a very carefully selected\ncommittee. I think that is preferable to the present procedure but it seems to me,\nfrom reading the program, you have merely added to what you are now doing in\nthat procedure.\nMr. Oberholtzer: I think we have done two things: (1) put the burden of nomina¬\ntions on the Nominating Committee; (2) made it possible for nominations to be\nmade from the floor. Do I make myself clear?\n>\nMr. Saunders: Yes.\nMr. Fred D. Cram (Iowa): In one section the report states: “A member of the\nBoard of Trustees shall not be eligible to succeed himself after two successive terms\nor eight years.” I am opposed to that. I would like to raise this question. If this\npasses in the meeting tomorrow will it affect the election of the trustee at Friday\nmorning’s meeting of the Board of Directors? Does it go into immediate action?\nMr. Oberholtzer: I think it would be considered as going into immediate effect.\nThe thought of the Committee was to satisfy a great many people. The President\nof the United States is limited to eight years. Most terms of office are limited. I think\nthe Association is large enough to always get people to qualify as competent.\nMr. John JV. Thalman (Illinois): That should go thru and be passed and con¬\ntinue to be retroactive.\nMr. Oberholtzer: I would not consider it to be retroactive.\nMr. Thalman: Anyone could become a member of the Board of Trustees, starting\nthat day, hold his office eight years from that day, regardless of the number of\nyears he has now held office?\nMr. Cram: I understood if a new person is elected trustee—\n\n"}
{"page": 759, "printed_page": null, "text": "Associational Records and Information\n\n753\n\nMr. Thalman (Interrupting): As I interpreted it, it could not affect any man who\nwas now on the Board of Trustees.\nMr. Bottolfscn (Parliamentarian) : I would rule it would not be retroactive.\nMr. Oberholtzer: That means if we wish to reelect next Friday morning the man\nwho is now trustee, whose term expires, we are at liberty to do so even if this\ngoes thru ?\nMr. IV. B. Mooney (Colorado) : Suppose that were called into court?\nParliamentarian: It would not have any influence. Let me make myself clear on\nthis. I rule that it is not retroactive. I am certain that it would be impossible for this\nconvention to elect a person for an eight-year term who has served four years\nheretofore. The retroactive part refers only to those who are serving at the present\ntime. You cannot debar a person who served ten years ago, who may have served\nfor eight years. If you have a member of the Board of Directors at the present time\nwhose term has run four years and you elect this person for another four years—I\nwould say that it would be retroactive to that* extent.\nMr. Fred IV. Traner (West Virginia): One who serves eight years, whose term\nexpires now, according to your ruling could not be reelected?\nParliamentarian: No.\nMr. Saunders: Then it is retroactive.\nParliamentarian: From the present consideration—I say, for instance, prior to\n1930—you may have had a director who served eight years; it is not retroactive in\nthat respect, but in regard to the director wTho may retire at the close of this con¬\nvention, it is retroactive.\nMr. Thalman: I will ask the gentleman to explain a little more fully why that is\ntrue. I cannot get the parliamentarian’s position on that at all.\nParliamentarian: That becomes a qualification, not a regulation.\nMr. Thomas J. fValker (Missouri) : Suppose we say under qualification for elec¬\ntion on the Board of Trustees—“no person shall have served eight years on the\nBoard of Trustees”—we are fixing a qualification there, not a regulation.\nMr. Thalman: Why not amend this in such a way that there will be no question\nabout the meaning?\nParliamentarian: Providing same does not apply to the present incumbents or\nthose to be elected in 1936, I am suggesting that that be submitted to the Committee.\nIt would be a way of clarifying it if that question comes up.\nMr. Crain: I have tried to keep personalities out of this, but I want to call atten¬\ntion to the fact that we cannot reelect next Friday morning one of the most efficient\nmembers we have ever had on the Board of Trustees if this goes thru.\nMr. Oberholtzer: I will call the Committee together and see if they are willing to\nmake this amendment. The Committee is not thinking of personalities but only to\nfix a policy for the future. It does not affect the present incumbents or those elected\nat the Representative Assembly of this meeting.\nMr. Edgar G. Doudna (Wisconsin) : This is the question. I should feel as one of\nthe trustees that I would not want to be privileged. If this is good enough for future\npolicy it should be the present policy. I, personally, would not want to be exempted.\nThat would be legislating eight years ahead.\nMr. Mooney: I wish Mr. Oberholtzer would give us the reason for putting that in\nanyway.\nMr. Oberholtzer: I think the chief reason is we thought the goodwill would be\nmore secure if everybody felt his time of service would be limited. It brings in new\nlife and management and, personally, I subscribe to that idea.\nMr. Cram: The same thing is true about the Board of Directors—“No such mem¬\nber shall be eligible to succeed himself after serving two consecutive terms.”\nHe can serve six years as director, then when he is beginning to find out what it is all\nabout his term automatically ends.\nMr. Oberholtzer: You are right in the implication there. As I suggested, that is\nprobably one of the items we will hold over for another year of study.\nMay I call attention again to Chapter III, which is merely repeating Chapter II?\nChapter IV brings up proposed amendments which may be adopted by a two-thirds\n\n"}
{"page": 760, "printed_page": null, "text": "754\n\nNational Education Association\n\nvote provided approval is given of the amendments set forth in Chapter II, Sections\nA-l, A-2, and A-3. I hope you will read over the amendments so you will see what is\nto be brought up for action Wednesday morning and the ones to be left over.\nThe next provides for a Publishing Committee. I feel that it is a very essential\nthing to have a Publishing Committee. If I were the executive secretary I would\nnot want to have the burden of interpreting and editing the minutes for the volume\nof Proceedings. The Association will see that some committee is charged with putting\namendments that are not adopted in proper form and brought back to the delegates\nfor consideration next year. As chairman of this Committee I want to move the\nadoption of the report embodying the suggestions made by the chairman and subject\nto the action of the Committee.\nMr. Cram: Is there a motion before the House? Did we not adjourn with a motion\nunder consideration?\nParliamentarian: I ruled the motion out of order last evening on the ground that\nthis Committee has no authority to recommit.\nMr. Saunders: The motion which I thought I was offering was that this report be\nreceived and continued for further study, not recommitted but distributed to the dele¬\ngates to be taken back to their local groups to be studied and to be voted on at the\nnext annual convention.\nParliamentarian: I shall interpret that as a recommitment.\nMr. Saunders: Yes, for study before the time of voting.\nParliamentarian: I would still have to rule that motion would be out of order.\nMr. Saunders: I am perfectly willing to accept your ruling on the matter but I am\nstill convinced that the discussion we just heard from the chairman of the Committee\nmeans a very careful and further consideration. I happen to know that the pro¬\nvision concerning the Committee on Resolutions does not at all please most of the\ndelegates represented at this convention.\nWe have just heard considerable discussion on the limitation of terms of the\nBoard of Directors and others and for that reason it seems to me that we should\nhave this matter thoroly discussed in our local groups before we attempt to legislate\non them here. If my motion is not in order then certainly I shall be compelled to\noppose the acceptance of the report of the Committee.\nMr. Willis A. Sutton (Georgia) : Speaking on the motion as made and adopted—\nPresident Samuelson (Interrupting) : I have been trying to get the motion stated\nand before the House. If you assume it is there, we will recognize you.\nMr. Sutton: The motion was made and seconded. I want to say that I do not\nknow of a piece of work that we have more deeply appreciated than that of the Com¬\nmittee on Reorganization. I think that the chairman and all members of the Com¬\nmittee deserve the thanks and praise of the Association for their very exhaustive\nand fine study.\nI hate to oppose the acceptance of any or all parts of the report but under the\nruling that has just been made that is all that is left to me. I do not want anyone to\nmisunderstand me because I think that certainly 80 percent of the report would\nreceive my approval. I cannot on this short notice approve the entire report. There\nare too many things in it, most of which I absolutely believe in, but I have not been\nable to give them sufficient study.\nPresident Samuelson: Mr. Bottolfsen, will you make a statement?\nMr. Bottolfsen (Parliamentarian) : This Board has no other function than to make\nrecommendations to the Representative Assembly. If the matter comes before the\nAssembly tomorrow or Wednesday, then Mr. Saunders’ motion will be entirely in\norder but I shall rule that this Board of Directors has no authority to commit or\nrecommit a measure before it. You may make recommendations to the Representative\nAssembly, but aside from that you have no authority.\nMr. Sutton: I am opposed to making the recommendation for this matter to pass.\nMr. Uel W. Lamkin (Missouri) : Would it be in order for this Board of Directors\nto pass this type of resolution: That we recommend that the Delegate Assembly\naccept the report of this Committee and that action be postponed for one year, as a\nrecommendation of the Board of Directors?\n\n"}
{"page": 761, "printed_page": null, "text": "Associational Records and Information\n\n755\n\nPresident Samuel son: Mr. Bottolfsen, will you answer that?\nMr. Bottolfsen: I doubt if that would be in order. I recommend to the Representa¬\ntive Assembly that action be deferred for a year, but it must go forward, as I under¬\nstand it, and the Board of Directors has no authority to hinder its advancement.\nOn the other hand, when it comes before the Representative Assembly on Tuesday or\nWednesday, a vote to defer action for one year would be entirely in order.\nMr. IV. IV. Trent (West Virginia) : I would like to ask the parliamentarian what\npowers this Board of Directors has?\nParliamentarian: The power to make recommendations.\nMr. IV. B. Mooney (Colorado) : Mr. Lamkin suggested that this Board recommend\nto the Representative Assembly that the report be received and laid over for another\nyear. Would that be in order?\nParliamentarian: You may make that recommendation but when this matter comes\nbefore the Representative Assembly it would then be necessary for a motion to\ncover that.\nMr. Mooney: I move that the Board of Directors receive the report of the Com¬\nmittee on Reorganization, but that consideration and action on that report be de¬\nferred for one year, in order that there may be further study, and that that statement\nbe read to the Representative Assembly when the Board makes its report or preced¬\ning the consideration of the report.\nMr. Joseph H. Saunders (Virginia) : I will withdraw the original motion and\naccept the proposition of Mr. Mooney.\nMr. Lamkin: I second the motion of Mr. Mooney.\nParliamentarian: I want to clarify this. Mr. Oberholtzer raised the question last\nevening regarding a motion wrhich referred to the Committee on Amending the\nCharter, which I ruled out of order. This motion is in the form of a recommendation.\nThe motion made by Mr. Smith last evening was a direct motion. This body has no\nright to make a direct motion affecting this or any other matter.\nMr. Mooney: I have just come from our own delegation meeting at which about\nforty were present. A good many had not read these reports. They were terribly\nconfused and asked me to make this motion.\nMr. John IV. Garrett (Hawaii) : I would like to ask how it would affect the Asso¬\nciation if we do not have any reorganization until a year from now. Will that\nhamper or limit the Association?\nSecretary Givens: It will make no difference. We have been running under the\npresent set-up for a good many years.\nMr. M. E. Hurst (Oklahoma) : Was it suggested by Mr. Mooney that this recom¬\nmendation of the Board of Directors should precede the presentation of the report?\nMr. Mooney: I think the report should be made, and following that the recommen¬\ndation of the Board of Directors.\nMr. E. E. Oberholtzer (Texas) : Would it not be better for us to get some of these\nthings agreed upon so that the next report will not be so cumbersome? As chairman\nI am not going to insist on a single provision that the Representative Assembly feels\nought to be carried over because I think that is the final and ultimate solution to our\ndifficulties.\nMr. Mooney: The people are afraid to act upon any single item because of its im¬\nplication to a lot of other provisions. Consequently, I think the procedure proposed\nis presuming a lot of study that has not occurred, and, also, our delegation does not\nwant to take any action. They want to think the whole thing thru before acting upon\nany part of the report.\nMr. H. V. Holloway (Delaware) : I am very much impressed with Mr. Obcrlioltzer’s suggestion. If this motion passes, the problem will be up to the Representa¬\ntive Assembly next year—the problem of taking these matters up, one by one, be¬\ncause every one of them is a unit in itself and must constitute an amendment to\nthe bylaws. If there is any doubt in the mind of anyone, then it is up to the Com¬\nmittee and up to the Board of Directors to move that it be laid over for one year.\nMr. L. JV. Ewing (New Hampshire) : Essentially the same thing happened last\nyear. On one day we adopted Paragraph 6 of the charter and the next day the\n\n"}
{"page": 762, "printed_page": null, "text": "756\n\nNational Education Association\n\nAssembly discovered that Section 7 was what they wanted, therefore it went back\nto Section 7. These things as I see them are links in a chain and any one of these\nwill influence the action of every other one in the whole group. I think this should\nbe taken up and studied thoroly before any action is taken. My Committee met at\nnoon all disturbed and upset over the provisions of this report and they do not\nknow what to do about it; yet I feel we should carry out the suggestion of this\nmotion.\nMr. F. L. Schlagle (Kansas) : I proposed this question to the Kansas delegation\nat the noon meeting. They did not know what it was all about and thought it was\nuntimely to make any suggestions. They asked the questions: “Why so much change?”\nand “Who is asking for it?” We have had the same problem in our own state where\nthey have tried to make our Drafting Committee act as a guillotine squad rather\nthan to revise the bylaws.\n(.President Samuelson re-stated the motion which was then put to a vote and\ncarried.)\nMr. R. T. Shaw (Pennsylvania) : I am not a member of the Board and I am not\nsure whether it is proper for me to raise a question, but I would like to know the\nstatus of the Report of the Committee on Amending the Charter.\nMr. Bottolfsen (Parliamentarian) : The bylaws make it necessary for this Board\nto consider what is to be done with the report.\nMr. P. H. Griffith (Louisiana) : As I understand it, we must recommend the ac¬\nceptance of the report to the Representative Assembly. I move that it be received\nby this body and submitted to the Representative Assembly with this amendment.\nPresident Samuelson: Is that motion stated correctly?\nParliamentarian: I think the position the gentleman is trying to offer is that we\ntake some action on the report of the Committee represented by Mr. Shaw. The action\ntaken last evening, I have been told, has nothing whatsoever to do with the\nrecommendation of Mr. Shaw’s Committee, as that is direct. This has no connection\nwith the motion at all. The motion that should be before this Board of Directors\nis that we submit Mr. Shaw’s report to the Representative Assembly with whatever\nrecommendations you care to make.\nMr. Saunders: As I understood our action we received the report of Mr. Shaw\nand the resolution offered by Mr. Smith. We transmit that report to the Repre¬\nsentative Assembly with the recommendation in lieu of the report that this resolu¬\ntion be adopted.\nParlimentarian: No such motion was put, I am sure.\nMr. Willis A. Sutton (Georgia) : That is what I thought we did. I know every¬\none else thought we did that and if it was not done I know that we—\nPresident Samuelson (Interrupting) : Let us find out where we are. Is there not a\nmotion before the House?\nMr. Griffith: It was not seconded. It was my opinion that no disposition was made\nof the report last night. My only object in making this motion was to take care\nof the report. I understood last night that the resolution was an amendment to the\nreport or a substitute for it.\nParliamentarian: I do not think it is either.\nMr. Griffith: My understanding is that Mr. Smith’s recommendation which was\npassed last night has no connection whatsoever with Mr. Shaw’s report; however,\naccording to the bylaws we must take some action on that report as a whole. The\namendment passed last night will refer to Sections 6 and 7; but what recommenda¬\ntion will this group make to the Representative Assembly in regard to the report as\na whole?\nParliamentarian: This matter is not before the Assembly until someone makes a\nmotion.\nMr. Griffith: I withdraw my motion.\nMr. Shaw: Is it within the province of the chairman of the Committee to make a\nmotion, altho I am not a member of the Board?\nParliamentarian: I would say Mr. Shaw has no authority to make a motion.\nMr. Lamhiri: I will make the motion if Mr. Shaw will state it.\n\n"}
{"page": 763, "printed_page": null, "text": "Associational Records and Information\n\n757\n\nMr. Shaw: Thank you, Mr. Lamkin. I merely wanted to make the formal motion to\ntransmit this report to the Representative Assembly with a favorable recommenda¬\ntion on whatever items may be approved here. These are items not already approved\nby the Representative Assembly at Denver on which I would like to have definite\naction of some kind.\nMr. Lamkin: I move that the Board of Directors recommend that the Delegate\nAssembly receive the report of the Committee on Amending the Charter, amended\nin accordance with the resolution of the Executive Committee last night, and\nadopted as amended.\nMr. A. Y. Dunn (Kentucky) : I second that motion.\nPresident Samuelson: The question is on the adoption of the motion presented by\nMr. Lamkin that the report of the Committee on Amending the Charter be accepted\nand transmitted to the Representative Assembly with the recommendation that it be\namended as provided by the resolution of the Executive Committee. The motion is\nopen for discussion.\nMr. Mooney: The Committee recommended that we vote by ballot on twenty-six\npropositions. Will this motion eliminate that necessity?\nParliamentarian: It will not.\nMr. Shaw: There is one issue which ought to be cleared up. Twelve of the twentysix issues were approved at Denver. They do not come up for voting except as Air.\nSmith brings up a revision of some of them. I want to make it clear that there arc\nnot twenty-six issues up for voting.\n(The question was called for and the motion carried.)\nPresident Samuelson: I would like to ask the parliamentarian to make a statement\nconcerning the method of voting on these propositions when they come up before the\nRepresentative Assembly.\nMr. Bottolfsen: Last evening I conferred with Mr. Oberholtzer regarding his pro¬\nvisions for voting by ballot. It is a physical impossibility to use a secret ballot at the\nRepresentative Assembly. On this point Robert’s Rules of Order Revised states:\nVoting by ballot—The main object of this form of voting is secrecy, and it is\nresorted to when the question is of such a nature that some members may hesitate\nto vote publicly their true sentiments. Its especial use is in the acceptance of\nmembers, election and trials of members or officials as well as in the preliminary\nsteps in both cases, and the bylaws should require the vote to be by ballot in such\ncases. Where the bylaws do not require the vote to be by ballot, it can be so\nordered by a majority or by a general consent. Such motions are undebatable.\nVoting by ballot is rarely if ever used in a large body but in ordinary societies,\nespecially secret ones, it is particularly used in connection with elections and\ntrials and sometimes for the selection of the next place for the meeting of a con¬\nvention. As the usual object of the ballot is secrecy, where the bylaws require the\nvote to be taken by ballot, any motion is out of order which members cannot\noppose without exposing their views on the question to be decided by ballot.\nTherefore, I have ruled it would be impossible to use a secret ballot at the Repre¬\nsentative Assembly for the reason that it would shut off debate, and it is impossible\nto shut off debate on the passage -of these various resolutions except thru parlia¬\nmentary procedure; therefore, I suggested to Air. Oberholtzer in cases where he\nfelt it was necessary for a secret ballot, that the state delegation should vote in their\nown delegation by secret ballot and that a roll should be called of the states at which\nthe chairman of the delegation would announce the result.\nMr. Fred D. Cram (Iowa) : We are operating now under the meeting called at\n8 o’clock last night. I move an adjournment of that meeting, and that we proceed\nwith the agenda for this afternoon.\nMiss Cornelia S. Adair (Virginia) : I am still very much in doubt as to just where\nwe stand. Last year, you remember, there was a difference of opinion in regard to\nlhe action of the delegate body, and the Committee on Amending the (’hatter refused\nto accept the ruling of the Executive Committee. I wonder if there is any way in\nwhich we could make it quite plain, parliamentarily speaking, that the Executive\n\n"}
{"page": 764, "printed_page": null, "text": "758\n\nNational Education Association\n\nCommittee is a committee that will rule on what we have done. I am perfectly clear\nin my own mind on the subject. The Executive Committee represents both the dele¬\ngate body and the Board of Directors in the interim between meetings but there\nwas a difference of opinion last year, and I do not want us to hnd ourselves in the\nsame position next year. I would like the parliamentarian to express an opinion as\nto whether the Executive Committee is the last court of resort.\nMr. Bottolfsen: I do not interpret it in that way. I say that the Executive Com¬\nmittee according to this report shall have authority to represent and act for the\nBoard of Directors in the interval between meetings, but the Board of Directors is\nin session here, and as I interpret this they are—\nMiss Adair (Interrupting) : I am speaking of the interim.\nParliamentarian: Yes, the Executive Committee has that authority.\nPresident Samuelson: Before we proceed to the next item of business, I would like\nto say that we want to have a business meeting during this convention which is con¬\nducted with efficiency and dispatch and which makes it possible to discuss our\ncontroversial questions and to settle them in a way that is constructive and not to\nthe disgrace of the teaching profession. I make a personal plea to ail of you to help\nmake that possible to morrow. Apropos to that piea, I am going to make another\npersonal request. I know any of you would do anything you could to help go forward\nin the right kind of way, and I will be so bold as to ask if Mr. Shaw, Mr. Oberholtzer,\nMr. Smith, and Mr. Saunders, together with the parliamentarian, will retire from\nthe room and plan how that may be done.\nMr. Cram: I move the meeting beginning at 8 o’clock last evening be closed and\nwe proceed immediately with the agenda of the 2 o’clock meeting of this afternoon.\n(This motion was seconded and carried.)\n(II. A. Allan, business manager of the Association, explained the use of the\nexpense blanks.)\nPresident Samuelson: The first item on the agenda for this afternoon is the report\nof the Committee To Cooperate with the National Association of Teachers in Colored\nSchools. (Mr. N. C. Nevubold, chairman, was not present.)\n(The report is printed on page 856 of this volume.)\nPresident Samuelson: Next the report of the National Commission on the Enrich¬\nment of Adult Life. James A. Moyer of Massachusetts, chairman. Mr. Moyer is not\nable to be here but the report will be read by Miss Annie C. IVoodvoard.\n(The report is printed on page 876 of this volume.)\nNext will be the report of the Educational Policies Commission. A. J. Stoddard\nof Rhode Island, chairman. (Mr. Stoddard was not present.)\nNext will be a discussion of policy in accepting foundation funds. Mr. Givens.\nSecretary Givens: At the informal meeting of the Board of Directors in St. Louis\nthat question was raised by Mr. Mooney who asked that it be brought to the regular\nmeeting of the Board for discussion. I wish to state briefly just one or two facts\nbefore referring it for discussion. The work of the Educational Policies Commission\ncreated in January is being carried forward by funds from the General Education\nBoard. The question was whether or not the N. E. A. which is an organization of\nvoluntary individual members should receive funds from a foundation to carry on\nthis or any other type of work.\nMr. Mooney: I have looked into the matter somewhat and have talked with\nmembers of the Commission concerning it. I have no question with reference to the\nintegrity of the work of the Commission by reason of its receiving this fund, and\nI would like to make a motion that the Board of Directors approve the method of\nfinancing the Educational Policies Commission.\nMr. R. B. Gurley (New Jersey) : I second the motion.\nSecretary Givens: I would like to add this one word: that the correspondence\nconnected with the General Education Board which is open to anyone who cares to\nread it will show that there is no obligation of any kind for this money; no strings\ntied to it. Our Executive Committee would not have accepted it if there had been.\nIt was given over for us to use for the determining, the carrying forward and\n\n"}
{"page": 765, "printed_page": null, "text": "Associational Records and Information\n\n759\n\nestablishment if possible of a broader conception of what the educational policies\nshould be in this countxy.\n(Vote was taken and motion carried.)\nPresident Samuelson: I will now call for the report of the Committee on Equal\nOpportunity. Miss Gertrude Mallory of California, chairman.\n(Report is printed on page 85S of this volume.)\nNext the report of the Committee on Bylaws and Rules. Miss Cornelia S. Adair\nof Virginia, chairman.\n(Miss Adair made a motion that the report be accepted. Seconded and carried.\nThe report appears in the minutes of the First Business Session of the Representa¬\ntive Assembly, June 30, 1936.)\n(President Samuelson left to attend another meeting. Mr. Fred D. Cram took the\nChair.)\nMr. Cram (Chairman pro tempore) : The next report is that of the Committee on\nthe Status of the Rural Teacher. Mr. William McKinley Robinson of Michigan,\nchairman. (Mr. Robinson was not present.)\n(Report is printed on page 912 of this volume.)\nChairman Cram: Next the report of the Committee on the Horace Mann Cen¬\ntennial by Mr. Paysort Smith of Massachusetts. (Mr. Smith was not present.)\n(Report is printed on page 865 of this volume.)\nChairman Cram: Next, the report of the Joint Committee on Health Problems in\nEducation. Dr. Thomas D. Wood of New York, chairman.\n(Dr. Wood made a motion that the report be accepted. Motion seconded and\ncarried.)\n(Report is printed on page 860 of this volume.)\nMiss Adair: I move that the Board express to the American Medical Association\nour appreciation of their valuable cooperation for a term of twenty-five years.\n(Motion seconded and carried.)\nChairman Cram: We are now ready for the report of the Joint Committee of the\nN. E. A. and A. L. A. Miss Edith L. Lathrop of Washington, D. C., chairman.\n(A motion that the report be adopted was seconded and carried.)\n(Report is printed on page 869 of this volume.)\nChairman Cram: We will now have the report of the Committee on Higher Edu¬\ncation. Mr. A. G. Crane of Wyoming, chairman.\n(A motion that the report be accepted was seconded and carried.)\n(Report is printed on page 863 of this volume.)\nMr. R. E. Offenhauer (Ohio) : It would seem to me we ought not to take this\nchance as a passing matter. The N. E. A. is missing one of its greatest opportunities\nin the fact that we are not capitalizing on the great help we might get from the\nCommittee on Higher Education, and I think we ought to do everything we can to\nforward it.\n(The special committee on Procedure for the Business Session on Tuesday re¬\nturned and Mr. Bottolfsen was asked to report.)\nMr. C. A. Bottolfsen (Parliamentarian) : As a means of expediting business tomor¬\nrow, the Committee recommends that after the report has been submitted a member of\nthe Board of Directors will move its adoption, and immediately thereafter a sub¬\nstitute motion will be made covering the points suggested. If the substitute motion\nprevails, of course, the reorganization matters will be before the Representative\nAssembly then for action. On the other hand, if the substitute motion is refused,\nthe recommendations of this Committee will prevail. The same is true regarding\nthe report of the Committee on Amending the Charter. Regarding the charter amend¬\nments, it has been agreed upon that a member representing the Board of Directors\nshould move the adoption of that report. If that motion receives a second, Mr. Shaw\nwill immediately offer a substitute motion that these various matters contained in\nhis report be considered. If the substitute motion prevails, then each section of his\nreport will be considered separately. If the substitute motion is refused, the Assembly\nwill be asked to vote on the original motion. If that is adopted, of course, Sections\n6 and 7 will be changed. If that motion is refused, the Committee, unless it is dis-\n\n"}
{"page": 766, "printed_page": null, "text": "760\n\nNational Education Association\n\ncharged by the Representative Assembly, will go before Congress and ask that the\nrecommendations made at Denver be considered.\n(A motion to accept the report was seconded and carried.)\nMr. Mooney: I should like to ask the parliamentarian this question. In case the\noriginal motion prevails, does that discharge either or both of these Committees?\nParliamentarian: It does not. Unless the Committees are discharged by special\nmotion of the Representative Assembly, they will continue to function until the work\nis completed.\nMr. Mooney: In that event, I should like to offer the suggestion that both Com¬\nmittees be inactive for a year and give 11s a chance to catch up with them, that is,\nthat they do not start in with another set of recommendations but merely consider\nthese already proposed.\nParliamentarian: I would like to offer a suggestion: that is, that that recommen¬\ndation will be out of order. If you wish to discharge the Committee there is only\none way to do it, and that is to discharge it.\nMiss Adair: I have just learned that Miss Jessie Gray, member of this Board, was\ndetained at home because of the death of her mother. I move that the secretary\nwrite a letter to her conveying our sympathy at her loss.\n(Motion seconded and carried.)\nChairman Cram: We now pass to the report of the Committee on Academic Free¬\ndom. Mr. Henry Lester Smith of Indiana, chairman.\n(Mr. Smith made a motion that the report be accepted. Motion seconded and\npassed.)\n(Report is printed on page 814 of this volume.)\n(Secretary Givens distributed the tabulated information concerning cities inviting\nthe 1937 convention, for study previous to action on Friday.)\n(The agenda for the day having been completed, a motion was made, seconded,\nand carried that the meeting adjourn.)\nChairman Cram: We will stand adjourned to meet again at 2 o’clock tomorrow\nafternoon.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nTuesday Afternoon, June 30, 1936\nThe third meeting of the Board of Directors convened at 2 p. m., President Agnes\nSamuelson presiding.\nPresident Samuelson: Before taking up the regular agenda, I want to make a\nreport on something I think will be interesting to you. At the meeting of the American\nPhysical Education Association in St. Louis this spring they asked if they might\npetition the N. E. A. to come in as a department. That petition has been received\nand voted upon favorably by the Executive Committee. All I wish to do at this time\nis to report that the 7500 persons belonging to that organization have decided they\nwould like to be a department of the N. E. A. and function that way in the future.\nThe Musical Educators Conference is another group that has made inquiry con¬\ncerning the same step.\nWe believe that this is a movement in the right direction. If we are to work for\nfederal aid or any great program to benefit schools, we should have community\norganization as the spokesman for general education.\nWe turn now to the agenda. First we will have the report of the Committee on\nInternational Relations. Miss Annie C. Woodward of Massachusetts, chairman.\n(A motion that the report be received as a report of progress was seconded and\ncarried.)\n(Report is printed on page 868 of this volume.)\nPresident Samuelson: There will be an announcement made about the Tokyo Con¬\nference of the World Federation at the meeting Saturday night. Mr. Paul Monroe\nof New York was elected president of the World Federation of Education Associa¬\ntions at the Oxford Conference, so the leading officers are in America this year and\nheadquarters are continued in Washington. Miss Woodward, have you anything\n\n"}
{"page": 767, "printed_page": null, "text": ".\n\nAssociational Records and Information\n\n761\n\nto say about our desire to have an International Room at N. E. A. headquarters for\nexhibition purposes?\nMiss Woodward: I should be very happy to do so. When our president went into\noffice, she spoke to me of the possibility of designating one of the larger rooms at\nN. E. A. headquarters as the International Room. Various countries may help to\nfurnish it and when representatives visit our national capital from other countries,\nit would be a delightful room in which to entertain them. I do hope this may\nmaterialize.\nMr. Fred D. Cram (Iowa) : Is there not some wealthy person or one of the founda¬\ntions which would be glad to make a donation for this room as an educational\nfeature?\nPresident Samuelson: That is a fine idea. I do think it is something for the Com¬\nmittee to think about.\nWe will now hear the report of the Committee on Social-Economic Goals. Mr. Fred\nJ. Kelly, Washington, D. C., chairman, is not present.\n(The report which was given by Secretary Givens in the absence of Mr. Kelly is\nprinted on page 911 of this volume.)\nPresident Samuelson: I would like to ask Dean Smith if he will take the Chair\nwhile I go to another meeting which it is important for me to attend.\nMr. Smith (Chairman pro tempore) : Mrs. B. F. Langworthy of Chicago, chair¬\nman of the Joint Committee on N. E. A. and N. C. P. T. will give her report.\n{Mrs. Langworthy made a motion that the report be received as one of progress.\nMotion seconded and carried.)\n(Report is printed on page 872 of this volume.)\nChairman Smith: We will now have the report of the Budget Committee. Miss\nHelen T. Collins of Connecticut, chairman.\n{Mr. James T. fVorlton of Utah asked for more details under the headings of\ninsurance. In explaining the item of Retirement Annuity Insurance Mr. Allan, busi¬\nness manager, explained that 5 percent of the employee’s salary goes toward pay¬\ning premiums and the Association matches this amount. It was pointed out that the\nN. E. A. appropriation is almost a 50 percent investment—that if the plan had been\ndropped on June 1, $76,000 would have been turned back to employees and the\nN. E. A. would have received $42,000, the cash value of the policies.)\n{Miss Collins made a motion that the report be adopted and transmitted to the\nRepresentative Assembly with recommendation of adoption there. Motion seconded\nand carried.)\n(This report is printed on page 806 of this volume.)\nChairman Smith: We will now pass to the report of the Legislative Commission.\nMr. Sidney B. Hall of Virginia, chairman, is not able to be here and Secretary\nGivens will make that report.\n(Motion made, seconded, and carried that the report be received as one of\nprogress.)\n(Report is printed on page 873 of this volume.)\nChairman Smith: Is Miss M. Emma Brookes, chairman of the Committee on Retire¬\nment Allowances, ready for her report?\nSecretary Givens: She is not here.\nChairman Smith: We will pass to the report of the Committee on Tenure. Mr.\nDonald DuShane of Indiana, chairman.\n(Report is printed on page 914 of this volume.)\nChairman Smith: Is Miss Amy Hinrichs, chairman of the Committee on Resolu¬\ntions, here yet?\n(Since Miss Hinrichs was not present, and the roll call had not been taken, the\nexecutive secretary was requested to take the roll call. All states were represented\nexcept Florida, Hawaii, Kentucky, Rhode Island, and Tennessee.)\nThe following Life Directors were present: Henry Lester Smith, Robert C.\nMoore, Joseph Rosier, Cornelia S, Adair, E. Ruth Pyrtle, Uel W. Latnkin, Samuel\nParry, and R. E. Offenhauer.)\nMr. Cram: I move that we transmit the committee reports which this Board has\nbeen unable to hear, including the report of the Resolutions Committee, with the rec-\n\n"}
{"page": 768, "printed_page": null, "text": "762\n\nNational Education Association\n\nommendation that these reports be considered and accepted by the Representative\nAssembly.\nMr. Mooney: I second that motion.\n(In the discussion which followed it was pointed out that the bylaws do not\nrequire the chairman of the Committee on Resolutions to report to the Board of\nDirectors. This report must be presented in full before the Representative\nAssembly.)\nChairman Smith: We have a motion now before us, which in the light of the\ndiscussion, perhaps the maker and seconder will wish to withdraw.\nMr. Cram: I made that motion and I will gladly withdraw it.\n{Mr. Mooney, who seconded the motion, was not present, but a member took the\nresponsibility of withdrawing his second.)\nChairman Smith: Are you ready for the question of transmitting these other\nreports ?\n(A vote was taken and the motion carried, it having been moved and seconded that\nall other reports be transmitted to the Representative Assembly with recommenda¬\ntion that they be considered and accepted.)\nChairman Smith: I will now call on the secretary for an announcement.\nSecretary Givens: The next meeting of the Board of Directors will be at 7:30\na. m., Friday. This will be a breakfast meeting at the Multnomah Junior Ballroom—\na pay-as-you-go breakfast.\n(A motion to adjourn was made, seconded, and carried.)\nFriday Morning, July 3, 1936\nThe newly elected Board of Directors of the National Education Association met\nat breakfast in the Marine Room of the Multnomah Hotel at 7:30 a. m. The meeting\nwas called to order by the executive secretary, Willard E. Givens. The retiring presi¬\ndent, Agnes Samuelson, presented the new president, Orville C. Pratt. A roll call\nshowed the following in attendance:\nState Directors: Alabama—J. D. Williams, Alaska—Everett R. Erickson, Ari¬\nzona—T. G. Grieder, Arkansas—Howard A. Dawson for W. E. Phipps, California—\nFrank A. Henderson, Colorado—W. B. Mooney, Connecticut—Helen T. Collins,\nDelaware—W. T. Longshore for H. V. Holloway, Georgia—M. D. Collins, Hawaii—\nJ. W. Garrett, Idaho—W. D. Vincent, Illinois—John W. Thalman, Indiana—Charles\nO. Williams, Iowa—Fred D. Cram, Kansas—F. L. Schlagle, Louisiana—J. N. Poche,\nMaine—William B. Jack, Maryland—Eugene W. Pruitt, Massachusetts—Annie C.\nWoodward, Michigan—Grover Stout, Minnesota—Harry Wahlstrand for Daisy\nBrown, Mississippi—H. V. Cooper, Missouri—E. M. Carter for Thomas J. Walker,\nMontana—Martin P. Moe, Nebraska—J. J. Guenther, New Hampshire—Lyle Wil¬\nson Ewing, New Jersey—Raymond B. Gurley, New Mexico—D. N. Pope, New York—\nFrederick Honk Law, North Dakota—L. A. White, Ohio—B. F. Stanton, Oklahoma—\nM. E. Hurst, Oregon—Austin Landreth, Pennsylvania—H. E. Gayman, Rhode Is¬\nland—James F. Rockett, South Carolina—Marion Walden for A. C. Flora, South\nDakota—Bernard Linn for N. E. Steele, Tennessee—S. L. Ragsdale, Texas—Rush M.\nCaldwell, Utah—N. Howard Jensen, Vermont—Joseph A. Wig gin, Virginia—Mrs.\nEdith B. Joynes, Washington—Samuel E. Fleming for Ernest W. Campbell, West Vir¬\nginia—W. W. Trent, Wisconsin—Amanda II. Schuette, Wyoming—A. L. Bur goon\nfor Henry H. Moyer.\nLife Directors and Directors Ex Officio: Maine—Florence Hale, Colorado—Mrs.\nMary C. C. Bradford, Indiana—Henry Lester Smith, Nebraska—E. Ruth Pyrtle, West\nVirginia—Joseph Rosier, Iowa—Agnes Samuelson, Missouri—JJcl W. Lamkin,\nGeorgia—Willis A. Sutton, Washington—Mrs. Josephine Corliss Preston, Illinois—\nRobert C. Moore, Virginia—Cornelia S. Adair, Ohio—R. E. Offenhauer, Virginia—\nJoseph H. Saunders.\nIn accordance with action of the Executive Committee, certain cities had presented\ninvitations for the 1937 convention previous to May 1. Representatives from these\nvarious cities were present at this meeting and extended the invitations in person.\nThese included: Raymond B. Gurley, state director for New Jersey, who presented\nthe invitation for Atlantic City either for 1937 or 1938; William H. Johnson, super-\n\n"}
{"page": 769, "printed_page": null, "text": "Associational Records and Information\n\n763\n\nintendent of schools, Chicago, Illinois, for Chicago; B. F. Stanton, superintendent\nof schools, Alliance, Ohio, for Cleveland; Frank Cody, superintendent of schools,\nDetroit, Michigan, for Detroit; Edgar G. Doudna, secretary, Board of Normal School\nRegents, Madison, Wisconsin, for Milwaukee; Ben G. Graham, superintendent of\nschools, Pittsburgh, Pennsylvania, for Pittsburgh; F. B. Aloe, dean of Junior Col¬\nlege, Virginia, Minnesota, for St. Paul. The invitation from Toronto was presented\nby Executive Secretary Willard E. Givens. Charles 0. Williams, secretary of the\nIndiana State Teachers Association, introduced Robert Wyatt, president of the\nIndianapolis Teachers Federation, who extended a very urgent invitation to the\nAssociation to meet in Indianapolis in 1938. President Pratt appointed the following\nCommittee on Elections: M. P. Aloe, Montana, chairman; J. N. Poche, Louisiana;\nHelen T. Collins, Connecticut; T. G. Grieder, Arizona; AI. E. Hurst, Oklahoma.\nOf the fifty-seven votes cast for the convention city, Detroit received the largest\nnumber—thirty-seven. A motion was made by John W. Thalman of Illinois that the\nelection for Detroit be made unanimous. The motion was seconded and unanimously\ncarried.\nThe next order of business was the election of a trustee, the term of Joseph H.\nSaunders having expired. Fred D. Cram of Iowa placed in nomination the name of\nJoseph H. Saunders. The nomination was seconded by Airs. Edith B. Joyncs of Vir¬\nginia. John W. Thalman made a motion that the nominations be closed. Motion was\nseconded and carried.\nThe next order of business was the selection of a member on the Executive Com¬\nmittee. A letter was read by the executive secretary from the officers of the Depart¬\nment of Classroom Teachers requesting the election of Reuben T. Shaw of Pennsyl¬\nvania. In the letter the point was made that a classroom teacher has never served\non the Executive Committee. This statement was corrected by Cornelia S. Adair,\nwho stated that she served as a member of the Executive Committee during the time\nthat she was a classroom teacher. J. A. Wiggin of Vermont placed in nomination the\nname of Caroline S. Woodruff of Vermont. The nomination was seconded by Ray¬\nmond B. Gurley. Robert C. Aloorc of Illinois placed in nomination the name of\nReuben T. Shaw because of the request made by the Department of Classroom\nTeachers, and because of his service to the Association and his recognized ability.\nA motion was made by Alariin P. Aloe that the nominations be closed. Motion sec¬\nonded and carried. Air. Aloe, chairman of tellers, reported fifty-six ballots cast for\nthe election of a member to the Executive Committee, of which Miss Woodruff\nreceived forty-five, and Air. Shaw, eleven. Robert C. Aloore moved that the election\nof Miss Woodruff be made unanimous. Motion was seconded and carried. President\nPratt declared Miss Woodruff elected.\nPresident Pratt next called for nominations for a member of the Budget Commit¬\ntee, the term of Helen T. Collins having expired as a member of the Committee.\nFlorence Hale nominated Miss Collins to succeed herself. The nomination was\nseconded. John W. Thalman made a motion that Helen T. Collins be elected unani¬\nmously. The motion was seconded and carried.\nPresident Pratt then called for nominations for a member of the Committee in\nplace of Edith Louise Grosvenor, who, not being a state director, was no longer\neligible. W. B. Alooney of Colorado placed in nomination the name of Martin P. Aloe\nof Montana. The nomination was seconded. A motion that the election of Air. Moe\nbe made unanimous was seconded and carried.\nFred D. Cram of Iowa made a motion that State Directors be given first oppor¬\ntunity to make reservations at the headquarters hotel in the convention city. The\nmotion was seconded and carried. Grover Stout, newly elected Director for Michigan,\npledged that this would be done in the case of Detroit. John W. Garrett of Hawaii\nmade the request that leaders of state delegations be given a copy of the contract\nof arrangements made with hotels in order that members might be protected against\nany advance in rates.\nThe executive secretary reviewed the arrangements for convention cities in ac¬\ncordance with action taken by the Executive Committee last year. Invitations must be\nreceived at the headquarters office not later than May i.\n\n"}
{"page": 770, "printed_page": null, "text": "764\n\nNational Education Association\n\nAmendments recommended by the Executive Committee and unanimously adopted\nby the Board of Directors affecting all traveling expenses paid by the N.E.A.\n(The former schedule has been changed as indicated in the following italicized\nand amended material.)\nTravel Expenses:\nR. R. Fare: Lowest prevailing rate.\nPullman: Standard lower berth or Pullman chair for day travel.\nMeals and incidentals when on train: Actual expense not to exceed $4 a day.\nLocal Expense:\nHotel: Actual expenses for room and meals, not to exceed seven dollars and fifty\ncents a day. Receipted bill from hotel required.\nCabs: To hotel and to R. R. Station. Other charges only when absolutely necessary.\nStreet car fares: As necessary.\nTelegrams: Copies to be filed with bill.\nTelephone tolls: On Association business.\nStenographers: Only when specifically authorized by Board of Directors or its\nExecutive Committee.\nDinners: Dinners or similar functions given by committees and others only when\nconsent has been obtained previously from the president of the Association or the\nexecutive secretary.\nPersonal expenses such as valet, hair dressing, laundry, etc., will not be paid by\nthe Association.\nAppropriation for committees and departments may not be used by officers or\nmembers of committees or departments for travel or for the payment of services\nof persons substituting for them in their regular work unless authorized by the\nBoard of Directors or its Executive Committee.\nA motion was made by W. W. Trent of West Virginia that these recommenda¬\ntions be adopted. The motion was seconded and carried.\nThe executive secretary expressed his pleasure at the fine spirit and good sports¬\nmanship exhibited by the Board, and spoke in high terms of his pleasant relationship\nwith Presidents Smith and Samuelson.\nAustin Landreth of Oregon suggested that provision be made for courtesy cars\nin connection with plans for the Detroit meeting. Grover Stout pledged that this\nwould be taken care of.\nWillis A. Sutton expressed appreciation for the outstanding hospitality exhibited\nnot only by the school people of Portland and of Oregon, but of the entire citizenry.\nHenry Lester Smith made a motion that the Board appropriate funds necessary\nto meet the expenses for the ensuing year as set up in the budget. The motion was\nseconded and carried.\nJoseph H. Saunders made a motion to accept the resignations of Directors not\npresent, and to accept those acting in their places. The motion was seconded and\ncarried.\nLJel W. Lamkin moved that an expression of appreciation be given Henry Lester\nSmith for his services on the Board during a period of eleven years. The motion was\nseconded and unanimously carried.\nA motion made by Eugene W. Pruitt of Maryland that the State Directors send a\nvote of thanks to the Portland grade teachers for the flowers which had been dis¬\ntributed so generously to their hotel rooms during the convention was seconded\nand carried.\nJ. N. Poche of Louisiana extended a most cordial invitation to all members of the\nBoard to attend the New Orleans convention of the Department of Superintendence.\nB. F. Stanton of Ohio made a motion that an expression of appreciation for excel¬\nlent cooperation be sent the press of Portland. The motion was seconded and\ncarried.\nA motion to adjourn at 9:40 was seconded and unanimously carried.\nWillard E. Givens, Executive Secretary\nOrville C. Pratt, President\n\n"}
{"page": 771, "printed_page": null, "text": "Associational Records and Information\n\n765\n\nMINUTES OF THE MEETINGS OF THE\nEXECUTIVE COMMITTEE\nWashington, D. C.\nSaturday Morning, December 1, 1934*\n(In Brief)\nThe Executive Committee met at io a. m. in the Board of Directors Room at\nN. E. A. headquarters with all members present: Henry Lester Smith, president;\nJessie Gray, Joseph H. Saunders, R. E. Offcnhauer, and A\\gnes Samuelson. J. IV.\nCrabtree, secretary, was also present.\nMr. Crabtree presented a brief report on the beginning years of his work as sec¬\nretary. The directors of divisions in the headquarters staff were then invited to\njoin the Committee and to speak on the work of their respective divisions. The\nfollowing participated: Harold A. Allan, Business; William G. Carr, Research;\nHarriett M. Chase, Secretary’s Office; Gvuladys IV. Jones, Secretary, Deans of\nWomen, T. D. Martin, Records and Membership; Joy Elmer Morgan, Publications;\nEva G. Pinkston, Secretary, Department of Elementary School Principals; S. D.\nSha7ikland, Secretary, Department of Superintendence and Director of Administra¬\ntive Service; Chari Ormond Williams, Field Service; Mary J. Winfree, Accounts;\nAgnes Winn, Classroom Service.\nFollowing a report by Miss Chase on life membership, a motion was made by\nMiss Samuelson that the life memberships secured from January i, 1935, to the\ntime of the life membership dinner in Denver on July 1, be called “Crabtree Life\nMemberships” in recognition of the work of Mr. Crabtree for life members. Sec¬\nonded and unanimously carried.\nThere was discussion and approval of the high-school project, “Vitalized School\nJournalism.” A motion was made, seconded, and carried that the various publica¬\ntions issued by the headquarters office be sent to the members of the Executive Com¬\nmittee, the Board of Trustees, and the Board of Directors as soon as they come\nfrom the press.\nMiss Gray made a motion that a brief statement of the reports made to the\nExecutive Committee by division heads be sent to the Board of Trustees, Board\nof Directors, and other officers. Seconded by Mr. Offenhauer. Carried.\nMr. Allan then explained the change in the Association Retirement Annuity\nPlan. The original agreement between the Equitable Life Assurance Society and\nthe National Education Association includes as one of its provisions the payment\nof income in the event of disability of the insured before retirement. All companies\nhave withdrawn this feature from retirement annuity contracts.\nMr. Allan read the following amendment to the agreement of August 31, 1927,\nbetween the Equitable Life Assurance Society and the National Education Asso¬\nciation:\nThe Equitable is prepared to issue Retirement Annuity contracts including a\nDisability Income and waiver Benefit on any issuance date to and including\nDecember 1, 1936, to all employees in the service of the Headquarters Staff of\nthe Association at Washington, D. C., on October 1, 1934, who become eligible\nfor new or additional policies under the Plan of the Association on or prior to\nDecember 1, 1936, provided the employee is under age 56 at the issuance date.\nSo long as the Equitable continues to issue Retirement Annuity contracts with\nthe Waiver of Premium Disability Benefit, it is also prepared to issue such con¬\ntracts including only the Disability Waiver benefit to all employees entering\nsuch service after October 1, 1934, who become eligible for new or additional\ncontracts under the Plan of the Association after October 1, 1934, and to all\nemployees in such service October 1, 1934, who become eligible for new or ad¬\nditional contracts after December 1, 1936, provided the employee is under age\n* The report of the meeting of the Executive Committee on December 1, 1934, was inadvertently\nomitted from the 1935 Proceedings.\n\n"}
{"page": 772, "printed_page": null, "text": "766\n\nNational Education Association\n\n56 at the issuance date. In accordance with the original agreement, the con¬\ntinued issuance of contracts with either the Disability Income or Disability\nWaiver Benefit without medical examination is conditional upon the continuous\ninclusion of at least 75% of the employees eligible and at least 50 lives in the\ngroup.—Submitted for the Equitable Life Assurance Society by D. A. Walker,\nSecond Vicepresident and Associate Actuary.\nAfter some discussion Mr. Saunders made a motion that the Executive Commit¬\ntee accept the amendment to the agreement of August 31, 1927, and instruct the\nsecretary to sign the joint agreement for the Association. Seconded by Miss\nSamuelson. Carried.\nSecretary Crabtree then read the minutes of the last meeting of the Executive\nCommittee. After minor corrections were made the minutes were adopted.\nThe meeting recessed at 1 p. m. for lunch, reconvening at 2 p. m. in the Board\nof Directors Room, N. E. A. headquarters.\nMr. Offenhauer made a motion that the secretary be authorized to arrange for\nan audit of the books similar to the annual audit as of January 1 when the new\nsecretary takes office. Seconded by Miss Samuelson. Carried.\nAttention was then given to the matter of changes in classification of the head¬\nquarters staff previously recommended by the secretary. It was agreed that recom¬\nmendation be deferred until after the new secretary takes office.\nA motion was made by Miss Gray that the library committee be allotted $200\nfrom the budget. Seconded by Mr. Saunders. Carried.\nMr. Saunders made a motion that the cut in salaries be reduced from 10 percent\nto 5 percent this year. Seconded by Mr. Offenhauer. Carried.\nSecretary Crabtree explained his motive in writing to Robert Fechner, director\nof the CCC camps, protesting against his violation of the principles of academic\nfreedom and his disregard of the Office of Education in refusing to allow a publi¬\ncation sponsored by the Office to be used in the CCC camps. He stated that the\nstate secretaries had also written to Mr. Fechner and sent copies to Louis McHenry\nHowe, one of President Roosevelt’s secretaries. After discussion, Mr. Offenhauer\nmoved that the president and secretary be authorized to follow up the incident\nand take such action as they think wise according to the turn of events. Seconded\nby Mr. Saunders. Carried.\nPresident Smith made the statement that he believed the Committee on Amend¬\ning the Charter should not be cramped for want of funds, but should be free to\nget the best legal advice available. Mr. Offenhauer made a motion that $500, or\nas much of the sum as is needed, be appropriated to the Committee on Amending\nthe Charter. Seconded by Miss Gray. Carried.\nMr. Saunders suggested that the matter of committee appropriations be post¬\nponed for the consideration of the new secretary, with the understanding that if\nany committee were cramped for funds some leeway could be given before the\nnext Executive Committee meeting. This was agreed, but without formal action.\nPresident Smith discussed the desirability of reviving the Department of Higher\nEducation. Miss Gray made a motion that the president appoint a committee to\nconsider ways and means of establishing a closer coordination between the higher\ninstitutions of education and the National Education Association, leading to a re¬\nestablishment of the Department of Higher Education of the National Education\nAssociation. Seconded by Miss Samuelson. Carried.\nFurther discussion was postponed in order to hear Frederick L. Redefer, execu¬\ntive secretary of the Progressive Education Association. Mr. Redefer explained the\npurpose of the meeting on academic freedom called by the association at the May¬\nflower Hotel, Washington, D. C., on November 10, 1934. He requested the National\nEducation Association to send delegates to a follow-up meeting to be held in Wash¬\nington, D. C., December 15, 1934, to work out a cooperative program on academic\nfreedom.\nAfter his departure there was some discussion: First, as to the policy of the\nNational Education Association on academic freedom; and, second, as to whether\n\n"}
{"page": 773, "printed_page": null, "text": "Associational Records and Information\n\n767\n\ndepartments of the Association should feel free to participate in conferences with\noutside groups without first consulting the president or Executive Committee. Mr.\nOffenhauer made a motion that in response to the invitation of Mr. Redefer, the\npresident be authorized to appoint a committee to attend the meeting to discuss\nacademic freedom on December 15, 1934, in Washington, D. C., and to make a\nreport to the Executive Committee, with the understanding that the delegates are\nnot to commit the Association, and that the Association remains squarely in accord\nwith its policy on academic freedom stated in Part II of the Platform as set forth\non page 185 of the 1934 Proceedings. Seconded by Mr. Saunders. Carried.\nMiss Gray made a motion that the Executive Committee instruct the president\nto call the attention of heads of departments to the fact that in these troublesome\ntimes it is very easy for the Association to get into serious difficulties by un¬\ncoordinated efforts, and to suggest that in commitment to activities outside the\nAssociation, they confer with the secretary or the president before making such\ncommitments. Seconded by Mr. Off enhauer. Carried.\nMr. Saunders made a motion that Mr. Morgan carry in the next issue of the\nJournal a full statement from the federal government as to what funds are avail¬\nable and under what conditions to the various school administrative units of the\ncountry. Seconded by Miss Samuelson. Carried.\nA letter dated November 28, 1934, from R. T. Shaw, chairman of the Commit¬\ntee on Amending the Charter, was next read, asking suggestions as to that com¬\nmittee’s work. President Smith stated that he had instructed the Committee to do\nwhat legally could be done to amend the charter relative to the composition of the\nBoard of Directors. He said he believed the Committee should feel free to consult\noutside attorneys as well as the Association’s. Mr. Off enhauer made a motion that\nthe Executive Committee authorize the Committee on Amending the Charter to\nproceed in its study of the procedure necessary for the legal amending of the present\ncharter so as to meet the views of the Representative Assembly as expressed at its\nfinal meeting in Washington, D. C., in July, and to report its progress after a meet¬\ning of the Executive Committee in Atlantic City in February. Seconded by Miss\nSamuelson. Carried.\nThe chairman stated that authorization applied to the first of the two amend¬\nments recommended, namely, removal of life directors from the Board of Directors\nand the election of the secretary of the National Education Association by the\nBoard of Directors.\nMr. Off enhauer made a motion that the expenses of the chairman of the Com¬\nmittee on Amending the Charter be paid to Atlantic City and to Denver. Seconded\nby Miss Samuelson. Carried.\nPresident Smith reported the proposal of J. E. Buttcrworth, of Cornell University,\nthat the National Education Association sponsor a national conference of repre¬\nsentatives of all rural life groups. It was recommended that President Smith ap¬\npoint a committee of three from the National Education Association, consisting of\nRichard E. Jaggers of Kentucky, Willis A. Sutton of Georgia, and J. E. Butterworth of New York, to confer on the project.\nMr. Saunders then referred to the action of the Board of Trustees in electing\nWillard E. Gwens to succeed J. W. Crabtree as secretary of the National Educa¬\ntion Association. He stated that the Board of Trustees had arranged to make Mr.\nCrabtree secretary emeritus of the Association, in harmony with action taken pre¬\nviously by the Executive Committee of 1933, making it unnecessary for further ac¬\ntion at this time.\nMr. Saunders made a motion that the chairman of the Executive Committee be\ninstructed to prepare a statement expressing the appreciation of the Executive\nCommittee for the services which Secretary Crabtree had rendered. Seconded by\nMr. Off enhauer. Carried.\nThe Executive Committee adiourned at 6 p. m. to meet for a conference with\nthe Board of Trustees in Atlantic City on February 24.\nJ. W. Crabtree, Secretary\nHenry Lester Smith, President\n\n"}
{"page": 774, "printed_page": null, "text": "768\n\nNational Education Association\n\nThe Executive Committee met at 9:15 a. m., in the Board of Directors Room at\nN. E. A. headquarters, with the following members present: Agnes Samuelson,\npresident; Henry Lester Smith, Joseph H. Saunders, Caroline S. Woodruff, and\nWillard E. Givens, executive secretary. R. E. Offenhauer, treasurer, was unable to\nattend.\nPresident Samuelson asked for the approval of the minutes of the Denver meet¬\ning. A motion was made, seconded, and carried that the condensed minutes be\napproved.\nIt was suggested that certain procedure be followed in the selection of the con¬\nvention city. Secretary Givens proposed that cities desiring the convention should\ninform headquarters by May 1. Each city would then be sent a questionnaire for\nthe purpose of securing information concerning number of hotels and number of\nrooms available for convention, and rates; size of auditorium and suitability for\nN. E. A. convention use; number of square feet of exhibit space; number of places\navailable for meeting purposes; diagram of location of hotels, auditorium, and\nmeeting places. This information would be available at the first meeting of the\nBoard of Directors several days before a vote is taken. The plan would include\neach city’s invitation being accompanied by a signed contract prepared by the\nNational Education Association and sent to them in advance. Following final ac¬\ntion of the selection of the convention city, the coritract with the selected city\ncould then be signed immediately and the announcement of the next convention\ncity would be made at the close of the convention. Following some discussion dur¬\ning which general approval was expressed, Miss Woodruff made a motion that\nthis procedure, as outlined by the executive secretary, be used beginning next year.\nSeconded by Mr. Smith. Carried.\nPresident Samuelson outlined committee appointments for 1935-36 and asked for\nsuggestions from members of the Executive Committee.\nSuperintendent Frank Cody, of Detroit, and J. Lee Barrett, executive vicepresident\nof the Detroit Convention Bureau, then joined the Committee and presented the\nfacts concerning Detroit as the next convention city. Following this presentation,\nboth gentlemen withdrew.\nAfter careful consideration of all points involved, it was the decision of the\nCommittee to approve the preferential vote of the Board of Directors for Portland\nas the 1936 convention city. Mr. Saunders made a motion that the executive secretary\nand the business manager be authorized to make satisfactory arrangements for\nthe meeting in Portland beginning June 28. Seconded by Mr. Smith. Carried.\nThe appropriations for departments, committees, and commissions were next con¬\nsidered. In most instances, the amounts proposed parallel the appropriations of\nlast year.\nThe Department of Science Instruction has requested that the National Educa¬\ntion Association handle its funds and carry it on credit until it is financially estab¬\nlished. The Committee approved.\nMr. Smith made a motion that funds appropriated to support or to assist in the\nsupport of departments, committees, and commissions, shall not be available for\ntraveling or convention attendance expenses of the officers of such departments,\ncommittees, and commissions, unless such expenses have been included as a part of\nthe program or plan on which the granting of the appropriation was based. Sec¬\nonded by Miss Woodruff. Carried.\nMr. Saunders moved that the chairman of the Committee on Amending the Charter\nbe requested to present to the Executive Committee, thru the Secretary’s Office, the\nproposed simplified charter for presentation to Congress in accordance with the\nofficial action of the Representative Assembly at the Denver convention. Seconded\nby Miss Woodruff. Carried. Secretary Givens was instructed to notify Mr. Shaw\nof this action, and also of the appropriation for the use of this committee.\nMr. Saunders made a motion that the allocations for departments, committees,\nand commissions, as outlined, be approved. Seconded by Mr. Smith. Carried.\n\nv |\n\nSaturday, September 7, 1935\n\n"}
{"page": 775, "printed_page": null, "text": "Associational Records and Information\n\n769\n\nThe meeting recessed for lunch at 12 noon, reconvening at 2:15 p. m. at the same\nplace.\nSuperintendent Cody of Detroit was invited to join the Committee, and Mr.\nSaunders made the announcement to him that the 1936 convention of the Associa¬\ntion would be held in Portland, Oregon, in accordance with the preferential vote\nof the Board of Directors at Denver. Superintendent Cody thanked the Committee\nfor its consideration, and stated that the invitation of Detroit could be considered\nas standing for the following year. He then withdrew.\nSecretary Givens outlined the contributions of the National Education Associa¬\ntion to the World Federation of Education Associations as follows:\n1. Annual membership fee of $1000.\n2. Headquarters space without charge.\n3. Services of Mr. Crabtree for one-third time, following the death of Augustus\nO. Thomas, until the Oxford meeting.\nThe secretary stated that the World Federation requested the following addi¬\ntional services:\n1. Annual contribution of another $1000—with the understanding that the Na¬\ntional Union of Teachers of England would also contribute an additional $1000.\n2. Annual contribution of $400 to the International Teachers Federation in re¬\nturn for transcripts of studies on subjects such as teacher welfare.\n3. Editorial help in the publication of a bulletin four times a year.\n4. Continued services of Mr. Crabtree.\nAfter discussion, it was felt that the National Education Association could not\nafford to pay $400 in cash to the International Teachers Federation at this time,\naltho the Committee approved heartily and felt that the transcripts of studies would\nbe most valuable.\nIt was pointed out that the additional $1000 would not necessarily require cash,\nif a satisfactory exchange of services could be worked out. Mr. Saunders made a\nmotion that the executive secretary and the business manager, with the assistance\nof Mr. Crabtree, be authorized to work out a plan of exchange of services that\nwould be the equivalent of a $1000 contribution to the World Federation of Edu¬\ncation Associations over and above the contribution heretofore given the Federa¬\ntion in membership fees, office space, and the services of Mr. Crabtree. Seconded\nby Mr. Smith. Carried.\nMr. Smith made a motion that inasmuch as Mr. Crabtree is willing to give his\nservices to the World Federation of Education Associations, that the Executive\nCommittee approve the request of the World Federation that he continue for ap¬\nproximately one-third time. Seconded by Mr. Saunders. Carried.\nSecretary Givens added that this agreement should hold good only so long as\nMr. Crabtree is able and willing to volunteer his services. The executive secre¬\ntary was directed to write Uel IV. Lamkin, expressing the action taken and assur¬\ning him that the Executive Committee would give further consideration to the\npossible payment of $400 to the International Teachers Federation at its next\nmeeting on November 30, when a better estimate of the year’s income could be\nmade.\nPresident Samuelson called attention to the program of action of 1935-36 as\nprinted in the September Journal. Joy Elmer Morgan, editor, spoke of the steps\nbeing taken by the chairman to emphasize education and democracy.\nIt was suggested that the Executive Committee make it a policy that the chair¬\nmen of all committees larger than seven appoint an executive committee consisting\nof the chairman and two or three others, with a maximum of five, so that com¬\nmittee meetings called between conventions could be confined to the smaller group.\nThis suggestion was approved, and the executive secretary was requested to advise\ncommittees of this arrangement.\nDiscussion then followed regarding the employment of someone to carry on\nlegislative work for the Association. James IV. Cammack, Jr., who has worked with\nthe National Committee for Federal Aid for Education, was suggested. The execu-\n\n"}
{"page": 776, "printed_page": null, "text": "770\n\nNational Education Association\n\ntive secretary was requested to confer with Mr. Cammack regarding the possibility\nof his employment on or about December 1.\nPresident Samuelson spoke briefly of the results of the Denver convention and\nurged the Committee members to send her suggestions for the 1936 convention\nprogram.\nSecretary Givens announced a proposal for increasing N. E. A. membership in\nNew York City. After discussion, the Committee thought it wise to authorize the\nexperiment, the total outlay not to exceed $800. This would be on the basis of\npaying Leonard Power $200 a month for part-time work in carrying out the\nexperiment.\nMr. Allan outlined the proposal of the American Child Health Association,\nwhich is disbanding, that all of its publications amounting to several thousand dol¬\nlars be given to the National Education Association provided that the National\nEducation Association pay the cost of transportation from New York to Washing¬\nton. This would include all copyrights, with the understanding that publications\nin stock be sold at the same prices charged by the American Child Health Associa¬\ntion in New York. Mr. Smith made a motion that the sale of these publications be\ntaken over by the National Education Association. Seconded by Mr. Saunders.\nCarried.\nA motion to adjourn to meet on Saturday, November 30, at 9 a. m. was sec¬\nonded and carried.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nSaturday, December 28, 1935\nThe Executive Committee met at 10:45 a. m. in the Board of Directors Room\nat N. E. A. headquarters. The following members were present: Agnes Samuelson,\npresident; Caroline S. Woodruff, Joseph H. Saunders, and Willard E. Givens,\nexecutive secretary. Henry Lester Smith and R. E. Offenhauer were unable to at¬\ntend due to illness. A. J. Stoddard, president of the Department of Superintendence,\nand S. D. Shankland, executive secretary of the Department, were present on in¬\nvitation of the Committee in order to discuss the Educational Policies Com¬\nmission.\nThe minutes of the September meeting were read and approved.\nMr. Stoddard made a statement concerning the plans and program of the Edu¬\ncational Polices Commission. Consideration was given to the appointment of one\nor two classroom teachers on the Commission. Mr. Stoddard suggested that at\nsome time if there was a vacancy the recommendation of an outstanding class¬\nroom teacher be considered. It was agreed that policies broadcast by the Com¬\nmission should be broadcast as policies' of this body and not of the two organiza¬\ntions. Upon suggestion of Mr. Stoddard, a motion was made and unanimously\ncarried that in all matters concerning the Educational Policies Commission the\nNational Education Association and the Department of Superintendence shall act\njointly thru joint action of their executive committees.\nUpon suggestion of Mr. Stoddard, a motion was made and unanimously carried\nthat vacancies in the membership of the Commission shall be filled by the same\nauthority that created the Commission.\nMr. Saunders made a motion that any increase in the size of the Educational\nPolicies Commission, which consists of fifteen active and two advisory members\nas elected at Denver in July 1935, shall be by joint action of the executive commit¬\ntees of the National Education Association and the Department of Superintendence.\nSeconded by Miss Woodruff. Carried.\nUpon suggestion of Mr. Stoddard, a motion was made and unanimously carried\nthat any and all appropriations made for the use of the Educational Policies Com¬\nmission shall be deposited in the usual manner with the treasurer of the National\nEducation Association and payments against such sums shall be made thru vouchers\nsigned by the chairman and the executive assistant.\n\n"}
{"page": 777, "printed_page": null, "text": "Associational Records and Information\n\n771\n\nPresident Samuelson announced the dates of the first meeting of the Educational\nFoixcies Commission to be January 17, 18, and ly, LvSb, tne meeting to be held\nat tne Palmer House, Chicago, Illinois, and to begin at 9 o'clock, on the morning\nor January 17. The two secretaries were instructed to notily members of the\ndecision.\nMiss Woodruff made a motion that the headquarters of the Educational Policies\nCommission shall be in the offices of the National Education Association at Wash¬\nington, D. C., as provided in the conditions ot the grant. Seconded by Air.\nSaunders. Carried.\nThe meeting adjourned for lunch at 1 p m., resuming at 2:30 p. m.\nMr. Stoddard read a letter from Payson Smith in which he questioned the ad¬\nvisability of remaining a member of the Educational Policies Commission since he\nwas no longer State Commissioner of Education for Massachusetts. Aliss Wood¬\nruff made a motion that Air. Stoddard write Mr. Smith that he was appointed not\nas State Commissioner of Education but as Payson Smith. Seconded by Mr.\nSaunders. Carried.\nMr. Stoddard asked that the two secretaries prepare an agenda for the meeting\nin Chicago. He emphasized that the Commission should promote education in a\ndemocracy. It should not be regulated by politics or limited by groups. It should\nhave as its objective the promotion of public education. The discussion of this\nsubject being concluded, Mr. Stoddard and Mr. Shankland withdrew from the\nmeeting.\nThe next item of business was the consideration of the report of the Com¬\nmittee on Amending the Charter. Air. Givens, who had just had a long distance\nconversation with Henry Lester Smith, quoted him as saying that he was anxious\nthat the amendment before being presented to Congress safeguard in every way\nthe Board of Trustees and the Permanent Fund in keeping with the decision of\nthe Representative Assembly at the Denver meeting. Air. Saunders thought that\nwhat Mr. Smith desired was not safeguarded in the amendment prepared by the\nCommittee on Amending the Charter. He expressed the desire to have certain\nsections interpreted by a lawyer. Further discussion was postponed until the Asso¬\nciation’s attorney, Mr. Quinter, could be present.\nMiss Woodruff made a motion that the Committee of Seven on Reorganization\nof the National Education Association be allowed expenses for a two-day meeting\nat the convention of the Department of Superintendence in St. Louis in February\n1936. Seconded by Air. Saunders. Carried.\nThe next item for discussion was the Social Securities Act as it affects the Dis¬\ntrict of Columbia. Mr. Allan, the business manager, who was called in, made the\nexplanation that the National Education Association payroll would be subject to\nthe first payment of a 1 percent tax on February 15. A 2 percent tax is to be\nlevied the second year and a 3 percent tax the third year. Mr. Allan explained\nthat he had taken the matter up with Attorney Quinter, who suggested that it\nwould be a wise policy for the Association to do nothing in connection with the\nmatter until it was seen whether or not the exemption could be obtained. The\nExecutive Committee decided that it was wise to take no definite action at this\ntime.\nWith Mr. Quinter in attendance the discussion was now directed to the report\nof the Committee on Amending the Charter. Mr. Saunders read from the Proceed¬\nings of the Denver meeting to show that the Representative Assembly thought it\nwas voting for the Board of Trustees as it stands and so for the protection of\nthe Permanent Fund. Mr. Quinter pointed out that changes were recommended\nby the Committee on Amending the Charter in both Sections 6 and 7. Section 6 was\nadopted by the Representative Assembly with the recommended changes. The\nchanges in Section 7 which were recommended by the Committee, however, were\nnot adopted leaving this Section as originally stated in the charter. This resulted\nin certain inconsistencies. After some discussion it was thought that a satisfactory\nadjustment could be made by inserting the words “except as otherwise provided\n\n"}
{"page": 778, "printed_page": null, "text": "\\\n\n772\n\nNational Education Association\n\nby” at the beginning of the second paragraph of Section 6 as amended, and by\nchanging Section 7 to include the last paragraph of Section 6 as printed. This\nwas to be presented to Mr. Shaw for the consideration of his committee. Mr.\nQuinter then left the meeting.\nMr. Allan reported briefly on the School Health Education Service as arranged\nfor from funds made available by the American Child Health Association. It is\nsponsored by the Joint Committee on Health Problems in Education and is to be\ncarried on only until November 30, 1936, unless an extension is authorized by the\nExecutive Committee. Anne Whitney and one assistant are carrying on the work\nwhich will include a revision of the Health Report of the Joint Committee on\nHealth Problems.\nBecause the contract is ending, a consideration was given as to whether the\nchewing gum advertisement should be carried in the Journal. After some discussion\nand in view of the divergence of opinions it was decided to hold the matter over\nuntil the other members of the Committee could be present.\nJoy Elmer Morgan, editor of the Journal, appeared before the Committee to\ndiscuss a complaint from the National Association of Journalism Directors in\nSecondary Schools against*the National Association of Student Editors. He read\na resolution adopted in July 1934 at a meeting of the National Association of\nJournalism Directors showing that it was on their own resolution that the project\nwas started. Mr. Morgan left the meeting at this point.\nThe meeting recessed for dinner at 6:30 p. m., reconvening at 7:30 p. m.\nThe cost of material for American Education Week was discussed and Secre¬\ntary Gwens stated that all materials would be sold with as narrow a margin as\npossible. It was the unanimous opinion of the Committee that American Educa-tion Week is very important and fundamental.\nSecretary Gwens gave a report concerning the progress of the New York City\nenrolment experiment. Mr. Saunders made a motion that Leonard Power be re¬\ntained on this New York membership experiment until April 1. Seconded by\nMiss Woodruff. Carried.\nBecause there is confusion regarding the membership year of the National Edu¬\ncation Association it was suggested that the matter should be brought to the at¬\ntention of the Committee on Reorganization for consideration.\nSecretary Gwens reported on the analysis made of the National Education\nAssociation departments. He called attention to the fact that departments do not\nenforce the regulation which specifies N. E. A. membership as a prerequisite to\ndepartment membership. The Committee recommended that the departments be\nwritten and their attention called to the irregularities, at the same time asking\nthem to comply with the bylaws.\nSecretary Givens presented a statement giving an estimate of how the National\nEducation Association can render $1000 worth of service to the World Federa¬\ntion of Education Associations annually in addition to its annual membership by\ngiving office assistance. On the question of the payment of $400 to the Inter¬\nnational Teachers Federation, Mr. Saunders made a motion that the secretary\nnotify the World Federation of Education Associations’ officers that the revenues\nof the National Education Association do not justify the donation of an additional\n$400. Seconded by Miss Woodruff. Carried.\nThe meeting adjourned at 10:30 p. m. to reconvene at 9:30 a. m. Sunday.\nExecutive Secretary\nAgnes Samuelson, President\nWillard\n\nE.\n\nGivens,\n\nSunday, December 29, 1935\nThe Executive Committee met at 9:30 a.m. in the Board of Directors Room at\nN. E. A. headquarters with the following members present: Agnes Samuelson,\npresident; Caroline S. Woodruff, Joseph Saunders, and Willard E. Givens, executive\nsecretary.\n\n"}
{"page": 779, "printed_page": null, "text": "Associational Records and Information\n\n773\n\nThe question of membership in the National Associations on Academic Freedom\nwas discussed and it was felt advisable to take no action until the matter could\nbe discussed by the N. E. A. Committee on Academic Freedom.\nIn presenting the financial statement, Secretary Givens pointed out the difficulty\nin making comparisons with last year due to the addition of several expensive\nitems such as the restoration of the September Journal, purchase of a new addressograph machine, and the installation of a postage meter machine. The added equip¬\nment involves a large expenditure now but will show a saving over a period of time.\nThe possibility of changing the convention dates was discussed. Some of the\nschools in the East do not close in time to permit attendance at conventions without\nloss of time in the classroom. A study had been made showing the closing dates of\nschools in the various states and the weeks given over to summer sessions. It was evi¬\ndent that the only alternative to the present convention dates in order to avoid\noverlapping would be the last week in August. It was felt that teachers would find\nit difficult financially to attend a convention at that time. It was the opinion of the\nCommittee that the convention dates could not be changed to advantage. It was\nsuggested, however, that credit for convention attendance should be given serious\nconsideration.\nPresident Samuelson presented an outline for the Portland convention for the\napproval and suggestions of the Executive Committee. The question of a parlia¬\nmentarian for the Portland convention was discussed. Because of the expense in¬\nvolved for the services of Henry M. Robert, Jr., it was felt that someone nearer\nthe West Coast should be obtained. The executive secretary was requested to investi¬\ngate the matter and report at the St. Louis meeting.\nSecretary Givens called the attention of the Committee to an editorial “Who is\nDuping Teachers in Anti-Defense Drive?” by James F. Williams, Jr., a special\nwriter for the Hearst papers. He explained that in his opinion the article was written\nas a result of Peace Bonds being issued by the National Council for the Prevention\nof War, in which the National Education Association is listed as a participating\nmember. The connection came about primarily thru the activity of Hugh Magill, at\none time field secretary of the N. E. A., who took part in the inception of the original\norganization, the National Council for the Limitation of Armaments, in 1921.\nFollowing the publication of the above mentioned editorial the National Council for\nthe Prevention of War forwarded to the National Education Association a check\nfor $2.80 which had been marked by the buyer of some of the Peace Bonds for the\nuse of the National Education Association in its peace campaign. Because of a post\noffice investigation, Frederick J. Libby, secretary of the National Council for the\nPrevention of War, sent a statement to the National Education Association to be\nsigned to the effect that the National Education Association is aware that it is a\nparticipating member of the Council and has received notices of meetings from time\nto time. President Samuelson expressed the conviction that the National Education\nAssociation should be willing to cooperate in all worthy movements but should\nnot become an integral part of any other organization. It was pointed out that the\nNational Education Association favors the peaceful settlement of disputes between\nnations but it also believes in defense. Mr. Saunders made a motion that, it having\ncome to our notice that, the name of the National Education Association is being\ncarried on the letterhead and other literature of the National Council for the Pre¬\nvention of War as one of its participating organizations, we request the name\nof the National Education Association be withdrawn from the list of participating\norganizations as of January 1, 1936. Seconded by Miss Woodruff. Carried.\nMr. Saunders also made a motion that the executive secretary be authorized to\nhandle the communications from the National Council for the Prevention of War as\nhis best judgment dictates. Seconded by Miss Woodruff. Carried.\nThe meeting adjourned for a luncheon meeting at 1:35 p. m.\nIn connection with the legislative work at headquarters Secretary Givens stated\nthat Janies W. Cammack, Jr., had recently been appointed to a new position in\nKentucky. Mr. Givens therefore presented for the approval of the Committee the\npossibility of transferring Howard A. Dawson from the Research Division as a\n\n"}
{"page": 780, "printed_page": null, "text": "774\n\nNational Education Association\n\nspecialist in rural education to full-time service in rural education with the under¬\nstanding that for the present he would work as much as necessary on legislation.\nHe also suggested that Belmont Farley could work on legislation part time. It was\npointed out that federal support for education largely benefits the rural area. Follow¬\ning a general discussion Mr. Saunders made a motion that the office of Director of\nRural Service be created. Seconded by Miss IVoodruff. Carried.\nMr. Saunders also made a motion that Mr. Dawson be transferred from his pres¬\nent position to that of Director of Rural Service, the classification schedule to be\nI AA at a salary of $5250 less the percentage reduction now in effect on all members\nof the staff. Seconded by Miss Woodruff. Carried.\nSecretary Givens suggested that a new salary classification be added to the regular\nschedule, namely I BB with a salary range of $3500 to $5500 and an annual increment\nof $200. The Corpmittee decided to take no action upon the new classification until\nthe St. Louis meeting.\nThe question of a National Education Association representative on the National\nCommittee on Education by Radio resulted in the following motion made by Mr.\nSaunders: that the National Education Association be represented on the National\nCommittee on Education by Radio. Seconded by Miss Woodruff. Carried.\nMr. Saunders also made a motion that the Association’s representatives for the\nyear 1936 on that committee be President Samuelson and Superintendent Willis A.\nSutton. Seconded by Miss Woodruff. Carried.\nThe meeting reconvened in the Board of Directors Room of the headquarters\nbuilding at 2:40 p.m.\nRalph D. Ouinter, attorney, and Reuben T. Shaw, chairman of the Committee on\nAmending the Charter, were in attendance at the Executive Committee’s request.\nPresident Samuelson called upon Secretary Givens for a statement concerning the bill.\nThe secretary stated that it was the feeling of the members of the Executive Com¬\nmittee that for the bill to embody the spirit of the Denver convention Section 7 should\nbegin with the last paragraph of Section 6. Mr. Shaw said the issue raised was not\nnew to him. He expressed himself as not feeling competent to say what the spirit of\nthe convention was. Miss Woodruff asked how the inconsistencies in the bill would\ninfluence the Congressional committee. Mr. Ouinter stated that the contradictory\nchanges would be pointed out and that the bill would get nowhere.\nMr. Shaw stated that he felt that he had no authority to agree with the solution\nwhich the Committee offered. President Samuelson emphasized the fact that con¬\nsidering the way Mr. Smith felt and the way the other members felt the Committee\ncould not indorse the bill as it stood. Mr. Quintcr stated that the bill as prepared\nby him for the Executive Committee was to meet the request of the Committee that\nthe charter should retain the method of election of the trustees to carry out the spirit\nof the convention. Miss Woodruff made a motion that the Committee on Amending\nthe Charter be authorized to proceed to introduce the bill in Congress provided that\nSection 7 of the charter be amended so as to read as it is now expressed, and that\nthe first paragraph thereof should be the last paragraph of Section 6. Seconded by\nMr. Saunders. Carried.\nPresident Samuelson suggested that if Mr. Shaw were to get favorable action\nfrom his committee, he should consult directly with Secretary Givens and proceed\naccordingly. It was the feeling of Mr. Shaw that the reaction of the members of the\nCommittee of Seven on Reorganization and perhaps others vitally interested should\nbe sought. Mr. Shaw was told that he had the consent of the Committee to get all the\nopinions necessary but he was reminded that the responsibility for the action was\ndefinitely fixed. Mr. Shaw left the meeting after receiving from Mr. Quintcr a copy\nof the amendment as approved by the Executive Committee.\nMr. Saunders suggested that a letter to the people concerned, signed by Secretary\nGivens, should be written to the following effect: The Committee on Amending the\nCharter has presented its report to the Executive Committee, submitting a draft of\nthe revised charter to be presented to Congress. After careful consideration the\nExecutive Committee felt that the amended charter as submitted by the Committee\non Amending the Charter did not safeguard the control of the Permanent Fund as\n\n"}
{"page": 781, "printed_page": null, "text": "Associational Records and Information\n\n775\n\nvoted at Denver by the Representative Assembly, and upon consultation with an\nattorney as to the inconsistencies the Executive Committee authorized the Committee\non Amending the Charter to proceed according to the amended charter as agreed to\nby the Executive Committee.\nThe meeting adjourned at 4 p.m. to meet again in St. Louis, Saturday, February\n22, at 2 p.m.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nSt. Louis, Missouri\nSaturday Afternoon, February 22, 1936\nThe Executive Committee met at 2:10 p. m. in the president’s suite, Statler Hotel,\nwith the following members present: Agnes Samuelson, president; Henry Lester\nSmith, Joseph Saunders, and Caroline S. Woodruff. Treasurer R. E. Offenhauer was\nunable to be in St. Louis because of illness. Members of the Board of Trustees were\nalso present. Those not included in the membership of the Executive Committee were\nJ. M. Gvoinn and Edgar G. Doudna. A. L. Whittenberg had not yet arrived. Wil¬\nlard E. Givens, executive secretary, and Harriett M. Chase, chief assistant to the\nsecretary, were present.\nThe minutes of the December meeting were read and approved with certain\nchanges and corrections.\nSecretary Givens read a letter from Mr. Off enhauer, in which he expressed his\ndeep regret of his inability to attend the meeting on account of sickness. Mr.\nSaunders made a motion that the executive secretary be instructed to send a tele¬\ngram to Mr. Off enhauer expressing the regret of the Executive Committee and wish¬\ning him a speedy recovery. Seconded by Mr. Smith. Carried.\nPresident Samuelson left the room, during which time Secretary Givens acted as\ntemporary chairman.\nJohn K. Norton, representing a committee consisting of two other members—\nSuperintendents John Sexson and Willis A. Sutton—appointed by the Commission,\nbrought the following recommendations:\n1. That Agnes Samuelson and A. J. Stoddard be made permanent members of\nthe Commission by the Executive Committee of the National Education Asso¬\nciation and Department of Superintendence.\n2. That the president of the Department of Classroom Teachers be made an\nex-officio member of the Commission.\nAfter brief discussion Mr. Saunders made a motion that the recommendations of\nthe committee of the Educational Policies Commission be adopted. Seconded by\nMiss Woodruff. Carried.\nDr. Norton withdrew.\nPresident Samuelson returned and took the chair.\nA portion of a letter from R. T. Shavo, chairman of the Committee on Amending\nthe Charter, to officers and directors of the National Education Association was\nread. This called attention to a statement in the November issue of the Journal to the\neffect that Senator King of Utah offered to prepare a bill for introduction into the\nSenate calling for changes in the charter. The letter further stated that Senator\nKing, without the knowledge of the chairman or any member of the Committee on\nAmending the Charter, had introduced such a bill in Congress in January.\nMr. Saunders read the following telegram from Se?iator Byrd of Virginia:\n“Senate Bill #3855, which I understand was introduced at request of National Edu¬\ncation Association, is in Committee.”\nAt this point the chairmen of the Committees on Amending the Charter and\nReorganization, together with members of the latter committee, joined the Executive\nCommittee on invitation. Those present were: R. T. Shavo, E. E. Obcrholtzer, Robert\nMoore, and Misses Adair, l^ord, and Merrill.\n\n"}
{"page": 782, "printed_page": null, "text": "776\n\nNational Education Association\n\nPresident Samuelson explained that Mr. Shaw, chairman of the Committee on\nAmending the Charter, and Mr. Oberholtzer, chairman of the Committee on Re¬\norganization, had been asked to report to the Executive Committee. Mr. Shaw out¬\nlined the history of the Committee on Amending the Charter and its previous activi¬\nties. He stated that he was greatly surprised when he learned that a bill had been\nintroduced into the Senate without the knowledge of himself or his committee. He\nstated that he did not know where Senator King obtained a copy of the record of the\nDenver meeting. He left a copy of the Report on Reorganization with the Senator.\nHe stated that he had examined the bill very carefully and found no way in which\nit is contrary to the recorded action of the Representative Assembly at Denver.\nMr. Saunders asked that if an action is taken subsequent to another action, and\nthe action preceding is inconsistent, if it does not nullify the later action, and was\nanswered in the affirmative. He pointed out that that was the case in this matter.\nMr. Oberholtzer, in speaking on this subject, stated that the Committee on Re¬\norganization, with the exception of Miss Adair, felt that the bill conforms with the\naction of the Denver meeting, and urged that new differences of opinion be ironed\nout and that a bill be prepared.\nMr. Smith stated that in his opinion the bill does not conform with the action\ntaken at Denver, and that he would be unwilling to do anything that the Representa¬\ntive Assembly did not vote.\nIn his report, Mr. Oberholtzer made the following recommendations:\n1. That arrangements be made for the services of parliamentarian Henry M.\nRobert, Jr., in connection with a redraft of the bylaws.\n2. That expenses of Committee members be allowed for a three-day meeting at\nAtlantic City during the first week in April.\n3. That expenses of Committee members not otherwise provided for be paid\nto the Portland convention.\n4. That funds be made available for paying the expenses of one or two meet¬\nings of the Drafting Committee to meet in Washington by Committee members:\nMr. Shaw, Miss Lord, Miss Adair, Mr. Robert, Mr. Quinter, Mr. Givens.\n5. That funds be made available for printing and postage.\n6. That a redraft of the bylaws be printed in the May issue of the Journal and\nsufficient reprints be made to broadcast.\n7. Miss Woodruff made a motion that the Executive Committee express its\nappreciation to Mr. Oberholtzer for bringing out the idea of keeping all differ¬\nences of opinion so far as the bill to amend the charter is concerned within our\nown group. Seconded by Mr. Saunders. Carried.\nMr. Shaw raised the question of an appropriation for the Committee on Amending\nthe Charter.\nMembers of the two committees then withdrew.\nPresident Samuelson then appointed Mr. Doudna to work with Mr. Shaw on the\nproblem of the bill, and requested that a report be made to the Executive Committee\non Tuesday, February 25.\nThe meeting adjourned at 5:30 p. m. to meet again on Tuesday evening.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nMonday Evening, February 24, 1936\nPresident Samuelson called a meeting of the Executive Committee at 9:05 p. m.\nin her suite at the Statler Hotel. All members of the Committee, with the excep¬\ntion of R. E. Offenhauer, were present: Agnes Samuelson, president; Henry\nLester Smith, Joseph Saunders, and Caroline S. Woodruff. The following mem¬\nbers of the Board of Trustees were present on invitation: J. M. Gwinn, Edgar G.\nDoudna, and A. L. Whittenberg. Willard E. Givens, executive secretary, and\nHarriett M. Chase, chief assistant to the secretary, were present.\n\n"}
{"page": 783, "printed_page": null, "text": "Associational Records and Information\n\n777\n\nPresident Samuelson read the following resolution signed by R. T. Shaw, chair¬\nman of the Committee on Amending the Charter, moved by Mr. Cram, seconded\nby Miss Ewing and Mr. Hardy:\nThat we instruct our chairman to inform the Executive Committee at his\nearliest opportunity that it is the sentiment of the Committee on Amending\nthe Charter that the bill introduced by Senator King should have our support.\nWe urge that our committee be informed at an early date as to the instructions\nof the Executive Committee, and not later than the time of adjournment of the\nconvention of the Department of Superintendence.\nA letter signed by Mary C. Ralls, president of the Department of Classroom\nTeachers, and all other officers of the Department, was read. It expressed their\nbelief that the King Bill prepared by the Legislative Council of the United States\nSenate expresses the wish of the Representative Assembly and urged the officers\nand members of the Executive Committee of the National Education Association\nto give their active support to the King Bill. On motion of Mr. Smith, seconded\nby Miss Woodruff, the following resolution was passed:\nWhereas, The Executive Committee of the National Education Association\nis required by the charter and bylaws of the Association to carry out the man¬\ndates of the Representative Assembly, and\nWhereas, In the judgment of the representative Committee, Senate Bill\n#3855 does not by its provisions protect the Permanent Fund as the mandates\nof the Representative Assembly at Denver explicitly directed;\nTherefore, the Executive Committee at the request of the Committee on\nAmending the Charter instructed said Committee to request that Senate Bill\n#3855 be so modified as to conform to the action of the Representative Assembly\nat Denver.\nAt this point R. T. Shaw, chairman of the Committee on Amending the Charter,\njoined the Executive Committee. He made the following recommendations:\n1. That the Executive Committee give its endorsement to the King Bill\nwithout delay.\n2. Should the Executive Committee not approve this recommendation, it is\nsuggested that the matter be referred to the following persons for further study\nand report tomorrow: Messrs. Duudna, Gwinn, and Whittenherg.\nMr. Shaw expressed himself as believing that the King Bill carries out the\nmandates of the Representative Assembly. He then withdrew.\nIt was agreed that copies of the resolution just adopted be sent to Mr. Shaw and\nthe officers of the Department of Classroom Teachers.\nIn reference to Mr. Shaw’s request for appropriation to carry on the work of\nhis committee, the following motion was made by Miss Woodruff, seconded by\nMr. Smith, and carried:\nThat, in view of the fact that the National Education Association is facing\na deficit in its finances, the budget of the Committee on Amending the Charter\ncannot be expanded, and if additional clerical work is needed it can be furnished\nby the headquarters office.\nThe question was raised concerning the appointment of state N. E. A. directors\nin Rhode Island and Maryland to fill the unexpired terms of Charles Carroll and\nWilliam Burdick who have recently passed away. After consideration, a motion was\nmade by Mr. Smith that James F. Rockett, Director of Education in Rhode Island,\nbe appointed state N. E. A. director for the remainder of the year, and that E. W.\nPruitt, superintendent of Frederick County schools, Frederick, Maryland, be ap¬\npointed director from Maryland. Seconded by Mr. Saunders. Carried.\nThe Social Security Act of the District of Columbia was next discussed. For the\ncurrent year this Act imposes a tax on the National Education Association of between\n$2000 and $2500. The amount will be doubled next year, and tripled the year follow-\n\n"}
{"page": 784, "printed_page": null, "text": "778\n\nNational Education Association\n\ning. Mr. Saunders made a motion that Attorney Quinter be requested to draft a bill\nproposing that all educational organizations and charitable institutions which are\nexempt by their charter be exempt from the provisions of this bill. It was further\nmoved that Mr. Allan be authorized to pay the tax now due under protest, with\nfunds from the savings account of the annuity insurance. Seconded by Mr. Smith.\nCarried.\nPresident Samuelson read a telegram from Frank W. Ballou, superintendent of\nschools, Washington, D. C., asking if the Executive Committee favors repeal of the\nCommunistic Rider on the District Appropriation Bill. Secretary Givens was in¬\nstructed to answer it according to the platform and resolutions of the National Educa¬\ntion Association on “Freedom of Teaching,” adopted at the Denver convention.\nJoy Elmer Morgan, director of the Division of Publications of the National Educa¬\ntion Association, appeared before the Committee at this time in protest of the chew¬\ning gum ad carried in the Journal of the National Education Association, basing his\nprotest on the fact that the research studies the company claims to have made are\nnot available; that he believes it to be a dishonest ad, and that the contract should\nnot be renewed. Action on this matter was postponed until the next meeting of the\nCommittee.\nThe meeting adjourned at 12:05 a. m. to meet at 3 p. m. on Tuesday, February 25.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nTuesday Afternoon, February 25, 1936\nThe Executive Committee met at 3 p. m. with all members present with the excep¬\ntion of R. E. Offenhauer: Agnes Samuelson, president; Henry Lester Smith, Joseph\nSaunders, and Caroline S. Woodruff. The following members of the Board of\nTrustees were present on invitation: J. M. Gvoinn, Edgar G. Doudna, and A. L.\nWhittenherg. Willard E. Givens, executive secretary, and Harriett M. Chase, chief\nassistant to the secretary, were present.\nThere was a discussion of the resolution passed at the meeting of the Executive\nCommittee on February 24. Amendments to Senate Bill #3855 were suggested and\naccepted by the Committee. Mr. Smith made a motion that a copy of the preliminary\ndraft of Senate Bill #3855 and a copy of the bill prepared by Attorney Quinter on\nDecember 29, together with an explanatory memorandum, be sent to the chairmen\nand members of the Committees on Amending the Charter and on Reorganization\nof the National Education Association and to the members of the Executive Com¬\nmittee of the Department of Classroom Teachers. Seconded by Miss Woodruff.\nCarried.\nThe meeting adjourned to meet at 1:30 p. m. on Thursday, February 27.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\nThursday Afternoon, February 27, 1936\nThe Executive Committee met at 1:45 p.m. in President Samuclson’s suite with all\nmembers of the Committee present with the exception of R. E. Offenhauer: Agnes\nSamuelson, president; Henry Lester Smith, Joseph Saunders, and Caroline S. Wood¬\nruff. Edgar G. Doudna and J. M. Gvjinn were present on invitation. Willard E.\nGivens, executive secretary, and Harriett M. Chase, chief assistant to the secretary,\nwere present.\nPresident Samuelson outlined the program for the Portland convention, asking\nfor suggestions as to the speakers.\nH. A. Allan, business manager, was called upon to explain the financial condition\nof the Association. The report covered the following items: (1) income; (2) expense;\nand (3) cash position. Because the membership increase has been less than antici¬\npated, and expenditures heavy due to increased service to the field, restoration of\n\n"}
{"page": 785, "printed_page": null, "text": "Associational Records and Information\n\n779\n\nthe September Journal, and the purchase of a new addressograph machine, it was\npointed out that it would be necessary to practise every economy in order to close\nthe fiscal year without a deficit. Members of the Executive Committee expressed\nthemselves as favoring a budget built on the income of the previous year rather\nthan on anticipated income and also a budget for departments and committees apart\nfrom the other and subject to reduction along with the headquarters budget if antici¬\npated income is not realized. After a thoro discussion of this situation, Mr. Saunders\nmade a motion that the executive secretary and the business manager be instructed\nto, if possible, adjust the finances of the Association so that the fiscal year be closed\nwith a balanced budget, and that they be given authority to make individual adjust¬\nments and expenditures as in their judgment seem wise to accomplish the purpose\nof this motion. Seconded by Mr. Smith. Carried.\nIt was suggested that in the future the budget set-up include capital maintenance\nand operation.\nThe question tvas raised concerning certain items on expense accounts: (a) flat\n$4 per day for meals; (b) paying substitutes in schools ; (c) paying for investigations\nin connection with the work on academic freedom. In this connection Mr. Smith men¬\ntioned an arrangement made by the Committee on Academic Freedom, of which he is\nchairman, to have someone in California to investigate the Jewett case. Mr. Saunders\nmade a motion that President Samuelson appoint a committee, including the executive\nsecretary and the business manager, to offer recommendations for revision of the\nrules for expenditures. Seconded by Mr. Smith. Carried. President Samuelson ap¬\npointed Mr. Saunders and Miss Woodruff to work with the executive secretary and\nthe business manager on this problem and to report at the next meeting of the\nCommittee.\nA letter was read from Mary Elizabeth O'Connor, president of the Department\nof Administrative Women in Education, requesting an appropriation of $500 for the\nuse of the Department. Mr. Smith made a motion that the request be referred to the\nBudget Committee. Seconded by Mr. Saunders. Carried.\nAt this point Mr. Shaw was invited to join the Committee and report on the work\nof the Committee on Amending the Charter. He stated that both the Committees on\nAmending the Charter and on Reorganization had felt that there was no possible way\nthat the bill could go ahead, but that Mr. Oberholtzer was so anxious that a com¬\npromise be effected that the two committees voted to leave the matter in the hands of\nthe two chairmen to contact the Executive Committee to see what could be done.\nUntil the receipt of the amended copy of Senate Bill #3855, the Executive Com¬\nmittee had thought that progress had been made, but that the clause in Section C of\nthe amended bill was not acceptable. President Samuelson stressed that it was the\ndesire of the Executive Committee to do what the Representative Assembly voted.\nMr. Shaw expressed his willingness to accept the draft of Senate Bill #3855\nprepared by the Executive Committee if the clause in Section C was omitted and\nthe Rider “if and when adopted by the Representative Assembly” followed Section B.\nThe Executive Committee was unwilling to omit the clause or to place the Rider after\nany one section. Mr. Smith expressed deep concern that the Permanent Fund and its\ncontrol by the Board of Trustees be safeguarded. On being questioned as to how it\nhappened that President Samuelson was not advised that the bill had been intro¬\nduced, Mr. Shaw replied that he thought the office in Washington would know\nabout it. He also said that Senator King assured him that the bill would have to go\nto the Judiciary Committee, and no action could be taken before the St. Louis meeting.\nIt was agreed that Secretary Givens would advise Mr. Shaw regarding next steps,\nand that Senator Ashhurst, chairman of the Judiciary Committee, would be asked to\nget the opinion of the Attorney General as to the effect of the phrase, “and the\nsaid corporation may by its bylaws make other and different provisions as to the\nnumbers and names of its officers, boards, councils, and committees.” If this protects\nthe Board of Trustees, the Executive Committee would be willing to accept the\nbill with the inclusion of Section B and the Rider to cover the entire bill. Mr. Shaw\nwithdrew.\n\n"}
{"page": 786, "printed_page": null, "text": "780\n\nNational Education Association\n\nMr. Saunders made a motion that the recommendation of the Board of Directors\nconcerning the appointment of B. F. Stanton of Alliance to serve as director of Ohio\nfor the remainder of the year be approved after the receipt of the resignation of\nIF. A. Evans who is ill. Seconded by Miss IVoodruff. Carried.\nThe following action was taken on the recommendations of the Committee on\nReorganization:\n1. That any advice needed in connection with the redraft of the bylaws be\nsecured from the Association’s attorney, Ralph G. Quinter.\n2. That a three-day meeting of the Committee on Reorganization be allowed,\nbut that such meeting be held in Washington.\n3. That only the expenses of the chairman be paid to the Portland meeting.\n4. That the Drafting Committee do its work at the same time of the general\nmeeting of the Committee in Washington.\n5. Approved funds for printing and postage—headquarters office to arrange\nfor printing.\n6. Space will be allowed in the May issue of the Journal for a summary of the\nreport—reprints to be available for distribution.\nIn connection with the chewing gum ad, Secretary Givens recommended that no\ncontract be signed at the present time, but that on account of the condition of the\nbudget the ad be carried in the April and May Journal. President Samuelson regis¬\ntered her disapproval of this particular ad, and also the one on Russian tours. It\nwas suggested that an opportunity be given at the Portland convention to discuss\nthe advisability of appointing a committee of the headquarters staff to determine\nwhat ads should be carried, and to discuss articles and editorials affecting advertis¬\ning. Mr. Saunders made a motion that the recommendations of the executive secretary\non the chewing gum ad be accepted, and that he bring to the Portland meeting further\nrecommendations as to the future policy, and also, to bring recommendations regard¬\ning the appointment of a committee to consider ads and editorials in the Journal.\nSeconded by Mr. Smith. Carried.\nThe Executive Committee approved the arrangement of accepting institutional\nlife memberships on a twenty-year basis.\nIt was agreed that the National Education Association would cooperate with the\nNational Associations on Academic Freedom, but would not affiliate.\nIt was agreed that the chairman of the Committee on Retirement Allowances,\nM. Emma Brookes, be authorized to make such arrangements as she wished concern¬\ning cooperation with the National Council of Teacher Retirement Systems, but that\nno official joint committee be set up.\nThe meeting adjourned at 5:30 p. m.\nWILLARD E. Givens, Executive Secretary\nAgnes Samueeson, President\n\nPortland, Oregon\nSaturday, June 27, 1936\nThe Executive Committee met at 9 a. m. in the president’s suite, Multnomah\nHotel, with all members present: Agnes Samuelson, president; Henry Lester Smith,\nJoseph H. Saunders, R. E. Offenhauer, and Caroline S. Woodruff.\nAll members of the Board of Trustees met with the Executive Committee: Edgar\nG. Doudna, Joseph M. Gvoinn, and A. L. Whittenberg. Willard E. Givens, executive\nsecretary, also was present.\nAfter calling the meeting to order, President Samuelson asked for approval of the\nminutes of the February meeting. Mr. Smith made a motion that the minutes be\nadopted. Seconded by Miss Woodruff. Carried.\nAmendments in connection with traveling expenses were suggested. The material\nitalicized has been added or amended:\n\n"}
{"page": 787, "printed_page": null, "text": "Associational Records and Information\n\n781\n\nTravel expenses:\nR. R. fare: Lowest prevailing rate.\nPullman: Standard lower berth or Pullman chair for day travel.\nMeals and Incidentals when on train: Actual expense not to exceed four dollars\na day.\nLocal expense:\nHotel: Actual expenses for room and meals, not to exceed seven dollars and fifty\ncents a day. Receipted bill from hotel required.\nCabs: To hotel and to R. R. station. Other charges only when absolutely\nnecessary.\nStreet car fares: As necessary.\nTelegrams: Copies to be filed with bill.\nTelephone tolls: On Association business.\nStenographers: Only when specifically authorized by Board of Directors or its\nExecutive Committee.\nDinners: Dinners or similar functions given by committees and others only when\nconsent has been obtained previously from the president of the Association or\nthe executive secretary.\nPersonal expenses such as valet, hair dressing, laundry, etc., will not be paid\nby the Association.\nAppropriation for committees and departments may not be used by officers or\nmembers of committees or departments for travel or for the payment of serv¬\nices of persons substituting for them in their regular work unless authorized\nby the Board of Directors or its Executive Committee.\nMr. Saunders made a motion that the modification be passed on to the Board of\nDirectors with the Committee’s recommendation for its approval. Seconded by Mr.\nSmith. Carried.\nSecretary Givens reported on budget recommendations. Mr. Offenhauer made a\nmotion that the report be approved. Seconded by Mr. Smith. Carried.\nThe following recommendations for adjustments in classifications and salaries\nwere submitted by the executive secretary:\nRachel Baker, Division of Accounts and Records, be changed from classification\n3A to 3AA. Miss Baker has been with the Association for eight years and serves\nas bookkeeper of the Association. The change would increase the annual salary\nincrement $10 and would make the rate for 1936-37 $1610.\nEleanor Richards, Division of Accounts and Records, be changed from classi¬\nfication 3B to 3AA. Miss Richards has been with the Association for ten years and\nhas the duties of a cashier. The change would increase the annual salary incre¬\nment $10 and would make the rate for 1936-37 $1570.\nAda Heath, Division of Accounts and Records, who has been on a part-time\nbasis for eight years and full-time basis for the past two years serving as a unit\nclerk, and receiving $21.50 a week, be classified as 3B and placed on the beginning\nsalary for that classification of $1200 per year.\nLaura Ramey, Division of Accounts and Records, who has worked at various\ntimes with the Association for a period of the past ten years, and who has been\nfilling a regular position since August 1935 and receiving $22.50 per week, be\nclassified as 3B and placed on the beginning salary for that classification of $1200\nper year.\nGenevieve Heiberger, Division of Accounts and Records, who has been a\ntemporary employee since November 1934, and who is now filling the position of\ncash register operator and receiving $18 per week, be classified as 3B and placed\non the beginning salary for that classification of $1200 per year.\nFrances Thompson, Division of Business, be changed from classification 3A to\n3AA. She has been with the Association for ten years doing important work in\nhandling advertising details in the Journal. The change would increase the\nannual salary increment $10 and would make the rate for 1936-37 $1610.\n\n"}
{"page": 788, "printed_page": null, "text": "782\n\nNational Education Association\n\nEva Brumback, Division of Business, who has been with the Association for the\npast six years as a temporary employee as switchboard operator and typist re¬\nceiving $20.50 per week, be placed in classification 3B and placed on the beginning\nsalary for that classification of $1200 per year.\nBertha Hendricks, Division of Business, who has been with the Association on\na part-time basis for six years and full-time basis for the past two years as\nswitchboard operator and file clerk at $20.50 per week, be placed in classification\n3B and placed at the beginning salary for that classification of $1200 per year.\nElizabeth Berckmann, Division of Membership, who has been with the Associa¬\ntion for the past ten years and is secretary to the Director, be changed from\nclassification 3B to 3A. This involves no increase in salary at present but gives a\npossible maximum of $100 more annually.\nMildred Sandison, Division of Publications, who has been with the Association\nfor the past five years doing important work in connection with the Journal be\nchanged from classification 3A to 3AA. The change in classification would in¬\ncrease the annual salary increment $10 and would make the rate for 1936-37\n$1510 per year.\nMarie Scoggins, Division of Publications, who has been with the Association\nfor the past eleven years, be changed from Classification 3B to 3A. The change\nin classification involves no increase in salary at present but gives a possible\nmaximum of $100 more annually.\nMildred Bunch, Division of Publications, who has been with the Association\nfor the past six and one-half years, be changed from classification 3AA to 2B.\nvShe is now supervising the work in the editing and proof-reading section of this\nDivision. This would increase the annual salary increment $100 as she already is\nreceiving the maximum of her present 3AA classification.\nHelen Cox, Research Division, who has been with the Association for the past\neight years and who is now supervising the secretarial and clerical work in that\nDivision, be changed from classification 3A to 2B. This change in classification\nwould increase the annual increment $50 and would make the rate for 1936-37\n$1730 per year.\nLouise Clark, Research Division, who has been with the Association for the past\nsix and one-half years, be changed from classification 3B to 3AA. The change in\nclassification would increase the annual salary increment $10 and would make\nthe rate for 1936-37 $1360 per year.\nMargaret Lane, Research Division, who has been with the Association for the\npast seven and one-half years, be changed from classification 3B to 3AA. The\nchange in classification would increase the annual salary increment $10 and\nwould make the rate for 1936-37 $1460 per year.\nRuth G. Weaver, Research Division, who has been with the Association for the\npast four and one-half years, be changed from classification 3B to 3AA. She is\ndoing important work in connection with the answering of letters in connection\nwith the Educational Research Service. The change in classification would in¬\ncrease the annual salary increment $10 and would make the rate for 1936-37\n$1360 per year.\nJosephine D. Sullivan, Research Division, who has been with the Association\nfor the past three years and serves as temporary employee receiving $25 per\nweek, be classified as 3B and her salary set at $1350. She is doing work in con¬\nnection with the yearbooks.\nAgnes Griffith, Research Division, who has been with the Association for the\npast ten years and now employed in the statistical section receiving $22 per\nweek, be classified as 3B and placed on the beginning salary of that classification\nof $1200 per year.\nHazel Simpson, Secretary’s Office, who has been with the Association for a year\nand a half as temporary employee receiving $27.50 per week, be classified as 3B\nand her salary set at $1500 per year. She is doing most of the stenographic work\nfor Miss Chase.\n\n"}
{"page": 789, "printed_page": null, "text": "Associational Records and Information\n\n783\n\nA motion was made by Mr. Offenhauer that the recommendations be approved.\nSeconded by Mr. Smith. Carried.\nIt was recommended by the executive secretary that Assistant Directors Belmont\nFarley, Richard Foster, and Ivan Booker be given their usual two-hundred-dollar\nincrements. This was approved on motion made by Mr. Smith and seconded by Mr.\nSaunders.\nSince the present classification has been in effect for nine years, the Executive\nCommittee instructed the executive secretary to make a thoro study of the classifica¬\ntion schedule and present a report with recommendations to the meeting of the\nCommittee in Detroit in June.\nThe merging of the American Physical Education Association with the Depart¬\nment of School Health and Physical Education was next discussed. Caroline S.\nWoodruff made a motion that the Executive Committee approve this step. Seconded\nby Mr. Smith. Carried.\nThe next item discussed was the policy in connection with School Health Educa¬\ntion Service for another year. A motion was made by Miss Woodruff that School\nHealth Education Service be housed in the N. E. A. under the present arrangement,\nwhich is without expense to the N. E. A., until January 1938. Seconded by Mr. Smith.\nUnanimously carried.\nThe next matter presented was the consolidation of the National Council of Teach¬\ners’ Retirement Systems with the N. E. A. Committee on Retirement Allowances into\na department. After considerable discussion, the Executive Committee decided it\nunwise to create a department so different in nature from any of the other depart¬\nments and decided that it would be wiser for the present to suggest to the new\npresident that the Committee on Retirement Allowances be strengthened by adding\nmembers from the National Council of Teachers’ Retirement Systems and that no\ndepartment be created at present.\nA letter was read from Joseph Maddy, president, National Music Educators Con¬\nference, Ann Arbor, Michigan, regarding possible consolidation with the Department\nof Music of the N. E. A. President Samuelson suggested that a letter be written\nMr. Maddy, letting him know that the Committee favors his ideas.\nDiscussion of the Journal of the National Education Association resulted in\ninstructions to the executive secretary to present to the next meeting of the Executive\nCommittee a long-term plan for the Journal and a program for the coming year in\nspecific and detailed form both as to editorial policy and advertising. It was sug¬\ngested that hereafter the general program for the Journal for the year just ahead\nbe submitted to the Executive Committee at its June meeting. A motion to this effect\nwas made by Mr. Smith. Seconded by Mr. Offenhauer. Carried.\nAfter considerable discussion on the question of institutional membership in the\nNational Education Association, Mr. Offenhauer made a motion that no institutional\nmemberships be recognized other than college library, university library, and\npublic library memberships. Seconded by Miss Woodruff. Carried.\nMr. Smith moved that the matter of securing funds for the Horace Mann Cen¬\ntennial Celebration be left in the hands of the executive secretary. Seconded by\nMr. Offenhauer. Carried.\nThe meeting adjourned and was again called to order by President Samuelson\nat 2 p. m.\nAfter discussion on the policy concerning the use of mailing-lists of the National\nEducation Association, it was the unanimous decision that these lists should be used\nfor our professional purposes only.\nMr. Smith was excused from the meeting at 2:30 p. m.\nA discussion of the reports of the Committees on Amending the Charter and on\nReorganization resulted in the appointment of a committee composed of Joseph //.\nSaunders, Henry Lester Smith, and Secretary Givens to meet at 8 p. m. and prepare\nnecessary material to be presented before the Board of Directors on Sunday evening.\nThe meeting adjourned at 3:50 p. m. to meet on Sunday, June 28, at 10 a. m.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\n"}
{"page": 790, "printed_page": null, "text": "784\n\nNational Education Association\n\nSunday Morning, June 28, 1936\nThe Executive Committee convened at 10 a. m. in the president’s suite, Multnomah\nHotel, with all members present.\nPresident Samuelson called upon Joseph H. Saunders who gave the following\nreport for the Special Committee on Amending the Charter:\nThe Executive Committee having carefully considered the report of the Com¬\nmittee on Amending the Charter recommends to the Board of Directors the\nfollowing action thereon:\nFor the purpose of remedying an inconsistency which resulted from the action\nof the Representative Assembly at Denver, and to remove all doubts as to the\nclear intent and meaning of the action so taken:\nBe It Resolved, That the action of the Representative Assembly at Denver on\nthe report of the Committee on Amending the Charter be amended by adding to\nSection 7 of the proposed charter the exact language of the last paragraph of\nSection 6 of the present charter which is as follows:\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 Association at which\nthey were elected, they shall elect one trustee for the term of four years. All\nvacancies occurring in said Board of Trustees, whether by resignation or other¬\nwise, shall be filled by the Board of Directors for the unexpired term; and the\nabsence of a trustee from two successive annual meetings of the Board shall\nforfeit his membership.”\nMotion was made by Superintendent Offenhauer that this resolution be adopted.\nSeconded by Miss Woodruff. Unanimously carried. President Samuelson asked Mr.\nSmith to present the view of the Executive Committee to the Board of Directors’\nmeeting and to pass on to them the recommendations of the Special Committee\napproved by the Executive Committee.\nThe report of the Committee on Reorganization was considered. President Samuel¬\nson asked Mr. Saunders to discuss this report with the Board of Directors and pre¬\nsent the following recommendation from the Executive Committee to the Board of\nDirectors:\nThe Executive Committee has given as careful study to the report of the\nCommittee on Reorganization as possible in the limited time available since\nreceiving this report and recommends to the Board of Directors the following:\nIn view of the fact as stated by the Committee on Reorganization in Chapter I\nof their report that it is a prerequisite to have many of the proposed amendments\nto the charter made official by Act of Congress before it can complete plans for\nreorganization which it believes desirable for the Association, and in view of\nthe fact that the proposed amendments to the charter are dependent upon such\naction as the Representative Assembly may take upon the report of the Committee\non Amending the Charter, and in view of the further fact that several of the\nrecommendations of the Committee prescribe qualifications for membership in the\nRepresentative Assembly, Board of Directors, and Board of Trustees that would\nmake the functioning of the Association more difficult than at present, the Execu¬\ntive Committee recommends to the Board of Directors that further study be given\nto the effect of such proposals before recommending action thereon to the Repre¬\nsentative Assembly.\nMeeting adjourned at 12:30 to meet again at call of President Samuelson.\nWillard E. Givens, Executive Secretary\nAgnes Samuelson, President\n\n"}
{"page": 791, "printed_page": null, "text": "Associational Records and Information\n\n785\n\nFriday Morning, July 3, 1936\nThe meeting of the new Executive Committee convened in Miss Samuelson’s suite\nin the Multnomah Hotel, Friday morning, July 3, at 10 a. m., the new president,\nOrville C. Pratt, presiding, with the following members present: Agnes Samuelson,\nR. E. Offenhauer, Joseph H. Saunders, Caroline S. Woodruff, and Willard E. Givens,\nexecutive secretary.\nHarold A. Allan, business manager for the Association, discussed Detroit from\nthe standpoint of meeting places, exhibit space, and other convention needs.\nJoseph H. Saunders made a motion that the city of Detroit be selected as the con¬\nvention city for 1937 and that a contract be entered into for the holding of this\nconvention. Seconded by Caroline S. Woodruff.\nAt this point, Donald DuShane, chairman of the Tenure Committee, and Frances\nJelinek, secretary of the Committee, joined the Executive Committee and requested\nthat the matter of deciding upon Detroit as the convention city be delayed until\nan investigation could be made into the Highland Park case where contracts were\nreported to have been withheld from forty-three teachers. After presentation and\ndiscussion of the case, Mr. DuShane and Miss Jelinek withdrew.\nMr. Saunders then modified his previous motion as follows:\nThat a contract be entered into with the city of Detroit with the right to abro¬\ngate it if in the wisdom of the Executive Committee conditions are unsatisfactory.\nSeconded by Mr. Offenhauer. Motion lost.\nMiss Samuelson made a motion that Detroit be selected as the convention city and\nthat the contract be signed. Seconded and unanimously carried.\nR. E. Offenhauer made a motion that inasmuch as Detroit has been decided upon\nas the convention city that the chairman of the Tenure Committee, Mr. DuShane,\nwho will serve until committee chairmen for 1936-37 are appointed by Preside?it\nPratt, be instructed immediately to investigate the rumor concerning the withholding\nof contracts from several teachers in Highland Park and that the investigation be\nreported at the next meeting of the Executive Committee. Seconded by Miss Samuel¬\nson. Carried.\nSecretary Givens stated that James F. Rockett, N. E. A. director for Rhode Island,\nappointed to fill the unexpired term of Charles Carroll, deceased, did not know of his\nobligation to attend meetings of the Board of Directors. In view of his being un¬\ninformed as to his duties, Mr. Offenhauer made a motion that his expenses to the\nconvention be allowed. Seconded by Miss Samuelson. Carried.\nJoseph Saunders made a motion that the parliamentarian, C. A. Bottolfsen, be\npaid seventy-five dollars in addition to the amount already agreed upon, which was\nhis expenses and twenty-five dollars, and that the check for the full amount be sent\nhim with a sincere vote of thanks. Seconded by Miss Samuelson. Carried.\nOn the recommendation of President Pratt, R. E. Offenhauer made a motion that\nMr. Bottolfsen be employed for the Detroit convention at twenty-five dollars per\nday for the days of actual service, plus his expenses. Seconded by Miss Woodruff.\nUnanimously carried.\nInasmuch as the meeting of the Educational Policies Commission will be held at\nCrawford House, New Hampshire, August 17, 18, and 19, it was unanimously agreed\nthat the next meeting of the Executive Committee be held at the same place on\nAugust 21 and 22.\nThere being no further business, the meeting adjourned at 11:50 a. m.\nWizard E. Givens, Executive Secretary\nOrviixe C. Pratt, President\n\n"}
{"page": 792, "printed_page": null, "text": "786\n\nNational Education Association\n\nMINUTES OF THE MEETINGS OF THE\nBOARD OF TRUSTEES\nSt. Louis, Missouri\nSunday Morning, February 23, 1936\nThe Board of Trustees of the National Education Association met in President\nSamuelson’s suite, Statler Hotel, at 10:15 a. m. Members present: Joseph H. Saunders,\nchairman; Edgar G. Doudna, secretary; A. L. W hittenherg, J. M. Gwinn, and\nPresident Agnes Samuelson.\nThe meeting was called to order by the chairman.\nA report of the condition of the Permanent Fund at the close of business, January\n31, 1936, was presented and discussed. The chairman explained items in detail.\nPrincipal points covered the purchase of six baby bonds for the Department of\nSuperintendence at a cost of $2250, which at maturity in ten years will yield\n$3000; making best possible adjustments on properties where mortgages have been\nforeclosed; expense out of Permanent Fund income for installation of radiators and\npartitions and moving the switchboard in administration building.\nOn motion of Mr. Gvoinn, seconded by Mr. Doudna, the report was approved and\nmade a matter of record.\nOn motion of Mr. Whittenherg, seconded by Mr. Gzuinn, it was voted to pay to\nthe Penn Mutual Insurance Company $15,500 on the next payment date.\nOn motion of Mr. Doudna, seconded by Mr. Gvoinn, the following resolution was\npassed:\nResolved, That Joseph H. Saunders, chairman, and Willard E. Givens, secre¬\ntary, be, and they are hereby, authorized to borrow from the National Metro¬\npolitan Bank of Washington, D. C., or from any other bank or banker, the sum\nof $50,000 or as much thereof as may be needed for current obligations of the\ninstitution, when and as such needs occur.\nIt was pointed out that if and when the Board desires or the need arises, the\nParker Fund now held in the Teachers Home and Welfare Fund may be transferred\nto other permanent funds.\nIn discussing the policy concerning requests for transfer of funds received on\nlife membership payments to annual membership payments, the request was made\nthat all cases be referred by the executive secretary to the Board of Trustees for\naction. No money may be refunded to the individual.\nOn motion of Mr. Gvoinn, seconded by Mr. Whittenherg, it was voted that the\nEducational Policies Commission be reimbursed during the next fiscal year for the\ncost of installing a partition in the office to which they have been assigned.\nOn motion of Mr. Doudna, the meeting was adjourned at 11 a. m.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nPortland, Oregon\nSaturday Afternoon, June 27, 1936\nThe Board of Trustees of the National Education Association met in the Multno¬\nmah Hotel, at 4 p. m., pursuant to a call of the chairman of the Board. Members\npresent: Joseph H. Saunders, Agnes Samuelson, president; J. M. Gvoinn, Edgar G.\nDoudna, and A. L. Whittenherg.\nThe meeting was called to order by the chairman of the Board.\nMinutes of the St, Louis meeting, held Sunday, February 23, 1936, were approved.\n\n"}
{"page": 793, "printed_page": null, "text": "Associational Records and Information\n\n787\n\nChairman Saunders reported on the financial report for the fiscal year ending\nMay 31, 1936. Entire report read. Mr. Gvoinn made a motion that the report he\naccepted as reported. Seconded by Miss Samuelson. Unanimously carried.\nMotion made by Mr. Whittenberg that we reimburse the Educational Policies\nCommission in the amount of $288 for partitions to be constructed in the headquar¬\nters building. Seconded by Mr. Doudna. Carried.\nAir. Gvuinn made a motion that the executive secretary be instructed to have a\nwall in the old building made water-proof, said wall having been damaged recently\nwith heavy rains. Mr. Whittenberg seconded motion. Carried.\nMr. Doudna made a motion that the executive secretary be authorized to construct\npartitions suggested by Business Manager Allan in the headquarters building at a\ncost of $230. Seconded by Mr. Whittcnberg. Carried.\nMr. Allan made a brief statement that the headquarters building never had hot\nwater during the summer, no equipment being installed for this purpose. Suggested\nat a small cost of $75, a gas heater could be installed by our own engineer to take\ncare of this emergency. Motion made by Miss Samuelson that the executive secretary\nbe authorized to instal necessary equipment. Seconded by Mr. Whittenberg. Adopted.\nSecretary Givens reported on the life membership situation.\nMeeting adjourned at 4:45 p. m.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nFriday Morning, July, 3, 1936\nThe Board of Trustees of the National Education Association met in the Multno¬\nmah Hotel at 9:45 a. m. Members present were: Edgar G. Doudna, J. M. Gvjinn,\n0. C. Pratt, president; Joseph H. Saunders, and A. L. Whittenb erg.\nTrustee Gwinn made a motion, which was duly seconded, that Joseph II. Saunders\nbe reelected chairman of the Board. Motion carried.\nTrustee Gvoinn also made a motion that Edgar G. Doudna be reelected secretary of\nthe Board. Motion seconded and carried.\nIt was moved, seconded, and carried that the Trustees meet at the time of the\nExecutive Committee in December.\nOn motion of Mr. Gvoinn, seconded by Mr. Whittenberg, the following resolution\nwas passed:\nResolved, That Joseph H. Saunders, chairman, and Willard E. Givens, secre¬\ntary, be, and they are hereby, authorized to borrow from the National Metro¬\npolitan Bank of Washington, D. C., or from any other bank or banker, the sum\nof $50,000 or as much thereof as may be needed for current obligations of the\ninstitution, when and as such needs occur.\nAir. Whittenberg made a motion that the present method of handling the securities\nof the Association be continued. Seconded by Mr. Doudna.\nThe Board, having concluded its business, adjourned, subject to call of the\nchairman.\nH. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nJoseph\n\nFINANCIAL REPORT 1935-36\nSubmitted herewith is a complete financial statement for the fiscal year ended\nMay 31, 1936. 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, Executive Secretary\n\n"}
{"page": 794, "printed_page": null, "text": "788\n\nNational Education Association\n\nReport of Board of Trustees—Financial\nYour Board of Trustees submits for your consideration the following report of\nyour finances and properties for the fiscal year ending May 31, 1936.\n\nThe Permanent Fund\nCash on Hand. $6,033.23\nSecurities. 110,494.66\nLife Membership Notes. 181,985.17\nReal Estate, Less Mortgage. 495,457.01\nElementary Principals Fund.\n7,312.86\nSuperintendents Research Fund.\n19,858.71\nTeachers Welfare Fund.\n5,982.66\n$827,124.30\nThe corresponding total in 1935 was $802,664.47, a net gain for the year of\n$24,459.83. The gain for the preceding year was $19,224.55, making a net gain for\nthe two year period of $43,684.38.\nOur headquarters building, grounds and equipment cost $583,457.01. Its actual\nvalue is in excess of this figure. We reduced the mortgage on this property during\nthe current year from $100,000 to $80,000. This mortgage bears interest at the rate\nof 5^2%.\nInterest on our securities has been promptly paid with the exception of the bonds\nof the St. Louis and San Francisco Railway which is in the hands of a receiver.\nThe average yield is in excess of four and one-half percent. The income of the\nPermanent Fund was $48,045.15. The disbursements covered interest on the mort¬\ngage $4,837.50, repairs and improvements to the building $1,217.57, attorney fees\nand deposit box rental $827.00, leaving a net income of $41,163.08 paid into our\noperating account. This appears to be a decrease of $229.87. However, an item of\n$250 included in the $827 above was an item carried over -from 1935. Reallocating\nthis item, the net income from the Permanent Fund would show an increase of\n$270.13. With this change, the net income from the Permanent Fund paid into the\noperating fund for the past five depression years is as follows:\n1931- 32.\n1932- 33.\n1933- 34.\n\n$32,077\n34,410\n36,165\n\n1934-35.\n1935-36.\n\n41,143\n41,413\nFive year period.$185,208\n\nThe Parker Estate is still in process of liquidation. During the year we sold the\nMarkwald mortgage note of $1,000 for $890 and collected $400 in part payment of\nthe Guettrich-Hisgen note.\nOur operating receipts for the year were $503,923.19, an increase over 1935 of\n$31,620.37. Our operating expenses were $513,471.54, an increase of $18,438.40. The\nincreased cost is more than accounted for by increased service in the N. E. A. Journal,\nthe Research Bulletins and the larger expense for exhibit operation with consequent\nincrease of share of profit to the Department of Superintendence. The operating\ndeficit is $9,548.35. To this is charged $5,244.82 depreciation on equipment making\nthe gross deficit $14,693.67.\nAn itemized statement follows:\n\n"}
{"page": 795, "printed_page": null, "text": "Associational Records and Information\n\n789\n\nPermanent Fund—Principal Account\nCash Report—May 31, 1936\nGeneral Funds\nCash on hand, May 31, 1935 .\nReceipts from Life Members.\nDisbursements:\nReduction on Mortgage, 1201 16th Street\nN. W., Washington, D. C., held by Penn\nMutual Life Insurance Company, Phila¬\ndelphia, Pa.\nPurchase of Arkansas Bonds (Exchange of\nCash for Coupons) received as income to\nbe converted .\n\n$ 3,430.63\n23,022.60\n\n$26,453.23\n\n20,000.00\n\n420.00\n\n20,420.00\n\nCash on hand, May 31, 1936 .\n\n$ 6,033.23\n\nElementary School Principals Fund\nCash on hand, May 31, 1935 .\nReceipts:\nLife Membership ..\nAdjustment by N. E. A.\n\n$\n$\n\n665.37\n\n589.00\n5.00\n\n594.00\n\nCash on hand, May 31, 1936.\n\n1,259.37\n\nDepartment of Superintendence—Educational Research Fund\nCash on hand, May 31, 1935 ... . .\nReceipts:\nMemberships .\nProceeds of Liberty Bond.\n\n$ 1,322.51\n$ 1,612.35\n51.06\n\n1,663.41\n$ 2,985.92\n\nDisbursements:\nPurchase of Six U. S. Treasury Savings\nBonds—having\na\nMaturity\nValue\nof\n$3,000.00 .\n\n2,250.00\n\nCash on hand, May 31, 1936 .\n\n73 5.92\n\nTeachers Home and Welfare Fund—Principal\nCash on hand, May 31, 1935 .\nReceipts:\nSale of B. Markwald Mortgage. .\nPayment on Guettrich-Hisgin Note.\n\n$\n$\n\n890.00\n400.00\n\n377.32\n\n1,290.00\n\nCash on hand, May 31, 1936.\n\n1,667.32\n\nTeachers Home and Welfare Fund—Income\nCash on hand, May 31, 1935 .\nReceipts:\nInterest ..\n\n$\n\n953.39\n176.38\n\n$ 1,129.77\nDisbursements:\nTaxes Paid on Real Estate held in Assets of Estate of\nManila Z. Parker...\n\n$\n\n122.77\n\nCash on hand, May 31, 1936.\n\n$ 1,007.00\n\nTotal Cash, May 31, 1936.\nDeposited in American Security and Trust Company\nChecking Account .\nThrift Account .\n.\nOn hand for deposit..\n\n$10,702.84\n$ 5,220.53\n4,957.31\n525,00\n$10,702.84\n\n"}
{"page": 796, "printed_page": null, "text": "790\n\nNational Education Association\n\nPermanent Fund—Income Account—May 31, 1936\nReceipts:\nInterest on Bonds.\nInterest on Bank Deposits.\nRent for Headquarters Building for year ended May 31,\n1936 .\nProceeds of State of Arkansas Bonds received as interest—\nsold to Permanent Fund, Principal Account.\nRefund of Insurance Premium.\nDisbursements:\nInterest for One Year on Mortgage of Headquarters\nBuilding to Penn Mutual Life Insurance Company,\nPhiladelphia, Pennsylvania .\nAlterations and Repairs to Building.\nRalph D. Quinter—Retainer Fee.\nRental Safe Deposit Box—2 years.\nTo Treasurer of National Education Association for\nIncome 1935-1936 ..\n\n$ 4,255.63\n331.63\n43,000.00\n420.00\n37.89\n\n$48,045.15\n\n$ 4,837.50\n1,217.57\n750.00\n77.00\n41,163.08\n\n$48,045.15\n\nA full statement of the Permanent Fund is shown in Exhibit “D” page 800. The\nlist of securities owned by the Permanent Fund is shown in Exhibit “E” pages 801\nand 802. The Parker Estate properties are shown in Exhibit “F” page 802.\nThe Association does not carry as assets the cash surrender value of its Retire¬\nment Annuity Insurance policies amounting to $120,642.54 of which the Association\nowns $44,237.59.\nBoard\nof\nTrustees\n\nH. Saunders, Chairman\nE. G. Doudna, Secretary\nJ. M. Gwinn\nA. L. Whittenberg\nAgnes Samuelson, President\nJoseph\n\n-\n\nJune 15, 1936.\n\nReport of Auditors\nWAYNE KENDRICK & COMPANY\nCERTIFIED PUBLIC ACCOUNTANTS\nRUST BUILDING, WASHINGTON, D. C.\n\nJune 11, 1936\nMiss Agnes Samuelson, President\nNational Education Association of the United States\n1201 Sixteenth Street, N. W.\nWashington, D. C.\nDear Madam:\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, 1936, and submit\nherewith our report consisting of the following exhibits and comments:\nExhibit “A”—Statement of Assets and Liabilities as at May 31, 1936.\nExhibit “B”—Condensed Comparative Statement of Income and Expenses for the\nFiscal Years ended May 31, 1935 and 1936.\nExhibit “C”—Income and Expenses for the Fiscal YYar ended May 31, 1936.\nExhibit “D”—Assets of Permanent Funds as at May 31, 1936.\nExhibit “E”—Securities of Permanent Funds as at May 31, 1936.\nExhibit “F”—Properties Held for the Credit of the Teachers’ Home and Welfare\nFund as at May 31, 1936.\n\nComments\nOur examination consisted principally of the verification of assets and liabilities\nof the Association as at May 31, 1936, but we made sufficient tests of income and\nexpense accounts to substantially determine the accuracy thereof.\n\n"}
{"page": 797, "printed_page": null, "text": "Associational Records and Information\n\n791\n\nCash in banks was verified by a comparison of all checks paid by the banks with\nthe amounts entered in the books of account. We also inspected the checks as to\npayees and endorsements. All bank accounts were verified by direct correspondence\nwith the depositories, and where statements were furnished by the banks, the bal¬\nances shown thereon were reconciled to the amounts shown by the books. Cash on\nhand was verified by actual count. Permanent Fund Income Checks were verified by\ninspection of the checks showing payments to the Regular Account.\nAccounts Receivable amounting to $8,632.18 were verified by inspection of the\nindividual accounts in the ledger. The greater part of these accounts are for exhibit\nspace and current advertising, and were verified thru inquiries in the Business\nManager’s Office.\nProtested Checks, $1,084.88, 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), $439.58, were verified\nby inspection of the time checks and by inspection of bank pass books for foreign\nchecks entered for collection. Such checks as were returned by the banks unpaid\nat maturity date are included in “Protested Checks.” After a careful check of these\naccounts, we believe the Reserve for Doubtful Accounts amounting to $1,134.46 is\nsufficient to take care of any loss from this source.\nCommercial National Bank Receiver’s Certificates were verified by inspection of\nthe certificates. Another dividend of 10 percent was received during the current\nfiscal year in the amount of $7,411.13. This payment makes a total of 60 percent\nreceived against $74,111.42, the total amount on deposit in the General Fund at the\ntime the bank was closed in 1933, leaving a balance of $29,644.57 still held by the\nReceiver.\nState, County, and Municipal Warrants were verified by inspection of such\nwarrants.\nStamped Envelopes and Cards, $504.33, and Office Supplies, $332.96, were in¬\nventoried by your staff, and an inspection was subsequently made by us to determine\nthe reasonableness as to quantities and prices thereof. The above amounts do not\ninclude $132.85 Postage charged as expense but still in the mailing room on May 31,\n1936. We also checked calculations and extensions.\nOffice Furniture and Fixtures, $22,667.04, is the net value shown by the records\nafter deducting the Reserve for Depreciation amounting to $31,237.17. 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, 1935. Depreciation in the amount of\n$5,144.82 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.” Depreciation has not been deducted for the past four years due to\nthe fact that the income has been insufficient. If in the ensuing year the income should\nexceed the requirements of the Association, it is recommended that any such excess\nbe withheld from transfer to the Operating Account from the Permanent Fund\nIncome and invested in securities for the Reserve for Depreciation.\nNotes Receivable—Life Members $181,985.17, as shown in Exhibit “D” were ex¬\namined and found to be in agreement with the books. These are non-negotiable\ninstalment notes given in payment of Life Memberships. After deducting curtails on\nthe original amounts of the notes, the above amount consists of notes on which the\nlast payments were made during the fiscal years ended as follows:\n1935-1936 .\n1934-1935 .\n1933-1934 .\nPrior to 1933.\n\n$ 62,516.65\n19,176.52\n14,190.50\n86,101.50\n$181,985.17\n\n"}
{"page": 798, "printed_page": null, "text": "792\n\nNational Education Association\n\nLetters have been written to all delinquent life members in an effort to determine\nhow many desire to be carried as active members, and to also collect payments on\nsuch notes from all those who are to be retained on the rolls as Life Members.\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 Rail¬\nroad bonds during the yeai. The St. Louis and San Francisco Railroad is in default\non interest due January 1, 1933, and subsequent thereto.\nIt will be noted from Exhibit “A” that the total net equity value of the Permanent\nFund Assets was $827,124.30 at May 31, 1936, as compared to $802,664.47 at May\n31, 1935. The increase is accounted for as follows:\nGross Value at May 31, 1935, as shown by Prior Audit Report.\nLess: First Trust Payable—May 31, 1935.\n\n$902,664.47\n100,000.00\n\nNet Equity shown above at May 31, 1935.\nTo Which Add:\nIncrease in Life Memberships.\nIncrease in Elementary School Principals Account—Net.\nDepartment of Superintendence—Transferred from National Education\nAssociation .\nTeachers’ Welfare Fund.\n\n$802,664.47\n\nNET EQUITY MAY 31, 1936— As shown by Exhibit “A”.\n\n$827,124.30\n\n19,928.50\n594.00\n1,593.72\n2,343.61\n\nVouchers Payable, $45,542.47, were verified by inspection of invoices and state¬\nments from creditors and examination of the accounts in the voucher register. We\nalso ascertained from the cash book that none of these liabilities had previously\nbeen paid. Inquiry was made of the purchasing department to determine that no\npurchases had been made that were not recorded on the books.\nWe checked the amounts due to the Elementary School Principals, American\nEducational Research, and Department of Superintendence with records kept by\nthese Departments. Amounts due other Associated Departments were accepted as\nshown by the books. The total shown on Exhibit “A” consists of amounts due\nDepartments as follows:\nSuperintendence .\nRural Education .\nLip Reading .\nElementary School Principals.\nAdult Education .\nAmerican Educational Research.\nSecondary School Principals.\nSupervisors and Teachers of Home Economics.\nSupervisors and Directors of Instruction.\nScience Instruction .\nSchool Health Education Service.\n\n$21,858.25\n1,813.27\n138.01\n1,016.81\n962.41\n7,585.88\n28.13\n738.70\n290.23\n512.68\n1,876.79\n$36,821.16\n\nIncluded in the liabilities of the Association is the amount of $9,276.44, as un¬\nexpended balance of funds received for the support of the Educational Policies\nCommission.\nThe first trust note payable, $80,000, against the real estate and building at\n16th and M Streets, was verified by direct correspondence with the holder of the\nnote. This note was curtailed $20,000 during the year reducing it from $100,000 to\n$80,000 as shown above.\nYour Association owns certain personal and real property received from the\nEstate of Marilla Z. Parker, as shown in Exhibit “F” of this report. These assets\n\n"}
{"page": 799, "printed_page": null, "text": "793\n\nAssociational Records and Information\n\nso listed have not yet been entered on the books, due to the uncertain value of some\nof the securities. As values are established by exchange or otherwise they are being\nrecorded on the books as an increase to the Teachers’ Home and Welfare Fund.\nThis fund was increased during the current fiscal year by a payment of $400 on the\n$1000 note of Guettrich-Hisgen and by $890 received from the sale of the note of\nB. Markwald.\nThe total expenditures authorized in the budget for the fiscal year ended May 31,\n1936, were $510,535 as compared to the actual expenditures of $518,383.40. The\nexcess of expenditures over allowance is amply accounted for by the increased\npayments to the Department of Superintendence and the larger expenses of the\nconvention exhibit in February both of which exceeded budget estimates and\nboth of which were automatically increased by the greater size and earnings of the\nexhibit beyond those estimated at the time the budget was prepared. It is suggested\nthat Exhibit Income and Expense be considered by the Budget Committee on a\nnet basis.\nA comparative summary of budgeted and actual expenditures showing the amounts\nunder or over the budget figures, is shown below:\n\nBoard of Trustees.\nExecutive Committee ..\nPresident’s Contingent Fund.\nBoard of Directors.\nGeneral Secretary’s Office.\nField Division—Legislative.\nDivision of Business.\nDivision of Publications.\nDivision of Research.\nDivision of Classroom Service.\nDivision of Administrative Service.\nDivision of Records and Membership.\nPhysical Plant .\nGeneral Office—Operating Expense.\nFurniture and Fixtures Purchases.\nAnnual Conventions .\nNational Education Association Journal...\nOther Publications .\nFinancing Delegates .\nDepartment and Committee Appropriations\nAssociation Membership Fees.\nRetirement Annuities and Insurance.\nSecretary’s Contingent Fund.\n\nActual\nExpenditures\n\nBudget\nAllowance\n\nOver or\nUnder\nBudget\n\n$\n\n$\n\n$\n\n556.15\n3,250.31 }\n313.90 }\n8,263.25\n40,938.22\n11,502.88\n21,332.31\n43,734.32\n61,150.40\n7,330.75\n8,560.18\n57,955.55\n57,702.92\n8,635.44\n4,911.86\n31,654.07\n85,940.94\n23,180.21\n6,610.50\n23,156.33\n1,100.00\n10,602.91\n\n$518,383.40\n\n750.00\n2,800.00\n750.00\n9,000.00\n40,215.00\n12,800.00\n22,590.00\n46,150.00\n68,140.00\n7,425.00\n9,630.00\n53,095.00\n56,040.00\n6,815.00\n2,500.00\n23,235.00\n75,000.00\n19,550.00\n9,000.00\n29,450.00\n1,100.00\n9,500.00\n5,000.00\n\n$510,535.00\n\n193.85\n450.31\n436.10\n736.75\n723.22\n1,297.12\n1,257.69\n2,415.68\n6,989.60\n94.25\n1,069.82\n4,860.55\n1,662.92\n1,820.44\n2,411.86\n8,419.07\n10,940.94\n3,630.21\n2,389.50\n6,293.67\n1,102.91\n5,000.00\n\n$7,848.40\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 books. The cash\nsurrender value of all policies issued under this insurance plan at May 3.1, 1936,\naggregate $120,642.54, of which, under the operation of the plan, approximately\n$76,404.95 belongs to employees and $44,237.59 belongs to your Association.\nPrepaid subscriptions and memberships have been treated as income at the time\nreceived. Likewise such items as costs of unprinted journals, prepaid insurance,\nprepaid commission on renewal of first trust note payable, etc., have been treated\nas expenses at the time the invoices were received.\n\n"}
{"page": 800, "printed_page": null, "text": "794\n\nNational Education Association\n\nThe following is a summary of the Permanent Fund Income Account for the\ncurrent year:\nIncome:\nInterest on Deposits. $ 331.63\nInterest on Bonds.\n4,675.63\nRent at Headquarters Building.\n43,000.00\nInsurance Refund .\n37.89\nDeduct:\nExpenses:\nAttorney’s Fee ... $ 750.00\nInterest on First Trust Note Payable.\n4,837.50\nInsurance ..\nRent Safe Deposit Box.\n77.00\nBuilding Repairs.\n1,217.57\n\n$48,045.15\n\n6,882.07\n\nBalance Transferred to Treasurer of National Education\nAssociation .\n$41,163.08\nSubject to the foregoing comments, we hereby certify that in our opinion, the\nattached Statement of Assets and Liabilities, marked Exhibit “A,” reflects the true\nfinancial position of the National Education Association as at May 31, 1936.\nRespectfully submitted,\nWayne Kendrick & Company,\nBy T. Delos Paxman, Certified Public Accountant\n\nStatement of Assets and Liabilities as at May 31, 1936\nAssets\nGENERAL ACCOUNTS\nCash\nSpecial Account On Deposit and On Hand.\nRegular Account\nOn Deposit, in Transit and On Hand.\nPetty Cash .\nAccounts Receivable\nAdvertisers, Publications, Exhibits, etc.\nPostdated and Foreign Checks.\nProtested Checks ...\nLess: Reserve for Doubtful Accounts.\nCommercial National Bank Receiver’s Certificate.\nLess: Reserve for Unpresented Checks.\nState, County, and Municipal Warrants.\nInventories\nStamped Envelopes and Cards.\nOffice Supplies .\nVolumes of Proceedings and Publications.\nTravel Advances .\nOffice Furniture and Fixtures.\nLess: Reserve for Depreciation.\n\nEXHIBIT “A”\n$ 13,505.06\n63,854.07\n469.62\n$\n\n8,632.18\n439.58\n1,084.88\n\n$ 10,156.64\n1,134.46\n$ 29,644.57\n185.00\n504.33\n332.96\n500.00\n-\n\n9,022.18\n29,459.57\n9,345.03\n\n1,337.29\n525.00\n\n$ 53,904.21\n31,237.17\n-\n\n22,667.04\n\nTOTAL GENERAL ACCOUNTS ASSETS.\nPERMANENT FUNDS ASSETS—From Exhibit “D”.\n\n$150,184.86\n827,124.30\n\nTOTAL ASSETS .\n\n$977,309.16\n\n"}
{"page": 801, "printed_page": null, "text": "795\n\nAssociational Records and Information\n\nEXHIBIT “A\"\nLiabilities and Net Worth\nLIABILITIES\nVouchers Payable .\nEducational Policies Commission.\nDue to Associated Departments.\nReal Estate Trust Notes Payable ($80,000 Contra—\nDeducted from Assets on Exhibit “D”).\nSuspense .\nNET WORTH—REPRESENTED BY\nPei'manent Funds—From Exhibit “D”\nGeneral Fund ..\nElementary School Principals Fund.\nDepartment of Superintendence—Educational Re¬\nsearch Fund .\nTeachers’ Home and Welfare Fund.\n\n$ 45,542.47\n9,276.44\n36,821.16\n\n$ 91,640.07\n40.83\n\n$7 93,970.07\n7,312.86\n19,858.71\n5,982.66\n827,124.30\n\nSurplus\nBalance June 1, 1935.\nAdd:\nNet Loss for the Fiscal Year ended May\n31, 1936—From Exhibit “B”.. $14,693.17\nDistrict of Columbia Unemployment Tax\nPaid from Surplus.\n720.23\n\n$ 73,917.36\n\n15,413.40\n\n58,503.96\n\nTOTAL LIABILITIES AND NET WORTH.\n\n$977,309.16\n\nCondensed Comparative Statement of Income and Expenses\nfor the Fiscal Years Ended May 31, 1935 and 1936\nEXHIBIT \"B”\n\nFiscal Year\n1935\n\n1936\nIncreases or\nEnded May Decreases\n31, 1936\nOver 1935\n\nMemberships from Secretary’s Office.\nN. E. A. Journal—Subscriptions and Ad¬\nvertising .\nCommercial Exhibits .\nResearch Bulletins ...\nHonorariums .\nRentals .\nSales of Reports, Pamphlets, etc.\nAmerican\nEducation\nWeek — Material\nSales .\nPermanent Fund—Net Income.\nSundry Income .\nContributions—Legislative Commission for\nFederal Emergency Aid.\n\n$166,443.33\n\n$173,246.08\n\n$ 6,802.75\n\n189,901.71\n36,515.70\n6,313.07\n2,242.94\n9,176.87\n9,333.82\n\n201,412.64\n51,806.55\n3,562.29\n2,438.78\n9,380.47\n19,247.06\n\n11,510.93\n15,290.85\n2,750.78\n195.84\n203.60\n9,913.24\n\n7,581.20\n41,392.95\n354.42\n\n41,163.08\n864.58\n\n7,581.20\n229.87\n510.16\n\n3,046.81\n\n801.66\n\n2,245.15\n\nTOTAL INCOME .\n\n$472,302.82\n\n$503,923.19\n\n$31,620.37\n\nINCOME\n\n"}
{"page": 802, "printed_page": null, "text": "796\n\nNational Education Association\n\nEXHIBIT “B”\n\nFiscal Year\nSchedule\n1935\nEXPENSES\nBoard of Trustees. ,“B- 1”\nBoard of Directors. .“B- I”\nExecutive Committee . .“B- 2”\nGeneral Headquarters. (‘B- 3”\nPhysical Plant.,“B- 4”\nInstitutional Expense...“B- 5\"\nSpecial Appropriations.,“B- 6”\nAssociation Membership Fees.... .“B- 6”\nFinancing of Delegates. .“B- 6”\nLife Annuities and Insurance.... .“B- 6”\nGeneral Secretary’s Office and\nDivision of Accounts.,((B- 7”\nDivision of Legislation. <(B- 8”\nDivision of Business. “B- 9”\nDivision of Publications. .<(B-10”\nDivision of Research. .“B-U”\nDivision of Classroom Service.... “B-12”\nDivision of Administrative\nService . .“B-13”\nDivision of Records and\nMembership . .‘‘B-14”\nTOTAL OPERATING EXPENSES.\nNET LOSS BEFORE PROVISION FOR\nBAD DEBTS, PROTESTED CHECKS\nAND DEPRECIATION .\nDeduct:\nDepreciation on Office\nFurniture and\nEquipment .\nNET LOSS FROM OPERATIONS FROM\nTHE FISCAL YEARS ENDED MAY\n31, 1935 AND 1936 .\n\n1936\nIncreases or\nEnded May Decreases\nOver 1935\n31, 1936\n556.15\n8,263.25\n3,564.21\n8,635.44\n57,702.92\n140,775.22\n23,156.33\n1,100.00\n6,610.50\n10,602.91\n\n$ 936.37\n1,440.98\n747.94\n\n36,235.29\n12,888.41\n17,889.64\n45,120.27\n63,115.71\n7,308.14\n\n40,938.22\n11,502.88\n21,332.31\n43,734.32\n61,150.40\n7,330.75\n\n4,702.93\n\n9,162.69\n\n8,560.18\n\n602.51\n\n55,032.03\n\n57,955.55\n\n2,923.52\n\n$493,554.55\n\n$513,471.54\n*\n\n$19,916.99\n\n$21,251.73\n\n$9,548.35\n\n$11,703.38\n\n705.75\n\n5,144.82\n\n4,439.07\n\n$21,957.48\n\n$14,693.17\n\n$7,264.31\n\n$\n\n1,492.52\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$\n\n. 969.86\n1,670.54\n17,967.08\n\n4,574.00\n121.75\n1,134.62\n\n1,385.53\n3,442.67\n\n1,385.95\n1,965.31\n22.61\n\nIncome and Expenses for the Fiscal Year Ended May 31, 1936\nINCOME\nMembership from Secretary’s Office.\nN. E. A. Journal\nSubscriptions (Part of Membership Dues).\nAdvertising .\nCommercial Exhibits .\nResearch Bulletins—Subscriptions .\nHonorariums ..\nRentals .\nSales of Reports, Pamphlets, etc.\nPermanent Fund Net Income.\nSundry Income .\nContributions — Legislative Commission for\nEmergency Aid .\nTOTAL INCOME\n\nEXHIBIT “C”\n$173,246.08\n$159,123.62\n+2,289.02\n201,412.64\n51,806.55\n3,562.29\n2,438.78\n9,380.47\n19,247.06\n41,163.08\n864.58\n\nFederal\n801.66\n$503,923.19\n\n"}
{"page": 803, "printed_page": null, "text": "797\n\nAssociational Records and Information\n\nEXHIBIT “C”\nEXPENSES\n\nSchedule “B-l”\nBoard of Trustees.\nBoard of Directors.\n\n$\n\n556.15\n8,263.25\n-\n\n$8,819.40\n\n$1,063.94\n313.90\n260.29\n150.21\n735.38\n179.03\n119.27\n384.48\n357.71\n-\n\n3,564.21\n\nSchedule “B-2”\nExecutive Committee Expense\nPresident 1935-1936.\nPresident’s Contingent Fund 1935-1936.\nPresident 1934-35.\nPresident’s Contingent Fund 1934-1935.\nFirst Vicepresident 1935-1936.\nFirst Vicepresident 1934-1935 .\nTreasurer .\nChairman, Board of Trustees.\nMember by Election.\n\nSchedule “B-3”\nGeneral Headquarters Expense\nAuditing Association Accounts.\nExpress and Freight.\nGeneral Expense.\nInsurance .\nInterest and Discount Allowed.\nPostage—Miscellaneous Reports.\nRefunds of Overpayments.\nRepairs—Office Furniture and Fixtures...\nSurety Bonds.\nTelephone Service.\nOperators and Information.\n\n$450.00\n457.77\n123.89\n653.29\n1,494.02\n2.00\n1.75\n473.74\n211.92\n1,538.79\n3,228.27\n8,635.44\n\nSchedule “B-4”\nPhysical Plant\nRents .\nLight and Power.\nHeat.\nJanitor Service.\nMaintenance.\n\n$43,000.00\n1,892.36\n1,351.52\n1,698.22\n3,760.82\n57,702.92\n\nSchedule “B-5”\nInstitutional Expense\nAnnual Convention\nDepartmental Expense.\nRegistration Bureau.\nStenographers and Typists.\nPublicity .\nPrinting .\nExpress and Freight....\nTelephone and Telegraph.\nGeneral Program.\nBadges .\nRepresentative Assembly Expense\n. .\nOperation of Exhibits\nCost of Operation.\nPortion of Net Income Paid to Depart¬\nment of Superintendence.\nPrinting and Distribution N. E. A.\nJournal .\nVolume of Proceedings.\nPublications and Reports.\nResearch Bulletin.\n\n$33.83\n219.22\n422.26\n236.04\n2,049.42\n654.56\n1.24\n1,111.29\n206.22\n109.01\n-\n\n$5,043.09\n\n$10,566.16\n16,044.82\n-\n\n26,610.98\n\n$85,940.94\n8,726.66\n6,649.23\n7,804.32\n-\n\n109,121.15\n$140,775.22\n\n"}
{"page": 804, "printed_page": null, "text": "798\n\nNational Education Association\n\nEXHIBIT “C”\nSchedule “B-6”\nSpecial Appropriations\nCommission on Enrichment of Adult Life\nCommittee on Economic Status of the\nTeacher .\nCommittee on Economic Status of the\nTeacher Project and Personnel.\nCommittee of 100 on Retirement.\nCommittee on Social-Economic Goals of\nAmerica .\nCommittee pn Tenure.\nHealth Education\nDepartment of School\nHealth and Physical Edu¬\ncation .\n$16.57\nJoint Committee on Health\nProblems in Education....\n216.18\nLegislative Commission .\nDepartment of Kindergarten—Primary\nEducation .\nDepartment of Adult Education.\nDepartment of Classroom Teachers...\nDepartment of Secondary Education...\nNational Council of Education.\nJoint Emergency Commission.\nCommittee on Resolutions.\nDepartment of Business Education....\nDepartment of Art Education.\nCommittee on Amending Charter of\nN.E.A.\nLibrary Committee.\nNational Committee on Federal Aid to\nEducation .\nWorld Federation of Education Asso¬\nciations .\nDepartment of Supervisors and Teach¬\ners of Home Economics.\nCommittee of Seven on Reorganization\nof N.E.A.\nCommittee on Academic Freedom....\n\n$112.84\n1,389.55\n121.29\n49.15\n614.70\n2,630.27\n\n232.75\n449.81\n202.09\n400.00\n10,174.34\n1,002.76\n75.51\n573.79\n77.00\n100.00\n260.72\n1,001.54\n37.80\n25.92\n1,000.29\n200.00\n1,993.16\n431.05\n23,156.33\n\nAssociation Membership Fees\nAmerican Council on Educa¬\ntion .\nWorld Federation of\nEducation Associations ...\n\n$100.00\n\n1,000.00\n1,100.00\n\nFinancing of Delegates.\nRetirement Annuities and Insurance...\n\n6,610.50\n10,602.91\n$41,469.74\n\n"}
{"page": 805, "printed_page": null, "text": "799\n\nAssociational Records and Information\n\nEXHIBIT “C\"\nSchedule “B-7”\nGeneral Secretary’s Office and\nDivision of Accounts\nGeneral Secretary’s Office\nSalaries and Clerical Services.\nTraveling Expense.\nStationery and Office Supplies.\nPostage and Stamped Envelopes. . ..\nTelegrams.\n\n$28,075.55\n1,639.73\n473.91\n614.11\n268.45\n$31,071.75\n\nDivision of Accounts\nSalaries and Clerical Services.\nTraveling Expense.\nStationery and Supplies.\nPostage and Stamped Envelopes. . . .\nTelegrams ..\n\n$8,478.89\n283.82\n588.62\n509.26\n5.88\n9,866.47\n-\n\n40,938.22\n\nSchedule “B-S”\nDivision of Legislation (Field Division)\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\n\n$10,615.74\n665.29\n81.50\n80.91\n59.44\n11,502.88\n\nSchedule “B-9”\nDivision of Business\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes.\nTelegrams.\nAdvertising Expense.\nMailing Section—Postage and Clerical Service.\nMultigraph Section.\n*\n\n$18,149.27\n983.14\n160.85\n463.20\n44.68\n238.82\n1,284.79\n7.56\n-\n\n21,332.31\n\n$37,232.80\n1,515.49\n715.16\n1,063.86\n77.71\n308.85\n2,261.82\n264.49\n294.14\n-\n\n$43,734.32\n\nSchedule “B-I0”\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\nSchedule ”B-1I”\nDivision of Research\nSalaries and Clerical Services. $52,884.10\nTraveling Expense .\n1,240.54\nStationery and Supplies.\n871.50\nPostage and Stamped Envelopes.\n929.06\nTelegrams .\n59.86\nSpecial Charts, Tables, etc.\n1,664.04\nBooks and Pamphlets—Library.\n452.75\nState Legislative Service.\n468.78\nRural Service'.\n2,579.77\n$61,150.40\n\n"}
{"page": 806, "printed_page": null, "text": "800\n\nNational Education Association\n\nEXHIBIT “C\"\n\nSchedule “B-12”\nDivision of Classroom Service\nSalaries and Clerical Service.\nTraveling Expense .\nStationery and Supplies.\nPostage and Stamped Envelopes.\nTelegrams .\n\n$6,722.51\n351.54\n119.13\n132.36\n5.21\n-—\n\n7,330.75\n\nSchedule “B-I3”\nDivision of Administrative Service\nSalaries and Clerical Services.\nTraveling Expense .\nStationery and Supplies.\n\n$8,332.76\n147.30\n80.12\n8,560.18\n\nSchedule “B-14”\nDivision of Records and Membership\nSalaries and Clerical Service. $33,174.64\nTraveling Expense .\n676.20\nStationery and Supplies.\n174.81\nPostage and Stamped Envelopes.\n409.83\nTelegrams .\n8.57\nAddressograph .\n1,418.45\n- $35,862.50\nPromotion and Maintenance of Membership.\n21,871.13\nRadio Broadcasts .\n221.92\nTOTAL EXPENSES\n\n57,955.55\n$513,471.54\n\nNET LOSS BEFORE PROVISION FOR BAD DEBTS, PRO¬\nTESTED CHECKS AND DEPRECIATION.\n\n$9,548.35\n\nAssets of Permanent Funds as at May 31, 1936\nGENERAL FUND\nCash .\nNotes Receivable—Life Members.\nInvestments in Securities (Book Value)—Exhibit “E”. .\nOffice Equipment.\nReal Estate Building and Improvements. . .\n$570,313.00\nLess: Reserve for Depreciation.\n8,000.00\n\nLess: First Trust Payable.\n\nEXHIBIT “D\"\n$\n\n$562,313.00\n80,000.00\n-*-\n\n6,033.23\n181,985.17\n110,494.66\n13,144.01\n\n482,313.00\n$793,970.07\n\nELEMENTARY SCHOOL PRINCIPALS FUND\nCash .\nInvestments in Securities (Book Value)—Exhibit “E”. .\n\n$\n\n1,259.37\n6,053.49\n7,312.86\n\nDEPARTMENT OF SUPERINTENDENCEEDUCATIONAL RESEARCH FUND\nCash .\nInvestments in Securities (Book Value)—Exhibit “E”. .\n\n$\n\n735.92\n19,122.79\n19,858.71\n\nTEACHERS’ HOME AND WELFARE FUND\nCash .\nInvestments in Securities (Book Value)—Exhibit “E”. .\n\n$\n\n2,674.32\n3,308.34\n5,982.66\n\nTOTAL PERMANENT FUND ASSETS—To Exhibit “A”.\n\n$827,124.30\n\nNOTE: Teachers’ Welfare Fund includes $1,007 income received since establish¬\nment of this fund.\n\n"}
{"page": 807, "printed_page": null, "text": "801\n\nAssociational Records and Information\n\nInvestments in Securities—Permanent Funds Bonds\nas at May 31, 1936\nEXHIBIT “E\"\n\nPar Value\n\nBook Value\n\n$\n\n$\n\nInterest\nCollected for\nFiscal Year\n1935-1936\n\nGENERAL FUND\nCity of Monessen, Pa., 4}4%\nDue 8-1-51 .\nState of Arkansas Toll Bridge 5%\nDue 9-1-60 .\nState of Arkansas Toll Bridge 5%\nDue 9-1-44.\nState of Arkansas Series B 3^4%\nDue 10-1-53 .\nState of Arkansas In Progress of Issuance\n(See Footnote) .\nCounty of Columbus, N. C. 5%\nDue 1-1-54 .\nCounty of Aiken, S. C., 4^2%\nDue 2-1-39 ..\nCity of Newport News, Va., 4^2%\nDue 6-1-48 .\nSt. Louis and San Francisco R. R. Prior\nLien 4% Due 7-1-50 Certificate of\nDeposit .\nAtlantic Coast Line R. R. 1st Consolidated\nMortgage 4% Due 7-1-52...\nManhattan Railway Co. Consolidated\nMortgage 4% Due 4-1-90.\nBaltimore and Ohio R. R. Co. (Pittsburgh,\nLake Erie and W. Va. System) Refund¬\ning Mortgage 4% Due 11-1-41.\nChicago, Indiana and Southern Ry. Co.\n4% Due 1-1-56.\nTerminal Railroad Association of St.\nLouis General Mortgage 4% Due 1-1-53\nTOTAL TO EXHIBIT “D”.\nELEMENTARY SCHOOL PRINCIPALS\nFUND\nNewport News City Street Improvement\nand Sewerage Construction 5^4% Due\n12-1-50 .\nCity of Portsmouth, Va., Waterworks 5%\nDue 12-1-48 .\nTOTAL TO EXHIBIT “D”.\n\n5,000.00\n\n5,206.39\n\n$ 225.00\n\nr\n\n5,000.00\n\n5,166.51\n\n420.00\n\n23,000.00\n\n23,558.90\n\n1,063.30\n\n2,391.48\n\n2,391.48\n\n7.33\n\n420.00\n\n420.00*\n\n5,000.00\n\n5,470.75\n\n250.00\n\n5,000.00\n\n5,064.38\n\n225.00\n\n1,000.00\n\n892.50\n\n45.00\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\n240.00\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n9,500.00\n\n400.00\n\n15,000.00\n\n15,050.00\n\n600.00\n\n$111,061.48\n\n$110,494.66\n\n$4,675.63\n\n$ 5,000.00\n\n$ 5,000.00\n\n$275.00\n\n1,000.00\n\n1,053.49\n\n50.00\n\n$ 6,000.00\n\n$ 6,053.49\n\n$325.00\n\n* Bonds to be issued for $420 representing the difference in 3J4% and 5% interest on $28,000\npar value of original 5% bonds. Such bonds received are in progress of being issued for such\ninterest included herein as income.\n\n"}
{"page": 808, "printed_page": null, "text": "802\n\nNational Education Association\n\nEXHIBIT “E”\n\nPar Value\nDEPARTMENT OF SUPERINTENDENCEEDUCATIONAL RESEARCH FUND\nSouth Carolina Highway Certificates of\n$ 2,000.00\nIndebtedness 4^4% Due 12-1-46.\nNewport News City Street Improvement\nand Sewerage Construction 5J4% Due\n12-1-50 .\n11,000.00\nCity of Portsmouth, Va., Waterworks\n5% Due 12-1-48 .\n3,000.00\nU. S. Treasury Savings Bonds.\n3,000.00\nU. S. Treasury -3J4% Due 1944-46.\n150.00 J\nU. S. Treasury 3Y\\% Due 1943-45 .\n50.00 j\n\nInterest\nCollected for\nFiscal Year\nBook Value 1935-1936\n\n$ 2,077.28\n\n$ 95.00\n\n11,285.00\n\n605.00\n\n3,160.51\n2,250.00\n\n150.00\n\n200.00\n150.00\n\n10.80\n\nIT. S. Treasury 2%% Due 1955-60.\nU. S. Fourth Liberty Loan.\n\n150.00\n\nTOTAL TO EXHIBIT “D”.\n\n$19,350.00\n\n$19,122.79\n\n$861.86\n\n$ 1,550.00\n750.00\n\n$ 1,550.00\n758.34\n\n$ 42.63\n33.75\n\n1,000.00\n\n1,000.00\n\n45.00\n\n$ 3,300.00\n\n$ 3,308.34\n\n$121.38\n\nTEACHERS’ HOME AND WELFARE\nFUND\nHome Owners Loan Corporation Series B\n2Due 8-1-49.\nFlome Owners Loan Corp. 3% Due 5-1-44\nPacific Gas and Electric Co. Series F 4\nDue 6-1-60.\nTOTAL TO EXHIBIT “D”.\n\n1.06\n\nProperties Held for the Credit of the Teachers Home and Welfare Fund\nas at May 31, 1936\nEXHIBIT “F”\n(The properties listed below were secured thru settlement of the estate of Marilla\nZ. Parker. On account of unascertainable or doubtful values of some of these prop¬\nerties, they are not carried on the books of the Association as assets of permanent\nfunds.)\nBONDS\n$1,000.00(a)\nCharles B. Burkhardt, 6% First Mortgage Note, No. 39, due 1-9-32\n600.00\nGuettrich-Hisgen, 5% First Mortgage Note, No. 31, due 10-15-37\n1,000.00\nJohn J. Duffin, 3% First Mortgage Note, No. 30, Due 2-28-37\n1,000.00 (b)\n208 South LaSalle Street Building, 5First Mortgage Bond,\nM-1834, Due 11-1-58\n250.00\nCity of Park Ridge Improvement Bond, 6%, M-180, Balance Due\n12-15-31\n1,000.00\nAllie M. Anderson, 6% First Mortgage Note, No. 32, Due 5-20-36\n1,000.00(a)\nAlbert Hokanson, Note Holder’s Agreement on 6% Mortgage Note\nDue 6-16-32\nSTOCKS\n20 Shares International Textbook Company Capital Stock (No Par Value)\n5 Shares International Educational Publishing Company Common Stock @ $50\n(Slight Market Value)\n10 Shares International Educational Publishing Company Preferred Stock 7%, @\n$50 (Slight Market Value)\n10 Shares Common Stock, 4000 Drexel Boulevard Corporation (Issued in lieu\n$1,000 First Mortgage 6% Note, No. 28, of Richard and Gisela Rosen¬\nheim, Due 10-20-32).\nLAND\nOne-half\nOne-half\n\nOwnership of 192%o Acres of Land, Burleigh County, North Dakota\nOwnership of Contract of Purchase for 320 Acres Land, Blaine County,\nMontana\n(a) Deposited at Drexel State Bank of Chicago for collection.\n(b) Proposed Plan of Reorganization of 208 South LaSalle Street provides for\nsurrender of this note for 10 shares of capital stock. This proposal has not yet been\naccepted.\n\n"}
{"page": 809, "printed_page": null, "text": "803\n\nAssociational Records and Information\n\nReport of Treasurer\nWAYNE KENDRICK & COMPANY\nCERTIFIED PUBLIC ACCOUNTANTS\nRUST BUILDING, WASHINGTON, D. C.\n\nJune 12, 1936\nMiss Agnes Samuelson, President\nNational Education Association of the United States\nWashington, D. C.\nDear Madam:\nWe have examined the records of the Secretary of your Association for the fiscal\nyear ended May 31, 1936, and have checked the cash transactions shown therein to\nthe cash records of the Association, and have found them in agreement. We hereby\ncertify that the attached Treasurer’s Report correctly reflects the cash transactions\nfor the fiscal year ended, and the cash balance at the close of business, May 31, 1936.\nThe attached statement does not include a claim in the form of receiver’s certificates\nagainst the Commercial National Bank, Washington, D. C., in the amount of\n$29,644.57, representing forty 'percent of the balance of the Regular and Special\nAccounts on deposit at the time the bank was closed in March, 1933.\nRespectfully submitted,\nWayne Kendrick & Company\nBy\n\nT. Delos Paxman\n\nCertified Public Accountant.\n\nReport of Treasurer for the Fiscal Year Ended May 31, 1936\nR. E. Offenhauer, Treasurer\nCASH ON HAND JUNE 1, 1935.\nRECEIPTS\nThru Secretary’s Office\nMemberships . $335,931.99\nAdvertising.\n42,289.02\nExhibits—St. Louis .\n41,431.55\nExhibits—Portland .\n10,375.00\n- $430,027.56\nMiscellaneous Income\nHonorariums—Field Work. $ 2,438.78\nRental .\n9,380.47\nSale of Reports and Publications.\n19,247.06\nSundry Income .\n864.58\nContributions for Legislative Commis¬\nsion—Federal Emergency Aid.\n801.66\nReceived from Trustees for 1935-36 In¬\ncome Permanent Fund.\n41,163.08\n73,895.63\n\n$ 63,569.15\n\n503,923.19\nProceeds of Notes Payable—Discounted\nat National Metropolitan Bank, Wash¬\nington, D. C. (See Contra).\n\nTime Checks .\nReceiver’s Certificate — Com¬\nmercial\nNational\nBank,\nWashington, D. C.\nStationery and Office Supplies.\n\nSuspense\n\nBalance\nMay 31,\n1935\n\nBalance\nMay 31,\n1936\n\n$11,555.26\n\n$ 9,784.61\n\n36,870.70\n403.99\n\n29,459.57\n332.96\n\n$48,829.95\n$39,577.14\n.\n\nCarried forward\n\n$ 40,000.00\n\n9,252.81\n40.83\n$ 49,293.64\n\n$567,492.34\n\n"}
{"page": 810, "printed_page": null, "text": "804\n\nNational Education Association\n\n$ 49,293.6+\n\nBrought forward\nINCREASE IN AMOUNTS DUE\nAssociated Departments\nSuperintendence . $20,131.70\n1,421.48\nRural Education.\n91.99\nLip Reading .\n1,899.63\nElementary School Principals\n208.55\nAdult Education .\nAmerican Educational Re¬\n8,423.60\nsearch .\n24.00\nSecondary School Principals.\nSupervisors and Teachers of\n414.03\nHome Economics .\nSupervisors and Directors of\n107.73\nInstruction.\nScience Instruction.\nSchool Health Education Serv¬\nice .\n$32,722.71\nEducational Policies Commis¬\nsion .\n\n$567,492.34\n\n$21,858.25\n1,813.27\n138.01\n1,016.81\n962.41\n7,585.88\n28.13\n738.70\n2*90.23\n512.68\n1,876.79\n$36,821.16\n\n4,098.45\n\n9,276.44\n\n9,276.44\n\nMay 31, 1935 May 31, 1936\nIncrease in Vouchers Payable. $31,889.94\n$+5,542.47\nReceived for Accounts Previously Charged Off.\nReceived on Checks Previously Charged Off.\n\n13,652.53\n24.42\n4.86\n\nTOTAL CASH ACCOUNTABILITY\n\n76,350.34\n$643,842.68\n\nDISBURSEMENTS (Deduct)\nBoard of Trustees, Directors, and Execu¬\ntive Committee .\nDivisions .\nHeadquarters Expense.\nAnnual Conventions .\nOperation of Exhibits.\nPayment to Dept. Superintendence—St.\nLouis Convention.\nNational Education Association Journal..\nVolume of Proceedings.\nPublications and Reports for Sale.\nResearch Bulletin .\nSpecial Appropriations .\nAssociation’s Membership Dues.\nFinancing Delegates .\nRetirement Annuities and Insurance.\n\n$12,383.61\n252,504.61\n66,338.36\n5,043.09\n10,566.16\n16,044.82\n85,940.94\n8,726.66\n6,649.23\n7,804.32\n23,156.33\n1,100.00\n6,610.50\n10,602.91\n\nPurchase of Furniture and Fixtures.\nPayment of Notes to National Metropolitan Bank\nBank (See Contra) .\nDistrict of Columbia Unemployment Tax.\nCarried forward\n\n$513,471.54\n4,911.86\n40,000.00\n720.23\n$559,103.63\n\n$643,842.68\n\n"}
{"page": 811, "printed_page": null, "text": "Associational Records and Information\n\nBrought forward.\n\n$559,103.63\n\n805\n$643,842.68\n\nBalance\nBalance\nMay 31, 1935 May 31, 1936\nIncrease in Miscellaneous\nAsset Accounts\nAccounts Receivable\n(gross) .\nProtested Checks .\nTravel Advance .\nEnvelopes — Cards.\nBad Debts Charged\nOff .\n\n$3,205.16\n865.80\n226.31\n392.30\n\n$8,632.18\n1,084.88\n525.00\n504.33\n853.48\n\n$4,689.57\n$11,599.87\n--6,910.30\nTOTAL DEDUCTIONS .\n\n566,013.93\n\nCASH BALANCE MAY 31, 1936.\n\n$77,828.75\n\n"}
{"page": 812, "printed_page": null, "text": "806\n\nNational Education Association\n\nBUDGET REPORT\nBUDGET DATA AND RECOMMENDATIONS FOR 1936-37\nAPPROVED BY BOARD OF DIRECTORS, JUNE 30,\n1936; ADOPTED BY REPRESENTATIVE\nASSEMBLY, JULY 2, 1936\nSummary of Recommendations\n1. Budget appropriations are recommended for 1936-37 for a total amount not exceed¬\ning the actual income for 193 5-36.\n2. Salaries are based on 1936-37 schedule, less 5% deduction, with normal scheduled\nincrements.\n3. Changes in budget form:\na. Exhibit account on net basis with no appropriation for operation or share of\nDepartment of Superintendence and with income at amount of net profit.\nb. No appropriation for Furniture and Fixtures; purchases of equipment to be\nmade and credited to assets.\n4. Summarized financial statement:\nA. Gross expenditures 1935-36. $518,383.40\nAmount budgeted 1935-36.\n510,535.00\nAmount expended in excess of budget.\nB. Gross expenditures 1935-36. $518,383.40\nGross operating income 1935-36.\n503,923.19\nOperating loss 1935-36.\nLess expense Furniture & Fixtures.\n\n$\n\nNet operating loss for year.\nC. Gross operating income 1935-36. $503,923.19\nLess exhibit expense (Par. 3-a above).\n26,610.98\n\n$\n\nNet income 1935-36 on basis applying to 1936-37\nrecommendations .\nAmount budget appropriations recommended 1936-37.\nD. Gross expenditures 1935-36 .\nLess items as in Par. 3 a and b above:\na. Exhibit Operation . $ 26,610.98\nb. Furniture & Fixtures.\n4,911.86\n\n7,848.40\n\n$ 14,460.21\n4,911.86\n9,548.35\n\n$477,312.21\n$477,291.00\n$518,383.40\n\n$ 31,522.84\nExpense of 1935-36 on basis comparable with recommended\nbudget form .\nAmount budget appropriations recommended 1936-37.\n\n$486,860.56\n477,291.00\n\nAmount of decrease in expense of 1936-37 from that of 1935-36\nwhich will be necessary.\n\n$\n\nHelen T. Collins, New Flaven,\n\n9,569.56\n\nConn., Chairman\n\nC. Flora, Columbia, S. C.\nColumbia, Mo.\nEdith Louise Grosvenor, Washington, D. C.\nCharles O. Williams, Indianapolis, Ind.\nA.\n\nThomas J. Walker,\n\nBudget Committee of the Board of Directors.\n\n"}
{"page": 813, "printed_page": null, "text": "807\n\nAssociational Records and Information\n\nRecommendations for Appropriations\n1. Board of Trustees:\nActual expenses for last five years:\n1931- 32 .\n1932- 33 .\n1933- 34 .\n1934- 35 .\n1935- 36 .\nAmount recommended for 1936-37.\n\n$\n\n941\n784\n601\n1,492\n556\n$\n\n750\n\n2. Executive Committee:\nActual expenses for last five years:\n1931- 32 .\n1932- 33 .\n1933- 34 .\n1934- 35 .\n1935- 36 .\nAmount recommended for 1936-37.\n\n$\n\n3,261\n3,246\n2,382\n3,112\n3,100\n— 5\n\n800\n\n3. Board of Directors:\nActual expenses for last five years:\n1931- 32 .\n1932- 33 ..\n1933- 34 .\n1934- 35 .\n1935- 36 .\nAmount recommended for 1936-37.\n\n$ 14,234\n9,822\n7,249\n9,704\n8,263\n$\n\n9,650\n\n$\n\n500\n\n4. Office Expense for President:\nActual expenses for last five years:\n1931- 32 .\n1932- 33 .\n1933- 34 .\n1934- 35 ..\n1935- 36 .\nAmount recommended for 1936-37\n\n$\n\n655\n1,636\n319\n\n1,200\n464\n\n5. Executive Secretary’s Office:\nActual expenses for last five years:\n1931- 32 . $ 36,320\n1932- 33 .\n30,439\n1933- 34 .\n29,985\n1934- 35 .\n36,235\n1935- 36 .\n40,938\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense .\nStationery and office supplies.\nPostage .\nTelegrams .\nTotal\n\n$30,768\n1,700\n480\n650\n250\n$ 33,848\n\nNOTE: Expense shown above includes that for Division of Accounts. Estimated needs are for\nExecutive Secretary's Office only.\n\n"}
{"page": 814, "printed_page": null, "text": "808\n\nNational Education Association\n\n6. Division of Accounts and Records:\nAll expenses for this division as now organized have been carried\npreviously as charged in Executive Secretary’s Office and former Divi¬\nsion of Records and Membership.\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense.\nStationery and office supplies.\nPostage .\nTelegrams .\nAddressograph supplies .\nTotal\n\n$29,159\n300\n500\n550\n5\n600\n\n.\n\n$ 31,114\n\n7. Division of Membership:\nActual expenses for last five years:\n1931- 32.'.\n$ 34,868\n1932- 33 .\n27,094\n1933- 34.\n25,977\n1934- 35.\n28,968\n1935- 36.\n35,862\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense .;.\nStationery and office supplies.\nPostage.\nTelegrams .\n\n$11,275\n650\n175\n300\n10\n\nTotal\n\n$ 12,410\n\nNOTE: Expense shown above includes that for membership records now transferred to Division\nof Accounts and Records. Estimated needs are for Division of Membership only.\n\n8. Promotion and Maintenance of Membership:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36.\nAmount recommended for 1936-37. .\n\n$ 37,528\n27,500\n25,703\n26,065\n22,093\n$ 15,000\n\n9. Division of Field (Legislative) :\nActual expenses for last five years:\n1931- 32.\n$ 16,686\n1932- 33.\n12,633\n1933- 34.\n12,020\n1934- 35.\n12,888\n1935- 36.\n11,503\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense .\nStationery and office supplies.\nPostage .\nTelegrams .\nTotal\n\n$10,775\n675\n80\n125\n40\n$ 11,695\n\n"}
{"page": 815, "printed_page": null, "text": "809\n\nAssociational Records and Information\n\n10. Division of Business:\nActual expenses for last five years:\n1931- 32.\n$ 19,087\n1932- 33.\n16,158\n1933- 34.\n16,308\n1934- 35.\n17,890\n1935- 36.\n21,332\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense .\nStationery and office supplies.\nPostage.\nTelegrams .\nAdvertising.\nMailing and multigraph sections and addressograph\nservice .\n\n$19,363\n750\n165\n400\n40\n200\n1,400\n$ 22,318\n\nTotal\n\n11. Division of Classroom Service:\nActual expenses for last five years:\n1931- 32.\n$ 8,237\n1932- 33.\n7,306\n1933- 34.\n7,314\n1934- 35.\n7,308\n1935- 36.\n7,331\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense .\nStationery and office supplies.\nPostage.\nTelegrams.\n\n$ 7,080\n350\n100\n125\n5\n\nTotal\n\n$\n\n7,660\n\n12. Division of Publications:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\n1935- 36.\n\n$ 44,614\n39,659\n42,325\n45,120\n43,734\n\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense.\nStationery and office supplies.\nPostage.\nTelegrams .\nReprints, leaflets, and packets.\nAmerican Education Week—promotion.\nTotal\nNOTE: Expense shown above includes that for Publicity Section.\nlicity Section not included above.\n•\n\n$28,346\n775\n500\n700\n80\n575\n2,250\n$ 33,226\n\nEstimated needs for Pub¬\n\n"}
{"page": 816, "printed_page": null, "text": "National Education Association\n\n810\n\n13. Publicity Section:\nExpenses for this section as now organized have been carried pre¬\nviously as charges in the Division of Publications.\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense.\nStationery and office supplies.\nPostage.\nTelegrams .\nPhotographs and cuts.\nRadio broadcast incidentals.\n\n$ 8,247\n750\n250\n350\n50\n300\n175\n\nTotal.\n\n$ 10,122\n\n14. Division of Administrative Service:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36.\n\n$ 9,253\n8,631\n8,545\n9,163\n8,560\n\nAmount recommended for 1936-37:\nSalaries and wages..\nTravel expense ..\nStationery and office supplies.\n\n$ 8,961\n250\n75\n\nTotal\n\n$\n\n9,286\n\n15. Division of Research:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36.\n\n$ 60,251\n55,407\n54,900\n63,116\n61,150\n\nAmount recommended for 1936-37:\nSalaries and wages.\nTravel expense .\nStationery and office supplies.\nPostage .\nTelegrams .\nBooks and pamphlets (Library).\nSpecial charts, tables, and legislative ref. studies.. ..\n\n$51,049\n1,000\n800\n900\n60\n580\n2,100\n\nTotal.\n\n$ 56,489\n\nNOTE: Expense 1935-36 includes that for Division of Rural Service.\n\n16. Division of Rural Service:\nExpenses for this division as now organized were carried last year as\ncharges in Division of Research.\nAmount recommended for 1936-37:\nSalaries and wages.\n$ 7,218\nTravel expense .\n500\nStationery and office supplies.\n120\nPostage.\n150\nTelegrams.\n25\nTotal\n\n$ 8,013\n\n"}
{"page": 817, "printed_page": null, "text": "cSll\n\nAssociational Records and Information\n\n17. Physical Plant:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\n1935- 36.\n\n$ 58,663\n54,529\n54,498\n56,032\n57,703\n\nAmount recommended for 1936-37:\nRent .\nLight and power.\nHeat .\nJanitor service .\nMaintenance .\n\n$43,000\n1,875\n1,350\n7,610\n2,400\n\nTotal.*\n\n$ 56,235\n\n18. General Office Expense—Operating:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\n1935- 36.\n\n$\n\n8,359\n7,170\n6,591\n7,666\n8,635\n\nAmount recommended for 1936-37:\nAuditing Association accounts.\nExpress and freight.\nGeneral expense .\nInsurance .\nInterest and discount allowed.\nRepairs—Office furniture.\nSurety bonds.\nTelephone service .\nOperators and information..\nTotal\n\n.\n\n$\n\n500\n450\n150\n650\n1,500\n300\n253\n1,560\n3,762\n$\n\n9,125\n\n19. Annual Conventions:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\n1935- 36.\n\n$\n\n8,437\n4,560\n3,948\n5,724\n5,043\n\nNOTE: Expenses for operation of exhibit and payment of share to Department of Superintend¬\nence not included.\n\nAmount recommended for 1936-37\n\n$\n\n4,500\n\n20. Journal of the National Education Association:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36 .\nAmount recommended for 1936-37.\n\n$101,806\n74,845\n69,183\n\n72,271\n85,941\n$ 69,800\n\n"}
{"page": 818, "printed_page": null, "text": "National Education Association\n\n812\n\n21. Other Publications:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36.\n\n$ 25,604\n13,671\n12,007\n21,276\n23,180\n\nAmount recommended for 1936-37:\nVolume of Proceedings.\nPublications and reports.\nAmerican Education Week material..\nResearch Bulletin .\n\n$ 8,000\n3,000\n3,000\n6,000\n\nTotal.\n\n$ 20,000\n\n22. Expenses of Delegates:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35.\n1935- 36.\n\n$\n\n9,122\n7,102\n9,352\n6,489\n6,611\n\nAmount recommended for 1936-37\n\n.\n\n$\n\n9.000\n\n$\n\n1,100\n\n23. Association Membership Fees:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36.'..\n\n$\n\n700\n700\n\n1,200\n1,100\n\n1,100\n\nAmount recommended for 1936-37:\nWorld Federation of Education Associations.\nAmerican Council on Education.\nTotal\n\n$ 1,000\n100\n\n.\n\n24. Retirement Annuities and Insurance:\nActual expenses for last five years:\n1931- 32.\n1932- 33.\n1933- 34.\n1934- 35.\n1935- 36.\nAmount recommended for 1936-37.\n\n$\n\n8,725\n9,220\n8,914\n9,468\n10,603\n\n.\n\n$ 10.000\n\n25. Unemployment Insurance Tax:\nAct of Congress requiring payment of tax for District of Columbia\nunemployment insurance fund was effective as of February 15, 1936.\nAmount recommended for 1936-37.\n\n$\n\n3,250\n\n"}
{"page": 819, "printed_page": null, "text": "813\n\nAssociational Records and Information\n\n26. Departments:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 3+.\n1934- 35.\n1935- 36.\n\n$ 11,175\n11,288\n11,309\n12,174\n12,469\n\nAmount recommended for 1936-37:\nClassroom teachers .\nSecondary education and other departments in\namounts as determined by Executive Committee. ..\n\n$10,100\n3,550\n\nTotal.\n\n$ 13,650\n\n27. Committees and Commissions:\nActual expenses for last five years:\n1931- 32.\n1932- 33 .\n1933- 34.\n1934- 35 .\n1935- 36.\n\n$\n\n3,216\n2,584\n16,208\n15,556\n10,687\n\nAmount recommended for 1936-37:\nLegislative Commission.\nCommittee on Resolutions.\nCommittee on Tenure..:.\nOther committees and commissions in amounts as\ndetermined by Executive Committee....\nTotal\n\n$\n\n500\n100\n10,000\n4,150\n\n.\n\n$ 14,750\n\n28. Secretary’s Contingent Fund:\nAmount recommended for 1936-37.\nGRAND TOTAL\n\n$\n\n1,000\n\n$477,291\n\n"}
{"page": 820, "printed_page": null, "text": "National Education Association\n\n814\n\nREPORT OF COMMITTEE ON ACADEMIC FREEDOM 1\nHENRY LESTER SMITH, DEAN, SCHOOL OF EDUCATION, INDIANA\nuniversity,\n\nA\n\nt the\n\nBloomington,\n\n1935 summer meeting\n\nind.,\n\nChairman\n\nof the National Education Association\n\nl. the following resolution calling for the appointment of a Committee\non Academic Freedom was passed:\nThe National Education Association believes that administrators, teachers, and\nschools should have full opportunity to present differing points of view on any and\nall controversial questions in order to aid students to adjust themselves to their\nenvironment and to changing social conditions. The National Education Association\nis instructed to appoint a Committee on Academic Freedom of five members, three\nof whom shall be classroom teachers. The duties of this committee shall be as\nfollows:\na. To make known to teachers and other friends of education any proposed\nlegislation against freedom in teaching and to take the necessary steps to com¬\nbat such legislation.\nb. To investigate and to report upon cases of discharge of teachers in violation\nof the principle of academic freedom.\nc. To seek public support for the right of teachers to academic freedom,\nd. To assist in every way efficient teachers deprived of their positions in\nviolation of the National Education Association principle of academic free¬\ndom as embodied in Part II of the Platform.\ne. To cooperate with other reputable and recognized national organizations\nwhich are actively engaged in maintaining the principle of academic freedom.\n\nFollowing the mandate of this resolution, Agnes Samuelson, president,\nappointed as the Committee: Henry Lester Smith, dean, School of Educa¬\ntion, Indiana University, chairman; William H. Kilpatrick, Teachers\nCollege, Columbia University; Mildred Babcock, classroom teacher, Westwood High School, Westwood, N. J.; Ruth West, classroom teacher, Lewis\nand Clark High School, Spokane, Wash.; Emily A. Tarbell, classroom\nteacher, Vocational High School, Syracuse, N. Y.\nThe Committee has held five meetings and in addition a joint meeting\nwith the executive committee of the Tenure Committee. At the first meet¬\ning the Committee outlined as its problems:\n1. The demarcation of work as between the Academic Freedom and the Tenure\nCommittees\n2. Procedures\n3. Selection of actual cases\n4. Machinery for dealing with cases.\n\nAt the joint meeting of the Committee on Academic Freedom and the\nexecutive group of the Tenure Committee, February 24, 1936, the line of\n’ Accepted by Board of Directors, June 29, 1936.\n\n"}
{"page": 821, "printed_page": null, "text": "Associational Records and Information\n\n815\n\ndemarcation between the work of the two committees was adopted as\nfollows:\nThe profession of education exists to foster proper learning. Each member of the\nprofession should feel secure in the practise of his work so long as he meets reason¬\nable professional standards as interpreted by the judgment of his peers.\nThe Tenure Committee accordingly accepts as its primary function the promotion\nof support for the proper tenure of teachers and other educators and the crystalliza¬\ntion of such support into adequate laws and understanding to safeguard tenure\nrights. The Committee will, therefore, as a rule take up controversial cases only as\nthese promise illustrative qualities that will help to build support for better tenure\nconditions.\nThe Committee on Academic Freedom on its part is primarily interested in safe¬\nguarding intelligent teaching and therefore in defending teachers and other educa¬\ntors in the exercise of their just rights to academic and professional freedom both\nas educators in the classroom or office and as citizens outside. In the pursuit of these\nends the Committee on Academic Freedom will investigate cases, report findings,\ndiscuss principles involved, and otherwise do what it can to promote a more ade¬\nquate and intelligent support of the principles of academic freedom.\n\nThe Tenure Committee and the Committee on Academic Freedom ar¬\nranged to have an interchange of material.\nThe Committee has considered ten cases of alleged infringement of aca¬\ndemic freedom. With the exception of one, each case appears either to be\ncared for adequately by other groups or has been deemed inappropriate for\nour investigation. The one exception is the Victor Jewett case. This\ncase is under study by the Committee at the present time.\nThe Committee has adopted a method of procedure for the investigation\nof cases.\nThe Committee has formulated for publication a statement on the\nsignificant implications in a case investigated by the Department of Class¬\nroom Teachers.\nThru the chairman approximately one thousand letters have been sent\nto key organizations and individuals urging support for the Sisson bill\n(H. R. 11375) to remove from the District of Columbia appropriations bill\nthe infamous “little red rider.” In addition copies of Representative Sisson’s\nspeech on “Coercion of Teachers” printed in the Congressional Record of\nFebruary 6, 1936, were distributed.\nThe Committee prepared this statement on the so-called sedition bills\n(S. 2253 andH. R. 6427):\nWith regard to the ostensible and apparent intent of the Tydings-McCormick\nMilitary Disaffection Bill (S. 2253) and the Kramer-Russell Sedition Bill (H. R.\n6427), we urge no complaint, but we believe both bills unnecessary and fraught with\ngrave danger thru misinterpretation and misapplication. We therefore recommend\nthat both bills be rejected.\n\n'Flic Committee requested the Central Office to convey this resolution to\nthe appropriate committees and to give it appropriate publicity.\nThe Central Office has been requested thru Secretary Givens to write\neach state teachers association and all educational associations and depart-\n\n"}
{"page": 822, "printed_page": null, "text": "816\n\nNational Education Association\n\nments affiliated with the N.E.A. asking that they appoint committees on\nacademic freedom to cooperate with the National Education Association for\neffectual safeguarding of academic freedom.\nThe Committee has also requested the Central Office:\n1. To prepare for the consideration of the Committee a pamphlet to go into the\nhands of various committees on academic freedom discussing for their benefit the\ngeneral subject and giving them bibliographic material and suggesting steps that\nmay be taken toward the education of the profession and of the public generally in\nregard to intelligent understanding of academic freedom and of the service that it\nproperly renders the democracy.\n2. To study the defining of academic freedom by school systems or professional\norganizations.\n3. To watch for legislation in regard to academic freedom and to keep the\nCommittee informed.\n4. To ask the editor of the N. E. A. Journal to prepare a series of background\narticles in support of academic freedom and our efforts in its behalf.\n\nIn the light of its experience gained during the year the Committee has\ndrawn up the following tentative brief Statement of Principles of Aca¬\ndemic Freedom:\nThe cause of academic freedom is, like the cause of freedom of speech in general,\nthe cause of democracy. An intelligent democracy depends upon an educated citizen¬\nship, which is itself a product of a social order where people thru freedom of speech,\npress, and assembly learn how to think and judge for themselves.\nIf our schools are to help in the development of such an educated citizenship, they\nmust be free—free from restriction in their search for what to believe, free in help¬\ning their pupils to study actual social problems. Teachers must feel free in their\nteaching. It is futile to expect independent, judicious, and courageous minds in pupils\nand students to be developed in pupils and students by timid and submissive\nteachers.\nIntellectual freedom is a public safeguard. It occurs in every field of human experi¬\nence as the principal guarantee of orderly change and progress. Suppression of such\nfreedom is the surest road to violent and reckless changes.\nFreedom of teaching carries with it corresponding responsibility. The teacher is\nunder obligation to help his pupils or students study fairly the various sides of each\nquestion. He must not use his position to hand out ready-made opinions. His duty\nis to help his students to think, not to tell them what to think.\nTeachers are citizens and should be accorded the full legal rights of all citizens,\nto express publicly the views they hold and ally themselves with organizations of\ntheir own choosing. But in the exercise of these rights teachers should take care not\nto interfere with the proper discharge of their just educational duties. In all such\nmatters the rule of reason must hold. Schoolboards owe serious duty here not to\ndrive good teachers from the schools in favor of others unduly submissive.\n\nIn the effort to uphold the foregoing principles the Committee on\nAcademic Freedom will investigate cases, report findings, discuss principles,\nand otherwise do what it can to promote the cause. To these ends it invites\nthe cooperation of the entire profession and of other interested citizens in\nfurnishing information regarding actual or threatened cases of infringement,\nand otherwise in aiding the Committee to the more adequate discharge\nof its duties.\n\n"}
{"page": 823, "printed_page": null, "text": "Associational Records and Information\n\n817\n\nREPORT OF\nCOMMITTEE ON AMENDING THE CHARTER 1\nREUBEN T. SHAW,\n\n132 7 REAL ESTATE TRUST BUILDING,\n\nPhiladelphia,\n\npa.,\n\nChairman\n\nThe Committee on Amending the Charter was authorized by the Rep¬\nresentative Assembly, 1934, and continued by the Representative Assembly,\n1935. Members of the Committee are: L. Frazer Banks, assistant super¬\nintendent of schools, Birmingham, Alabama; M. Emma Brookes, principal,\nMiles-Cranwood Schools, Cleveland, Ohio; Fred D. Cram, Extension\nDivision, Iowa State Teachers College, Cedar Falls, Iowa; Mrs. Myrtle\nHooper Dahl, Hiawatha School, Minneapolis, Minnesota; Sara Ewing,\nIndianapolis, Indiana; H. Claude Hardy, superintendent of schools, White\nPlains, New York; and Reuben T. Shaw, head of the science department,\nNortheast High School, Philadelphia, Pennsylvania, Chairman.\n\nIntroduction\nMany members of the Association and many members of the Representa¬\ntive Assembly of 1936 were not present at the meetings of the Representative\nAssembly in 1935.\nThe complete report as presented in 1935 was not printed in the 1935\nProceedings. Many members and delegates to the Representative Assembly\nof 1935 have lost or misplaced the copy of the 1935 report of the Committee\non Amending the Charter. For these reasons, much of the material included\nin that report is being repeated in this report.\nThis report seems bulky, but the Committee wishes to make available for\nyour information the results of its investigations. Approximately one-third\nof the report is made up of Exhibits which are referred to in the text or are\nsubmitted in support of the text. The Committee does not ask every delegate\nto read every detail of the report. It does ask, however, that each delegate\nread the summaries of each Chapter together with the general summary and\nrecommendations placed at the end of the report under the general heading\nof Chapter VII.\nThe Committee on Amending the Charter has held the view that any ap¬\nproach to Congress was definitely limited and directed by the formal resolu¬\ntions adopted at the Denver convention, as interpreted by the attorney of\nthe Association. The Executive Committee refused to approve of the bill thus\nprepared because of the belief that the formal resolutions did not express\nwhat the Representative Assembly intended to do.\nThru correspondence with Directors and members of the Association,\nit has been brought out that the understandings and interpretations of what\noccurred at Denver not only are at great variance with the record, but they\nare at great variance with each other.\nThe confusion of thought and understanding seems to have grown out\nof the fact that the formal resolutions adopted at Denver lumped together\n1 See Minutes of Representative Assembly for action taken.\n\n"}
{"page": 824, "printed_page": null, "text": "818\n\nNational Education Association\n\nso many of the issues. The Committee, therefore, has deemed it wise to\nseparate all the proposed amendments in such a way that each issue may be\ntreated and voted upon separately. In the matter of recommendations at this\ntime, the Committee has approached the matter with a point of view of\ndetermining its recommendation on each issue upon the basis of what it\nbelieves to be “the best interests of the Association.”\nIn preparing the recommendations, the Committee has endeavored to\ngive due, but not undue, consideration to comments and viewpoints that\nhave been expressed directly or via correspondence. It has endeavored to\ngive due, but not undue, consideration to the stenographic record of the\nmeeting of the Representative Assembly at Denver. It has endeavored to\ngive due, but not undue, consideration to the points of view expressed by\nthe Executive Committee and others who hold that the intent of the\nRepresentative Assembly differed from that expressed by way of formal\nresolutions.\nAs the Committee on Reorganization was given specific direction by the\nRepresentative Assemblies of 1934 and 1935 to consider the need of changes\nin the charter, the Committee on Amending the Charter has given especial\nconsideration to the viewpoint of that Committee.\nThe Committee on Reorganization, at its meeting in Washington, May\n19, 1936, unanimously adopted the following resolution: “The Committee\non Reorganization endorses the recommendations of the Committee on\nAmending the Charter as set forth in Chapter VI of the Report of that\nCommittee.”\nThe recommendations as set forth in Chapter VI represent what a majority\nof the Committee on Amending the Charter believe to be the present result\not the evolution of thought of a majority of those members of the Association\nwho have given serious thought to the problem.\n\nChapter I\nPurposes, Assignments, and Activities of the Committee on Amending the\nCharter\n\nSection 1. Action of Representative Assembly, 1934\nThe resolutions adopted by the Representative Assembly of 1934 pro¬\nvided that this Committee should do all that is legally possible to secure\ncertain amendments to the charter. Two specific amendments to the charter\nhad been proposed prior to the adoption of this resolution. The Executive\nCommittee interpreted that the Committee on Amending the Charter as ap¬\npointed should concern itself only with the amendment dealing with the\nquestion of life directors. The fact remained, however, that the other amend¬\nment, concerning the method of selecting the secretary, had been proposed.\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.\n\n"}
{"page": 825, "printed_page": null, "text": "Associational Records and Information\n\n819\n\nSec. 2. Activities of Committee 1934-35\nAn examination of our charter brought out the fact that it contained many\nprovisions that were not found in other federal charters and which ap¬\nparently should have been placed in the bylaws.\nTwo courses of procedure were open to the Committee on Amending\nthe Charter; first, to proceed at once to ask Congress for an amendment to\nthe charter 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. In case the second procedure was followed,\nit would then be a simple matter for the Association to handle the life direc¬\ntor question by amending the bylaws as revised.\nIf the Committee on Amending the Charter adopted the first procedure\nand proceeded 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 the 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. The Committee on Amending the Charter\nbelieved that it 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. At the meet¬\ning in Atlantic City in February 1935, the members of the Committee on\nAmending the Charter felt that the sentiment in favor of simplification of the\ncharter was so general and unanimous that the Executive Committee would\nbe justified in authorizing immediate steps to be taken for the simplification\nof the charter, provided a simplification plan could be so drafted that it\nwould still receive unanimous support.\nIn view of the latter problem in regard to charter changes, the Committee\non Amending the Charter decided to ask for a joint conference with the\nCommittee on Reorganization. This was held at Atlantic City and both\ncommittees 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,\nor board had authority to speak for the Association in authorizing the intro¬\nduction of such a bill. The two committees asked for the opportunity to\npresent their problem to the Executive Committee. The Executive Com¬\nmittee instructed the two committees to prepare a plan of simplification of\nthe charter as promptly as possible and to notify the Executive Committee\nas soon as it was prepared. The drafting committee representing the two\ncommittees prepared a plan of simplification and presented it to the Execu¬\ntive Committee on March 23. The members of the Executive Committee\nindicated approval of the simplification plan in general but raised certain\nobjections to the proposed changes concerning the Permanent Fund. The\nmatter was then referred back to the two committees for further study and\nconsideration in regard to that particular item.\n\n"}
{"page": 826, "printed_page": null, "text": "820\n\nNational Education Association\n\nFurther conferences were held in regard to the matter of the Permanent\nFund. The Committee on Reorganization at its Chicago meeting gave a\ngreat deal of consideration to this matter. The provisions, insofar as the\nPermanent Fund is concerned, were modified and were submitted as a part\nof the report of the Committee on Reorganization at Denver.\nThe Executive Committee authorized but did not direct the Committee\non Amending the Charter to proceed with the life director question alone.\nThe Committee on Amending the Charter believed that by deferring action\nfor a short 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.\nSec. 3. Action of Representative Assembly, 1935\n\nThe Representative Assembly accepted unanimously all the recommenda¬\ntions of the Committee except those in regard to Section 7.\nBy this action, they specifically directed that the provisions in Section 6\nin reference to the trustees should be transferred to the bylaws. It seems clear\nto the Committee that the Representative Assembly, by voting to retain\nSection 7 in its present form, clearly indicated that it desired to have a Board\nof Trustees.\nBy adopting the recommendations of the committees concerning Section 6,\nthey clearly indicated that they desired to have removed to the bylaws that\nportion of Section 6 which has to do with the Board of Directors. Here\nagain, the decision on the part of the Representative Assembly to favor\nthe retention of Section 7 in its present form clearly indicated that they\ndesired to have a Board of Directors.\nThe debate preceding the action which determined that Section 7 should\nremain in the charter “as is” very clearly indicated that the great issue in the\nmind of each of the speakers who favored that proposal was the tri-partite\ncontrol of the expenditure of the Permanent Fund. In considering the action\nof the Representative Assembly of 1935, it is important to note that the\nfollowing resolution was presented by the Resolutions Committee and\nunanimously accepted by the Representative Assembly:\nCommittee on Amending Charter—The National Education Association commends\nthe efforts of the Committee on Amending Charter and hereby directs the con¬\ntinuance of the Committee and authorizes it to take immediate steps to secure neces¬\nsary federal legislation for the simplified charter.\nRepresentative Assembly—It is essential for the welfare of the National Educa¬\ntion Association that the adoption of policies by the Representative Assembly be\nbinding on the administrative officers. The National Education Association therefore\nreaffirms with emphasis the importance of the powers and functions of the Repre¬\nsentative Assembly.\nSec. 4. Activities of Committee 1935-36\n\nThe Committee on Amending the Charter asked the attorney for the\nAssociation to draw up a hill for introduction into Congress, covering the\n\n"}
{"page": 827, "printed_page": null, "text": "Associational Records and Information\n\n821\n\nsimplification as approved of by the Representative Assembly of 1935\n(Exhibit IV).\nIn the opinion of the Executive Committee of the Association, the bill as\ndrawn by Attorney Quinter did not conform with what the Executive Com¬\nmittee believed that the Representative Assembly of 1935 thought it had\nadopted.\nIn September 1935, the chairman of the Committee on Amending the\nCharter presented to our sponsors in Congress the printed reports as they\nwere submitted at Denver with marked indications as to what recommen¬\ndations were accepted and what recommendations were rejected. At the\nrequest of Senator William H. King, the Legislative Counsel of the Senate\nprepared a bill upon the basis of this record, and Senator King introduced\nthe bill on January 30, 1936. About two weeks later, Congressman Palmisano introduced the same bill in the House of Representatives.\nThe Committee on Amending the Charter met in joint session with the\nCommittee on Reorganization at St. Louis, in February 1936. After care¬\nfully reviewing the stenographic report of the minutes at Denver and after\ncarefully considering the viewpoint expressed by the Executive Committee,\nthese two committees went on record by vote of 10 to 1 indicating that the\nbill as introduced by Senator King was, in their judgment, in conformity\nwith the intended and recorded action of the Representative Assembly at\nDenver.\nIn spite of the fact that our committees by a vote of 10 to 1 indicated\ntheir belief that the bill as introduced was in proper form, the Executive\nCommittee instructed Secretary Givens to appear before the Committee of\nthe House of Representatives and present its viewpoint.\nTo hold a hearing and have such influential representatives of the Asso¬\nciation take opposite viewpoints would result not only in the failure to get\nthe bill passed this year, but would probably incur the opposition of certain\nmembers of Congress for any bill which we might present in the future.\nIt was therefore decided to let the matter rest until after the meeting of\nthe Representative Assembly in Portland before pressing for amendments to\nthe charter.\nSec. 5. Reference\n\nto\n\nReport\n\nPresented\n\nto\n\nRepresentative\n\nAs¬\n\nsembly, 1935\n\nThe amendments to the charter which were proposed in 1935 were in¬\ncluded in Chapter I of the report of the Committee on Reorganization, and\nwere not set forth in specific detail in the report of the Committee on Amend¬\ning the Charter.\nEach of these committees has labored persistently to draw up amend¬\nments to the charter and bylaws which would meet with the approval of\nthe best thought of the Association. The committees have endeavored in\nevery way possible to avoid presenting an amendment merely because the\nmembers of the committees were inclined personally to favor that particular\n\n"}
{"page": 828, "printed_page": null, "text": "822\n\nNational Education Association\n\namendment. To ascertain the viewpoint of members they have resorted to\nletters, questionnaires, and to a certain amount of preferential voting. The\ndebate upon the reports of the committees in the Board of Directors meet¬\ning and in the Representative Assembly afforded excellent opportunities to\nhear the expression of differences of viewpoint. The Committee on Amend¬\ning the Charter is inclined to hold the opinion that the crystallized thinking\nof the present time differs somewhat from the thought which had crystal¬\nlized prior to the Denver meeting and also differs somewhat from that rep¬\nresented by the recorded action at the Denver meeting, and also that it differs\nsomewhat from the interpretation which the Executive Committee was in¬\nclined to put upon the action and intent of the Representative Assembly at\nthe Denver meeting. Such a situation is not at all surprising and is, in fact,\na natural development in the process of the evolution of thought which has\noccurred. In Chapter IV, the Committee has set forth the main points of\ncontroversy and differences of interpretation. In Chapter V the Committee\nhas presented a somewhat modified set of recommendations for the simplifi¬\ncation of the charter. This modified form represents, in the judgment of the\nCommittee, a fair average viewpoint as between the extremes of viewpoints\nwhich exist in the membership of the Association.\nSummary\n\nThe Representative Assembly of 1934 authorized the appointment of\nthe Committee on Amending the Charter for the purpose of having the\ncharter amended so as to eliminate the provision for life directors.\nThe Committee was instructed by the president to keep in touch with the\nCommittee on Reorganization in reference to the possibility of other amend¬\nments to the charter.\nThe two committees agreed that we should ask Congress for a general\nsimplification of the charter.\nThe Representative Assembly in 1935 at Denver rejected some of the\nrecommendations of the two committees, but authorized the Committee on\nAmending the Charter to proceed to Congress to ask for the approval of\nthe simplification of the charter.\nDuring the year 1935-36 differences of opinion have appeared as to what\nwas intended by the Representative Assembly at Denver. The Executive\nCommittee has indicated that its members believe that the recorded action\nof the Representative Assembly is not what was intended. The Committee\non Amending the Charter has gathered together opinions from various mem¬\nbers of the Association and has set forth in Chapter VI of this report recom¬\nmendations which it believes to be in line with the viewpoint of a majority\nof the members of the Association.\n\n"}
{"page": 829, "printed_page": null, "text": "Associational Records and Information\n\n823\n\nChapter II\nGeneral Principles and Expert Opinion\nSection\n\n1. Charter, Constitution,\n\nBylaws, Rules of Procedure\n\nOne of the resolutions adopted by the Washington convention contains\nthe following expression: “The Committee to take what steps are legal.”\nAs this expression became part of the direction of this Committee it became\nnecessary to carefully study not only our own charter and bylaws, but also\nthe proper relationship of charter, constitution, bylaws, etc.\nBy a careful study of Robert's Rules of Order and other authorities, the\nCommittee has found the following statements worthy of serious considera¬\ntion :\nCharter—A charter is the fundamental instrument governing the association when\nthat association is incorporated by act of some legislative body. Authorities agree\nthat it should be as simple as possible. The association may determine whether or not\nit shall take the place of a constitution. The legislative body always reserves to itself\nthe right to amend the charter. The charter may contain provisions as to how the\nassociation may proceed to recommend that the legislative body make changes in the\ncharter. Associations operating under charters are, in general, subject to the general\nlaws applicable to all corporations created by that legislative body.\nConstitution—A constitution is a body of fundamental rules accepted by an associa¬\ntion for its government and should contain only rules or provisions that are to be\nexceedingly difficult to change. The constitution should always contain specific pro¬\nvisions as to how it may be amended.\nBylaws—Bylaws should include all the rules that are of such importance that they\ncannot be changed in any way without previous notice, except those placed in the\nconstitution and the rules of order. . . . When a society is incorporated, the charter\nmay take the place of the constitution and in such a case the bylaws would contain\nall the rules of the society except those that cannot be changed without previous\nnotice. The bylaws should always provide for their amendment.—Robert’s Rides\nof Order.\nRides of procedure—Rules of procedure are usually adopted by the representative\nassemblies of large organizations. They contain only those rules that are especially\napplicable to the peculiar problems or conditions of the organization which is to use\nthem. They are usually adopted for the one year and are brought up for considera¬\ntion as each new representative assembly is organized.\nOur charter—The Act of Incorporation creating the National Education Associa¬\ntion was adopted as the constitution of the National Education Association by the\nactive members on July 10, 1907. As a charter, the Act of Incorporation contains a\nnumber of provisions that do not properly belong there. If we look upon it as a\nconstitution, it again contains provisions that are unimportant and might properly\nbe transferred to the bylaws.\nIn any plan of simplification of the charter, it will be proper to consider seriously\nthe question of the possible need of a separate constitution. If the National Educa¬\ntion Association desires to follow the example of certain other national organizations\nand provide for a constitution in addition to its charter, it is entirely within its power\nso to do. If the Association desires to provide that certain rules for its government\nshall be more difficult of change than others, it would be entirely proper for such a\nplan to be carried thru.\nThe creation of our charter—Our charter was created by special act of Congress,\napproved by the President, June 30, 1906.\n\n"}
{"page": 830, "printed_page": null, "text": "National Education Association\n\n824\n\nIt has been customary for all bills providing for federal charters to be\nhandled by the Judiciary Committee of the House and Senate. Your Com¬\nmittee, however, was informed by the parliamentarian of the House of\nRepresentatives of the United States that the original Act of Incorporation\nwas handled by the Education Committee of the House and the Judiciary\nCommittee of the Senate. Your Committee was further advised that the\namendment to the charter passed in 1920 followed the same route thru\nCongress, and, therefore, in all probability any new legislation affecting our\ncharter would follow the same route. Your Committee decided, therefore,\nto select its sponsors in the House and Senate from these two committees.\nt\n\nSec. 2. Legal Opinion\n\nMembers of the Committee have freely consulted their legal friends in\nregard to the legal side of charter amendment. The opinion received in\nevery instance was something like this:\nNo matter what provision the corporation may make within its own bylaws, the\nlegislative authority, either state or national, has always and always will put in a\nreservation to the effect that it reserves to itself the right to amend or repeal the\ncharter granted.\n\nThey usually add that this has been true ever since the Dartmouth College\nCase which had to do with a change in the board of trustees and the method\nof their election.\nThe chairman has had several conferences and much correspondence with\nAttorney Quinter of Washington. The following questions and answers\nhave been evolved and approved by Attorney Quinter. They are submitted\nas part of this report as Exhibit I.\nExhibit I\n\n(a.) 1935\n(1)\n\nIn order that the charter of the National Education Association of the United\n\nStates may be legally amended, is it necessary that the same preliminary steps be\ntaken as are necessary for an amendment to its bylaws?\nNo, and for the following reasons:\nIn the case of an unincorporated association, the association’s constitution or\nbylaws may provide the procedure for proposing and voting on amendments to\nthe constitution. The association amends its own constitution.\nUnder general corporation laws, specific provisions thereof cover amend¬\nments to charters, which must be complied with, and when complied with the\namendments are effective.\nWhere, however, a corporation is created by special charter, the legislature\nalone can bring the amendment into existence, and it alone can dictate, if it\nchooses, the preliminary procedure the corporation must adopt before the\nlegislature will act. The legislature can pass the amendment with or without\nnotice to the corporation, and no preliminary steps taken by the corporation\nwould be other than persuasive in inducing the legislature to act.\n(2) The point has been raised that the proposed amendments might be subject to\nlegal attack in that they impaired vested rights. What is meant by “vested rights,”\n\n"}
{"page": 831, "printed_page": null, "text": "Associational Records and Information\n\n825\n\nand in view of Section 11 of the charter covering amendments, what limitation is\nthere on Congress with respect to amendments?\nThe term ‘Vested rights” relates to property rights only, and does not apply\nto personal rights. 12 C. J. 956 (Constitutional Law, Section 485).\nThe courts in deciding questions involving amendments to charters have\nbased their decisions on property rights, not personal rights. Most of the cases\nhave arisen where it has been contended that a state statute amending the\ncharter of a private corporation impaired the obligation of a contract, in\nviolation of the constitutional provision that no state shall pass any “law\nimpairing the obligation of contracts.” But the prohibition of the federal\nConstitution against laws impairing the obligations\napply to the United States.\n\nof contracts does not\n\nTheoretically, the legislative body which creates a corporation has absolute\ncontrol over it. But such legislative power is subject, in the case of Congress,\nto the limitation that it cannot deprive persons of their property without due\nprocess of law, or take private property for public use without just compen¬\nsation.\nHowever, as a charter is a contract, it must be accepted to be binding on\nthe corporation. Likewise, an amendment to the charter must be accepted by\nthe corporation, for Congress has no more power to compel persons to continue\nas a private corporation under an amended charter than it has to create a\nprivate corporation without the consent of the members. However, unless the\namendment violates the Constitution of the United States, one of the conse¬\nquences of a refusal to accept it is that the corporation cannot conduct its\noperations in defiance of the power that creates it; and if it does not accept\nthe amendment proposed, it must discontinue its operations as a corporate\nbody. 14 C. J., Title Corporations, Sec. 190.\n(3) The point has been raised that in order to legally amend the charter, a\nreferendum vote of the members of the National Education Association should be\ntaken. Is this legally necessary?\nSee the answers to questions (1) and (2), and further:\nCorporate functions may be exercised by the stockholders or members of\nthe corporation only at a meeting duly convoked. It is not sufficient that all\nor a majority of them may severally or individually have given their assent\nto\n\nany\n\nproposed corporate\n\naction.\n\n14 C. J.\n\n886. To\n\nthe same\n\neffect see\n\n7 R. C. L. 734.\nWhen the charter of the Association was amended by adding Section 12s\nit was evidently because the growing membership rendered the conduct of\nthe business of the corporation at its meetings difficult. So Section 12 was\nadded to the charter and the bylaws changed to coincide with the amended\ncharter, in order that the active members could express themselves at the\nmeetings of the corporation thru a delegate or delegates elected by them.\nSection 5 of the charter provides: “The rights of the members shall be\nprescribed by the bylaws of the corporation,” and Article II of the bylaws\nprovides that the election of officers and transaction of business at the annual\nbusiness meeting shall be by a representative assembly composed of delegates\nwho must be active members of the Association, elected by active members\nthereof.\nIt will thus be seen that insofar as the transaction of the business at meetings\nof the Association is concerned, the rights of the active members are limited\nto voting for a delegate or delegates to that meeting, to serving as a delegate\nthereto if elected, to attending the meeting, and to addressing the assembly\non subjects pertaining to the Association.\n\n"}
{"page": 832, "printed_page": null, "text": "National Education Association\n\n826\n\n(b.) 1936\n1. The following expressions are used in the proposed changes in the charter\n“except as limited by this Act as amended” (see Sections 6 and 7)\n“except as limited by the provisions of this Act as amended” (see Section 9).\nWhich is preferable?\nNo difference. The legal effect is the same.\n2. In the above expressions what is the meaning and effect of the words “as\namended”?\nOnce the words “as amended” are included in the charter, those words are\napplicable to\n\nany amendments theretofore or thereafter made,\n\nunless those\n\nparticular words are dropped from the charter by subsequent amendment.\n3. What is the legal status of the action taken by the Representative Assembly of\n1935 approving certain proposals to amend the charter?\nThe action taken by last year’s Representative Assembly approving certain\namendments to the charter stands until set aside by subsequent vote of the\nRepresentative Assembly.\n\nSec. 3. Parliamentary Opinion\n\nThe Committee believed that the opinion of an expert parliamentarian\nwould be highly desirable in determining not only the bearing which parlia¬\nmentary law might have on the legal side of the problem but also as a guide\ntoward future steps in the revision of the charter. The Committee is indeed\nhappy to report that it was able to secure the man who is undoubtedly the\noutstanding authority on parliamentary law in America. Not only have we\nsecured his written advice but we have been able to have him sit in with us\nat some of our Committee meetings. Professor Henry M. Robert, Jr., has\nhad the full responsibility for the interpretation of Robert's Rules of Order\nsince the death in 1923 of his father, the original author, General Henry\nM. Robert. We are submitting as Exhibit II in this report his letter ad¬\ndressed to the chairman under date of February 23, 1935.\nExhibit II\n(Copy)\n\nHenry M. Robert, Jr.\nParliamentarian\n53 Southgate Avenue,\nAnnapolis, Maryland\nFebruary 23, 193 5\nMr. R. T. Shaw, Chairman,\nCommittee on Amending Charter, N. E. A.,\n1327 Real Estate Trust Building,\nPhiladelphia, Pa.\nDear Mr. Shaw:\nThe Representative Assembly in 1934 adopted two amendments to the bylaws by\nlarge majorities, about 80 percent. You subsequently moved that a committee be ap¬\npointed to secure certain changes in the charter, which was ruled out of order in\nthe form in which you made it. You then made another motion which was stated\nseveral times in slightly varying form. On page 877 of the 1934 Proceedings is the\nfollowing statement: “The Chair: The question is on the appointment of a committee\nto take what steps are legal now in the amendment of the charter\n\n(The motion\n\n"}
{"page": 833, "printed_page": null, "text": "827\n\nAssociational Records and Information\n\ncarried).” On page 879 is the statement: “The Chair: Mr. Banks moves our Com¬\nmittee just authorized be instructed to take all steps which are legally possible to\namend the charter to comply with the amendments to the bylaws (Motion carried).”\nYour charter contains a number of provisions that do not properly belong in a\ncharter. They are especially improper when that charter can be amended only by\nAct of Congress. A good example is the provision that the Association shall have\ntwelve vicepresidents. The reason that the number is twelve is because the National\nTeachers Association in 1857 had twelve vicepresidents. If the Association should\nwish at any time to decrease the number to ten, or to increase the number to fifteen,\nit could not do so without an Act of Congress. Such provisions should have been\nplaced in the bylaws rather than in the charter.\nIt is my opinion that the charter, when amended, should be so amended that the\nprovisions which belong properly in the bylaws rather than in the charter would be\nremoved from the charter, and that the Association would be given the power to\nadopt bylaws which would govern such details. The bylaws then, instead of the\ncharter, would contain the detailed provisions regarding the organization of the\nAssociation and the administration of its affairs. It would then no longer be necessary\nto go to Congress when it is desired to amend these provisions, but the provisions\ncould be changed by the Association itself by amending the bylaws. There would\nstill be all the restrictions and safeguards which are imposed by the rules which\ngovern amendment of the bylaws.\nI believe that the wise course to follow is to seek from Congress such an amend¬\nment to your charter. Congress has reserved to itself the right to amend your charter,\nand it is therefore legal for Congress to amend your charter now or at any time.\nSome societies have both constitution and bylaws, others have only bylaws and\nstill others have only a constitution. Any of these ways is proper. Usually the best\nway is to call all these important rules the bylaws. A society should not have both\na constitution and bylaws unless it is desired that some of these rules should be more\ndifficult to amend than others. In that case the bylaws can be divided into a con¬\nstitution which contains the rules which are more difficult to amend, and the others\nare called the bylaws. But it should be borne in mind that the general term “bylaws”\nincludes both the constitution and the other bylaws which are not a part of the\nconstitution.\nYours very truly,\nHenry M. Robert, Jr.\n\n(signed)\n\nSummary\nThe Committee made a study of the general principles of charter, consti¬\ntution, bylaws, and rules of procedure with particular reference to our own\ngoverning charter and rules. The Committee secured the advice of the Asso¬\nciation’s attorney, Ralph D. Quinter, and parliamentarian, Henry M.\nRobert, Jr.\nThe charter is an act of Congress and rhay be amended only by act of\nCongress. No action or lack of action on the part of the Association would\nhave any bearing upon the validity of an amendment to the charter which\nwas passed by Congress.\n\n"}
{"page": 834, "printed_page": null, "text": "National Education Association\n\n828\n\nChapter III\nExaminationsInvestigations, and Interviews\nSection 1. Examination of Eederal Charters of Other National\nOrganizations\n\na. Federal Charters as Compared with State or District Charters\n\nThru the cooperation of the headquarters staff, an investigation was made\nas to kind and character of charters under which other national organizations\nare now working. It was found that, for each national organization acting\nunder the authority of a federal charter, there were ten or more national\norganizations operating under a District of Columbia or state charter.\nh. Simple or Complex Charter\n\nA large number of charters granted by the federal Congress were exam¬\nined, and we found no charter which was as complicated as is the charter\nof the N.E.A. Our charter contains a large number of provisions which, in\nother federal charters, are left entirely to the bylaws.\nYour Committee has been unable to ascertain definitely the reason why\nsuch provisions were put into the charter originally. It would seem that the\nAssociation attempted to put into the federal charter much of the material\nwhich was in the constitution of the Association when it operated under\nthe general corporation laws of the District of Columbia. It is uncertain\nwhether the members of the Association at that time fully realized that by\nsuch a procedure they would be unable to make changes in the new type of\nconstitution without getting authority from Congress.\nc. History of Constitution and Charter of N.E.A.\n\nIt is interesting to note the history of the Association when considered in\nthe light of Attorney Quinter’s answer to the first question as heretofore\npresented under the heading of Legal Opinion in this report.\nFrom 1857 to 1886 the Association operated as an unincorporated asso¬\nciation referred to by Mr. Quinter as follows:\nIn the case of an unincorporated association, the association’s constitution or bylaws\nmay provide the procedure for proposing and voting on amendments to the con¬\nstitution. The association amends its own constitution.\n\nFrom 1886 until 1906 the Association was under a charter granted under\nthe general corporation laws of the District of Columbia. Please note here\nAttorney Quinter’s comment:\nUnder general corporation laws, specific provisions thereof cover amendments to\ncharters, which must be complied with, and when complied with the amendments\nare effective.\n\nFrom 1906 to the present, the Association has been operating as a corpo¬\nration created by special charter. Please note again the particular restric-\n\n"}
{"page": 835, "printed_page": null, "text": "Associational Records and Information\n\n829\n\ntions under which such a corporation works as indicated by Attorney\nQuinter’s comments as follows:\nWhere, however, a corporation is created by special charter, the legislature alone\ncan bring the amendment into existence, and it alone can dictate, if it chooses, the\npreliminary procedure the corporation must adopt before the legislature will act.\nThe legislature can pass the amendment with or without notice to the corporation,\nand no preliminary steps taken by the corporation would be other than persuasive\nin inducing the legislature to act.\n\nd. Probable Explanation of the Complexity of Our Charter\n\nIt must be remembered that in the years prior to 1906 it was possible for\nthe Association to amend its charter without appeal to legislative authority,\nprovided, of course, the amendments to the charter complied with the gen¬\neral regulations covering corporations of that class.\nIt seems probable that the members of the Association’s Committee, in\npreparing its bill for introduction into Congress in 1906, used the wording\nof many sections of the old charter, granted under the general corporation\nlaws of the District of Columbia. It seems probable, also, that this was\ndone without realizing that, by accepting the charter under special act of\nCongress, it would be necessary, therefore, to go to Congress each time that\na change in the provisions of the charter was desired.\nSec. 2. Examination of Congressional Record in Regard to Other\nFederal Charters and Amendments Thereto\n\nAll charters granted in the more recent years were relatively simple—so\nsimple that there will probably never be any need for amendment. Older\ncharters have been more complex and there have been more occasions for\namendment.\nWe found no indication in the Congressional Record of a desire on the\npart of Congress to include in charters provisions of the type we now believe\nshould be removed from our charter.\nSec. 3. Investigations of Danger of Losing the Charter\n\nThe Committee has made inquiry directly and indirectly concerning this\nmatter and has benefited by the cooperation of Attorney Quinter. Members\nof the Committee have conferred with members of Congress and with secre¬\ntaries of important Congressional committees. They examined, also, the\nRecord of Debates in Congress and they find that the question of any possible\nloss of charter already granted is remote indeed.\nCertainly the proposal of an amendment does not of itself create a danger\nof loss of charter.\nIt is easy to understand, however, that if the Association carried its\ninternal arguments and differences of opinion to the halls of Congress,\nmany Congressmen might feel inclined to revoke the charter in order to get\nrid of the matter. Here again, therefore, there is clear evidence of the need\nof removing from the charter all points, which might be controversial within\nthe Association, and, at the same time, be of little or no consequence to\nmembers of Congress.\n\n"}
{"page": 836, "printed_page": null, "text": "National Education Association\n\n830\n\nDuring the years 1906 to 1928 twenty-five new charters were granted.\nDuring the same time forty charters were amended.\nFrom 1928 up to 1935, fifteen new charters have been granted, and\ntwenty-five charters have been amended.\nIn only two cases have we found charters repealed by Congress. In one\nof these cases Congress repealed the charter because of the unpatriotic activ¬\nities of the association which held the charter. In the other case, it appears\nthat the number of members fell oft to such an extent that the charter was\nrevoked. An examination of the lists of organizations holding federal charters\nwould lead us to but one conclusion, and that is that the danger of loss of\ncharter by the National Education Association is very, very remote.\nSec. 4. Interviews with Members of Congress\n\na. Prior to the 1935 Convention\n\nWe have had a number of interviews with members of Congress on the\nsubject originally assigned to us, namely: the amendment pertaining to the\nremoval of life directors. In every instance the member of Congress has\nraised this question, “I wonder why such a provision was in the original\ncharter?”\nSome Congressmen have added another question. “Don’t you think you\nought to remove all such matters from the charter at the same time you make\nthis change?”\nThe Committee feels confident that the bill will move along rapidly after\nits introduction.\nWe conferred with Senator King, who is the ranking member of the\nmajority party of the Judiciary Committee of the Senate. Senator King is\non record in many places in the Congressional Record as opposed to federal\ncharters in general. He has, however, indicated no desire to revoke or\nrepeal those which have been issued. He was very cordial to us, but empha¬\nsized several things:\nFirst—He was opposed to life directors in any organization.\nSecond—He recognized that many provisions of our charter were for internal\nproblems of the Association, and therefore should be left to the bylaws.\nThird—He did not think it wise to have a bill presented to cover the life director\nquestion only.\nFourth—He agreed to sponsor a bill providing for general simplification of our\ncharter.\n\nWe conferred also with Congressman Palmisano, who is chairman of the\nEducation Committee of the House of Representatives. He expressed himself\nas opposed to life directors in any organization.\nHe indicated with a great deal of emphasis, however, that we should not\ncome to Congress with a bill on that item alone. He offered to sponsor a bill\ntaking care of the whole question of transferring from the charter to the\nbylaws provisions which properly belonged there.\n\n"}
{"page": 837, "printed_page": null, "text": "Associational Records and Information\n\n831\n\nb. Subsequent to the 1935 Convention at Denver\n\nThe chairman conferred with Senator King in September and presented\nto him copies of the reports of the two committees as they were presented\nat Denver. When it was pointed out to Senator King that the Representa¬\ntive Assembly had rejected the recommendations of the Committee in re¬\ngard to Section 7, the Senator expressed a great deal of regret, saying that\nsuch provisions had no place in a charter. They should be confined to the\nbylaws.\nThe Senator reiterated his objections in general to federal charters, but\nstated that he would be glad to sponsor the proposed amendments for the\nAssociation. He stated further that he would have the bill prepared for intro¬\nduction sometime in January. (See Exhibit VII.)\nSummary\n\nThe Committee studied the question of federal charters in general. It\nfound that federal charters were generally simple and contained little or\nnone of the detail which exists in the charter of the National Education\nAssociation. The Committee found also that the danger of losing the charter\ngranted by Congress is very remote indeed.\nMembers of Congress were greatly surprised to find that a charter had\nbeen granted containing so much detail and strongly recommended that\ndetails which belong in the bylaws should be transferred there without\ndelay, as they are of no interest from a Congressional viewpoint.\nChapter IV\nControversial Issues and Differences of Interpretation\n1. The Permanent Fund\n\nEvery member of the Committee on Amending the Charter and every\nmember of the Committee on Reorganization heartily join with the Execu¬\ntive Committee and the Board of Trustees in the expression of a desire to\nprotect the Permanent Fund. Differences of opinion have existed and still\nexist as to what is necessary to protect the Permanent Fund. The two com¬\nmittees presented unanimous recommendations to the Representative As¬\nsembly at Denver which, in their judgment, would provide for adequate\nprotection to the Fund and at the same time allow extensive simplification of\nthe charter. The Board of Directors, at Denver, discussed these proposals\nvery fully and recommended, by a vote of 31 to 10, that the Representative\nAssembly approve of all of them. The Representative Assembly, however,\ndebated and voted to approve of all the recommendations of the committees\nin reference to all sections except Section 7. The Representative Assembly\nvoted to keep Section 7 in the charter in its present form.\nSection 7 of the charter contains certain provisions with reference to the\nPermanent Fund, but it also contains many other provisions which have little\nor nothing to do with the principal of the Permanent Fund.\n\n"}
{"page": 838, "printed_page": null, "text": "832\n\nNational Education Association\n\nMany delegates believed that the action taken did not clearly indicate\nwhat the .Representative Assembly desired to have done with the portions of\nSection 7 which had not been debated. This situation is indicated in the\nrecord of the debate of the Representative Assembly, and the record further\nindicates that the President caused the question to be asked a second time as\nto just what the wishes of the Representative Assembly were. It seemed to be\nclearly indicated that the attitude of the Representative Assembly at that\ntime was in favor of retaining Section 7 in its present form and of accepting\nall other recommendations of the committees.\nSubsequent correspondence with directors and delegates together with\nconferences with the Executive Committee have brought out the fact that\nthere is a wide difference of opinion as to just what the Representative\nAssembly intended to do or thought it had done. This doubt as to the action\nseems to exist, not only in reference to portions of Section 7 which have\nnothing to do with the principal of the Permanent Fund, but also with\ncertain portions of Section 6, which deal with the selection of the Board of\nTrustees.\nThe two committees discussed the matter thoroly at the St. Louis meeting\nin February, and by vote of 10 to 1 indicated that they believed that the\nrecord must be followed and that no consideration should be given to any\nintent or interpretation which would be contrary to the formal resolutions\nas adopted. The Executive Committee, however, held the opposite view and\nindicated what it believed the Representative Assembly at Denver had in¬\ntended to do. (See next section and also Exhibit XIII.) This resulted in a\nsituation that made it impossible for us to make progress toward the passage\nof a bill with such divergence of opinion existing among our official com¬\nmittees.\n2. The Board of Trustees\n\nThe last paragraph of Section 6 of the present charter reads as follows:\n“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,\nwho shall be a member ex officio during his term of office. At the first meet¬\ning of the Board of Directors, held during the annual meeting of the Asso¬\nciation at which they were elected, they shall elect one trustee for the term\nof four years. All vacancies occurring in said Board of Trustees, whether by\nresignation or otherwise, shall be filled by the Board of Directors for the\nunexpired term; and the absence of a trustee from two successive annual\nmeetings of the board shall forfeit his membership.”\nThe two committees, in 1935, recommended that this whole paragraph be\ntransferred to the bylaws. The Board of Directors approved of the recom¬\nmendation, and the Representative Assembly voted unanimously for such\na change. See Article II, Section 1 (d) of the bylaws; also Article III,\nSection 4(b).\nIn consideration of the facts of the action thus taken in 1935 and in con¬\nsideration of the fact that these provisions are set up in identically this form\n\n"}
{"page": 839, "printed_page": null, "text": "Associations, Records and Information\n\n833\n\nin the bylaws as indicated, the two committees by a majority vote again\nrecommend that this provision be removed from the charter.\nBy way of explanation for this position, the Committee can see no reason\nwhy we should retain in the charter a provision that specifies that the Board\nof Trustees shall be made up of five members.\nThe Committee believes that the Association should be permitted to\nchange that number from five to three or seven or some other number if it so\ndesires, and without going to Congress.\nThe Committee feels also that the Association should have the right to\nchange the length of the term of office of each trustee without going to\nCongress.\n\nStill further, the Committee believes that the Association should have the\nright to make provisions for a change in the method of election or appoint¬\nment from time to time without going to Congress.\nThe Committee, therefore, reaffirms its recommendation in regard to all\nmatters pertaining to Section 6, including the provisions in regard to the\ntrustees; that is, they recommend that these provisions be stricken from the\ncharter as they are already set up in the bylaws.\nIn reference to the matter of Section 7, the Committee has given con¬\nsideration to all suggestions received from other committees, from directors,\nand from members. It has studied carefully the suggestions made by the\nExecutive Committee. The records of the debates in the Board of Directors\nand before the Representative Assembly concerning these items have been\ngiven repeated study. The Committee recommends that the tri-partite con¬\ntrol of the principal of the Permanent Fund as set up in Section 7 of the\ncharter be retained. By the tri-partite control is meant the provision that no\npart of the principal of the Permanent Fund or its accretions shall be ex¬\npended, except by the approval of (1) the Board of Trustees, (2) the Board\nof Directors, and (3) a two-thirds vote of the Representative Assembly.\nAs a further attempt toward effecting a compromise between the extreme\nviewpoints, the Committee recommends that there be inserted in Section 7 a\nphrase which provides that the Board of Trustees shall always remain small,\nsaid phrase to read “not less than three and not more than nine members.”\n\n3. Specific Provisions under Discussion\n\nThe Committee on Reorganization was formed for the express purpose of\npresenting plans for reorganization of the Association that would give due\nconsideration to the problem of correcting a situation referred to in the\nresolution as follows: “It is generally believed that there are too many\nboards, committees, trustees, and directors, whose duties overlap.” The Com¬\nmittee on Reorganization has expressed the thought that it is impossible for\nthem to present a thoro and complete plan which will carry out the purpose\nfor which it was created, unless certain amendments are made to the\ncharter. That Committee is deeply interested in carrying out the recom¬\nmendations that were presented at Denver and which were unanimously\n\n"}
{"page": 840, "printed_page": null, "text": "834\n\nNational Education Association\n\napproved by the Representative Assembly with reference to Section 6. That\nCommittee also has expressed the feeling that the other recommendations\npresented by it with reference to Section 7, in all respects except those dealing with the principal of the Permanent Fund, should be carried out.\nThe Committee on Amending the Charter is in agreement with the Com¬\nmittee on Reorganization in regard to these proposals and recommends that\nthe said changes be approved. They are presented here in substantially the\nsame form in which they were presented at Denver. The stenographic rec¬\nord of the debate does not indicate that these points, as represented by\nissues set forth in Chapter VI, nos. 1-10, 12, 19, and 21-25, were discussed\nseparately at all.\n\n4. Differences of Interpretation\n\na. The Set-up of the Board of Trustees\n\nThe expression “the set-up” here is interpreted by the Committee on\nAmending the Charter to mean the manner of election, the term of office, and\nthe number of members on the Board. This particular set-up is set forth in\nthe last paragraph of Section 6 of the charter. The Executive Committee has\nindicated that it believed the Representative Assembly intended to have the\npresent set-up of the Board of Trustees retained in the charter when it voted\nto have Section 7 remain in the charter as it is and has been. The Executive\nCommittee has indicated that it holds this view in spite of the fact that the\nspecific set-up of the Board of Trustees was set forth in the last paragraph\nof Section 6, and which the Representative Assembly voted unanimously to\nhave removed from the charter.\nThe majority of the members of the Committee on Amending the Charter\ndo not share the view of the Executive Committee as to what was intended\nby the Representative Assembly at Denver.\nEntirely aside from the intent of the meeting at Denver, however, is the\nfact that no action has, as yet, been taken by Congress. Therefore, the\nCommittee on Amending the Charter believes that the whole issue should\nbe approached at Portland with the thought of determining what is best\nfor the Association and that no one should be unduly influenced by what\nanyone believes to have been the expressed or implied intent of the Repre¬\nsentative Assembly at Denver.\n5. Controversial Issues\n\nAs the matter now stands, and in the light of letters and communications\nwhich the Committee on Amending the Charter has received, the Committee\nis inclined to believe that the recommendations concerning certain issues\nmeet with general approval. (See classification of issues in following pages.\nSee Chapter V, Section 4.) The members of the Committee recognize,\nhowever, that there are some differences of opinion as to some of the issues,\nparticularly nos. 8, 9, and 12. In presenting the recommendations con-\n\n"}
{"page": 841, "printed_page": null, "text": "Associational Records and Information\n\n835\n\ncorning all the controversial issues, the Committee wishes to emphasize\nagain the factors which it believes should receive the most weight in deter¬\nmining the disposal of these issues.\n1. The Committee is not recommending any change in the modus operandi of the Association. It is merely recommending that changes be made\nin the charter so that the Association may from time to time change its\norganization procedure in accordance with its best judgment and without\nthe necessity of securing the consent of Congress.\n2. The Committee is of the opinion that the proposed changes are essential\nprerequisites in order to permit the Committee on Reorganization to carry\nout the plans which, in the judgment of that Committee, are desirable for\nthe Association.\nSummary\n\nIn general, members of the Association seem in agreement on transferring\nfrom the charter to the bylaws all points except those related to the Perma¬\nnent Fund and Board of Trustees. Some members believe that the Perma¬\nnent Fund will be more adequately protected by retaining in the charter\nsome or all of the provisions relating thereto. Others are inclined to take\nthe opposite viewpoint. The Committee hopes that delegates will bear in\nmind that the issue under discussion is not a change in the modus operandi\nof the Association, but merely that of determining what provisions shall be\nkept in the charter and what provisions shall be transferred to the bylaws.\n\nChapter V\nSimplification of the Charter as Prepared for Consideration at the Portland\nConvention\n\nSection 1. Review of Developments\na. Chief stages—\n\nReviewing the whole situation regarding amending the charter, it is im¬\nportant to make note of the following separate distinct stages:\n1. The authorization for a single amendment dealing with the life direc¬\ntor question alone.\n2. The recommendations of the committees in regard to simplification of\nthe charter.\n3. The action taken by the Representative Assembly in 1935.\n4. The differences in interpretation placed upon that action by the Com¬\nmittee on Amending the Charter, the Committee on Reorganization, and the\nExecutive Committee.\n5. The consideration of the whole plan of simplification at Portland. As\nthis report deals with this last stage, it is important to hold clearly in mind\nthe fact that the previous stages nos. 1, 2, 3, and 4 are guides in the prepara¬\ntion of what shall be presented at Portland but are in no way binding upon\ntlie form and character of that report.\nWhen this report is presented to the delegates at the Portland convention,\ntwo years will have passed since changes in the charter were first proposed.\n\n"}
{"page": 842, "printed_page": null, "text": "836\n\nNational Education Association\n\nThe proposals have been published in the issues of the Journal of the Na¬\ntional Education Association for May 1935, and again, somewhat revised,\nin the Journal of May 1936.\nh. Steps toward simplification of the charter—\n\n1. A simplified charter was drawn up in March 1935 by Cornelia S.\nAdair and R. T. Shaw, with the cooperation of Attorney Quinter, Par¬\nliamentarian Robert, and Secretary Givens.\n2. This simplified charter was published in the Journal of May 1935, and\nsuggestions and reactions were received from various directors and delegates.\n3. The simplified charter was thoroly studied by the Committee on Re¬\norganization and the Executive Committee, as well as the Committee on\nAmending the Charter.\n4. At the first meeting of the Board of Directors at Denver, the matter\nwas presented and thoroly discussed by the directors. By a vote of 31 to 10\nthe report was sent to the Representative Assembly with a favorable recom¬\nmendation for its adoption.\n5. The Representative Assembly of 1935 approved of all the proposals\nfor amendment dealing with all sections of the charter except Section 7, but\nvoted to retain Section 7 in its present form.\n6. There was considerable sentiment to the effect that the vote as taken\nby the Representative Assembly did not clearly indicate the real thought of\nthe Representative Assembly, and an attempt was made on the next day to\nhave a second vote on the whole matter by the use of a printed ballot. This\nprocedure was voted down.\n7. A bill was prepared by Attorney Quinter on the basis of the formal\nresolutions adopted by the Representative Assembly.\n8. When the bill was prepared for introduction into Congress, the Execu¬\ntive Committee indicated that, in its judgment, the bill did not represent\nthe action which the Representative Assembly thought it had taken.\nThe recommendations of the Committee, therefore, printed in this report\nare the result of the evolution of thought that has occurred during these\ntwenty-four months.\nSec. 2. Recommended Changes: The recommendations are set forth in\nthe twenty-six issues listed below and are presented in this form because they\ninclude consecutively the proposed changes in Sections 5, 6, 7, 8, and 9 of the\ncharter as it now is.\nThey include the changes that were approved by the Representative As¬\nsembly last year, as well as those upon which final or further action is re¬\nquested at the Portland meeting.\nSec. 3. Effect of Proposed Changes: In considering the proposed changes,\nit is very important to give careful consideration to the following:\n(a) The recommendations do not change the modus operandi of the As¬\nsociation. The provisions of the present charter were set up in the bylaws\nlast year, or are included in the proposed revision of the bylaws for this year.\n\n"}
{"page": 843, "printed_page": null, "text": "Associational Records and Information\n\n837\n\nThe right-hand column in the following pages indicates the location in the\nbylaws of the provisions which govern, as they are set forth in the present\ncharter.\n(b) The recommendations of the Committee, therefore, are made merely\nto place in the control of the Association the provisions indicated, so that it\nwill not be necessary, in the future, to go to Congress for approval of changes\ntherein.\nSec. 4. Classification of the Proposed Changes:\n(a) Changes represented by issues nos. 1, 2, 3, 4, 5, 6, 7, 10, and 25\nhave been unanimously approved by the Committee on Amending the\nCharter, the Committee on Reorganization, the Representative Assembly\nof 1935, and by the Board of Directors by vote of 31 to 10. They are re¬\npeated here in order to make the complete statement of the sections of the\ncharter entirely clear.\nb. Changes represented by issues nos. 11, 15, 18, 19, and 26 are unani¬\nmously recommended at this time by the Committee on Amending the Char¬\nter and the Committee on Reorganization and are practically the same as\nthe recommendations which were approved in 1935 by the Board of Direc¬\ntors and the Representative Assembly. The only differences are those of\nwording which were made necessary or advisable as a result of the action\ntaken by the Representative Assembly in 1935 and the possible differences\nin interpretation which might be put upon the action taken.\nc. Changes represented by issues nos. 8, 9, and 12 are recommendations\nwhich were unanimously approved by the Representative Assembly of 1935.\nThe Executive Committee (see Exhibits XI and XIII) is of the opinion\nthat the Representative Assembly did not intend to give its approval to these\nrecommendations.\nd. Changes represented by issues nos. 13, 14, 16, 17, and 20 are modifica¬\ntions of previous recommendations. Certain recommendations made in 1935\nhave been modified in the light of the development of the discussion and\nopinion at the Representative Assembly in 1935 and subsequently.\ne. Changes represented by issues nos. 21, 22, 23, and 24 are recommenda¬\ntions which were presented at Denver in this form with the unanimous\nsupport of both committees and were discussed by the Board of Directors\nand approved by that body by vote of 31 to 10. They were not discussed in\nthe Representative Assembly, but in spite of the fact that they have no par¬\nticular bearing upon the present principal of the Permanent Fund, they were\nrejected by the Representative Assembly when it voted to have Section 7\nretained in its old form.\nSummary\n\nThe recommendations for change are the results of the evolution of\nthought as to what is best for the Association as developed by a majority\nof the Committee on Amending the Charter during the past two years.\nThe proposed changes are classified in 5 groups. (See Chapter V, Section 4.)\n\n"}
{"page": 844, "printed_page": null, "text": "National Education Association\n\n838\n\nChapter VI\nThe Charter with the Proposed Changes Set Forth in Ballot Form\nComment of Committee\nIn studying the proposed amendment it is important to note the method used\nin presenting the material. Sections of the charter as they now stand are printed\nin full in regular type. Brackets [\n\n] are placed around words, phrases, and sen¬\n\ntences that are to be cut out of the charter if the recommendations of the Com¬\nmittee are approved or were approved by the Representative Assembly at Denver.\nWords, phrases,\n\nand\n\nsentences which\n\nformal resolutions adopted by the\n\nare\n\nto\n\nbe\n\nadded\n\nin\n\naccordance with the\n\n1935 Representative Assembly are printed in\n\nbold type. Words, phrases, and sentences which should be added in accordance\nwith the recommendations of this Committee are printed in italics.\nThe entire chatter is printed here so that the proposed changes may be carefully\nstudied.\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\n\n1. That the following-named persons, who are now officers and directors\n\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.\nList of\n\nSchaeffer, Eliphalet Oram Lyte, John W. Lansinger, of Pennsyl-\n\nIncorporators\n\nvania;\n\nIsaac W.\n\nArizona;\n\nJohn\n\nH.\n\nHill, of Alabama;\nHinemon,\n\nGeorge\n\nArthur J.\n\nMatthews,\n\nB.\n\nof\n\nCook,\n\nof\n\nArkansas;\n\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¬\nliam 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;\n\nNebraska Cropsey, Thomas A.\n\nMott, of Indiana;\n\nJohn\n\nD.\n\nBenedict, of Indian Territory; John F. Riggs, Ashley V. Storm, of Iowa; John\nW.\n\nSpindler,\n\nJasper\n\nN.\n\nWilkinson,\n\nA.\n\nV.\n\nJewett,\n\nKansas; William Henry Bartholomew, of Kentucky;\niana; John S. Locke, of Maine;\n\nLuther\n\nD.\n\nWhittemore,\n\nWarren Easton,\n\nM. Bates Stephens, of Maryland;\n\nof\n\nof Louis¬\n\nCharles W.\n\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 II. 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.\n\n"}
{"page": 845, "printed_page": null, "text": "Associational Records and Information\n\nJohnson, Robert P. Pell, of South\n\nCarolina;\n\n839\n\nMoritz Adelbert Langer,\n\nDakota; Eugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas;\n\nof\n\nSouth\n\nDavid H.\n\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; Arthur\nF. Griffiths, of Hawaii; C. H. Maxson, of the Philippine Islands; and such other per¬\nsons as now are or may hereafter be associated with them as officers or members of\nsaid Association, are hereby incorporated and declared to be a body corporate of the\nDistrict of Columbia by the name of the “National Education Association of the\nUnited States,” and by that name shall be known and have a perpetual succession\nwith the powers, limitations, and restrictions herein contained.\n\nSection 2. 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\n\nStates. This corporation shall\n\ninclude the\n\nNational Council of Education and the following departments,\nPurpose of\n\nand such others as may hereafter be created by organization or\n\nDepartments\n\nconsolidation, to wit: The Departments, first, of Superintendence;\nsecond,\n\nof Normal\n\nfourth, of Higher Education;\n\nfifth,\n\nSchools;\n\nthird,\n\nof\n\nElementary\n\nof Manual Training;\n\nsixth,\n\nof\n\nEducation;\nArt Educa¬\n\ntion; seventh, of Kindergarten Education; eighth, of Music Education; ninth, of\nSecondary Education;\n\ntenth,\n\nof Business\n\nEducation;\n\neleventh,\n\nof\n\nChild\n\ntwelfth, of Physical Education; thirteenth, of Natural Science Instruction;\n\nStudy;\nfour¬\n\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.\n\nSection 3. 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\nbe 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\n\nor of the Constitution of the United States; to take or receive,\n\nCorporation\n\nwhether by gift, grant, devise, bequest, or purchase, any real\nor personal estate, and to hold, grant, convey, hire, or lease the\n\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.\n\nSection 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 all\npersonal property and funds of the corporation held, used, or\nProperty To Be\n\ninvested for educational purposes aforesaid, or to produce in-\n\nTax-Exernpt\n\ncome to be used for such purposes, shall be exempt from taxation;\nprovided,\n\nhowever,\n\nThat\n\nthis\n\nexemption\n\nshall\n\nnot\n\napply\n\nto\n\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\n\nthe expenditure, or other use or\n\ndisposition of the same, or the income thereof, during the preceding year,\n\n"}
{"page": 846, "printed_page": null, "text": "National Education Association\n\n840\n\nIssue\n\nRecommended Changes in\n\nLocation in the\n\nNo.\n\nSections 5, 6, 7, 8, and 9\n\nBylaws\n\nSection\n\n5. [That the membership of\n\nRepresentative\n\nthe\n\ncorporation\n\nAssembly,\n\nthree classes of members—viz., active,\n\n1. Approved by\n1935.\n\nsaid\n\nassociate,\n\nand\n\nqualifications,\nrights,\n\nand\n\nshall\n\nArticle I\n\nconsist of\n\ncorresponding—whose\nterms\n\nof\n\nobligations\n\nmembership,\nshall be\n\npre¬\n\nscribed by the bylaws of the corpora¬\nr\n\ntion.]\n\nThe qualifications, classifica¬\n\ntions,\n\nrights,\n\nand\n\nobligations\n\nof\n\nmembers of said corporation shall\nhe prescribed in the bylaws of the\ncorporation.\n\n2. Approved by\n\nA.\n\nSection\n\n6. [That\n\nthe\n\nofficers\n\nof\n\nthe\n\nsaid corporation shall be a President,\n\nRepresentative\nAssembly, 1935.\n\ntwelve Vicepresidents, a Secretary,\nTreasurer,\n\na Board of Directors,\n\nArticle II\nSection 1 (a)\n\na\nan\n\nExecutive Committee, and a Board of\nTrustees.]\n\n3. Approved by\n\nB.\n\n[The Board of Directors shall consist of the President, the First Vice-\n\nRepresentative\nAssembly, 1935.\n\nArticle II\nSection 1 (b)\n\npresident, the Secretary, the Treasurer,\nthe chairman of the Board of Trustees,\nand one additional member from each\nstate, territory, or district to be elected\nby the active members for the term of\none year, or until their successors are\nchosen, and of all Life Directors of the\nNational Educational Association.]\n\n4. Approved\n\nby\n\nC.\n\n[The United States Commissioner of\n\nOmitted from char-\n\nRepresentative\n\nEducation, and all former Presidents\n\nter\n\nAssembly,\n\nof the said Association now living, and\n\nwith\n\nall future Presidents of the Association\n\nRepresentative As-\n\nhereby\n\nsembly of 1934.\n\n1935.\n\nincorporated,\n\nat\n\nthe\n\nclose\n\nof\n\nin\n\naccordance\n\naction of the\n\ntheir respective terms of office, shall be\nmembers of the Board of Directors for\nlife.]\n\n5. Approved\n\nby\n\nRepresentative\nAssembly, 1935.\n\nD.\n\n[The Board of Directors shall have\n\nArticle III\n\npower to fill all vacancies in their own\n\nSection 4(a)\n\nbody; shall have in charge the general\n\nand (e)\n\ninterests of the corporation, excepting\n(hose herein intrusted to the Board of\nTrustees; and shall possess such other\npowers as shall lie conferred upon them\nby the bylaws of the corporation.!\n\n"}
{"page": 847, "printed_page": null, "text": "Associational Records and Information\n\n841\n\nIssue\n\nRecommended Changes in\n\nLocation in the\n\nNo.\n\nSections 5, 6, 7, 8, and 9\n\nBylaws\n\n6. Approved\n\nby\n\nE.\n\n[The Executive Committee shall consist of five members, as follows: the\n\nRepresentative\nAssembly, 1935.\n\nArticle II\nSection 1 (c)\n\nPresident of the Association, the first\nVicepresident, the Treasurer, the chair¬\nman of the Board of Trustees, and a\nmember of the Association to be chosen\nannually by the Board of Directors, to\nserve one year.]\n\n7. Approved\n\nby\n\nF.\n\n[The said Committee shall have au-\n\nRepresentative\n\nthority to represent and to act for the\n\nAssembly,\n\nBoard of Directors in the intervals be¬\n\n1935.\n\nArticle III\nSection 5 (a)\n\ntween the meetings of that body, to the\nextent of carrying out the legislation\nadopted\nunder\n\nby\n\nthe\n\ngeneral\n\nBoard\n\nof\n\ndirections\n\nDirectors\n\nas\n\nmay\n\nbe\n\ngiven by said Board.]\n8. Approved\n\nby\n\nG.\n\n[The Board of Trustees shall consist\nof four members elected by the Board\n\nRepresentative\nAssembly, 1935.\n\nArticle II\nSection 1 (d)\n\nof Directors for a term of four years,\nand the President of the Association,\nwho shall be a member ex officio dur¬\ning his term of office.]\n\n9. Approved by\n\nH.\n\n[At the first meeting of the Board of\n\nRepresentative\n\nDirectors held during the annual meet-\n\nAssembly,\n\ning of the Association at which they\n\n1935.\n\nwere elected, they shall elect one trus¬\ntee\n\nfor the\n\nterm\n\nof\n\nfour years.\n\nAll\n\nvacancies occurring in said Board of\nTrustees,\n\nwhether\n\nby\n\nresignation\n\nor\n\notherwise, shall be filled by the Board\nof Directors for the unexpired term;\nand the absence of a trustee from two\nsuccessive\n\nannual\n\nmeetings\n\nof\n\nthe\n\nBoard shall forfeit his membership.]\n10. Approved\n\nby\n\nI.\n\nRepresentative\nAssembly,\n\n1935.\n\n11. In favor of [J]\n\nK.\n\nThat the officers of the said corporation shall be a President, one\nor more Vicepresidents, an Execu¬\ntive Secretary, a Treasurer, a Board\nof Directors, an Executive Commit¬\ntee, a Board of Trustees, and such\nhoards, councils, committees as\nshall be prescribed in the bylaws.\nExcept\n\nas\n\nlimited\n\nby\n\nthis\n\nact\n\nas\n\namended, the bylaws of the corpora¬\nOpposed to\n\ntion shall prescribe the powers,\nduties, terms of office, and the\nmanner of election or appointment\nof the said officers, boards, coun¬\ncils, and committees,\n\nArticle III\nSection 4 (b)\n\n"}
{"page": 848, "printed_page": null, "text": "National Education Association\n\n842\n\nIssue\n\nRecommended Changes in\n\nLocation in the\n\nNo.\n\nSections 5, 6, 7, 8, and 9\n\nBylaws\n\n12. Approved\n\nL.\n\nby\n\nRepresentative\nAssembly, 1935.\n\nand the said corporation\nmay by its bylaws make other and\ndifferent provisions as to the minihers\n\nand\n\nboards,\n13. In favor of Q\n\nA.\n\nOpposed to [\n\nnames\n\nof\n\nthe\n\nofficers,\n\ncouncils,\n\nand\n\ncommittees.\n\nSection 7. That the invested fund now\n\nSee Article XI\n\nknown as the “Permanent Fund of the\n\nSection 1\n\nNational\nwhen\n\nEducational\n\ntransferred\n\nto\n\nAssociation,”\nthe\n\ncorporation\n\nhereby created shall be held by such\ncorporation\n[and]\n14. In favor of Q]\n\nB.\n\nOpposed to [22\n\nThe\n\nas\n\na\n\nPermanent\n\nPermanent\n\nFund\n\nFund\n\nbe\n\nshall\n\nin\n\nArticle III\n\ncharge of the Board of Trustees 'which\n\nSection 6 (b)\n\nshall consist of not less than three and\n\nand Article XI\n\n;tot more than nine members and which\n\nSection 2\n\n[who] shall provide for the safekeep¬\ning and investment of such Fund and\nof all other funds which the corpora¬\ntion may receive by donation, bequest,\nor devise.\n15. In favor of Q\n\nC.\n\n1—No part of the principal of such\nPermanent Fund or its accretions shall\n\nOpposed to [\n\nbe\n\nexpended,\n\nvote\n\nof the\n\n[active,\n\nexcept by\n\nSee Article XI\nSection 4\n\na two-thirds\n\nRepresentative Assembly\n\nmembers\n\nof\n\nthe\n\nAssociation\n\npresent at any annual meeting].\n16. In favor of [^]\n\n2—after\n\nthe\n\nproposed\n\nhas been approved by\nOpposed to [\n\n17. In favor of |\n\n[upon\n\nrecom-\n\nSee Article XI\nSection 3\n\nmendation ofEthe Board of Trustees.\n|\n\n3—[after such recommendation has\nbeen\n\nOpposed to [2]\n\n18. In favor of [\n\nexpenditure\n\n|\n\napproved by vote\n\nof]\n\nand the\n\nBoard of Directors,\n\n4—and\n\nafter printed\n\n•\n\nnotice\n\nof the\n\nin the Journal of the National Education Association [mailed to all active\nmembers of the Association]\n\nat least\n\ntwo months prior to the meeting of the\n\n1\n\nRepresentative Assembly,\n19. In favor of [2]\nOpposed to Q]\n\nSection 3 and\nArticle III\nSection 4 (c)\n\nproposed expenditure has been printed\nOpposed to [\n\nSee Article XI\n\n5—and after all other requirements\nof the bylaws have been fulfilled.\n\nSee Article XI\nSection 3\n\n"}
{"page": 849, "printed_page": null, "text": "Associational Records and Information\n\nRecommended Changes in\nSections 5, 6, 7, 8, and 9\n\nIssue\nNo.\n20. In favor of Q\n\n6—Except as limited by this act as\namended, the said corporation may by\n\nOpposed to j\n\nits bylaws provide for the custody,\ncontrol, management, sale, mortgage,\ninvestment, and reinvestment of the\npriticipal of said Permanent Fund.\n\n21. In favor of Q\n\nD.\n\nOpposed to fff\n\n22. In favor of Q]\n\nLocation in the\nBylaws\n\nArticle XI\nSection 4\n\nmaintaining the organization of the\nAssociation and of publishing its an¬\nnual volume of Proceedings, unless the\nterms of the donation, bequest, or de¬\nvise shall otherwise specify, [or the\nBoard of Directors shall otherwise\norder] or as otherwise provided by the\nbylaws of the corporation.\nE.\n\n[It shall also be the duty of the Article III\nBoard of Trustees to issue orders on Section 6 (b)\nthe Treasurer for the payment of all\nbills approved by the Board of Direc¬\ntors, or by the President and Secretary\nof the Association acting under the au¬\nthority of the Board of Directors.]\n\nF.\n\n[When practicable, the Board of\nTrustees shall invest, as part of the\nPermanent Fund, all surplus funds ex¬\nceeding $500 that shall remain in the\n\nOpposed to [\n\n23. In favor of [\n\nThe income of the Permanent Fund\nshall be used only to meet the cost of\n\nOpposed to [\n\nArticle III\nSection 6 (b)\n\nhands of the Treasurer after paying\nthe expenses of the Association for the\nprevious year, and providing for the\nfixed expenses and for all appropria¬\ntions made by the Board of Directors\nfor the ensuing year.]\n24. In favor of Q]\nOpposed to [\n\nG.\n\n[The Board of Trustees shall elect\nthe Secretary of the Association, who\nshall be Secretary of the Executive\nCommittee, and shall fix the compensa¬\ntion and the term of his office for a\nperiod not to exceed four years.]\n\n843\n\nArticle III\nSection 6 (c)\n\n"}
{"page": 850, "printed_page": null, "text": "844\nIssue\n\nNo.\n25. Approved by\nRepresentative\nAssembly, 1935.\n\nNational Education Association\n\nRecommended Changes in\nSections 5, 6, 7, 8, and 9\n\nLocation in the\nBylaws\n\nSection 8. That the principal office of Article III\nthe said corporation shall be in the city\n\nSection 4 (d)\n\nof Washington, D. C.; provided That\nthe meeting of the corporation, its offi¬\ncers, committees, and departments, may\nbe held, and that its business may be\ntransacted, and an office or offices may\nbe maintained elsewhere, within the\nUnited States, as may be determined\n[by the Board of Directors, or other¬\nwise] in accordance with the bylaws.\n\n26. In favor of Q\nOpposed to [N\n\nSection 9. That the charter, constitu- Article tion, and bylaws of the National Educational Association shall continue in\nfull force and effect until the charter\ngranted by this act shall be accepted\nby such Association at the next annual\nmeeting of the Association, and until\nnew bylaws shall be adopted; and that\nthe present officers, directors, and trus¬\ntees of said Association shall continue\nto hold office and perform their re¬\nspective duties as such until the expira¬\ntion of terms for which they were sev¬\nerally elected or appointed, and until\ntheir successors are elected. That at\nsuch annual meeting the active mem¬\nbers of the National Educational Asso¬\nciation, then present, may organize and\nproceed to accept the charter granted\nby this act and adopt bylaws, to elect\nofficers to succeed those whose terms\nhave expired or are about to expire,\nand generally to organize the “Na¬\ntional Education Association of the\nUnited States”; and that the Board of\nTrustees of the corporation hereby in¬\ncorporated shall thereupon, if the char¬\nter granted by this act be accepted,\nreceive, take over, and enter into pos¬\nsession, custody, and management of all\nproperty, real and personal, of the cor¬\nporation heretofore known as the Na¬\ntional Educational Association incor¬\nporated as aforesaid, under the Revised\nStatutes of the District of Columbia,\nand all its rights, contracts, claims, and\nproperty of every kind and nature\nwhatsoever, and the several officers,\ndirectors, and trustees of such last-\n\nSection-\n\n"}
{"page": 851, "printed_page": null, "text": "Associational Records and Information\n\nnamed Association, or any other per¬\nson having charge of any of the securi¬\nties, funds, books or property thereof,\nreal or personal, shall on demand de¬\nliver the same to the proper officers,\ndirectors, or trustees of the corporation\nhereby created.\nProvided, that this corporation\nmay by its bylaws make other and\ndifferent provisions for the custody,\ncontrol, management, sale, mort¬\ngage, or other disposition of its\nproperty. Tin accordance with Sec¬\ntion 7 of the Act of Incorporation\nas amended by this act.I except as\nlimited by the provisions of this act as\namended, and\nProvided, That a verified certificate\n\nexecuted by the presiding officer and\nsecretary of such annual meeting,\nshowing the acceptance of the charter\ngranted by this act by the National\nEducational Association, shall be legal\nevidence of the fact, when filed with\nthe Recorder of Deeds of the District\nof Columbia; and, provided further,\nThat in the event of the failure of\nthe Association to accept the charter\ngranted by this act at said annual\nmeeting then the charter of the Na¬\ntional Educational Association and its\nincorporate existence shall be and are\nhereby extended until the thirty-first\nday of July, nineteen hundred and\neight, and at any time before said date\nits charter may be extended in the\nmanner and form provided by the gen¬\neral corporation of the District of\nColumbia.\n10. That the rights of credi¬\ntors of the said existing corporation,\nknown as the National Educational\nAssociation, shall not in any manner\nbe impaired by the passage of this act,\nor the transfer of the property hereto¬\nfore mentioned, nor shall any liability\nor obligation, or payment of any sum\ndue or to become due, or any claim or\ndemand, in any manner, or for any\n\\\ncause existing against the said existing\ncorporation, be released or impaired;\nand the corporation hereby incorpoSection\n\n845\n\n"}
{"page": 852, "printed_page": null, "text": "846\n\nNational Education Association\n\nrated is declared to succeed to the obli¬\ngations and liabilities, and to be held\nliable to pay and discharge all of its\ndebts, liabilities and contracts of the\nsaid corporation so existing, to the same\neffect as if such new corporation had\nitself incurred the obligation or liability\nto pay such debts or damages, and no\naction or proceeding before any court\nor tribunal shall be deemed to have\nabated or been discontinued by reason\nof this act.\n11. That Congress may from\ntime to time alter, repeal, or modify\nthis act of incorporation, but no con¬\ntract or individual right made or ac¬\nquired shall thereby be divested or\nSection\n\nimpaired.\nSection 12.\n\nThat said corporation may\nprovide, by amendment to its bylaws,\nthat the powers of the active members\nexercised at the annual meeting in the\nelection of officers and the transaction\nof business shall be vested in and exer¬\ncised by a representative assembly\ncomposed of delegates apportioned,\nelected, and governed in accordance\nwith the provisions of the bylaws\nadopted by said corporation.\n\nSummary\n\nThis chapter contains the charter, showing in ordinary type the present\nprovisions, in bold type the provisions as modified by the action of the\nRepresentative Assembly at Denver, in italics the words, phrases, and sen¬\ntences which will be added if the recommendations of the Committee are\naccepted. Brackets [ ] are placed around words, phrases, and sentences which\nare to be removed from the provisions of the charter if the recommenda¬\ntions of the Committee are accepted.\nThe proposed changes have been arranged in the form of 26 issues be¬\ncause there are many separate issues, each of which should be considered\non the basis of its own merits. As set forth in the previous Chapter, these 26\nissues may be considered in 5 groups.\nThe Committee hopes that many of these issues will be disposed of by\nunanimous consent so that the number which must be placed upon the ballot\nmay be very small.\n\n"}
{"page": 853, "printed_page": null, "text": "Associational Records and Information\n\n847\n\nChapter VII\nSummary\n\nA. Facts and Conclusions\n1. Congress alone has the power to amend the charter of the National\nEducation 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\nof what Congress may see fit to do in regard to any amendments.\n3. The original charter was granted by Congress in 1906. It contained\nno provision for a Representative Assembly.\n4. The provision for the Representative Assembly was added by an amend¬\nment to the charter in 1920. That amendment made no provision for\nother changes or modifications in the committees and boards which had\nbeen previously set up in the charter.\n5. The charter contains, in the opinion of experts, many provisions which\nmore properly belong in the bylaws.\n6. Interviews with members of Congress seem to indicate very plainly\nthat Congress will be willing to make changes in the charter which are\ndefinitely desired by the Association.\n7. The “danger of loss of charter” appears to be very remote indeed.\n8. The Committee is of the opinion that the Association should avoid\nannoying Congress with frequent requests for change of charter.\n9. The proposed plan of simplification does not in any way change the\nmodus operanai of the Association.\n10. The proposed plan of simplification has been thoroly studied for two\nyears, not only by the members of the Committee on Amending the\nCharter, but also by the members of the Committee on Reorganization,\nand many of the directors and others who are actively interested in\nsecuring the best provisions for governing our Association.\nB. Recommendations\n\n1. The Committee recommends that the Representative Assembly ap¬\nprove the plan of simplification of the charter as presented in this\nreport.\n2. The Committee recommends that the Representative Assembly make\nprovision for a Committee to take immediate steps to have the charter\namended by Congress, as provided for in this plan of simplification.\n3. The Committee recommends that the Representative Assembly make\nadequate appropriation for the work of that Committee.\n4. The Committee recommends that the Representative Assembly direct\nall officers and committees of the Association to give active support to\nthe plan of simplification, as approved by the Representative Assembly.\n5. In the event that the Representative Assembly should approve of some\nof the recommendations of the Committee, but not all, il is the intcn-\n\n"}
{"page": 854, "printed_page": null, "text": "848\n\nNational Education Association\n\ntion of the Committee to explain to the Representative Assembly on\nWednesday any inconsistencies that might thus develop, and to make\nfurther recommendations for action by the Representative Assembly\ntoward removing said inconsistencies.\n6. In the event that further study of the action thus taken by the Repre¬\nsentative Assembly shall disclose any points concerning which the\nExecutive Committee or the Board of Trustees or the Board of Direc¬\ntors should be in need of adjustment as to wording, the said items shall\nbe referred to the attorney of the Association for an opinion. Final\njudgment as to whether the suggested adjustment shall be made shall\nrest with the Committee on Amending the Charter and the Commit¬\ntee on Reorganization.\n\nExhibit III\nThe History of Life-Directorship in the N.E.A.\nA. The first Constitution was adopted by the National Teachers Association on\nAugust 26, 1857. In it there was no provision for Life-Director. At that time Article\nIV, Section 1, read as follows:\n“The officers of this Association shall be a President, twelve Vice-Presidents, a\nSecretary, a Treasurer, one Councilor for each State, District, or Territory repre¬\nsented in the Association and the officers charged with the administration of their\nrespective departments.”\nB. In 1876 this section was amended by adding “Any friend of education may\nbecome a Life-Director by the donation of one hundred dollars to the Association at\none time, either by himself or in his behalf.”\nC. In 1880 this section was further amended by adding “and any educational asso¬\nciation may secure a Perpetual Directorship by a like donation of one hundred\ndollars, the director to be appointed annually or for life.”\nD. While the name was changed in 1870 from the National Teachers Association\nto the National Educational Association, the Association continued to operate under\nthe Constitution until 1886 at which time it was incorporated under the laws of the\nDistrict of Columbia. This Charter was not perpetual but was incorporated to\nexist for twenty years. To secure this Charter it was necessary for certain subscribers\nto sign a statement which read as follows:\n“We whose names are subjoined, agree to adopt the following Constitution.”\nWe find that Article IV, Section 1 of this Constitution read as follows:\n“Section 1. The officers of this Association shall be a President, twelve VicePresidents, a Secretary, a Treasurer, one Councilor for each State, District, or\nTerritory represented in the Association, and the presiding officers of the several\ndepartments, and a Board of Trustees to be Constituted as hereinafter provided.\nAny friend of education may become a Life-Director by the donation of one hun¬\ndred dollars to the Association at one time, either by himself or on his behalf; and\nany educational association may secure a Perpetual Directorship by a like donation\nof one hundred dollars, the director to be appointed annually or for life. Whenever\na life-member desires to become a Life-Director, he shall be credited with the\namount he has paid for his life-membership.”\nK. Wc find also that Article VII read as follows:\n“This Constitution may be altered or amended at a regular meeting by the unani¬\nmous vote of the members present, or by a two-thirds vote of the members present,\nprovided that the alteration or amendment has been substantially proposed in writing\nat a previous meeting.”\n\n"}
{"page": 855, "printed_page": null, "text": "Associational Records and Information\n\n840\n\nIt should be noted here that, as this Charter was granted under the provisions of\nan Act of General Incorporation, Class Three, of the Revised Statutes of the District\nof Columbia, the Constitution could be amended from time to time by the Association\nitself without going before an outside body such as the Congress of the United States\nor the Courts of the District of Columbia.\nApparently there was no further change in the Constitution in so far as LifeDirectors or amendments were concerned until the twenty-year period was approach¬\ning a close.\nEarly in 1906 plans were set on foot for securing a Charter by a special act of\nCongress. This special act was passed by the Congress and approved by the Presi¬\ndent on June 30, 1906. This is the Charter which we still have except for the amend¬\nment of 1920, In this Charter there is no provision for the purchase of a LifeDirectorship. There is, however, the following sentence in section 6, “The Board of\nDirectors shall consist of the President . . . and of all Life-Directors of the\nNational Educational Association.” We also find the following sentence in section 6\nof the new Charter, “The United States Commissioner of Education, and all former\nPresidents of the said Association now living, and all future Presidents of the\nAssociation hereby incorporated, at the close of their respective terms of office shall\nbe members of the Board of Directors for life.”\nFrom these quotations it is clear that the new Charter provided that directors who\nhad purchased a Life-Directorship in the Association as it existed formerly were\ncarried over as Life-Directors in the Association under the new Charter. By examin¬\ning the lists of Life-Directors we find that only four of those who were carried over\nin 1906 are still living. The fact that these four Life-Directorships were purchased\nfor a consideration raises the possibility of a claim for vested rights. The Executive\nCommittee, therefore, advised the Committee on Amending the Charter to deal with\nthese four cases as separate problems.\nThe Life-Directorships acquired in an exofficio way apparently do not represent\nproperty rights and, therefore, may be handled in accordance with the will of the\nAssociation.\nExhibit IV\nThe Bill as prepared by Attorney Quinter in October 1935 upon the basis of his\nexamination of the stenographic report of the meetings at Denver\nAn Act to amend an Act entitled “An Act To Incorporate the National Education\nAssociation of the United States” by changing Sections 5, 6, and 8 thereof:\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled, that Sections 5, 6, and 8 of an Act entitled “An Act\nto incorporate the National Education Association of the United States” approved\nJune 30, 1906, as amended May 13, 1920, be amended so that Sections 5, 6, and 8\nthereof shall read as follows:\n5. The qualifications, classifications, rights, and obligations of members\nof said corporation shall be prescribed in the bylaws of the corporation.\nSection\n\n6. That the officers of the said corporation shall be a President, one or\nmore Vice-Presidents, a Secretary, a Treasurer, a Board of Directors, an Executive\nCommittee and other officers as shall be prescribed in the bylaws.\nSection\n\nExcept as limited by the provisions of Section 7 hereof, the bylaws of the corpora¬\ntion shall prescribe the powers, duties, terms of office and the manner of election or\nappointment of the said officers, Boards, Councils and Committees and may make\nother and different provisions as to the numbers and names of the Officers, Boards,\nCouncils and Committees.\nThat the principal office of the said corporation shall be in the city of\nWashington, D. C., provided, that the meetings of the corporation, its officers, comSection 8.\n\n"}
{"page": 856, "printed_page": null, "text": "850\n\nNational Education Association\n\nmittee9 and departments, may be held and that its business may be transacted, and\nan office or offices may be maintained, elsewhere, within the United States, as may\nbe provided in the bylaws.\nExhibit V\nOctober 10, 1935\nR. T. Shaw, Esq., Chairman\n1327 Real Estate Trust Building\nPhiladelphia, Pa.\nDear Mr. Shaw:\nIn reply to your letter of the first instant, I have examined the minutes of the\nRepresentative Assembly, National Education Association of the United States,\nDenver, Colorado, July 2, 3, and 4, 1935, and the proposed amendments to the\nCharter of the Association approved by that Assembly.\nI am of the opinion that the failure of the Assembly to approve the proposed\namendments to Section 7 of the Charter rendered certain of the amendments ap¬\nproved inconsistent with Section 7.\nI am of the opinion that in order to carry out the intention of the Representative\nAssembly and to remove the inconsistencies, it will be necessary to make the follow¬\ning corrections:\n1. Change the wording of the second paragraph of the approved amendment to\nSection 6 to read as follows:\n“Except as limited by the provisions of Section 7 hereof, the by-laws of the\ncorporation shall prescribe the powers, duties, terms of office and the manner\nof election or appointment of the said Officers, Boards, Councils and Com¬\nmittees, and may make other and different provisions as to the numbers and\nnames of the Officers, Boards, Councils and Committees.”\n2. Make no change in the present provisions of Section 9.\nWith these corrections, I am of the opinion your Committee would be carrying\nout the intention of the Representative Assembly in proceeding to obtain from Con¬\ngress amendments to Sections 5, 6, and 8 of the Charter.\nVery truly yours,\n(Signed)\n\nRalph\n\nD. Quinter.\n\nExhibit VI\nThe Bill as prepared by Attorney Quinter upon the request of the Executive Com¬\nmittee at its meeting on December 28, 1935\nAn Act to amend an Act entitled “An Act To Incorporate the National Education\nAssociation of the United States” by changing Sections 5, 6, 7, and 8 thereof:\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled, that Sections 5, 6, 7, and 8 of an Act entitled “An\nAct To Incorporate the National Education Association of the United States” ap¬\nproved June 30, 1906, as amended May 13, 1920, be amended so that Sections 5, 6, 7,\nand 8 thereof shall read as follows:\nThe qualifications, classifications, rights and obligations of members\nof said corporation shall be prescribed in the by-laws of the corporation.\nSection\n\n5.\n\nThat the officers of said corporation shall be a President, one or more\nVice-Presidents, a Secretary, a Treasurer, a Board of Directors, an Executive Com¬\nmittee, a Board of Trustees, and such Boards, Councils, Committees and other offi¬\ncers as shall be prescribed in the by-laws.\nSection 6.\n\n"}
{"page": 857, "printed_page": null, "text": "Associational Records and Information\n\n851\n\nExcept as otherwise provided by Section 7 hereof, the by-laws of the corporation\nshall prescribe the powers, duties, terms of office and the manner of election or ap¬\npointment of the said Officers, Boards, Councils, and Committees and may make\nother and different provisions as to the numbers and names of the Officers, Boards,\nCouncils and Committees.\n7. The Board of Trustees shall consist of four members elected by the\nBoard of Directors for the term of four years, and the President of the Association,\nwho shall 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 Association at which\nthey were elected, they shall elect one trustee for the term of four years. All vacancies\noccurring in said Board of Trustees, whether by resignation or otherwise, shall be\nidled by the Board of Directors for the unexpired term; and the absence of a trustee\nfrom two successive annual meetings of the board shall forfeit his membership.\nThat the invested fund now known as the “Permanent Fund of the National Edu¬\ncation Association,” when transferred to the corporation hereby created, shall be\nheld by such corporation as a Permanent Fund and shall be in charge of the Board\nof Trustees, who shall provide for the safekeeping and investment of such fund,\nand of all other funds which the corporation may receive by donation, bequest, or\ndevise. No part of the principal of such Permanent Fund or its accretions shall be\nexpended, 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 Board of Directors,\nand after printed notice of the proposed expenditure has been mailed to all active\nmembers of the Association. The income of the Permanent Fund shall be used only\nto meet the cost of maintaining the organization of the Association and of publishing\nits annual volume of “Proceedings,” unless the terms of the donation, bequest, or\ndevise shall otherwise specify, or the Board of Directors shall otherwise order.\nSection\n\nExhibit VII\n74th CONGRESS, 2d Session—S.\n\n3855\n\nIN THE SENATE OF THE UNITED STATES\nJanuary\n\n16 (calendar day, January 30), 1936\n\nMr. King introduced the following bill; which was read twice and referred to\nthe Committee on the District of Columbia.\nJanuary\n\n16 (calendar day, February 10), 1936\n\nThe Committee on the District of Columbia discharged, and referred to the Com¬\nmittee on the Judiciary.\nA BILL\nTo amend the Act entitled “An Act to incorporate the National Education Associa¬\ntion of the United States,” approved June 30, 1906, as amended.\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled, That section 5 of the Act entitled “An Act to in¬\ncorporate the National Education Association of the United States,” approved\nJune 30, 1906, as amended, is amended to read as follows:\n“Sec. 5. The qualifications, classifications, rights, and obligations of members of\nsaid corporation shall be prescribed in the bylaws of the corporation.”\nSec. 2. Section 6 of such Act of June 30, 1906, is amended to read as follows:\n“Sec. 6. The officers of said corporation shall be a president, one or more vice\npresidents, a secretary, a treasurer, a board of directors, an executive committee, a\n\n"}
{"page": 858, "printed_page": null, "text": "852\n\nNational Education Association\n\nboard of trustees, and such boards, councils, and committees as shall be prescribed\nin the bylaws.\n“The bylaws of the corporation shall prescribe the powers, duties, terms of office,\nand manner of election or appointment of the said officers, boards, councils, and com¬\nmittees; and the said corporation may by its bylaws make other and different pro¬\nvisions as to the numbers and names of its officers, boards, councils, and committees.”\nSection 8 of such Act of June 30, 1906, is amended by striking out in the\nproviso thereof the following: “by the board of directors, or otherwise,”.\nSec. 3.\n\nExhibit VIII\nIt shall also be the duty of the Board of Trustees to issue orders on the Treasurer\nfor the payment of all bills approved by the Board of Directors, or by the Presidentand Secretary of the Association acting under the authority of the Board of Direc¬\ntors. When practicable, the Board of Trustees shall invest, as part of the Permanent\nFund, all surplus funds exceeding $500 that shall remain in the hands of the Treas¬\nurer after paying the expenses of the Association for the previous year, and pro¬\nviding for the fixed expenses and for all appropriations made by the Board of\nDirectors for the ensuing year.\nExhibit VIII-A\nFebruary 11, 1936\nMr. Ralph D. Quinter\n815 Fifteenth St.\nWashington, D. C.\nDear Mr. Quinter:\nMr. Givens has sent to members of the Committee on Reorganization and the\nCommittee on Amending the Charter an excerpt from the Minutes of the meeting\nof the Executive Committee when you and I both were present.\nAmong other paragraphs in this excerpt was the following: “In connection with a\nfurther discussion, Mr. Quinter remarked that it was the spirit of the convention\nthat the Charter should retain the method of election of the Trustees.”\nThis quotation does not seem to be in accord with my memory, but before I make\nfurther criticism of it, I should like to have your comments.\nVery truly yours,\n(Signed) R. T. Shaw, Chairman\nCommittee on Amending Charter.\nRTS :MEB\nExhibit IX\n815 Fifteenth Street\nWashington, D. C.\nFebruary 13, 1936\nLaw Offices\nQuinter & Sothoron\nDr. R. T. Shaw, Chairman\n1327 Real Estate Trust Bldg.\nPhiladelphia, Pennsylvania\nDear Doctor Shaw:—\nIn reply to your letter of the 11th instant, I beg to state that if my memory is\ncorrect I stated to the Executive Committee in your presence that the members of the\nExecutive Committee present at the meeting had informed me that they believed\nit was the spirit of the convention that the charter should retain the method of\nelection of the Trustees.\n\n"}
{"page": 859, "printed_page": null, "text": "Associational Records and Information\n\n853\n\nMy letter to you dated December 30, 193 5, was written when my recollection was\nquite fresh about the matter. In that letter I stated with respect to the bill prepared\nat your request that:\n“In suggesting the proposed changes, I took into consideration only the\naction of the Representative Assembly by way of formal resolutions.”\nAnd further:\n“When I appeared before the Executive Committee, I informed the Commit¬\ntee that in my opinion it would be useless to attempt to have introduced in\nCongress a bill for amending the Charter asking for amendments inconsistent\nwith other provisions of the Charter. The members of the Committee in¬\nformed me that if they were to approve a bill in which the inconsistencies of\nrecord were to be removed, they thought the Charter should be amended so\nas to carry out the spirit of the Representative Assembly, which they inter¬\npreted was to leave the provisions affecting the Permanent Fund and the\nBoard of Trustees as they were in the Charter, and requested me to prepare\na bill providing for the retention in the Charter of the last paragraph of\nSection 6 entitled ‘Board of Trustees.’\n“The members of the Executive Committee expressed themselves as being\nof the opinion that the debate and vote on Section 7 of the Charter as they\nheard it, demonstrated to them that the Representative Assembly desired no\nchange in the provisions of the Charter respecting the Permanent Fund and\nthe Board of Trustees.”\nI also acknowledge the receipt of the mimeographed letter and accompanying\npapers you sent me on the 8th instant.\nVery truly yours,\nRDQ/dec\n\n(Signed)\n\nRalph D. Quinter.\n\nExhibit X\nSupplemental Report Prepared for Executive Committee, Late Afternoon\nFebruary 24, 1936\nI have just learned that one of the officers of the Association has stated today that\nthe controversy has settled down to the question of “record” vs. “intent.” All reactions\nwhich have come to me since reaching Convention soon settled down to a very\ndefinite conclusion insofar as those two items are concerned. The conclusion is\nsimply this, the “intent” is unknown and can never be determined. The intent readily\ndivides itself into four headings:—\nFirst, the item which they thought they were trying to have adopted, and\nSecond, that which they thought had been adopted, and\nThird, those things which many believe would have been adopted had they\nbeen specifically discussed, and\nFourth, those that they believe would have been adopted had all “personali¬\nties” and extraneous matter been kept out of the discussion.\nThe four items above are only a few of the possible ramifications which one gets\ninto when he attempts to find out what the delegates thought or what their intent was.\nIf, however, an officer of the Association feels that it is still an undecided ques¬\ntion, then I feel it is only fair for me to express that which many of those who are\ndelegates at Denver have indicated to me, namely, I believe that the entire report\nwould have been adopted in approximately the same ratio as was voted by the\nBoard of Directors if all personalities had been kept out of the discussion and if\nall delegates had given the same time and consideration to the matter individually\nas was given by the Board of Directors prior to their action.\nSince I hav-e been in St. Louis large numbers of delegates who attended the Con¬\nvention at Denver last year have indicated to me their belief that they thought that\n\n"}
{"page": 860, "printed_page": null, "text": "854\n\nNational Education Association\n\nSection 7 had been approved of in principle, but that the ideas contained therein\nhad been transferred to the By-Laws. Frankly this has been somewhat surprising\nto me and therefore when I have inquired what their basis was they have pointed out\nto me the fact that the same statements which now appear in Section 7 also appear\nin the By-Laws; they point out further that they were added to the By-Laws at the\nDenver meeting.\nAgain this whole discussion seems to point to but one conclusion, we must follow\nthe record, we cannot permit ourselves to be swayed by the opinions of any indi¬\nviduals or by the ill feeling that has been created or that may be created by carrying\nout that which is definitely indicated in the record.\nR. T. Shaw.\nExhibit XI\n\nAction Taken by the Executive Committee of the National Education Association\nupon the Request of the Committee on Amending the Charter for Instructions\nwith Reference to Senate Bill 3855, 3:00 P.M., Tuesday, February 25, 1936\nWhereas: The Executive Committee of the National Education Association is\nrequired by the Charter and By-Laws of the Association to carry out the mandates\nof the Representative Assembly, and\nWhereas, in the judgment of the Executive Committee Senate Bill 3855 does not\nby its provisions protect the Permanent Fund as the mandate of the Representative\nAssembly at Denver explicitly directed,\nTherefore, the Executive Committee at the request for instruction made by the\nCommittee on Amending the Charter, directs said Committee to request that Senate\nBill 3855 be so modified as to conform to the action of the Representative Assembly\nat Denver.\n\n(Signed)\n\nE. Givens,\nExecutive Secretary.\n\nWillard\n\nExhibit XII\n\nFebruary 25, 1936\nMy dear President Samuelson:\nThe communication setting forth the “Action taken by the Executive Committee\nof the National Education Association upon the request of the Committee on Amend¬\ning the Charter for instructions with reference to Senate Bill 3855, 3 :00 P.M., Tues¬\nday, February 25, 1936,” has been received.\nThe Committee on Amending the Charter requests the Executive Committee to\npoint out:\n1—Wherein, “The mandate of the Representative Assembly at Denver ex¬\nplicitly directed” anything with reference to the Permanent Fund except\nthe retention of Section 7 in the Charter in the form in which it has been\nworded heretofore.\nThe Committee on Amending the Charter requests, also, that the Executive Com¬\nmittee point out:\n2—Wejerein, the provision of Senate Bill 3855 does not by its provision pro¬\ntect the Permanent Fund as the mandate of the Representative Assembly\nat Denver explicitly directed.\n(Signed)\n\nR. T. Shaw.\n\n"}
{"page": 861, "printed_page": null, "text": "Associational Records and Information\n\n855\n\nExhibit XIII\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nWashington, D. C.\nMemorandum to Members of the Committee on Amending the Charter\n\n1. In order to be helpful to the Committee with reference to our communication\non the action taken by the Executive Committee of the National Education Associar\ntion upon the request of the Committee on Amending the Charter for instructions\nwith reference to Senate Bill 3855, 3:00 p.m. Tuesday, February 25, 1936, we are\nsending herewith\n(a) a copy of the bill prepared by Attorney Quinter on December 29, 1935,\nwhich in the judgment of the Executive Committee, carries out the man¬\ndate of the Representative Assembly at Denver; (See Exhibit VI)\n(b) a copy of a suggested modification of Senate Bill 3855, which in the judg¬\nment of the Executive Committee likewise carries out the mandate of\nthe Representative Assembly at Denver. (See Exhibit XIV.)\nAgnes\n\nSamuelson,\n\nPresident.\nE. Givens,\nExecutive Secretary.\n\nWillard\n\nExhibit XIV\nPreliminary Draft of a Bill Subject to Any Revisioji by the Executive Committee\nMade Necessary After Conference voith Attorney Quinter\nTo amend the Act entitled “An Act to incorporate the National Education Associa¬\ntion of the United States,” approved June 30, 1906, as amended.\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled, That Section 5 of the Act entitled “An Act to in¬\ncorporate the National Education Association of the United States,” approved June\n30, 1906, as amended, is amended to read as follows:\nSec. 2. Section 6 of such Act of June 30, 1906, is amended to read as follows:\nSec. 6-A. The officers of said corporation shall be a president, one or more vicepresidents, a secretary, a treasurer, a board of directors, an executive committee, a\nboard of trustees, and such boards, councils, and committees, as shall be prescribed\nin the by-laws.\nB. 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 Association at which\nthey were elected, they shall elect one trustee for the term of four years. All vacan¬\ncies occurring in said Board of Trustees, whether by resignation or otherwise, shall\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.\nC. Except as herein provided, the bylaws of the corporation shall prescribe the\npowers, duties, terms of office, and manner of election or appointment of the said\nofficers, boards, councils, and committees; and the said corporation may by its bylaws\nmake provision for other officers, boards, councils and committees and shall determine\nthe numbers and names thereof.\nSec. 3. Section 8 of such Act of June 30, 1906, is amended by striking out in the\nproviso thereof the following: “by the board of directors, or otherwise,”.\n\n"}
{"page": 862, "printed_page": null, "text": "856\n\nNational Education Association\n\nExhibit XV\n(Copy)\nMarch 2, 1936\nMr. Willard E. Givens\n1201 Sixteenth St., N. W.\nWashington, D. C.\nDear Mr. Givens:\nI have been thinking over the many angles of that last conference with the Execu¬\ntive Committee. I have come to certain very definite conclusions which should have\nbeen very apparent to all of us at that time:\n1st—No bill is going to make progress this session unless it has the endorsement\nof Senator King.\n2nd—Any amendments which we might consider to his bill should be taken up\nwith him first, or he may not receive the matter kindly.\n3rd—Any approach to Senator Ashurst will, in my judgment, bring forth an\nimmediate suggestion that we take the matter up with Senator King before we do\nanything else.\nIn the light of these conclusions, I, therefore, feel that the conference to be\narranged should be with Senator King.\nIn order to keep matters as harmonious as possible, I feel such a conference\nshould be arranged for by myself as Chairman of the Committee on Amending the\nCharter. However, I should certainly not want to have such a conference without\nhaving present either you, or Mr. Quinter, or Dr. Saunders, or President Samuelson,\nor all. I am sending a copy of this letter to each member of the Executive Committee\nand to Dr. Oberholtzer.\nVery cordially yours,\nR. T. Shaw, Chairman,\nCommittee on Amending Charter.\ncc Executive Committee\ncc Dr. Oberholtzer\n\nREPORT OF COMMITTEE ON BYLAWS AND RULES\nCORNELIA S. ADAIR, 3208 HAWTHORNE STREET, RICHMOND, VA.,\n\nChairman\n\nThe report of the Committee on Bylaws and Rules will be found in\nfull in the minutes of the First Business Session of the Representative\nAssembly, Tuesday morning, June 30, 1936.\nREPORT OF COMMITTEE TO COOPERATE WITH THE\nNATIONAL ASSOCIATION OF TEACHERS IN\nCOLORED SCHOOLS\nN. C. NEWROLD, STATE DIRECTOR OF NEGRO EDUCATION, STATE DEPARTMENT\nof education, RALEIGH, N. c., Chairman\n\nA meeting of the Committee was held in Room 304, Statler Hotel, St.\nLouis, Missouri, Wednesday, February 26, 1936, at 9 a.m. The meeting\nwas called to order by the chairman. Present at the meeting were: Mabel\n\n"}
{"page": 863, "printed_page": null, "text": "Associational Records and Information\n\n857\n\nCarney, S. L. Smith, U. W. Leavell, A. C. Payne, Arthur D. Wright,\nRufus E. Clement, Robert L. Cousins, Charles S. Johnson, H. Council\nTrenholm, E. A. Duke, Garth A. Abridge, John W. Davis, Ambrose\nCaliver, J. R. E. Lee, J. S. Lambert, Leo M. Favrot, W. J. Hale, W. J.\nHale, Jr., R. S. Grossley, and N. C. Newbold.\nArthur D. Wright made a report of progress concerning the matter of\noffice accommodations for the secretary of the National Association of\nTeachers in Colored Schools in Washington, D. C., whereupon a motion\nwas offered by U. W. Leavell that the committee be continued. The motion\nprevailed.\nS. L. Smith, chairman of the Subcommittee on Textbooks and Motion\nPictures, made a brief statement with reference to the work of his committee,\nafter which Mr. Leavell, consultant, was presented and distributed a\nSyllabus on the Treatment of Interracial Understanding, with an inter¬\nesting and detailed statement of his work as a member of the committee.\nThe Subcommittee on Textbooks and Motion Pictures, composed of\nS. L. Smith, chairman, W. T. B. Williams, Robert B. Eleazer, Charles S.\nJohnson, Arthur D. Wright, and N. C. Newbold, has held two meetings\nwithin the past year and is filing the following progress report:\nI. The treatment of the Negro in textbooks—This subcommittee continues to have\nthe cooperation of school and college officials as well as textbook authors and pub¬\nlishers in efforts to have all the textbooks give fair and adequate treatment of the\nNegro. While all the members of the committee have given some attention to this,\nR. B. Eleazer of the Southern Interracial Commission has given special attention to\nthe problem. A summary of his findings is shown in the Committee report on page\n157 of the 1935 Proceedings of the National Education Association. This report\nclearly indicates that many textbooks now in use do not give adequate consideration\nto the Negro race.\n' U. W. Leavell has at the request of the committee continued to act as consultant in\nthe study of textbooks, and has given much assistance in gathering authentic material\nfor use in textbooks.\nCharles S. Johnson is continuing to gather material for a Source Book on the\nNegro and Race Relations, which will furnish valuable authentic information to\nauthors and magazine writers.\nMartha Parks, state school librarian of Tennessee, has prepared a Selected List\nof Books by or about the Negro in Africa and America, which has been published\nby the Tennessee State Department of Education, and is available to school and\nlibrary officials.\nBecause of frequent requests from schools and officials in the South, the Julius\nRosenwald Fund has prepared a carefully selected list of thirteen books by and\nabout Negroes for distribution at cost to both white and colored high schools. The\ndemand for these books indicates the interest of white high-school students to know\nmore about this important race.\nII. Motion pictures portraying Negro life in America—The subcommittee con¬\ntinues to work on this problem and has made some progress since the last report pub¬\nlished on page 202 of the 1935 Proceedings of the National Education Association.\nOne member of the committee, Charles S. Johnson, has contacted a number of Negro\nartists within the past few months, including Mrs. Paul Robeson, for her husband.\nHe reports that manuscripts have been prepared and placed in her hands for further\nconsultation with producers in Hollywood and in London; that efforts are being\ninitiated by her to interest the technical head or the British art director who filmed\n\n"}
{"page": 864, "printed_page": null, "text": "858\n\nNational Education Association\n\nthe feature art picture of 1935, “Men of Aran”; that the interest of contributing\nNegro artists continues; and that one of these, John Work, is already engaged upon\na study of possible musical themes.\n\nMr. Smith asked if the work of his subcommittee was what the full Com¬\nmittee desired. Dr. Caliver moved that the subcommittee be requested to\ncontinue the fine work it is doing. Motion passed enthusiastically.\nMabel Carney made the following statement: “The time is particularly\nauspicious for the opportunity to deal with textbooks. . . .”\nMr. Wright offered the following resolution:\nThat this Committee request the president of the National Education Association\nto change the name of this committee to the Committee on Special Problems in the\nEducation of Negroes; . . .\n\nAfter general discussion a committee was appointed to draft a resolution\nfor the purpose above suggested. This committee includes: President J. R. E.\nLee, Leo M. Favrot, and W. A. Robinson. This committee offered the\nfollowing report which was adopted :\nThat the Committee To Cooperate with the National Association of Teachers in\nColored Schools be changed to the “Committee To Cooperate with the National As¬\nsociation of Teachers in Colored Schools on Problems in the Education of Negroes.”\nSuch a committee shall be in effect a joint committee of members appointed annually\nby the presidents of the National Education Association and the National Association\nof Teachers in Colored Schools.\n\nDr. Caliver offered the following resolution which was adopted :\nIt is recommended that a subcommittee be appointed to draft and propose to the\nNational Education Association’s Legislative Commission and to Congress resolu¬\ntions as safeguards against discrimination in the distribution of any federal funds\nthat may be appropriated by the Congress for education during the present session.\n\nMr. Robinson called attention to the desirability of having articles on the\neducation of Negroes published in the Journal of the National Education\nAssociation. Upon motion a committee was authorized “to present this\nmatter thru our chairman or thru proper channels to the publisher.”\nThe following resolution offered by Mr. Davis was voted upon favorably:\n“That this Committee, under plans suitable to the chairman, consider ways\nand means of using in any possible ways programs of adult education, com¬\nmunity forums, and radio in constructively promoting the education of\nNegroes in America.”\nREPORT OF COMMITTEE ON EQUAL OPPORTUNITY\nGERTRUDE MALLORY, FRANKLIN SCHOOL, LOS ANGELES, CALIF.,\n\nChairman\n\n“Equal educational opportunity for every boy and girl” has been a slogan\nfor schools for years. How sincere and honest are we in our belief in this\nstatement? If we thoroly believe this, as educators we need to labor lone: and\n\n"}
{"page": 865, "printed_page": null, "text": "Associational Records and Information\n\n859\n\nhard to make it possible for girls as well as boys to realize equal opportunity\nafter graduation. Such opportunity does not exist! Witness the proof in\nletters received by the chairman of this Committee. We need such a com¬\nmittee, according to a letter from a large city organization, to work “to\nprotect married women from dismissal and to prevent sex differential in\nsalary . . . Some of the board members are now toying with the idea of\nmaking a rule which retains the services of married women now employed\nbut dispenses in the future with the services of women who marry while in\nthe employment of the board.” Another: “Last spring thirteen of us were\ndropped from the teaching staff for the coming year (now), because of being\nmarried women. We had no previous warning that such action was to be\ntaken, on the contrary having been promised personally by members of this\nsame board that we would be retained. The schoolboard failed to consider\nour efficiency, training, and services of the past, from five to twenty-five\nyears of conscientious work in the system for the good of the child. It failed\nto follow the superintendent who recommended us, and whose plea at the\nboard meeting that it would take from three to five years to approach the\ndegree of efficiency that we have. It failed to recognize representative citizens\nand parents of this city, who went to it in good faith asking for our re¬\ninstatement. We have been replaced by some without teachers’ certificates\nand only twelve weeks’ training. This is against the state law, and it is illegal\nfor them to accept pay.”\nLet us look at salaries. I quote from a report sent out by the N.E.A.\nResearch Division, “In 1934-35, thirty-two cities of 100,000 or more had\nno difference in salaries for men and women; fifteen cities had.” For ex¬\nample, three large cities, that I am sure in many ways are proud of theii\nposition in this country, show these differences: City No. 1—(1) Ele¬\nmentary, difference in favor of men is $768, supermaximum difference is\n$816; (2) intermediate or junior high school, $672, and supermaximum\n$816; (3) high school, $288-816. City No. 2—Elementary, $100-600.\nCity No. 3—High-school teachers, $316-646. One large city does not make\nsuch fine discriminations and therefore values all men at $500 more than\nany woman. Lincoln said, “I do not believe this country can endure per¬\nmanently, half slave and half free.” Had he been speaking of the educational\nsystem of this country, he might well have said, “I do not believe this\ncountry can endure permanently with an educational system in which half\nthe teachers have full rights and the other half have no rights.”\nHow has the N. E. A. been thinking about this ? Quoting again from the\nreports of the N. E. A. as follows: In 1863, “That the situation of the\nteachers must be made desirable by adequate compensation, by good treat¬\nment. . .\nContinuing, in selecting teachers “to give merit preference\nover every other consideration.” In 1910, “The character and efficiency of\nthe schools depend in the future, as in the past, upon the character and ef¬\nficiency of the teachers. The profession of teaching should, therefore, attract\nmen and women of the highest intellectual attainments, broadest culture,\nmost thoro training, and loftiest ideals; to this end the salaries paid Ameri-\n\n"}
{"page": 866, "printed_page": null, "text": "860\n\nNational Education Association\n\ncan teachers should be commensurate with salaries paid in other professions.”\nIn 1914, “The Association regards efficiency and merit, rather than sex, as\nthe principle on which appointments and selections should be made, and\ntherefore declares itself in favor of the political equality of the sexes and\nequal pay for equal services.” In 1920, “To pay salaries attractive enough\nto retain good teachers now in the service and to induce promising young\nmen and women to prepare for teaching ... to pay equal salaries for equal\nservice to all teachers of similar training, experience, and success.” In 1929,\n“Equal salaries for all teachers, both men and women, of equivalent train¬\ning and experience.” In 1935, “Teachers of equivalent training and exper¬\nience doing the same kind of work should receive equal pay regardless of\nsex.\nTime does not permit even an enumeration of a few of the many court\ndecisions that have discriminated against women. The reasoning, if it can be\nso called, in the cases is unusually interesting to one who thinks. By and\nlarge, reason or no reason, the old English Common Law attitude prevails.\nFor interesting reading I recommend The Denial of Justice to Women and\nthe analysis of the Equal Rights Amendment by Attorney Burnita Shelton\nMatthews. To insure a stronger foundation for our profession, we must ex¬\ntend the principles that make for a happy people. Those are embodied in the\npreamble of the well-known document: “We the people of the United\nStates, in order to form a more perfect Union, establish Justice, insure\ndomestic Tranquillity, provide for the common defence, promote the general\nWelfare, and secure the Blessings of Liberty to ourselves and our Posterity,\ndo ordain and establish this Constitution for the United States of America.”\nTo further these principles, the Equal Rights Amendment is now before\nthe people. It is: “Men and Women shall have Equal Rights throughout the\nUnited States and in every place subject to its jurisdiction.”\nThe educators, men and women, of this nation are rightfully looking to us\nfor leadership in the solution of such vital questions as concern equality. As\nchairman of the Equal Opportunity Committee I place these questions be¬\nfore the National Education Association and ask, “What shall the answers\nbe?”\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 in 1911. In the same year a cooperating\ncommittee of the American Medical Association was appointed. These two\ncommittees were soon fused into the Joint Committee on Health Problems\nin Education. The present chairman of the Joint Health Committee has held\n1 Accepted by Board of Directors, June 29, 1936.\n\n"}
{"page": 867, "printed_page": null, "text": "Associational Records and Information\n\n861\n\nthis position since the Committee’s organization in 1911. In July 1921 the\nHealth Committee of the National Council of Education was formally\nadopted by the National Education Association and, in cooperation with the\ncorresponding committee of the American Medical Association, became the\nJoint Committee on Health Problems in Education of the National Educa¬\ntion Association and the American Medical Association.\nEducation and health officials as well as many organizations and in¬\ndividuals both in our own and other countries have turned to this Com¬\nmittee for information, advice, and leadership relating to literature and\nstandards dealing with many phases of the health conditions and health\nprograms of schools.\nCommittee Publications\n\nSince 1912 the following reports have been published:\n1. Country Schoolhouses, prepared in 1912 by the late Fletcher B. Dresslar. Dis¬\ntributed by the United States Office of Education.\n2. The Health Chart Set, prepared in 1917. Sixty charts, each 22 x 28 inches.\nNearly 100,000 individual charts have been distributed in our own and in foreign\ncountries. (Out of print.)\n3. Minimum Health Requirements for Rural Schools, prepared in 1914, revised in\n1920, established standards which have had a far-reaching effect in improving the\nhealth conditions of rural schools. The printing of the first edition of this report\n(750,000 copies) was provided in a special gift of $3000 from the Elizabeth Mc¬\nCormick Memorial Fund of Chicago.\n4. Health Essentials for Rural School Children, prepared in 1916, revised in 1921,\nhas served as a practical handbook for rural school teachers and supervisors.\n5. The Teacher’s Part in Social Hygiene, published in 1921, revised in 1926, was\nprepared thru the cooperation of the American Social Hygiene Association. (Out\nof print.)\n6. Daylight in the Schoolroom, prepared in 1921 by a subcommittee under the\nchairmanship of Edward Jackson. (Out of print.)\n7. Health Improvement in Rural Schools, published in 1922. Was completed thru\nthe substantial cooperation of the staff of the Elizabeth McCormick Memorial Fund.\n8. Health Service in City Schools of the United States, published in 1922, contains\nthe results of a questionnaire survey with a summary of information from 340 lead¬\ning school superintendents thruout the country.\n9. Ventilation of School Buildings, published in 1925 thru the cooperation of the\nElizabeth McCormick Memorial Fund, and under the chairmanship of Mary E.\nMurphy, director of this Fund. (Out of print.)\n10. Conserving the Sight of School Children, published in 1925, revised in 1928 and\n1935. The three editions of this report were prepared and supplied thru the generous\ncooperation of the National Society for the Prevention of Blindness.\n11. The Deafened School Child, published in 1928, in cooperation with the Ameri¬\ncan Federation of Organizations for the Hard of Hearing, has been used extensively\nby teachers, supervisors, and health workers.\nThis report is being revised with the cooperation of a special committee repre¬\nsenting the Federation just mentioned, and will be published in the near future\nunder the title, The Hard-of-Hearing School Child.\n12. Health Education. The most important report prepared by and under the direc¬\ntion of the Joint Health Committee is entitled Health Education—A Program for\nPublic Schools and Teacher Training Institutions. It was first published in 1924\n\n"}
{"page": 868, "printed_page": null, "text": "862\n\nNational Education Association\n\nafter two years of preparation, with the constructive cooperation of twenty-seven\nhealth and education specialists.\nThe increasing demand for it in the next six years provided gratifying evidence\nof its recognition as the outstanding authoritative statement of principles, aims, and\ngeneral objectives in health education.\nExtensively revised in 1930 with the active and constructive cooperation of a\ntechnical advisory committee of fifty specialists, the second edition of the report is\nmeeting everywhere with favorable opinions with reference to its scientific and\neducational value. Over 40,000 copies of this report have been distributed. Plans\nfor a third revision were authorized by the Joint Health Committee in February.\n13. Health Inspection of School Children, with blanks for recording the results\nof such inspection. This pamphlet, with a copy of the accompanying blank, was\nprinted in 1933 and is now being used.\n14. School Health Policies. This report published in 1935 was prepared by a special\nsubcommittee composed of members within and outside the Joint Committee member¬\nship. An extensive questionnaire study of opinions of physicians and public health\nand school officials furnished valuable statistical data. Editorial work and produc¬\ntion were provided by the American Medical Association.\n\nThe following new materials and reports approved by the Joint Health\nCommittee are in preparation :\n1. Neiv Series of Health Posters. Ten health posters to be printed in colors have\nbeen approved by the Joint Health Committee. These posters, particularly planned\nfor rural and small town schools, will be published as soon as economic conditions\nare sufficiently improved.\n2. Home and School Cooperation for the Health of School Children. In preparation,\nby a special committee representing the Joint Health Committee and the National\nCongress of Parents and Teachers. It is expected that this report will be completed\nand available in print within the present year.\n3. Mental Health in the Classroom. This report is being prepared thru the co¬\noperation of a special joint committee of the American Orthopsychiatric Association\nand the National Committee for Mental Hygiene. It is confidently expected that this\nwill be completed within the coming year.\n4. Mouth Health for School Children. A report being prepared thru the coopera¬\ntion of a special committee of the American Dental Association. It is expected that\nthis report will be completed, published, and ready for distribution within the\ncoming year.\n5. Open Air Classrooms. In response to a request presented to the Joint Committee\nfor a report on this problem of school administration, a special subcommittee has\nbeen appointed to prepare a report.\n6. 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.\n7. To prepare a report on the Orthopedic Problems of School Children a special\nsubcommittee of Orthopedic specialists has been organized.\n8. A special committee has been authorized and appointed, with members within\nand outside the Joint Committee, to prepare a report on Nursing Service in Schools,\nwith the cooperation of the National Organization for Public Health Nursing.\n\nEarly in the autumn of 1935, the American Child Health Association was\ndissolved. The Educational Service Program of that Association was trans¬\nferred to the National Education Association, together with funds sufficient\nfor its maintenance, with the understanding that this program would be con-\n\n"}
{"page": 869, "printed_page": null, "text": "Assoctational Records and Information\n\n863\n\nducted for one year with the supervision of the Joint Health Committee.\nAt the annual meeting on September 24, 1935, the emergency action of the\nchairman in accepting for the Joint Committee the supervision of the School\nHealth Education service for this year was approved by the Joint Committee,\nthe program to proceed with the continuation of the Advisory Committee\nwhich had been appointed.\nAt the 25th annual meeting of the Committee, held in St. Louis in Feb¬\nruary 1936, the motion was adopted that this Committee in its minutes and\narchives hereby express its sense of great loss thru the death of William\nBurdick, a member of long and faithful service and a true friend.\nThe Joint Committee on Health Problems in Education is striving to\ngive constructive service in proposing optimum essentials, in clarifying\nhealth procedures, preparing reports, and disseminating knowledge for con¬\nserving and improving the health of school children and of teachers.\nCooperation of national groups and organizations has been, and continues\nto be, indispensable to progress in our Joint Committee program. Such con¬\nstructive and substantial cooperation is being given to our Joint Committee\nin generous measure, even during this period of economic depression. For\nthis splendid help our Committee is deeply grateful.\nTo continue the work of the Committee, and to provide for carrying thru\nto completion the projects which have, after careful deliberation, been ap¬\nproved by the Committee, the Committee expresses the hope that an ap¬\npropriation of $500 for the work of the Committee during the coming year,\n1936-37, 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.\nREPORT OF COMMITTEE ON HIGHER EDUCATION 1\nA. G. CRANE, PRESIDENT, UNIVERSITY OF WYOMING, LARAMIE, WYO.,\n\nChairman\n\nOwing to the short time that the present Committee on Higher Education\nhas been organized, it is impossible to do more than present a report of\nprogress at this time. The Committee met for organization at the Depart¬\nment of Superintendence meeting in St. Louis on February 26, 1936. It\nholds its second meeting at the Portland convention on June 29, 1936.\nThe officers of the National Education Association have seen the need\nfor a closer affiliation by the higher education group with the elementarv\nand secondary divisions in the N.E.A. The American school system is a\nunit from the kindergarten thru the graduate schools. America proudlv\nmaintains an open road for ambitious, capable youth from primary grade\nthru college. For the most efficient maintenance of such an open road, and\nfor the fullest cooperation between the constituent divisions, essential tc\n1 Accepted by Board of Directors, June 29, 1936.\n\n"}
{"page": 870, "printed_page": null, "text": "864\n\nNational Education Association\n\nrender the utmost service to American youth, close contact must be main¬\ntained between all the groups involved.\nThe teachers colleges have continued to manifest an active interest in the\nN.E.A., but in the growth of special organizations in higher education there\nhas appeared in late years an alarming separation of higher education from\nthe other professional groups. Elementary-, secondary-, and higher-education\ngroups each have contributions to make to the plans and policies of the\nothers and to the educational system as a whole. No one of the divisions can\nproceed far independently and alone without attention to the work of the\nother partners in the school system. A more active participation in the\ncouncils of the elementary and secondary fields by college\n\nfaculties\n\nis\n\ndesirable. The problems are interrelated and the interests of all professional\nclasses are mutual.\nSome great organization should be devoted to the operation of education\nas a whole. College faculties need to know more of the schools thru which\ntheir college freshmen come and the elementary-secondary schools should\nknow more of the colleges to which their graduates go.\nThe N.E.A. is the logical organization for united action. The Committee\non Higher Education was given the task of devising ways and means to\npromote a closer liaison between the faculties of colleges and universities\nand the N.E.A., believing that an interchange of counsels and closer coopera¬\ntion would be mutually helpful.\nEducation is not free from the common American fault of overorganiza¬\ntion. The separating out of highly specialized groups generates centrifugal\nforces which disrupt, disintegrate, and weaken the centripetal forces which\ntend toward unity and power. Too many independent, special, exclusive\nclass organizations will ultimately produce confusion, generate conflicting\naims, and dissipate the power of education as a whole.\nHow can integrating forces be strengthened to balance the disintegrating\nforces of specialization ? This is a basic problem in American education and\nhas become especially acute in higher education with the growth in size and\ncomplexity of colleges and universities. This general question confronts the\nCommittee on Higher Education in its effort to effect a closer union between\ncollege faculties and the N.E.A. representing the other great constituent\ngroups. Specifically, is there a place for a unifying, integrating organization\nallied with the N.E.A. without adding to the complexity and diversity of\nexisting agencies, already too numerous?\nSuch an integrating organization must not duplicate the functions of\ngroups already existing; it must occupy its own distinct field and must arise\nin response to an actual need. Your Committee believes that there is a need\nfor an organization to unite in common interest and counsel all the great\nprofessional groups of teachers. Your Committee maintains that such union\nshould center in the N.E.A. as the most logical body to represent all of\nAmerican education.\nThe task for the Committee then becomes that of devising an agency which\nshall have its own distinct task to perform and shall not interfere with\nexisting special agencies.\n\n"}
{"page": 871, "printed_page": null, "text": "865\n\nAssociational Records and Information\n\nNo definite plan has been found but several are under consideration. Some\ngeneral specifications are emerging in the Committee’s study, namely:\nCloser alliance of college faculties with the N.E.A. and its constituent groups.\nA democratic plan interesting and instructional and research staffs as well as\ncollege administrators.\nPromotion of interest by college teachers in the problems and plans of elementary\nand secondary schools.\nCloser and more understanding contacts by elementary and secondary teachers\nwith the objectives of higher education.\nCreation of a national forum for the discussion of education as a whole in which\nteachers and administrators will unite.\nThru the mechanism of official representation give official voice to the teachers in\nthe fields of higher education.\nCreate, thru organization of the instructional forces in higher education, a united\nagency that can cooperate with other groups in effective action whenever such is\nneeded for the welfare of American schools as a whole.\n\nThe plan receiving the most favorable consideration to realize the above\nobjectives is some form of representative assembly whose constituent groups\nmight include (a) state higher education associations and (b) special pro¬\nfessional organizations of college teachers and administrators.\nThis report has some of the character of a trial balloon. Your Committee\nwill welcome information, suggestion, and counsel upon the questions raised\nby this report. Is the need for closer relations between the educators of all\ngroups sufficient to justify the revival of the old N.E.A. Department of\nHigher Education or the formation of some new agency? What is the best\nform such agency should take to fill its own special field without confusion\nand complication to the existing set-up? Your Committee is willing to under¬\ntake an exceedingly difficult task if the objective appears worthwhile, and\nfeasible plans for its accomplishment can be devised.\n\nREPORT OF COMMITTEE ON THE HORACE MANN\nCENTENNIAL\nPAYSON SMITH, 1805 BEACON STREET, BROOKLINE, MASS.,\n\nChairman\n\nIt is the custom to associate great achievements in our national history\nwith the lives of men who gave them leadership. We refer to Washington\nas the founder of the Republic and to Lincoln as its savior. There is a\nthird leader whose contribution to our national being is no less funda¬\nmental than that of Washington or Lincoln. They fostered and preserved\nthe Union. The great humanitarian and pioneer educational evangelist,\nHorace Mann, taught the people to cherish and to cultivate that excel¬\nlence and character without which democracy cannot endure.\nOn July 1, 1837, Horace Mann, having given up a career in the pro¬\nfession of law and having resigned the presidency of the Massachusetts\nState Senate, became secretary of the newly-created Massachusetts State\n\n"}
{"page": 872, "printed_page": null, "text": "866\n\nNational Education Association\n\nBoard of Education. For twelve years Horace Mann held this secretary¬\nship. With sustained personal dedication and the utmost zeal he traveled\nabout the state speaking to the people. He became a veritable crusader on\nbehalf of educational opportunity for the masses.\nThru his leadership the common schools of Massachusetts were reorgan¬\nized and the first tax-supported normal schools were established. He wrote\nannual reports that had the force of national documents. His Common\nSchool Journal carried his philosophy and his ideals to every corner of\nAmerica and even to other countries. As president of Antioch College, he\ncontinued to the end of his life his emphasis on character and citizenship\nas the goals of education.\nIn recognition of the fundamental contribution which Horace Mann\nmade to the establishment and development of the American system of\nfree schools, the National Education Association voted at its meeting in\nAtlanta, Georgia, in 1929 that the Association should sponsor the Horace\nMann Centennial in 1937. The purpose of the celebration is to renew in\nthis generation the ideals of free and universal public education as the\nfoundation of democracy to which Horace Mann gave his life.\nThe time has now come to proceed with specific plans for the celebra¬\ntion. The Committee on the Horace Mann Centennial recommends:\n\nSection I. Calendar of Events\nFirst, that on October 16, 1936, the celebration begin with the dedi¬\ncation of the statue of Horace Mann which is being erected on the cam¬\npus of Antioch College, Yellow Springs, Ohio, where Mann served as the\nfirst president.\nSecond, that in February 1937, the Department of Superintendence of\nthe\n\nNational\n\nEducation\n\nAssociation,\n\nand\n\nthe American Association of\n\nTeachers Colleges, at their annual conventions, be requested to give partic¬\nular attention to the life and work of Horace Mann.\nThird, that on May 4, 1937, there be appropriate exercises for Horace\nMann’s birthday in all schools and on all levels of instruction.\nFourth, that during May and June 1937, the life of Horace Mann be\nuniversally used as a commencement theme in schools and colleges.\nFifth, that on July 1, 1937, the convention of the National Education\nAssociation and its departments commemorate the anniversary on which\nHorace Mann took up his duties as secretary of the Massachusetts State\nBoard of Education.\nSixth, that during American Education Week in November 1937, the\nCentennial be brought to a climax in a nationwide effort to bring the ideals\nof Horace Mann before the people of the country.\nSeventh, that thru newspapers, magazines, and over the radio, informa¬\ntion concerning the life of Horace Mann be disseminated thruout the\ncountry during the Centennial year.\n\n"}
{"page": 873, "printed_page": null, "text": "Associational Records and Information\n\n867\n\nEighth, that parent-teacher associations thruout the country be requested\n\nto devote at least one meeting during 1937 to a study of the life and edu¬\ncational ideals of Horace Mann.\nNinth, that civic and professional groups give appropriate recognition\n\nat their meetings to the pioneer service of Horace Mann.\nTenth, that the National Council of State Superintendents give appro¬\n\npriate recognition to Horace Mann as the leading pioneer state school\nofficer in America.\nElevejith, that each state education association make plans for the cele¬\n\nbration in its state including the publication of suitable material and special\naddresses at the 1937 conventions.\nTwelfth, that the life of Horace Mann be given particular attention\n\nin each teachers college and school of education thruout the country dur¬\ning 193/ in recognition of his work in establishing the first normal schools.\nSection II. Administration of the Centennial\nFirst, that the Committee on the Horace Mann Centennial be con¬\n\ntinued and be authorized to take such further steps as may in its judgment\nbe necessary to carry the Centennial to a successful conclusion.\nSecond, that the Division of Publications of the National Education As¬\n\nsociation, in cooperation with the Centennial Committee, be asked to pre¬\npare handbooks, posters, bibliographies, and other materials to be used in\nthe Centennial.\nThird, that there be provided in the Association’s budget for 1936-37\n\nthe sum of $1000 and for 1937-38 the sum of $10,000 to be used for pub¬\nlications and promotion of the Centennial.\nFourth, that the Journal of the National Education Association be the\n\nofficial organ of the Centennial.\nThe Committee further recommends that in reviewing the educational\nachievements of a century, the Centennial shall emphasize the work re¬\nmaining to be done in the development of a system of free public educa¬\ntion which shall be in keeping with the principles advocated by Horace\nMann. Much of what Horace Mann worked for is still in the future.\nThe ideals which Mann advocated in the pioneer days are still emphasized\nin the platforms of our state and national associations.\nHis spirit and influence live on in the purposes of the National Educa¬\ntion Association as set forth in the “Welcome” sign at headquarters: “To\nadvance the interests of the teaching profession, promote the welfare of\nchildren, and foster the education of all the people.”\nThe final words of Horace Mann’s last address in the baccalaureate at\nAntioch College remain a challenge today: “Be ashamed to die until you\nhave won some victory for humanity.”\n\n"}
{"page": 874, "printed_page": null, "text": "868\n\nNational Education Association\n\nREPORT OF COMMITTEE ON INTERNATIONAL\nRELATIONS\nANNIE C. WOODWARD, HIGH SCHOOL, SOMERVILLE, MASS.,\n\nChairman\n\nThe Committee on International Relations has been active in every one\nof our states. Because of the wide range of member activities, we have given\nservice in many lines. Most earnest and enthusiastic letters have been re¬\nceived from various members of the Committee, telling of their efforts to\nadvance in their sections a better international point of view. A few quota¬\ntions may be of interest:\nYou will be glad to know that with the help of the secretary of our state teachers\nassociation we have formed a statewide International Relations Committee of ten\nmembers. I believe we are going to do some effective work now.\nI have done more lecturing than usual this year and in that way have tried to\ncarry forth to lay people a strong message that might stimulate better international\nthinking and reasoning.\nI am doing my best work as a member of this committee during June when I\naccept invitations for high-school commencement activities. This offers one of the\nbest avenues of approach to the public. Thru commencement programs centered\naround a theme relating to a friendlier world, we can reach people we could not\notherwise touch.\nAs you no doubt know, our state teachers association thru its executive council of\nwhich I am a member, has raised its appropriation to the W.F.E.A. ten times our\nformer amount, to $100 for 1935-36.\nIt has been my privilege to speak upon the Oxford meeting before parent-teacher\nassociation meetings, teachers association meetings, a college faculty luncheon club,\na high-school assembly, and other groups.\nI am deeply interested in helping the cause of the League of Nations Association\nthru their examination contests. Our high school enrolled a large number last year\nand sent in 70 papers. Last year the approximate number of students in our country\nmaking preparation for the examination was 10,000, to whom had been distributed\n8777 textbooks. It is regarded, so the report says, as “the most profitable and essen¬\ntial part of a modern civics class.”\nWe have the largest and best international club that we have ever had. Our\nclubs all meet in the one club period and so the International Club has to compete\nwith all other school clubs, yet it has the largest membership in our school system.\nI would like to report that last year the pupils from our social studies department\ngave a broadcast on “The Saar.” This year we are invited to broadcast on the sub¬\nject of “The Neutrality Policy of the United States.”\nIn our school system we have spread this work by radio, motion pictures, exchange\nof letters by the children, by definite programs for the furtherance of mutual under¬\nstanding and acquaintanceship.\n\nOne of the Committee’s forward-looking objectives is to have state com¬\nmittees in all the teacher organizations. The following states have formed\ninternational relations committees and have become active in their state\nteachers associations: Colorado, Massachusetts, Minnesota, Ohio, and\nOklahoma. Several other state associations are considering favorably the\ncreating of such a committee. We urge that it be hastened in order that\nmore people may become active in this good work.\n\n"}
{"page": 875, "printed_page": null, "text": "869\n\nAssociattonal Records and Information\n\nThis year our Committee held an interesting meeting in St. Louis, Mis¬\nsouri, February 24, during the Superintendence convention. Another Com¬\nmittee meeting is to be held on Sunday, June 28, during the convention of\nthe National Education Association in Portland, Oregon. An Interna¬\ntional Relations Dinner is to be given by the Committee, in Portland, to\nhelp create more interest in our work.\nThe disarmament of nations is the task of statesmen and politicians, but\nthe disarmament of the mind which must precede the disarmament of na¬\ntions is the work of the teacher. Neither teacher nor statesman has yet ac¬\ncomplished his task. To assist in achieving these ends all educational or¬\nganizations as well as individual teachers are invited to cooperate with the\nWorld Federation of Education Associations and particularly to participate\nin the next biennial conference at Tokyo, Japan, in August 1937. The gen¬\neral topic of the conference will be “A Twentieth Century Program of\nEducation.” This is an opportunity for the American teachers to visit vari¬\nous countries of the Orient, or even to make the tour around the world,\nand at the same time to attend the most important world conference on\neducation.\nInto the working philosophy of every teacher we must incorporate the\nconcept of world citizenship as an educational goal, not as a separate and\nunrelated objective but as an integral part of the whole educational program.\n\nREPORT\n\nOF JOINT\n\nCOMMITTEE\n\nOF\n\nTHE\n\nNATIONAL\n\nEDUCATION ASSOCIATION AND THE AMERICAN\nLIBRARY ASSOCIATION ON SCHOOL LIBRARIES 1\nEDITH A. LATHROP, ASSOCIATE SPECIALIST IN SCHOOL LIBRARIES, U. S. OFFICE\nOF EDUCATION, WASHINGTON, d. c.,\n\nChairman\n\nThe Joint Committee of the National Education Association and the\nAmerican Library Association on School Libraries presents the following\nactivities and recommendations:\nContacts at N. E. A. and A. L. A. meetings—Mildred L. Batchelder\nwas in charge of the informational service for schools which was held at\nthe A. L. A. booth during the meeting of the Department of Superintendence\nin St. Louis in February 1936.\nAt the annual conference of the A. L. A. held in Richmond, Virginia,\nMay 11-16, 1936, a round table on school library standards was held at\nwhich Walter C. Eells, coordinator of the Cooperative Study of Secondary\nSchool Standards, presented the library areas of the tentative checklists\nwhich have been issued for the purpose of criticism and discussion to a\nselected group of educators. A similar conference is scheduled for the meeting\nof the National Education Association in Portland, Orgeon.\n1 Accepted by Board of Directors, June 29, 1936.\n\n"}
{"page": 876, "printed_page": null, "text": "870\n\nNational Education Association\n\nContacts were made with presidents of the following departments of the\nNational Education Association concerning the advisability of considering\nschool library speakers and topics for their meetings in Portland: (a) Class¬\nroom Teachers, (b) Elementary School Principals, (c) Secondary Educa¬\ntion, (d) Supervisors and Directors of Instruction, and (e) Rural Education.\nThe Department of Secondary Education responded by placing two library\nspeakers upon its programs, by inviting school librarians to its luncheon,\nand by arranging its meetings so that its members can attend the conference\non school library standards that has been arranged by the Committee.\nCooperation ivith Cooperative Study of Secondary School Standards—\n\nAll standards for secondary schools are now being revised by the Coopera¬\ntive Study of Secondary School Standards, which is sponsored by the six\nregional associations of colleges and secondary schools of the United States.\nIn order that committee members might have an opportunity to criticize the\nlibrary areas of the checklists, arrangements were made with Walter C.\nEells, the coordinator of the Study, to have their names placed on the mail¬\ning lists. Upon invitation, Dr. Eells explained to the Committee, at its meet¬\ning in St. Louis, plans for checking experimentally the standards in 200 care¬\nfully selected schools of various levels of enrolment.\nAssistance to agencies collecting school library statistics—Last year’s\n\nCommittee began an investigation regarding the feasibility of making nation¬\nwide recommendations concerning the collection of school library statistics\nand recommended that this year’s Committee continue the work.\nThe chairman felt that the most immediate service that the Committee\ncould render in this connection was for its members to be informed regard¬\ning statistics that are now being collected and to ascertain how the Com¬\nmittee could assist the agencies collecting such statistics. Accordingly, advice\nwas sought from the American Library Association and the United States\nOffice of Education, which are the two agencies collecting such statistics on\na nationwide scale.\nWilliam H. Clift, the statistician of the American Library Association,\nreported that the association publishes from time to time salary and other\ndata from fifty-five widely scattered schools in the United States. He sug¬\ngested that the Committee might be of help by persuading boards of educa¬\ntion to keep complete statistics of their school libraries in the office of the\nsuperintendent of schools.\nEmery M. Foster, the chief of the Statistical Division of the United\nStates Office of Education, was invited to tell the Committee at its meet¬\ning in St. Louis what the Office has done and is doing in the field of school\nlibrary statistics and to suggest how it might be of assistance. He explained\nthat for a considerable number of years the Office has collected certain statis¬\ntics relating to school libraries which have been published in a report that\nconsolidated data for school, university, and public libraries. Since this\nwas of little use to special groups, the Office has changed its policy and will\npublish hereafter separate reports for the various fields. This year data for\n\n"}
{"page": 877, "printed_page": null, "text": "Associational Records and Information\n\n871\n\nschools are being collected. Mr. Foster asked the help of the Committee in\npublicizing the school library statistics now being compiled and in stressing\nthe need for accurate and prompt returns. The Committee recommended\nthat he prepare articles on the subject. These have appeared in the Bulletin\nof the American Library Association, Library Journal, Wilson Bulletin,\nand other periodicals.\nRepresentation at meeting of A. L. A. board—Jean C. Roos, chairman\nof the Board on Library Service to Children and Young People, invited the\nchairmen of all interested committees to meet in Chicago on December 30,\n1935, for the purpose of discussing activities of the new School and Chil¬\ndren’s Library Division at A. L. A. headquarters. The Committee was\nrepresented at this meeting by Sabra W. Vought.\nPr omotion of studies—The promotion of studies is one of the purposes for\nthe creation of this Committee. A manuscript entitled “Research Problems\nin the School Library Field,” by Eleanor M. Witmer, a former chairman\nof the Committee, has been referred to the two associations for publication.\nAnother manuscript, entitled “School Library Essentials,” by Anna Clark\nKennedy, a member and former chairman of the Committee, is in prepara¬\ntion.\nAt its St. Louis meeting the chairman was authorized to approach Bess\nGoodykoontz, the Assistant Commissioner of Education of the United States\nOffice of Education, regarding the possibility of making a study of school\nand public library relationships thru the university research project that the\nOffice is carrying on with WPA funds. Miss Goodykoontz reports that such\na study requires a background of experience and the exercise of judgment\nwhich would probably not be found in sufficient quantities among relief\nworkers. However, the Office will be glad to consider such a study in co¬\noperation with the A. L. A. and the N. E. A. in its long-range program of\nschool library studies.\nThe Committee recommends that next year’s Committee consider the\npreparation of a plan for a study of school libraries with a view to presenting\nthe same to the Carnegie Corporation.\nRecommendations—The following recommendations are submitted to the\ntwo associations for consideration :\n1. Since the Committee feels that school library contacts at N.E.A. and A.L.A.\nmeetings thru special conferences and speakers at general and departmental meet¬\nings is <?ne of its major activities and since the chairman is appointed so late in the\nyear that it is impossible to arrange such contacts in connection with the meeting\nof the Department of Superintendence held in February of each year, the Committee\nhas instructed the chairman to appoint a subcommittee, consisting of two representa¬\ntives from each association, whose duty it shall be to arrange such contacts at\nN.E.A. and A.L.A. meetings and to recommend that these persons be reappointed\non next year’s committee. The personnel of the subcommittee follows: Mildred L.\nBatchelder (N.E.A.), chairman; Chloe C. Baldridge (N.E.A.); Mrs. Margaret\nRoss (A.L.A.) ; and Earle U. Rugg (A.L.A.).\n2. Since committees cannot function without funds and since no monetary provision\nis made for the work of this committee by either association, the Committee recoin-\n\n"}
{"page": 878, "printed_page": null, "text": "National Education Association\n\n872\n\nmends that each association set aside next year in its budget $200 for the work of\nthis committee.\n\nMembers of the Committee are: Chioe Baldridge, Mildred L. Batchelder, W. H. Bristow, Annie Spencer Cutter, Myrtle Gustafson, Anna Clark\nKennedy, Esther Irene Layton, Mrs. Margaret M. Ross, Earle U. Rugg,\nIrvin Schmitt, and Sabra W. Vought.\n\nREPORT OF JOINT COMMITTEE OF THE NATIONAL\nEDUCATION ASSOCIATION AND THE\n\nNATIONAL\n\nCONGRESS OF PARENTS AND TEACHERS\nMRS.\n\nB.\n\nF.\n\nLANGWORTHY,\n\nPRESIDENT,\n\nNATIONAL CONGRESS OF PARENTS\n\nAND TEACHERS, 6 N. MICHIGAN AVENUE, CHICAGO, ILL.,\n\nChairman\n\nDuring the past year, two meetings of this general Joint Committee have\nbeen held, one during the convention of the National Education Association\nat Denver in July 1935 and the other at the Superintendence session at St.\nLouis, February 1936.\nSubcommittees have been working “To Evolve a Parent-Teacher High\nSchool Philosophy” with Superintendent Harry Langworthy as chairman\nand the other for “Developing a Program of Guidance” led by Dean Meta\nSteinhausen.\nThruout the states there is a continuously increasing cooperation between\nthe state teachers associations and the state branches of our Congress. In\nsome states this has taken concrete form in the preparing of pamphlets on\ncurriculum revisions for the use of Congress study groups; in others it has\nbeen a participation of National Congress representatives on the general\nprograms of state teachers meetings, and a corresponding representation of\nthe teaching profession at state Congress conventions.\nIn the use of the Congress publication, Our Public Schools, there are\nmany instances of teachers acting as leaders of study groups, explaining and\nhelping the group to understand curriculum, administration, new methods\nof teaching, and the so-called “social studies.” I have written reports in my\nfiles from the following states, telling of invitations to Congress officers to\nspeak on parent-teacher work at meetings of state teachers associations:\nAlabama\n\nIdaho\n\nMaine\n\nCalifornia\n\nIndiana\n\nMinnesota\n\nNorth Carolina\n\nTennessee\nVermont\n\nNorth Dakota\n\nWashington\n\nPennsylvania\n\nWest Virginia\n\nNew York\n\nColorado\n\nKansas\n\nConnecticut\n\nKentucky\n\nMississippi\nMissouri\n\nFlorida\n\nLouisiana\n\nNebraska\n\nRhode Island\n\nGeorgia\n\nMassachusetts\n\nNew Mexico\n\nSouth Dakota\n\nIn every state, at state conventions, members of the teaching profession\nhave been the most honored speakers.\nIn many reports there is special mention of cooperation with the legislative\nprograms of the state teachers associations. In most cases this has embraced\n\n"}
{"page": 879, "printed_page": null, "text": "Associational Records and Information\n\n873\n\nthe entire legislative program but in a few instances support was not given\nto certain items because it was apparent that the teachers association itself\nwas not united on them.\nThere have been a few amusing instances where support was asked by\ncertain schoolmen who refused to have parent-teacher associations in their\nschools. This, we take it, demonstrates a growing confidence in our organiza¬\ntion.\nIn going about the states, one finds a vast improvement in program mater¬\nial being used in the Congress units. Study groups are multiplying every¬\nwhere, for the study of schools, of family life, parent-child relationships, of\ncommunity influences and youth problems. This means, as you will be glad\nto know, a decided decrease in mere money raising activities and what some\neducators have characterized as “pink teas.”\nIn this raising of the character of programs in parent-teacher associations,\nI beg that the teachers and administrative officers will continue to encourage\nand suggest finer and more lasting values.\nAs I have stated in several former reports to this board, the greatest re¬\nsults of this Joint Committee are to be seen, not in the semiannual com¬\nmittee meetings but in the reaction upon our mutual relations in the states\nwhere an ever-finer and more satisfactory condition is growing.\n\nREPORT OF LEGISLATIVE COMMISSION\nSIDNEY B.\n\nHALL, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nRichmond, va.,\n\nChair man\n\nThe promotion of a program of permanent federal assistance to the states\nfor the support of public education has been the principal interest of the\nLegislative Commission during the year 1935-36. The chairman and the\nexecutive committee have, with the assistance of the professional staff of\nthe N. E. A., conducted an investigation to determine the provisions that\nshould be included in a bill, have drafted a bill, and made arrangements\nfor its proper sponsorship in both Houses of Congress.\nA series of guiding principles in the matter of federal aid for education\nwere drafted and submitted to educational leaders including officers of state\nand national education associations and the chief state school officials. These\nprinciples together with the percentage distribution of the vote on each of\nthem are as follows:\n1. Federal aid to education should he provided by Congressional appropriation.\nApproved, 96.6 percent; not approved, 3.4 percent.\n2. Aid should be distributed to the states by a method prescribed by Congress and\nnot at the discretion of any federal official.\nApproved, 96.6 percent; not approved, 3.4 percent.\n3. The federal government should grant funds to the states for the support of\npublic education, the states in turn using these\nrespective state constitutions and statutes.\n\nfunds\n\nin accordance\n\nwith\n\ntheir\n\n"}
{"page": 880, "printed_page": null, "text": "National Education Association\n\n874\n\nApproved, 92.1 percent; not approved, 7.9 percent.\n4. After the first allotment no state should receive federal aid unless it maintains\na system of schools uniformly thruout its territory open for not less than 160 days\nin each school year, epidemics and other emergencies excepted.\nApproved, 86.8 percent; not approved, 13.2 percent.\n5. Federal funds must not be used to decrease the efforts of each state in the\neducation of its children.\n\nFor\n\nthis\n\nreason,\n\nno\n\nstate\n\nshould\n\nreceive\n\nfederal\n\naid\n\nunless it levies and expends for its public elementary and secondary schools each\nyear an amount of money not less than the amount thus expended in the school\nyear 1933-34.\nApproved, 86.3 percent; not approved, 13.7 percent.\n6. The amount of money received by each state should be determined by a com¬\nbination of two factors: the number of children to be educated and the financial\nability of the state to provide that education.\nApproved, 90.5 percent; not approved, 9.5 percent.\n7. All statistics used in the calculation of state allotments should be regularly col¬\nlected by federal agencies.\nApproved, 93.0 percent; not approved, 7.0 percent.\n8. In calculating the amount of aid for each state, consideration should be given\nto such factors as the number of children between the ages of five and twenty, the\nsparsity of the population, living costs, and taxpaying ability as indicated by such\nitems as retail sales and taxable incomes.\nApproved, 90.5 percent; not approved, 9.5 percent.\n9. New federal grants to the states should be for education in general and not\nearmarked for specific purposes.\nApproved, 98.3 percent; not approved, 1.7 percent.\n10. Appropriations for specific purposes now being made should be continued.\nApproved, 85.1 percent; not approved, 14.9 percent.\n\nIn accordance with the principles outlined above, the bill carries the fol¬\nlowing provisions:\n1. The sum of $300,000,000 shall be appropriated by Congress to the states to be\nspent by the state departments of education for schools in such manner\n\nand by\n\nsuch methods of apportionment as the legislatures of the respective states shall\nprovide.\n2. Of the $300,000,000 three-fourths shall be apportioned to the states on the basis\nof $5 per person five to twenty years old residing in each state, and one-fourth on\nthe basis of the needs of the states as reflected by taxpaying ability. The first of\nthese funds is known as the per capita apportionment and the second as the equaliza¬\ntion fund. The distinguishing characteristic of the equalization fund is that the\npoorer the state as measured by the ability to pay taxes the greater the amount\nper pupil to be received by the state.\n3. All matters of administration and supervision of schools shall be left entirely\nto state and local school officials, free from federal regulations.\n4. In order to qualify for receiving federal funds, each state after the first appor¬\ntionment shall\n\n(a) maintain thruout the state, schools open at least 160 days each\n\nyear in order that every child will have a reasonable educational opportunity, and\n(b) expend for schools from all state and local sources combined at least as much as\nwas expended for schools in the year 1933-34. The purpose of this latter provision\nis to guarantee that the funds received shall be used for more adequate school\nadvantages and not merely for tax reduction.\n5. All statistics used in calculating the amount to be apportioned to each state\nshall come from data regularly collected and disseminated by departments of the\nfederal government. The purpose of this provision is to insure the use of data not\n\n"}
{"page": 881, "printed_page": null, "text": "Associational Records and Information\n\n875\n\ncollected directly by any beneficiary of the funds. For this reason census data as to\npopulation rather than enrolment or average daily attendance will be used.\n\nAt the meeting of the Legislative Commission held in St. Louis, February\n23, the foregoing principles and provisions of the bill were submitted by the\nexecutive committee to the entire Legislative Commission, and were unani¬\nmously approved with only one dissenting vote. Since the St. Louis meeting,\narrangements have been made for sponsorship of the bill in both Houses of\nCongress; in the Senate by the chairman of one of the important committees\nand in the House by a ranking member of the Committee on Education.\nAfter considerable deliberation and consultation with friends of the bill in\nboth Houses, it was decided that it would be unwise to urge the passage of\nthe bill during the 74th session of the Congress. It was decided, however,\nthat the bill should be introduced and copies disseminated together with in¬\nformation concerning it. The same sponsors of the bill will introduce the\nact at the opening of the 75th session of Congress and a definite and con¬\ncerted campaign for its enactment into law will be made.\nThe executive committee during the months preceding the general election\nof 1936 will, thru the cooperation of state education associations, endeavor\nto get pledges of support for this bill from all candidates for the Senate and\nthe House of Representatives of the United States. Publications presenting\nthe necessary facts and arguments have been prepared with the assistance of\nthe Research Division and other members of the headquarters staff of the\nN. E. A. and will be widely disseminated.\nThe Legislative Commission has kept in contact with the work of the\nEducational Policies Commission and generally commends the statement of\nthat commission concerning state and local control in education.\nDuring the early part of the fiscal year 1935-36 effort was continued to\nsecure the passage of an act providing for the refinancing of school indebted¬\nness by the Reconstruction Finance Corporation. As a result of this activity\nthe Robinson-Terry Act was passed by Congress and approved by the Presi¬\ndent on August 4, 1935. While this Act came too late to be of great value to\nschools it bids fair to become of material assistance to some distressed school\ndistricts. Recently, it has developed that certain amendments to this Act\nare needed, and approval of officials of the RFC has been secured.\nThe Legislative Commission has continued its advocacy of the expenditure\nof federal funds for the construction of school buildings.\n\nAltho specific\n\nlegislation on this subject has not been enacted, more than $325,000,000\nin grants and loans for more than 3000 educational buildings have been made\nthru the Public Works Administration, and more than $78,000,000 for\nschool improvement projects was allocated by the Works Progress Ad¬\nministration. Officials of the headquarters staff of the N. E. A. have kept in\nconstant touch with the situation and have been of great assistance in rep¬\nresenting the interest of many school districts and school officials.\nThe legislative service inaugurated in 1933 by the Legislative Commis¬\nsion has been continued thru the Research Division of the headquarters\nstaff. During the past year three publications on Teacher Tenure Legisla-\n\n"}
{"page": 882, "printed_page": null, "text": "National Education Association\n\n876\n\ntion, one on Teacher Retirement Legislation, four on State School Legisla¬\ntion, and one on Trends in State School Legislation have been issued.\nIn December 1935 the Executive Committee of the N. E. A. appointed\nHoward A. Dawson as director of the Division of Rural Service and\ndelegated to him the work of assisting the Legislative Commission in carry¬\ning on its work. This assistance has been of great value to the Commission.\nThe chairman wishes to take this opportunity to direct attention of the\nmembers of the Association to the increasing and widespread interest of\nboth educators and laymen in the necessity for federal participation in the\nsupport of public' education. He also wishes to express his appreciation of\nthe wholehearted and prompt cooperation received from the officials of state\neducation associations, state school officials, and school people generally.\nThe assistance and cooperation of the Research Division of the N. E. A.\nhave been especially valuable.\nThe executive committee of the Legislative Commission of the N. E. A.\nconsists of the following: Sidney B. Hall, chairmant state superintendent of\npublic instruction, Richmond, Va.; Ben G. Graham, superintendent of\nschools, Pittsburgh, Pa.; Frank Grove, secretary, Alabama Education Asso¬\nciation, Montgomery, Ala.; Bertram E. Packard, commissioner of educa¬\ntion, Augusta, Maine; George D. Strayer, professor of education, Teachers\nCollege, Columbia University, New York, N. Y.; David Weglein, super¬\nintendent of schools, Baltimore,\n\nMd.; and John Callahan, state super¬\n\nintendent of public instruction, Madison, Wis.\n\nREPORT OF NATIONAL COMMISSION ON THE\nENRICHMENT OF ADULT LIFE\nJAMES A.\n\nMOYER, STATE DIRECTOR OF UNIVERSITY EXTENSION,\nboston, mass., President\n\nThe work of the National Commission on the Enrichment of Adult Life\nis at present centering around four principal objectives:\nmeetings and regional conferences;\n\n(2)\n\n(1) commission\n\nsurvey committee reports;\n\n(3)\n\npublications, and (4) cooperation with other adult education agencies.\nDuring the past year, a well-attended regional meeting was held in the\nNew England district at Amherst,\n\nMassachusetts. At this meeting the\n\nCommission had the active cooperation of the Massachusetts State Com¬\nmission,\n\nMassachusetts State College, the\n\nMassachusetts\n\nFederation\n\nof\n\nTeachers, and the Massachusetts Adult Teachers Association. The con¬\nference was held for an entire day and evening, the evening session being a\ndinner meeting held jointly with the Massachusetts Adult Teachers As¬\nsociation.\nRegional meetings of this kind, when local cooperation is enthusiastic and\nadequate, do much, I believe, to promote the influence of the Commission.\nIt has been suggested that regional meetings of this type be held another\nyear in Philadelphia, Chicago, and the Albanv, New York, district.\n\n"}
{"page": 883, "printed_page": null, "text": "Associational Records and Information\n\n877\n\nThe second principal objective of the Commission is the preparation of\nreports on adult education activities that yield life enrichment. Last year,\nthe following reports were published :\nNo. 29. Parent Education for Crime Prevention. Mrs. A. H. Reeve, chairman\n(report prepared in cooperation with the International Federation of Home and\nSchool).\nNo. 30. Bibliography of Adult Education. William G. Carr (report prepared in\ncooperation with the National Education Association).\nNo. 31. Adult Education in a Large City. Edwin C. Broome, chairman (report\nprepared in cooperation with school departments in Philadelphia, Boston, and\nDenver).\nNo. 32. Dramatic Arts in Community Life. Ethel Rockwell\ncooperation with the University of Wisconsin).\n\n(report prepared in\n\nAt present there are three active committees at work on new reports for\nthe Commission: the Committee on Forums and Discussion Groups, Wil¬\nliam F. Stearns, Prospect Union Educational Exchange, Cambridge, Mass.,\nchairman;\n\nthe Committee on Adult Education Techniques,\n\nRobert\n\nC.\n\nDeming, State Board of Education, Hartford, Conn., chairman; the Com¬\nmittee on Adult Education in the Library, John Chancellor, Adult Educa¬\ntion Specialist, American Library Association, Chicago, Ill., chairman.\nHeretofore, the publications of the Commission that were in greatest\ndemand have been distributed in printed form, while, those not called for\nas often have been available only as mimeographed pamphlets. The Execu¬\ntive Committee of the National Education Association, after studying this\nsituation, has recommended that hereafter all of the publications of the\nCommission should be in the form of mimeographed pamphlets.\nThe publications of the Commission are in exceptionally good demand\nfor the reference shelves in public and institutional libraries. Many of the\nlargest libraries in the country have availed themselves of the opportunity to\nobtain complete sets of the publications for $1.50. The money received from\nthese sales is added to the appropriation for the Commission, to be used in\nthe replacement of the mimeographed pamphlet stock.\nThe distribution of the publications of the National Commission to\nlibraries, especially those connected with institutions of higher education,\nhas been assisted a great deal by the announcement of these publications in\nthe Vertical P ile Service catalog, published monthly by the H. W. Wilson\nCompany, 950 University Avenue, New York, N. Y.\nThe cooperation of the American Library x4ssociation and other organiza¬\ntions furthering the interest of adult education with the Commission has\nalways been a principal objective, and the recent appointment of John M.\nChancellor, as chief of the Division of Adult Education in the American\nLibrary Association, will doubtless make possible a continuation and ex¬\ntension of the cooperation that has always existed between the Commission\nand this national library association.\n\n"}
{"page": 884, "printed_page": null, "text": "O\n87 o\n\nNational Education Association\n\nA conference committee of those engaged in correspondence study activities\nof secondary-school rating has been working during the last three years\non the problems that have arisen in connection with the introduction of cor¬\nrespondence courses in high schools, as a means of enriching the secondaryschool curriculum. The Commission has in view the preparation of a report\non secondary-school curriculum enrichment at some future time when this\nwork is more fully developed than it is now.\nA very successful meeting of the Commission was held in the auditorium\nof the Y. W. C. A. in St. Louis on Tuesday afternoon, February 25, 1936.\nAbout one hundred persons were present at the meeting, and an unusually\ngood program was presented. Probably of greater significance, however, in\nthe activities of the Commission was the series of group meetings on the\nfollowing afternoon which were in the general charge of the president of the\nCommission, and which were actively sponsored by the Department of\nSuperintendence. There were five group meetings, for one of which the\nUnited States Commissioner of Education was the presiding officer. The\ngeneral themes for these group meetings were the following: Public School\nAdult\n\nEducation,\n\nForums—Good\n\nand\n\nBad,\n\nPublicly-Supported\n\nAdult\n\nEducation in 1950, Parent Education, and Responsibility of Public Schools\nfor a Comprehensive Program of Adult Education.\n\nREPORT OF COMMITTEE ON NECROLOGY\nHAROLD V. TEMPEL, PRINCIPAL, HENRY CLAY HIGH SCHOOL,\nSHELBYVILLE, KY.,\n\nChairman\n\nToday in the midst of our convention we pause to pay tribute of love\nand appreciation to those of our profession who have departed this life since\nwe met in convention one year ago.\nYears of professional service have stamped the splendid personality of\nthese teachers upon thousands of students, and they have influenced the\ndirection and course of many lives. We shall greatly miss them, but the\nmemory of their deeds and thoughts will be an inspiration in all our work.\nMany of these were educators, nationally known, who were outstanding\ncitizens of diversified interests and talents. Others were classroom teachers,\nunknown except in their local communities. All have written the true story\nof themselves on the tablets of character and service. They have made a great\ncontribution to education and to the enrichment of home and family living.\nTheir task is done; may their spirit inspire us to carry on the work..\nOur records will show in the necrology report for this year that over two\nthousand educators have passed away. In appreciation of the great service\nof these teachers, we hereby submit their treasured names for national\nmemory.\nALABAMA\nBarksdale, Mary\nBeck, Lou\nBreland, Q. E.\n\nBrooks, P. C.\nBrosiers. Curtis\nBrown, J. M.\nBurdick. Ruth\nCamp, H. Fred\n\nCamp. Wylie\nCarroll, Nella\nCary, A. C.\nClements, R. L.\nCranshaw, B. A.\n\n"}
{"page": 885, "printed_page": null, "text": "Associational Records and Information\n\nCreeby, W. C.\nCrump, B. F.\nFick, George L.\nFikes, Mrs. E. B.\nFranks, G. E.\nGrimmer, J. B.\nHayes, Annie M.\nHeath, Mrs. A. P.\nHenry, V.\nHill, Annie\nHodgens, A. Briggs\nHolston, H. O.\nHouston, Mattie\nHughes, Grace\nHughes, Mrs. Grace\nJoiner, Iula\nKenamer, Katherine\nKilpatrick, Mrs. Nova\nLovett, Mary\nMartin, Morine\nMoore, D. J.\nMoore, J. D.\nMoore, Virta Lee\nMcGaugh, Alma\nMcLemore, Verner\nNorman, Addie Priester\nQuarles, A. D.\nSargent, H. O.\nSevier, Susie\nShaddix, Willie Mae\nSims, Willie Pearl\nStorey, W. H.\nTate, A. W.\nWatson, Rowe\nWright, Edgar M.\nARIZONA\nBeals, Emma O.\nBreasted, James S.\nDotson, Edna\nFreeman, Marian\nGardiner, Phoebe\nHaage, A. E.\nHirst, Anna Cook\nHurley, Harriet\nLegitt, Harriette\nLuca, Joseph de\nLutz, Mary T.\nMcCauley. Willard Jay\nMerrill, Margreta S.\nPower, Veronica\nSather, Esther\nStearns, Bobbie Ellie\nWoods, J. A.\nARKANSAS\nGray, Lucy\nHarris, Mary Louise\nHasty, Thomas T.\nParkin, Kate\nRiggs, Mrs. R. L.\nCALIFORNIA\nAdams. Mary A.\nBain, Christine\nBaker, Martha\nBrownell, E. E.\nBurke, Elizabeth T.\nCarmichael, Cecelia\nCassels, Margaret\nCoffman, Wilmer E.\nColeman, Hugh C.\nConroy, Margaret\nCooper, William John\nDenison, Robert C.\nDungan. Elmer Judson\nFonda Charles F.\nGarver, Raymond J.\nGoodman, Julia T.\nGrinstead, J. R.\nHall, Cccile B,\n\nHoxie, Mary J.\nKelly, Mary Josephine\nLeiseuring, Sara\nMcGirr, Lucy\nMurphy, Victoria M.\nNevison, Beverly M.\nNichols, Walter H.\nOlsson, Ella\nOwen, Frederick A.\nRalph, J. M.\nRatzell, J. Perry\nRebok, Horace\nRoss P. W.\nScott, L. W.\nSebrig, Mae\nShafer, Harvey M.\nShaw, E. Louise\nSherman, M. P.\nSisson, Sallie\nTaber, May Belle\nWeaver, Evelyn M.\nWebb, Mattie M.\nWhaley, Guy V.\nWhiteneck, Hosea A.\nWilson, Elizabeth S.\nCOLORADO\nAlford, Agnes Hartman\nAmadea, Sister Marie\nAtkinson, Eleanor\nBadger, Milton E.\nBarton, Sue\nBishop, Charles E.\nBrooks, Lena M.\nBrown, Josepha L.\nCameron, Alice O.\nCavenah, Sophia\nClarke, Perry L.\nCohn, Sara Ruth\nColetta, Sister Mary\nCopeland, A. B.\nDaily, Anne E.\nDonohue, Jessie\nDouglas, Earl\nElder, Professor\nFashbaugh, Carrie E.\nFloyd, John M.\nFlynn, Emma\nFlynn, Helen\nFrancis, Minnie\nFrost, Florence Temple\nGrenfell, Helen\nGriswold, Myrtle\nGormley, Kathryn\nHagus, Louis\nHall. Lucy\nHaskill, Rosepha\nHuntoon, Sarah\nJohnson, Abner\nKennedy. Elizabeth M.\nKillie, Martha Elissa\nLakin, James W.\nLanenstein, Minnie V.\nLange, Maxine Beal\nLowell, Florence R.\nMack, Martha S.\nMarchiori, Elizabeth McK.\nMason, Margaret B.\nMays, Josephine Berkeley\nMonroe, Floyd S.\nMotherwell. James Stewart\nMcAninch, J. E.\nMcCullough, Jack\nMcKensie, Maud\nMcMichael, Earl L.\nNichols Rachel\nOlson, Elsie Anne\nPalmer, Irving A.\nParker, Frances E.\nPease, Martha A.\nPershing. Howell T.\nPhilleo, Estelle\nRippon, Mary\n\n879\n\nRobinette, Bernice F.\nRogers, Hattie M.\nRogers, Mildred\nSaunders, Florence\nSchmitt, Jakob\nShaw, Mary L.\nShreve, Clara G.\nSmith, Estelle\nSoltese, Michael M.\nStarbuck, Etta\nSteele, Wilbur F.\nTerrell, Nota\nTodd, John\nWard, Nellie Higgins\nWhitaker, Clara Warner\nWillard, James F.\nWright, Mary\nZingg, O. C.\nCONNECTICUT\nO’Connell, Lelia\nDISTRICT OF COLUMBIA\nBaylor, Adelaide Steele\nBowie, Jane McKee\nCarlton, Mrs. A. J.\nChilds, C. W. Jr.\nClark, Marion\nCoppage, E. A.\nCramer, Stephen W.\nFlora, I. A.\nGibbs, M. E.\nGlenn, A. H.\nHand, Ada C.\nIsenberg, M. R.\nJohnson, Haydon\nKessler, Eva F.\nLutz, Paul E.\nLynch, S. P.\nMaltby, R. D.\nMonroe, Mrs. E. B.\nMcNamara, R. L.\nMcLear, Martha\nO’Neal, I. F.\nPatterson, P. L.\nPumphrey, W. P.\nRichardson, Anna B.\nRoberts, E. H.\nRobertson, W. H.\nSargent, Anna L.\nSchwartz, C. J.\nShinn, E. F.\nShumaker, Ann\nThomas, J. J.\nToy, M. R.\nWeiner, Martha E.\nWormley, G. Smith\nFLORIDA\nAbraham, Pearl\nBeeler, Lora L.\nBuchcolz, L. W.\nChilson, Blanche\nCombest, W. L.\nDowling, Samuel S.\nHarris, Amy\nHemming, Grace\nKelly, J. L.\nKnight, Belle Ragan\nKnight, Clarence\nKnox, Daisy\nLong. Elizabeth\nLvnch, George M.\nMiller, E. H.\nMoore, Lorain\nO’Hara. James\nPlank, Christine G.\nRutherford. R. B.\nSheppard, C. R. M.\nThompson, L. L.\nWatts, Frank E,\n\n"}
{"page": 886, "printed_page": null, "text": "National Education Association\n\n880\n\nGEORGIA\nBallard, Nathaniel H.\nCannon, Hal W.\nEllison, M. Paul\nFitzgerald, Elizabeth\nHale, Charles M.\nLasseter, Florence\nMarshall, W. M.\nMcGee, Mattie\nMcMichael, Merrill\nPurks, William A.\nRedding, Irene\nRhodes, Alex\nWarner, Lula\nTERRITORY OF HAWAII\nCrockett, Mrs. Ida H.\nHarris, Mrs. Leonilde\nKahale, Edward\nLane , Ralph\nMcNicoll, Mrs. Lilinoe\nMorishige, Mrs. Fusayo\nSerrao, William\nIDAHO\nHughes, L. C.\nStewart, Emily\nTeeters, J. C.\nTweedy, Ira\nILLINOIS\nAdams, Samuel M.\nArmbruster, Bertha S.\nBarbre, Alphea\nBartlett, Louise\nBartlett, Rhoda Ann\nBelknap, Sarah J.\nBenson, John\nBloyer, Mrs. Wesley\nBogan, William J.\nBoggs, Elizabeth McW.\nBolsar, Josephine L.\nBonnell, James E.\nBowers, Hattie\nBoyes, W. F.\nBoyle, Anna B.\nBradford, Ella\nBreasted, James H.\nBrown, Frank L.\nBrua, Sophia\nBuchele, Edith E.\nBunch, Emma\nBusiek, George H.\nCafky, Helen L.\nCain, H. F.\nCampbell, May G.\nCooper, Deborah J.\nCooter, S. M.\nCorwell, Ralph\nCrain, Mary\nCrissey. Mary Alice\nDean, H. A.\nDonovan, Hanna\nDuisdieker, Clara\nEckerman, C. J. E.\nEllinger, Earl\nEnglish, S. P.\nFallon, Nellie\nFells, W. T.\nFelts, W. F.\nFenton, Elizabeth R.\nFortin, Y. F.\nFuller, Emily Lora\nFurr. W. A.\nGarrity, Alice\nGobert. James E.\nGrant, Nora Lilly\nGreeley. Romanza A.\nGreen, Alice\n\nGrover, Olive Lathrop\nHanks, Addie\nHaslam, Mary Olive R.\nHathaway, A. May\nHetley, James\nHunter, Minnie E.\nJoiner, Elizabeth\nJoiner, Charles E.\nKehoe, Maggie\nKirk, Samuel J.\nKlontz, Jacob B.\nKoons, G. J.\nKramer, James H.\nLampe, Margaret H. J.\nLevi, Elpha M.\nLewis, Elsie\nLowe, Francis A.\nLucas, Mattie L.\nMaulv Hedwig M.\nMartin, Helen Lois\nMcClelland, Chari es\nMcLindon, Lauretta M.\nMcQueen, Donald A.\nMontgomery, Laura\nMoore, Jefferson\nMoore, Ollie M.\nMyers, Laura E.\nNance, D. J.\nOppenheimer, A.\nPeel, Ella Rebban\nRagland, L. W.\nRichardson, Susan R.\nShort, Cathren B.\nShryock, H. W.\nSmith, Flora\nSmith, R. V.\nSnyder, Thomas A.\nSperry, Maud\nSumner, Louise M.\nTate, Hallie M.\nThomson, Henrietta\nTurner, Edwin A.\nVance, Edith\nVacey, Frank T.\nWard, Flora A.\nWest, Salathiel\nWhite, Laura C.\nWilderman. Augusta A.\nWilson, Susie P.\nWomack, John Wesley\nINDIANA\nAckerman, Louise\nAlexander, Eva C.\nAlmond, Adelaide\nAlvey, Sister M. Clotild\nBailey, Cleveland A.\nBarker, Vincent\nBarnes, Marie\nBeck, Josephine\nBehrens, Anna E.\nBender, Robert\nBennett, Eleanor M.\nBennett, Florence Harvey\nBisber, Maria\nBlossom, Gertrude L. Hinshaw\nBoardman. Florence E.\nBoss, Laura\nBoucher, C. W.\nBouke, Mata\nBoulden, Mortimer D.\nBoyd, Martha P.\nBranain, Arthur\nBroecker, Lucille\nBrown, Grace\nBrown, Levi V.\nBrucci, August\nBurton. James W.\nCain, A. E.\nCain, William\nCaine, Daniel W.\nCalvert, Belle\n\nCampbell, William E.\nCarey, Angeline\nCarle, Lucy\nCarnine, L. E.\nCarter, John\nCase, Lula J.\nCauble, Commodore\nChamber, Rachel\nChildress, Leslie A.\nCollins, Henry\nColville, Hazel\nCondo, Lucretia\nCostner, William\nCourtney, Catherine\nCox, Josephine\nCox, Ora\nCrawford, Anna\nCrawley, Grace M.\nCreahan, Kathryn\nCrevison, Hazel\nCrider, Noble Warren\nCushman, Olive Marie\nCuzzort, Ed. J.\nDaly, Mary\nDaniel, Nellie\nDark, Rosa\nDeich, Charles\nDickinson, William\nDillon, William\nDixon, Dudley\nDoddridge, Mary Leeson\nDonaldson, John\nDonnan, Emma\nDowney, Nettie\nEdwards, E. E.\nEdwards, Ivan\nEkwall, Alberta R.\nElenore, A. J.\nEricksen, Edythe E.\nFike, Jacob\nFisher, Louisa O.\nForeman, John W.\nFox, Viola\nFrank, Ada\nFrench, Melissa\nGardner, Edward\nGates, Mrs. Olentice\nGeary, Ida\nGerkin, Eunice\nGilbert, Myrtle\nGillaspie, James\nGiltner, Merrill\nGlockner, Gertrude\nGoepper, Emma\nGourley, Elizabeth\nGreist, Robert A.\nGrenard, Charles E.\nGriffith, May\nGrill, Mattie\nGrubbs, William E.\nHahn, Lulu Josephine\nHamilton, Robert R.\nHartman, Elisha M.\nHays, Ernest L.\nHendricks, Abraham\nHendricks, Hazel\nHerbst, Clara\nHockett, Oliver\nHumphreys, Bessie May\nIrish, Ruth Rabold\nIrvin, Vane\nJacoby, Gertrude S.\nJohann, Lydia\nJohnson, J. S.\nJones, Elsie\nKasserman, Bessie\nKeely, Etta M.\nKennedy, Margaret\nKercheval, Robert C.\nKirklin, Sara\nLaDuke. Helen\nLambert. Mary\nLeMaste'-s. James\nLittle, Goldie\n\n"}
{"page": 887, "printed_page": null, "text": "Associational Records and Information\n\nLloyd, Clarence\nLupton, Anna M.\nLynch, Dorothy\nMcArtor, Edgar\nMcCormick, Jean\nMcDonald, Caroline\nMcDougal, Stella\nMcGrew, Fannie G.\nMcKay, Jennie\nMcKeay, Ellen\nMcNabb, William\nMcNally, Maggy\nMaish, Dorothy\nMark, Maude\nMarkle, Bessie\nMarlow, Cora\nMartin, Wendell\nMeredith, N. Carolyn\nMerrill, Rosalinda\nMeyer, Hilda\nMiller, Delilah\nMoore, May\nMorgan, Kate Wise\nNeely, Daniel\nNeville, Ethel Deal\nNolan, Margaret\nNorman, William H.\nOlson, Sophia B.\nParkhill, Martha Bird\nParkis, Ruth\nPerkins, Lola\nPeyton, Elizabeth\nPhillips, Ethel\nPhillips, Florence Mueller\nPhillips, James E.\nPlaskett, S. B.\nPlegge, Anna\nPollen, Orville R.\nPoston, Elvessa\nPurfield, Horace Traiton\nReel, Kate\nRielag, Raymond E.\nRizer, Eldridge B.\nRobbins, Effie\nRoberts, Mattie F.\nRobling, Thelma\nRockwood, Frances E.\nRoerk, Henry H.\nRoosa, Grace Miles\nRoush, Charles\nRubey, Fred P.\nRuddell, George E.\nRulag, Raymond\nSaylor, Carrie\nScherer, Peter\nSchluer, B. H.\nSchmidt, Anna\nSchultz, Magdalene\nScudder, Cimma\nShealy, Josephine\nShields, George H.\nShigley, Sarah Goldia\nShirley, Mary C.\nSholl, Joseph\nShrader, Margaret H.\nSites, Dorothy Caroline M.\nSmith, Alpha\nSmity, Dorothy\nSnider, Gus\nSnow, J. F.\nStalker, Esther K.\nStalker, Sara\nStarkey, Ray W.\nStarr, Mrs. Martha\nStephenson, Irma\nStitt, Sherman\nStreet, Hazel\nStubblefield, Katherine\nSturm, Helena\nSuter, Edgar Melvin\nTaylor, Mary\nThacher, Kate\nThatcher, Gertrude\nThomas, Alsa Jane\n\nThomas, Onita\nThomas, William H.\nThompson, William\nTomlin, James H.\nTomson, Lena\nTomson, Lorena\nTowell, Kenneth\nTrent, J. C.\nTucker, Truly Ray\nUncaper, Elsie Marsh\nVaughn, Emma P.\nVenderhoff, Stella E.\nVickrey, Elbert A.\nWaits, C. J.\nWagner, Ernest\nWalker, William A.\nWallace, Ruth\nWatts, Fannie\nWells, Eleanor T.\nWhaley, Alvin Thomas\nWhaley, Velva B.\nWhitehouse, N. S.\nWilhite, Hubert\nWilliams, Arlam\nWinesburg, Martha A.\nWinstroth, Ella Sophia\nWinter, Mary\nWiseman, George H,\nWorthman, M. F.\nIOWA\nAlford, Harold W.\nBemis, Hazel\nBenorden, Mrs. William\nBerg, Edith\nBogen, Mrs. Leonard\nBrandt, Lettie\nBrown. Winnina\nCain, Margaret\nCollins, J. H.\nCresap, W. A.\nDunmire, Maurice V.\nDutton, J. H.\nFillmore, H. F.\nFitzpatrick, H. F.\nGarden, Mary\nGreenhow, Mary Louise\nHart, I. H.\nHarvey, Harold W.\nHolmburg, Jennie C.\nHorlacher, Elizabeth\nHuffman, Josie\nIrish, Thomas M.\nKelly, Harvey M.\nKiefer, Nellie Marie\nKull, Carrie\nLamson, Herbert G.\nLange, Stella\nLukens. L. Ella\nLynn, E. C.\nMcClure, Mrs. E. B.\nManifold. W. H.\nMartin, Lyman Q.\nMatthews, Mae\nMiller, Georgia L.\nMills, Sadie Ruth\nMorgan, M. F.\nNeese, Levi\nNelson, Agnes L.\nNewton, George W.\nNorton, George W.\nO^Brien, Lillian\nPasek, Tames C.\nPeitzman. H. F.\nPhillips, David P.\nSawyer, George\nShank, Sophronia W.\nStillian, Mrs. E. V.\nStuck, Genevra\nTapper, John G.\nTheleman, Frances\nTiedemann, Kitty\nToll, Harriet B.\n\nVan Benthuysen, S. S.\nWarren, Nellie G.\nWebb, Frances Jane\nWeidert, Helen\nWeisensee, Mrs. J. P.\nWelch, Frances J.\nWillard, Della\nWilliamson, Florence\nWishman, Mrs. Charles\nWhittaker, M. L.\nYoung, Charles H.\nYoung, Dorothy\nKANSAS\nBeach, Frank A.\nVaughn, Armon P.\nKENTUCKY\nBaird, Nell Fink\nBallinger, Bessie K.\nBartley, Mrs. Vertie\nBass, Emily F.\nBeadles, Mrs. Walter\nBilliter, J. M.\nBromme, Dorothy\nCaylor, Robert\nChapin, Ernest P.\nChaudion, Mayme Nell\nCommons, Lydia B.\nCroft, Fred\nCrook, W. H.\nDade, Anna K.\nGoodwin, M. J.\nHancock, S. E.\nJohnson, James\nJones, Lula Ann\nLay, J. C.\nMason, William\nMatthews, Mildred\nMay, Samuel\nMoore, Herbert\nMe Ewan, Mary L.\nOots, Mildred\nProctor, Georgia\nRice, Sadie\nRichey, Nell Hall\nSargent, Lucy Belle\nShouse, Lucille\nSnoddy, E. E.\nSpears, Rutherford B.\nStipe, Harold J.\nThacker, Chalma\nThompson, Abbie Lou\nThompson, Hallie\nWallace, Mary Esther\nWarren, Carrie B.\nWorthan, J. D.\nLOUISIANA\nArcher, Annie\nBarr, Wilda\nCarnahan, Velma\nCooper, Hazel Rae\nCrowley, Timothy F.\nDawson, Nettie\nDinwiddie, A. B.\nEdwards, Mrs. W. S.\nFaulk, Minnie\nGarig, Louise\nGraham, Helen\nGreneaux, Leon\nHall, Alfred\nHarbour, Mollie\nHuber, Ursula\nLee, F. J.\nMorgan, Pearl L.\nNorton, Lydia\nPounders, Marie\nReich, Ada\nSandoz, Sylvia\nSeaman, J. H.\n\n881\n\n"}
{"page": 888, "printed_page": null, "text": "National Education Association\n\n882\n\nSmith, Andrew V.\nTassin, Yolande\nWagner, Charles A.\nWilliamson, George\nMAINE\nAdams, Gladys\nBragg, Irving O.\nCapen, Elsie Heath\nClancey, Alice L.\nColeman, Elizabeth L.\nField, Sara L.\nHathaway, Madeline C.\nLord, Elvira J.\nPerry, Alice\nPhilbrook, Edward E,\nSilsby, Fanny Sands,\nSimmons, Paulinah\nMARYLAND\nAdams, Charles E.\nBennett, Emma\nBromley, Luther F.\nBurdick. William H.\nChism, Margaret E.\nCrotty, Anna Betti B.\nDare, Virginia C.\nEversfield, Eugenia\nFleetwood, Nola P.\nGross, Howard M.\nHearn, Frances Fay\nHeimiller, L. Ruth\nHolloway, William J.\nJaffe, Harry\nJohnson, Edna E.\nLace, Robert D.\nLangley, Blanche\nMathews, Laura\nMitchell, Emma\nO’Rouke, Nellie\nReddish, Georgia M.\nShotta, Anna E.\nSummers, Janice\nWard, Albert Norman\nWilliams, Susan F.\nMASSACHUSETTS\nCooney, Philip J.\nComery, Sanford B.\nFickett, M. Grace\nGalvin, Frederick A.\nIreland, Ralph P.\nMead, Fred S.\nPlant, Mrs. Natalie B.\nPower, William D.\nWallace, Joseph A.\nMICHIGAN\nAlward, Ella H.\nAnderson, Katherine J.\nAndrews, John R.\nAnspach. Rose\nA.rbury, F. W.\nBateman. Grace N.\nBeadle, Mary D.\nBeekner, Amos W.\nBlair. Lvdia\nBlock. William H.\nBolyard, Mrs. Jason\nBradshaw. Elma\nBrann, Ethel\nBreiter.bach. Helene H.\nBrothwell. Helen\nBryan, Charles H.\nBuchan. Ida A.\nBurns, Charles G.\nBurton, Fannie C.\nBusse, Elizabeth R.\nCain, Clarence\nCampbell. Christine\n\nCarlisle, Charles\nChilvers, Thomas H.\nClark, Ruth D.\nCogswell, Estella\nComstock, Nettie\nConrad, Stella\nCook, Harriet\nCottrell, Elsie K.\nCowgill, Paul A.\nDawes, Ella G.\nDeWitt, Katherine S.\nDiamond, Mary M.\nDow, Grace C.\nDuprow, Bernadine C.\nEagleson, Stuart\nEdger, Ernest\nEllingsen, Mildred C.\nEvans, Evelyn\nField, Cyrus W.\nFitch, Amory Eleanor\nFortune, Augusta C.\nFox, Sarah\nFreeman, Mary C.\nFuller, Jason B.\nGardner, Charles F.\nGraham, Wilda Wade\nGrant, Elmer D.\nGrover, Marie\nGulliford, Bessie M.\nHahn, Anita C.\nHare, Elizabeth\nHarrington, Ella\nHarris, Annie Smith\nHaskell, Irene Ellis\nHatch, Charlotte\nHerron, Wendell M.\nHetley, James H.\nHodge, M. Alfreda\nHollinger, Maude\nHolmes, Clarence E.\nHuneker, Emma G.\nJewett, Carrie Belle\nJohnson, Annie\nJohnson, Mrs. Gus\nJohnston, Ruth Young\nJohnston, Lois Allan\nKean, Ralph\nKennedy. Mrs. Franc\nKerns, Mattie\nKieft, Anna Frances\nKirby, Rose\nKitching, Winnifred\nLadd, Lucille D.\nLamb, Mrs. William H.\nLane, Rachel\nLillie, Madge\nLogan, Jean V/.\nLong, Mary\nLong, William\nLooney, Agnes\nLott, Henry C.\nLuther, Dorothy\nMcCool. Addie\nMcCurdy, Cora\nMcGowan. Alice E.\nMcNitt, Mrs. H. Clay\nMabley, Margaret D.\nMarcuse, Sylvia W.\nMarvin, Ella\nMaynard, Anna\nMilligan, Ella\nMitcoff, Ruth K.\nMoody, Iva Upton\nMoore, Mary\nMorrison, David\nMueller. Ida C.\nMyers, Mrs. C. A.\nNelson, Albert H.\nNelson, Aria\nNewington. Hannah\nNikko, Lydia\nNygard. Mrs. Alfred\nPahl, Mildred Irene\n\nParker, Edythe Ward\nParmalee, Olive\nPayne, Frances R.\nPearce, Abigail\nPommerenk, Marie\nPope, Anna\nPowers, Marjorie\nPrice, Charles Wayne\nRauch, Mark Bruner\nReynolds, Jennie I.\nRider, Iva Lois\nRoberts, Wellington\nRoot, Marie\nSchafer, John G.\nSchuyler, Paul M.\nScranton, Jennie\nShaw, E. Mabel\nSpencer, Claribel\nSpofford, Ellatheda\nStark, Evelina M.\nSteen, Mrs. Ernest R.\nStraight. Eugene\nStreng, Frances J.\nStyles, Lema Smith\nSuffinski, Stella\nVance, Albert J.\nVanderhorst, Mrs. Alfred\nVanEvery, Marion M.\nVan Giesen, Mary\nVan Looy, Evelyn L.\nWaite, Grace M.\nWakeley, Catherine\nWendell, Laura E.\nWhedon, Sarah\nWheeler, William H.\nWiegman, Edna Joanna\nWoldt, Mae Kroenig\nWright, Bernice\nYackels, Mrs. Chester A.\nZeigler, LeyMar M.\nZoll, Mary\nMINNESOTA\nAhrens, Vera\nAnderson, Margaret\nAnderson, Margaret E.\nArndt, Anna C.\nAustin, Mae\nBank, Orplja Hulbert\nBorgesen, Alberta P.\nBrown, George E.\nBryan, Lillian\nBuell, Carolyn T.\nBurns, Jennie\nByholt, Stella H.\nDever, Anna\nDreves, Louise\nEvans, Margaret\nEverson, Cleo\nFanning, Mary\nFish, Florence\nHamilton, Elizabeth\nHaugh, David B.\nHelming, Oscar\nHern, Ethel T.\nJones, Addie\nJordan. Charles M.\nJudd, Edward Starr\nKeyes, Olive\nKingsley. Myra E.\nLucas, Mary B.\nMaxson, Frances E.\nMullane, Hortense\nMcGuire, Margaret\nNelson, Anna S.\nNessel, Martha E.\nOlson, Carrie\nPeterson, Agnes B.\nRiedell, Adaline\nRyan, Mildred Smith\nSanto. Julius H.\n\n"}
{"page": 889, "printed_page": null, "text": "Associatjonal\n\nSeefeldt, Doris C.\nSmith, Irma P.\nSnyder, Alzina\nSpeckman, Bertha\nSweeney, E. J.\nWilliams, Fay N.\nYoung, Margaret\nMISSISSIPPI\nBaker, Laura\nBerry, P. W.\nFord, Joe\nJacobs, R. D.\nJames, J. W.\nMansfield, Agnes\nMcKee, Betty\nMyers, Adolyn Vernon\nOnsby, George\nShelton, D. R.\nStinson, Emma B.\nStonestreet, L. F.\nStorment, Susie\nSullivan, K. O.\nTeunisson, Mrs. J. H.\nTucker, R. H.\nWalley, C. W.\nWright, D. M.\nMISSOURI\nDouglas, Mabel\nDouglas, Stephen\nEvans, William P.\nIttner, William B.\nMONTANA\nBlakeslee, Mrs. George\nCarpenter, Jennie L.\nChristensen, Clara C.\nClapp, C. H.\nCobb, Luella\nCowery, Virginia P.\nD’Arcy, Alice\nFoot, Cora Bateman\nFrederick. Annie Ray\nFrisbee, Frances\nGannon, Mary E.\nGarver, Raymond J.\nGlisson, C. O.\nHuddleston, Agnes\nJackson, Nellie\nJohnson, Clifford H.\nLeipheimer, Marie M.\nLenning, J. W.\nLiscomb, Bessie O.\nLougee, Willis E.\nLovell, Florence\nLowney, Anastasia\nMacDonald, Mary L.\nMashin, John\nNelson. Belle B.\nPlymale, Wilda\nProvo, Mary M.\nRemington, S. K.\nRice, H. O.\nRoberts. Edna\nRonan, Margaret\nScudder, Mrs. Ralph\nService. Della Lowry\nSoper, William L.\nStreibich, Annie G.\nTarbett, Mrs. Marion\nVance, Margaret\nVenus, Helen M.\nWilson, Matthew R.\nNEBRASKA\nAbart, Ardie\nAllen, Elizabeth\n\nRecords\n\nand\n\nAvery, Samuel\nBauer, Mary M.\nBurnett, Lida S.\nCarmelita, Mary\nCastle, Vernon\nChapin, Marguerite\nColburn, Mrs. T. A.\nConn, U. S.\nDanihy, John\nElson, S. R.\nEthell, David S.\nFisher, A. E.\nGiffen, W. C.\nHaight, Clarence A.\nHaywood, Lucy M.\nHecker, Juliet\nHoffman.. Clarence\nHuse, Olive\nHutchinson, Mayme\nIrwin, Anna\nJansen, Marada\nJohnson, Annis Marie\nJohnson, Henry T.\nKates, Mrs. E. J.\nKelly, Lilly\nKreuger, John F.\nLambert, Suzie C.\nLandgraf, Ernest W.\nLantz, Dora M.\nLewis, Eber Brock\nLewis, Edward R.\nMercer, A. J.\nMercer, Rachel A.\nMilroy, Anna M.\nMoffitt, Mrs. A. W.\nMoore, Josephine\nMulfinger, George A.\nMcBrien, Jasper M.\nNorman, Mrs. Fred\nOsterhout, A. W.\nParker, Emma P.\nPulsifer, Lillian\nPeterson, A. O.\nReid, Mary\nRice, E. J. A.\nRose, C. D.\nRussell, Harry N.\nSager, Jerome\nSans, Beulah\nSchell, W. E.\nSchreckengast, Isaac B.\nSchumacher, Margaret\nSealock, W. E.\nSearson, Ethel\nSeeley, Helen\nShook, Elizabeth\nStimbert, Elsa Marie\nStoltenberg, Erma\nTangerman, Alice\nTimm, Olive\nTremaine, Mary\nWaterman, Mrs. W. W.\nWatson, Robert H.\nWeller, J. P.\nWilds, Mrs. Fred\nWille, Amelia\nWhite, Virginia\nYoung, Linnea\nNEVADA\nBillinghurst, B. D.\nBryant, Alice\nMineer, F. Edgar\nRieve, Anna J.\nNEW HAMPSHIRE\nAbbott, Stanley H.\nCilley, Harry D.\nCurtis, Carrie\nDudley, Fred W.\n\nInformation\n\nEaton, Catherine F.\nFalvey, Henrietta\nFarrington, Susie\nFletcher, Robert\nFoss, Aletta J.\nGlancy, Margarita\nMelifant, Mary E.\nMelifant, Julia Martha\nO’Dowd, Mary H.\nRundlett, Louis J.\nTowle, George H.\nWilland, Alta\nNEW JERSEY\nAcker, Marie\nAnderson, William C.\nArmstrong, William C.\nBaker, Beebe\nBaker, Ruth M.\nBaldwin, William\nBate, George C.\nBateman, Lillie\nBeebe, Grace\nBensinger, Emily\nBimler, Joseph F.\nBlakeslee, Charles F.\nBlue, Vera\nBodin, Francis C.\nBosquet, Margaret S.\nBoyd, Irving G.\nBoyer, Charles B.\nBrelle, Olga\nBrody, Julia\nBrahm, Marie\nBrown, Eleanor\nBrumbaugh, C. A.\nBullock, Russell E.\nBurke, Minnie V.\nBumiller, Veronica C.\nBurke, William J.\nBvrne, Helen M.\nCaiman, Gustave\nCarlin, Theresa L.\nCarrick, Florence M.\nCarty, Flora\nCooley, Kathryn M.\nCorbin, Wade B.\nCoulter, Jane E.\nCusick, John M.\nDonovan, Martha\nDoremus, Emma S.\nEdgar, William D.\nEgan, Eileen\nElias, Amelia\nEngel, Flora Bauer\nFiliatreault, Le Claire\nFisher, Oscar A.\nFrame, Jean W.\nFreeland, Emilie\nFlynn, Eileen M.\nGalluba, Mildred A.\nGaul, Catherine A.\nGiehl, Jennie A.\nGroome, Myrtle E.\nGunnion, Florence R.\nHamlin, Eden C.\nHart, Roy H.\nHawkins, Gwendolyn\nHeery, Mary\nHess, Josephine\nHill, Annie B.\nHoag, Winifred\nHockenbery, Alberta M.\nHuston, Jennie\nJackson, Anna E.\nJohnson, Melvin\nJohnson, Ruth Grant\nJohnson, Virginia '\nJones, Antoinette\nKehoe, John\nKoehler, Harry R.\n\n883\n\n"}
{"page": 890, "printed_page": null, "text": "National Education Association\n\n884\n\nKelly, Margaret\nKonopka, Helen\nKuntz, Henry J.\nLawton, Ann F.\nLeine, Martha A.\nLembeck, Lillian R.\nLewis, Mabel A.\nLienhardt, Mary\nLightcap, Bloomie E.\nLowenstein, Joseph\nMajor, Clara Lane\nMartin, Ralph E.\nMets, William F.\nMoller, E. Fred\nMorais, Emma M.\nMueller. Elizabeth S.\nMulford, Sarah\nMurphy, Virginia\nMurray, Hallie M.\nMcCarthy, Robert F.\nMcConnell, Florence B.\nMcClosky, David B.\nMcFadden, Clara\nMcHenry. Frank B.\nMcLaughlin, Nora F.\nNafe, Julia M.\nNorcross, Susan M.\nOaks, Alexander M.\nParsell, Harriet\nPhelps, Sara M.\nPicken, Janet\nPierpont, L. May\nPortin, Margaret\nPotts, Fennelle\nPowell, E. Louisa\nPyle, Estelle\nQuinlan, May L.\nRaube, R. Louise\nReaser, Sarah Madden\nRice, Mary\nRiordan, Helen L.\nRogers, Lydia\nRowe, Mabel\nRusso, Lucy\nRuttenberg, Freda L.\nSears, Harriet R.\nShoemaker, Evelyn\nShull, Samuel E.\nShultz, Myrtle\nSitler, A. Grace\nStaats, E. Mav\nStage, Lulu C.\nStanton, Nina\nStephens, Mabel Y.\nStults, Jennie\nSullivan, Arthur\nTewksbury, Lucia\nThomas, Maud S.\nThornhill, Mary E.\nTraum, Fannie B.\nTrick, J. Francis\nTrimnell, Robert\nTyler, Genevieve\nUnderwood, Alfred\nWamsher, A. Myrtle\nWarren, Viola M.\nWeaton, Stephen A.\nWitmer, Mary Eleta\nWhiting, Florence\nNEW MEXICO\nBrooks, Avis\nButts, Theresa I.\nEuloc, Lillian\nGladson, Roy T.\nMiller, Ethel\nMontoyo, Atanacio\nNEW YORK\nAblett. Helen\nAley, Robert J.\n\nE.\n\nAuld, Jessie\nBarrett, Ellen\nBarry, Thomas\nBenson, Rebecca\nBook, Arthur E.\nBorner, George\nBroderick, Philomene\nBrown, Winnina\nBugbee, Percy I.\nBurger, Bertrand\nBaxter, George\nCampbell, Eva\nCassidy, Mary K.\nChandon, Valentine\nColledge, Edith E.\nCooke, George\nCopeland, Grace\nCorbin, Adelene\nCullen, Michael\nDarms, Anna R.\nDavis, Mary R.\nDesmond, A_nna\nDevlin, Katherine\nDoris, Charles\nDowning, August S.\nEagen, Geraldine\nEaton, Joseph J.\nFabb, Virginia\nFitzgerald, Mary\nFollett, Regina E.\nFrawley, Helen\nGallup, Elizabeth C.\nGlasby, Edward W.\nGluck, Bessie\nGordon, Ann\nGraham, Gertrude\nGregory, Harmon L.\nHalliday, Clark W.\nHallock, Evelyn\nHannigan, Lillian R.\nHaniphy, Joseph A.\nHardie, George\nHayden, Elizabeth\nHays, Jewel Johnson\nHazelette^ Isabel\nHiggins, Eliza A.\nHiggins, Lillian\nHill, George U.\nHoag, Lelia R.\nHogan, Mary C.\nHolly, Harold\nHoffman, Alfred\nHouck, Edward\nHoss, Amelia\nHuck, Marjorie\nKeane, Katherine\nKersey, John J.\nKirley, Bertha\nKelhi, Ann\nKloster, Mary M.\nKraft, Gertrude\nKron, Ida\nJordan, Anna\nJohnson, Ruth\nJones, Ruth\nLasko, Grace\nLear, Mildred\nLeddy, Alice G.\nLefkowitz, Joseph\nLeonard, Richard\nLester, Fred\nLudwig, Mary\nLynch, Loretta\nMapou, Celia B.\nMeland, Edna\nMendel, Martin\nMcBain, Howard Lee\nOates, Katherine\nO’Connor, Katherine\nO’Flaherty, William\nO’Grady, Winifred\nMcCormick, Viola\n\nPeyser, Nathan\nPlace, Sarah U.\nPrice, William R.\nSmith, Grace\nSenn, Ella\nSmith, Louise\nSwan, Giles J.\nVilliaume, Emma L.\nYanowitz, Jessie\nYerkes, Frances\nWhitley, Ermina\nNORTH CAROLINA\nAble, Lucy B.\nArtan, Henry\nBoyles, Irene\nChestnutt, Lilie\nDale, Julia\nEdwards, Lee H.\nEdwards, Ward Bowles\nFetner, Pansy\nKeats, Robert\nKenny, Margaret M.\nMatthews, Mary P.\nMcGee, Annie\nNorton, A. M.\nPoole, Eliza\nRichmond, T. W.\nRoberts, Marie T.\nSawyer, H. C.\nShaffer, Meta\nSpilman, J. B.\nStewart, D. K.\nTinnin, Mary I.\nTriplett, Wilhelmina\nWalker, Nathan W.\nYount, D. L.\nNORTH DAKOTA\nBigler, Lottie B.\nDavis, Mattie M.\nOHIO\nAiken, Walter H.\nAndrew, M. F.\nBabb, Edwin Forrest\nBarker, Ida Mae\nBoger, Anna B.\nBowman, J. B.\nBunger, Charles S.\nBurress, Mabel\nCalhoun, Marguerite E.\nCarroll, Ethel Crute\nChaffer, Charles M.\nChapman, Cora\nChristman, Julia\nClark, Leander A.\nClose, Marshall E. D.\nCoffin, Helen J.\nCollins, Catherine\nCopeland, Fred\nCrellin, Kathryn L.\nDress, Walter\nErnst, Lynn B.\nEverett, C. D.\nFairley, R. B.\nFickle, Benjamin F.\nFissel, Inez Lora\nFrey, Rose Marion\nGale, Mary C.\nGarst, Clifford E.\nGifford, Florence J.\nGray, Arthur\nHall, Stanley\nHaveman, Edwin\nHelter, Henry H.\nHowdyshell, Henson H.\nJenkins, Bertram W.\nJohnson, Laura E.\nJoyse, Darrell\n\n"}
{"page": 891, "printed_page": null, "text": "Associational Records and Information\n\nKieth, Elizabeth V.\nLee, Norma\nMarquardt, William H.\nMast, Emma E.\nMehollin, Clara\nMcBurney, Bessie\nMcConagha, D. C.\nNewman, Alex B.\nOrahood, Frank L.\nRader, Irma Louise\nRees, Marvetta Ruth\nRemley, William H.\nReynolds, F. M.\nReidel, Louis R.\nRothe, Ella A.\nRunyan, O. L.\nSargent, Lucy Bell\nShepard, Walter J.\nShields, Harriet\nSlocumb, Dorothy\nStafford, Frank K.\nSwartzell, Ida M.\nTissel, Inez\nVaughn, R. P.\nWeiss, B. F.\nWild, Clement L.\nWillis, Ruth\nWheeler, Grant\nWoodruff, Elmyra\nWoolpert, C. Maude\nOKLAHOMA\nAnderson, Ora\nBodine, Mary E.\nClayton, John T.\nDill, Franklin G.\nDowney, William\nFrye, Dora Cox\nGhormley, W. H,\nGodbey, Joe J.\nHaynes, Russell\nHolmberg, Frederick\nHudiberg, Joe\nKeffer, Howard H.\nKennon, William D.\nMartin, J. H.\nPage, Inman E.\nPeak, C. N.\nPhelan, W. W.\nRobbins, Madeline\nShelton, Georgia\nSchreck, Charles F.\nSutton, Cora Mae\nOREGON\nBreary, Robena S.\nBuel, Lillie\nCase, Josephine\nCrowe, Verona M.\nCloran, Timothy\nDowns, Samuel U.\nDugan, Anna\nEndicott, Charles H.\nHalferty, Annie\nHeckman, Frank\nHolloway, C. R.\nKing, Lotella\nLemon, Mary E.\nMcIntosh, Alice\nMoore, Elizabeth\nMoore, E. T.\nNorton, Liilian P.\nOxford, Klein\nSandstrom, Helen\nSchmitt, Katherine\nSchmitz, Nina\nThayer, Viola\nPENNSYLVANIA\nAberle, Bertha\nAldinger, Mildred\n\nAnderson, Edith\nArmstrong, Elizabeth E.\nBaldinger, Cora L.\nBarry, Sara J.\nBenchoff, Loudon F.\nBoal, N. Marjorie\nBragdon, Carrie\nBrosius, Guy C.\nBrown, Albert G.\nBudde, Wesley E.\nBurchival, Mary C.\nBurleigh, Joseph\nCarl, Levi\nCarroll, Minnie A.\nCassel, Carl L.\nChambers, George G.\nChristian, Flora G.\nClarke, Hazel Pride\nCleaver, Amanda\nCoffman, Ideall\nCollins, Marvin L.\nConrad, Eva A.\nCoughlin, Nan S.\nCromwell, A. D.\nDehaven, John J.\nDetweiler, C. E.\nDiehl, Harvey J.\nEmery, Nat M.\nFaloon, Catherine\nFisher, J. M.\nFisher, Kathryn\nFoley, Margaret\nFredholm, Mrs. C. L.\nGilmore, George W.\nGraper, Marie C.\nGrover, Orel S.\nGroth, Herman\nHager, Robert E.\nHall, Herman E.\nHamilton, W. J.\nHarding, Curtis M.\nHays, S. Clyde\nHehir, Martin A.\nHelm, Viola\nHenderson, Lida\nHenneberger, R. B.\nHerb, James\nHess, Madeleine B.\nHill. Abigail E.\nHoffman, Mary Louise\nHood, John D.\nHughes, Marion Lee\nHughes, Thomas A.\nJenkins, Ray\nJones, Anna M.\nKennedy, W. F.\nKlinger, Henry C.\nKnight, G. A.\nKurtz, A. R.\nLawhead, Alice\nLinn, Carl H.\nLippincott, Alice V.\nLoftus, Tessie A.\nMcClenahan, Howard\nMcCrea, Lona B.\nMcCutcheon, Matilda\nMcGlynn, Edward F.\nMcHale, Mary Jane\nMarkel, Marie\nMarvin, Edward E.\nMaybury, Ida\nMilholland, Edith P.\nMiller, George\nMinteer, Margaret\nMissimer, Henry Clay\nMoedinger, Agnes E.\nMorrison, Lydia A.\nMuirhead, Pearl D.\nMundorff, Henrietta L.\nMurdock, Grant B.\nMurphy, J. Prentice\nO’Connor, J. V.\nO’Connor, Sara\n\n885\n\nOgden, Nelson C.\nOwen, F. A.\nParkinson, Harry G.\nPriddy, Allan Leach\nRadcliffe, Ralph R.\nReisfar, Charles, Jr.\nRidgley, Margaret\nRiggs, Margaret S.\nRowe, Bertha Martin\nRutherford, Edith M.\nSager, Bertha M.\nSands, L. Florence\nSarig, Wilson B.\nSavage, Matt\nSeabright, Jennie O.\nSheppard, Margaret\nShimer, Leeta\nShulenberger, A. Lee\nSlinger, Thomas\nSmith, L. E.\nSmith, Martha I.\nSnoke, John W.\nSpeece, May W.\nSphar, Lucy S.\nSprague, Levi L.\nSquibb, Finley W.\nStarkey, Foster H.\nStayer, Lloyd B.\nStrausser, Flossie I.\nThomas, M. Carey\nTomer, Carrie\nTroxell, Mqdeleine O.\nUtz, Samuel S.\nWalter, Genifrede\nWhoriey, Ida B.\nWildman, Kathryn\nWilson, Nellie G.\nWitherow, Alice\nWolfe, E. E.\nYeager, Margaret T.\nRHODE ISLAND\nCarroll, Charles\nCarroll, M. Davitt\nFenner, John K.\nSOUTH CAROLINA\nAckerman, C. O.\nAustin, Blanche\nBowers, Ida\nCromer, George\nCulp, Bonnie\nDoyle, Elizabeth\nEdmunds, Samuel H.\nEvans, Emma C.\nFarrell, Jewell I.\nGooding, Hattie\nGrant, Ella\nGready, G. L.\nGrimke, Anna\nLaCoste, Sadie\nLatham. Mrs. O. I.\nLott, Mrs. J. A., Jr.\nMartin, Marie\nRoyall, R. V.\nSmith, Mrs. James\nSmith, Mrs. J. W.\nStewart, Lena\nTiedemann, J. A.\nWalkup, Cooper C.\nWatkins, Ellen S.\nSOUTH DAKOTA\nBigler, Lottie G.\nBowles, Charles S.\nBuck, Mildred E.\nClark, S. K.\nEberling, Charlotte\nEddy, Anna M.\nForde, Lillian B.\n\n"}
{"page": 892, "printed_page": null, "text": "National Education Association\n\n886\n\nFrederickson, Peter\nHill, Homer A.\nJones, J., Jr.\nKeffer, C. A.\nKeller, J. D.\nLarson, Laura Ann\nLiklater, Jessie\nLuschei, Eric G.\nMathews, H. B.\nMiller, I. L.\nO’Connor, Margaret L.\nParish, Ellwood C.\nPettigrew, Hattie\nRice, H. O.\nSmith, Ellison G.\nSullivan, Hubert A.\nTiffany, Burton E.\nVan Camp, Kate\nTENNESSEE ,\nAlden, C. F.\nBeaty, W. A.\nBeddingfield, Alice\nCloyd, Alice W.\nCrim, Marion E.\nCulling, Margaret\nDavis, Kary C.\nDortch, Della\nDuke, Ivie\nEssex, Hilary\nFarley, Elizabeth\nFulcher-, Ida M.\nGaines, Lula\nGrice, Mrs. George\nHarp, G. W.\nHenry, Charles W.\nHunt, Minn Elois\nJohns, D. J.\nJones, R. L.\nMcClanahan, Norma\nMcClanahan, Rose\nMcDonald, L. H.\nMcMahan, William\nMatthews, Mary W.\nNail, Mrs. J. M.\nOliver, Georgia A.\nPeck, R. L.\nPeterson, Joseph\nRoberts, J. A.\nRobinson, Claydye\nRochell, W. L.\nSchott, Josie V.\nSmith, Mattie L.\nTrotter, J. W.\nWallace, Joe\nWison, E. B.\nTEXAS\nAngell, George\nBaker, Nell\nBoggess, Temple W.\nCallaway, Morgan\nClothier, Mary B.\nCombest, W. L.\nConnell, Olive\nCook, Eula Blanche\nDavenport, Laura\nDe Capree, Ruth\nDe Chaumes, Hortense\nDodd, Alexander S.\nDodson, Rosa N.\nDuggan, Arthur P.\nDunmire, Mrs. Maurice\nDunlavy, George W.\nFlowers, Allen G.\nFrederick. Kealy\nGarrett, M. J.\nGeorge, Alice Mae\nGodbey, J. J.\nGriffin, Cora M.\nHale, L. L.\n\nHammett. T. F.\nHardin, Mary C.\nHightower, Hattie\nHill, Marylee\nHooker, Joe Bill\nJohnson, A. C.\nJones, Melba\nKerr, Geraldine\nKinsey, Sarah M.\nKuykendall, Laura\nLittlejohn, Elbridge G.\nLockett, Lenna Donna\nLoftin, Ida\nLyles, Gladys D.\nMaddox, Elizabeth\nMandry, Mamie Belle\nMartin. Oscar Baker\nMast, C. S.\nMiller, B. H.\nNears, Mary Grinnell\nNelson, E. C.\nNewton, Alice\nNooc, Delos E.\nNormington, Marian L.\nOwen, C. R.\nOwen, F. A.\nParker, Jessie M.\nPriddy, Allan Leach\nRoyalty, Evelyn\nShepherd, W. W.\nStiles, Francis\nSwenson, Suzanne\nTemple, Ida May S.\nWard, Henshaw\nWare, Agnes\nWheeler, William H.\nUTAH\nAltman, Barbara S.\nBeach, Mary\nBowman, Amy\nClay, Mariza\nConnelly, Ethel M.\nGreen, Della\nHagar, Gertrude\nMcKell, R. D.\nMcKendrick, Wilford\nMorrill, A1 ice\nMortenson, Andrew\nNewman, Bessie\nPayne, Carolyn H.\nQualtrough, Lizbeth M.\nReynolds, F. W.\nRidges, Wilford O.\nRock, Percival J.\nSalisbury, Dorothy\nSavage, Willis\nSherdeman, Eva F.\nSorenson, Vio\nVIRGINIA\nAkers, Mabel A.\nBaker, Verna\nBarrow, Sallie\nBohannon, Elizabeth P.\nBurnett, Henry\nBurtner, Helen E.\nByrd. W. H.\nCampbell, C. L.\nCooper, Roberta S. C.\nCottrell. Stuart C.\nDarst, E. L\nDickinson, Hallie\nDoughty, Sara W.\nEvans, Mattie M.\nGresham, W. D.\nHanger, Harry B.\nHawkins, Cora\nHodges, Mary E.\nHoughton, Elizabeth L.\nHuffman, E. V.\nHuffman, O. L.\n\nJohns, Anna Deane\nJones, Hugh W.\nLong, Cotella\nMcCiung, Alice V.\nMander, Kate J.\nMitchell. Benjamin B.\nMoreland, Mary T.\nPuckett, Kathleen\nRadford, Lucie C.\nRichardson, Henrietta H.\nRichardson, Mattie W.\nRobey, R. W.\nSanders, Mary S.\nSchreckengast, I. B.\nScott, F. W.\nSemons, Angie\nShannon. Minnie\nSmoot, T. J.\nStair, W. W.\nSteger, Livie S.\nSydnor, Bessie C. B.\nThomas, Minerva Moomaw\nTuck. Ida Apt\nVaden, Lavinia R.\nWallace, Joe\nWeast, John C.\nWilliams, H. C.\nWingfield, Martha\nWheatley, C. S.\nWASHINGTON\nBennett. R. E.\nBentz, Perry L.\nBlades, May\nBreen, Margaret\nBrockmueller, Orlando\nBuck. Mildred E.\nCox, Manning\nCulver, Ida\nDavidson, R. L.\nDouglas. Elizabeth\nFrederick. Annie Ray\nGarvin, Mildred\nGrafmiller. Noma\nGraham, Mabel\nGreenburg. Edith L.\nHubbard, Alice\nKimole. Edith\nLeithauser, Margaret A.\nLynch, Isabelle\nMcAnnally. T. R.\nMcLeran, Grace\nMcLellan. Harry V.\nMoore, Norman L.\nRound, W. M.\nShelley, Myrtle\nStinson, Maude M.\nStowell. E. F.\nSweet, E. H.\nTToton. Raloh\nWallace, Mary A.\nWayne. Alta\nWert. Marguerite A.\nWheeler. Gertrude\nWhite. D. R.\nWil’iams. Blanche\nWillis, Eleen\nWoodard, Ruth\nWEST VIRGINIA\nAkers, Bernice\nAyers. J. W.\nBlack, Henry J.\nBowles, William L.\nBurgess, Adena\nBullion, James\nChapman, John Fred\nCorbley, L. J.\nCornell, Anna\nCrum, Ralph B.\nFaber, Shelley O.\nFerguson, Margaret D.\n\n"}
{"page": 893, "printed_page": null, "text": "Associational\n\nFisher, W. A.\nFortney, J. L.\nHamrick, Hazel\nHerold, Virgil\nHolt, Carrie\nHylton, Mrs. D. W.\nJackson, Anna\nKum, Marie\nMartin, Elizabeth W.\nMartin, Fuller\nMerritt, Julia\nMiller, R. N.\nReese, Carrie L.\nReuter, Bernice D.\nRyan, Lucille\nSelf, Esther\nSnodgrass, A. M.\nSpaid, Arthur B.\nTolbert, Mrs. Frances\nWestfall, J. A.\nWISCONSIN\nAdrian, Henry A.\nAhlstrom, Mabel\nAldrich, Mildred I.\nAlexander, A. S.\nAverell, Alfred P.\nBacon, Emma Helena\nBauer, Fred\nBeardsley, Mildred E.\nBenedict, Bernice E.\nBest, Augusta\nBirner, Jessie C.\nBleyer, Willard G.\nBradfield. Ruth M.\nBrooks, Mvra W.\nBurns, Nellie\nByrne, Isabel\nCarlisle, Harriet J.\nCarroll. Charles T.\nCase, Sarah\nChappelle, Jennie\nCollins, Joanna A.\nCotton, Lizzie F.\nCreutz, Lester R.\nCurtis, Edwin E.\nDahl. Mrs. A. H.\nDempsey, Irma\nDesmond. Anna Z.\nDevine, Mary Jane\nDhein, Ellen\nDohertv. Ellen\nDonnelly, Margaret\nDrake, Minnie Olds\nDresden, B. Mack\nDuft, Carl\nDuxbury, Mabel\nEckerman, C. J. E.\nEdler. Ravmond C.\nEdsall, Winifred\nEgan, Ella\nEllison. Mildred\nFlelstad, Mrs. P. J.\nFlvnn, Jerome\nFuller. Laura M.\nGa’land, Alice S.\nGeilfuss, Alma\n\nRecords\n\nand\n\nInformation\n\nGilboy, Mrs. Bert.\nGleason, Charles M.\nGlenn, Alice\nGraf, Nona\nHall, Isabelle Frey\nHarris, Mrs. E. A.\nHanson, Conrad\nHembrook, Mrs. F. H.\nHewitt, Izette S.\nHobart, Lillian\nHohle, Ole J.\nHodge, Maud W.\nHoefling, Pearl M.\nHolcomb, Ernest\nHubbard, Ira O.\nItzin, Lucy\nJacobsen, Eleanor M.\nJaekel, Mrs. Charles\nJames, Albion K.\nJamieson, Mrs. R. L.\nJermain, L. F.\nJohnson, Ella B.\nJorgensen, Myrtle\nJudson, Lucy J.\nKeatch, Harriet\nKellar, George M.\nKellar, Paul G. W.\nKellogg, Ada\nKe'ly, Neal E.\nKelly, Florence W.\nKennedy, Agnes\nKent, Ruth Stevens\nKlovstad, Marie\nLarsen, Alantser F.\nLauderdale, Clara M.\nLav, Nellie Malloy\nLeich, Frederick W.\nLeonard, Mary Louise\nLogan, Mrs. H. C.\nLynch, Mrs. John L.\nLyons, Mary McGovern\nLyons. Alice\nMcCaffrey, Joseph L.\nMcCormick, Margaret L.\nMcDonald, Rose\nMcIntosh, Alice\nMcKy, Mae Kerrigan\nMcLeod, Kathryn M.\nMcGregor, Alice\nMcNelly. Stephen S.\nMcGee, J. F.\nMarion, Agnes\nMathison, Alma Z.\nMontgomerv. Ella N.\nMoore, Lvdia\nMorev. Edith Viola\nNazum, John E.\nNelson, Bertha H.\nNorthway, Lois E.\nOldewelt, Clara\nOliver, Edith Helen\nOlson. Della Mae\nO’Sullivan, Eugenia\nParkinson, W. A.\nPaterson. Jennie C.\nPenchi, Rose\nPieters, Aleida\nPerisho, Ellwood C.\n\n887\n\nPerry, Charles F.\nPhillips, Amy Louise\nPhillipson, Paul H.\nPorter, Edna Lucille\nPrice, Winifred\nPottle, Dorothy\nRasmussen, Irene\nReichenbach, Carl\nReichardt, Hattie\nRickerman, Lenora\nRogers, George A.\nRussell, Jennie A.\nRutherford, Mary\nSchaffner, Ernest\nSchneider, Loretta G.\nSchuessler, Cathryn Ann\nSchultz, Louis M.\nSchultz, Mildred\nScott, Walter A.\nShattuck, Anna R.\nShattuck, Florence\nSippel, Marie\nSisson, Marietta\nSmall, M. H.\nSpear, Louella G.\nSpindler, Frank N.\nStanley, Milton\nStephenson, Marion\nStumbaugh, Edna McKee\nTate, Alda\nTate, F. A.\nTaylor, Mildred R.\nTeasdale, Howard\nTurner. Maria\nThiel, Harold\nTilson, Ida Elwell\nTorgerson, Walter\nTitus. Emma\nTutkin, Ida\nDecker, Frank E.\nDtendorfer, W. E.\nVanderhoof, Ellen H.\nVeeder. Grace Harris\nVoss, Edna J.\nWade. C. G.\nWalter, B. C.\nWarren, Annie Wyman\nWebster, Thomas\nWheeler, Lorraine\nWhitmore, L. W.\nWhitnall, Emma Rowe\nWinsey. W. F.\nWood, Lettie E.\nYeager, Tennie H.\nYoung, Efhe H.\nWYOMING\nClark, Edith K. O.\nDukes, J. Z.\nGilstrap, Mary Ruth\nMetcalf, Dorothy\nRouche, Kathryn\nRoyal, Eugene\nSaltzgaber, Anna\nSenevey, Bernice\nSmith. Hugh\nTempleton, Marie\n\nREPORT OF COMMITTEE ON RESOLUTIONS 1\nAMY H.\n\nHINRICHS,\n\nPRINCIPAL,\n\nAUDUBON\n\nORLEANS, LA.,\n\nSCHOOL,\n\n42 8\n\nBROADWAY,\n\nNEW\n\nChairman\n\nI. Teacher Tenure\nThe National Education Association reaffirms with emphasis its stand\nin full support of tenure of position for teachers as a means of insuring\n1 Adopted by Representative Assembly, July 2, 19.16.\n\n"}
{"page": 894, "printed_page": null, "text": "888\n\nNational Education Association\n\nto the children of the land the best possible instruction. The officers and the\nHoard of Directors, the Division of Research, and the editor of the Journal\nare instructed to make tenure a major project for the next year’s work\nof the National Education Association; the executive secretary is instructed\nto work with the Committee on Tenure, using all necessary services of the\nNational Education Association to support, assist, and initiate movements\nto secure tenure, to improve tenure laws, and to repel attacks on tenure. The\nBoard of Directors is instructed to appropriate the sum of ten thousand\ndollars when and as needed by the Committee on Tenure.\nII. Academic Freedom\nThe National Education Association reaffirms its position with refer¬\nence to freedom of teaching and full opportunity to present differing points\nof view on any and all controversial questions. It commends the work of\nthe Committee on Academic Freedom and recommends its continuance.\nIntellectual freedom is a public safeguard. It is the surest guarantee of\norderly change and progress. Suppression of such freedom inevitably leads\nto violent and reckless changes in the social order.\nAs concerns controversial issues, it is to be understood clearly that freedom\nof teaching implies presentation of facts on all sides, with interpretations.\nFreedom of teaching includes the right and duty of the teacher to participate\nin the determination of the objectives for teaching and freedom in the treat¬\nment of subjectmatter.\nThe Association reaffirms its condemnation of the passage of special loyalty\noath bills by state legislatures and will offer every possible assistance to\nprevent the passage of such bills, to secure the repeal of special loyalty oath\nlaws in states where they already exist, and to oppose the activities of special\ngroups promoting such legislation.\nTeachers must not be intimidated by administrators, boards of education,\nor pressure groups thru fear of loss of position, reduction of salary, loss of\nopportunities for advancement, or deprivation of their usual assignments,\nresponsibilities, and authority.\nThe Association demands prompt and thoro investigation by the Commit¬\ntee on Academic Freedom of cases in which teachers have been intimidated\nor discharged for their efforts to teach the truth.\n\nIII. The District of Columbia Appropriation Rider\nThe National Education Association believes that great danger to the\nfundamental principles of democracy comes thru any attempt to suppress\nfreedom of speech, teaching, inquiry, or discussion. It opposes and condemns\nthe enactment of such legislation, national, state, or local, as has for its\ndirect or implied purpose the abrogation of such civil liberties. It therefore\nurges on the Congress of the United States early repeal of the Rider attached\nto the Appropriation Bill of the District of Columbia, passed in June 1935,\nwhich limits freedom of teaching in the District of Columbia.\n\n"}
{"page": 895, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n889\n\nIV. Opposition to War\nThe National Education Association definitely opposes war as a method\nof settling international disputes and reaffirms its opposition to compulsory\nmilitary training in the public schools, in colleges, and in universities. The\nAssociation further urges that when military training is included in the\ncurriculum it be under the direction and administration of regular school\nauthorities.\nThe Representative Assembly recommends the appointment of a National\nEducation Association Peace Committee to devise ways and means of making\nthis resolution effective thru education.\nV. Inter-American Conference\nThe National Education Association expresses its approval of the InterAmerican Conference for the Maintenance of Peace in the Western Hemi¬\nsphere, which will meet in its extraordinary session in Buenos Aires in the\nfall.\nVI. Youth Division in the United States Office of Education\nData available from the United States Office of Education and from\nthe United States census indicate that there are now millions of youth who\nare out of school and unemployed. The problem of transfer from schools\nto productive employment is a permanent one. The Association recom¬\nmends the establishment by act of Congress of a permanent division for\nyouth education and guidance in the United States Office of Education.\nMajor purposes for the proposed division would be:\n1. To coordinate into a single division the various agencies of the government\nintended to aid youth educationally.\n2. To make studies to determine the employment needs of youth and the conditions\nof employed youth in industry.\n3. To serve as a clearing-house for information affecting problems of youth.\n4. To stimulate communities to make more effective provision for youth.\n5. To provide effective guidance\nqualify for employment.\n\nand vocational education to enable youth to\n\n6. To provide adequate financial aid for all needy youth to continue education\nuntil gainfully employed.\n\nAs a basis for the establishment of this division, the Association recom¬\nmends an immediate survey by the Office of Education to show the present\nstatus and the needs of 5muth in making adjustments to adult citizenship and\nemployment, and also of the facilities provided by communities and avail¬\nable to youth in making the transition from school to employment.\nVII. Restoration of Educational Programs\nThe National Education Association urges complete restoration of full\neducational programs in those states that have suffered serious curtailment.\nVIII. Federal Aid for Education\nThe National Education Association reaffirms with emphasis its endorse¬\nment of the principle of federal aid for education. The Association urges\nupon the Congress of the United States early passage at the next session\n\n"}
{"page": 896, "printed_page": null, "text": "National Education Association\n\n890\n\nof such legislation as' is embodied in Senate Bill 4793 introduced in the\nsecond session of the 74th Congress, entitled “A Bill to promote the gen¬\neral welfare thru the appropriation of funds to assist the states and terri¬\ntories in providing more effective programs of public education.”\nIX. Special Committees\nCommittee on Amending Charter—The National Education Associa¬\ntion commends the efforts of the Committee'on Amending Charter and\nhereby directs the continuance of the committee and authorizes it to take\nimmediate steps to secure necessary federal legislation for the simplified\ncharter.\nCommittee of Seven on Reorganization of the NEA—The National\nEducation Association commends the work of the Committee of Seven on\nReorganization and hereby directs the continuance of this committee.\n» X. Independence of Educational Administrative Organization\nThe Association reaffirms its position with reference to the necessity for\nindependence of education in the administrative organization of the federal,\nstate, and local governments. It herewith registers its opposition to the\nadministrative merging of education with functions generally classified as\nwelfare services. The Association commends such welfare services, but\nbelieves that education and welfare work are distinct functions and should\nbe independently administered.\nXI. Use of New Radio Facilities\nThe Federal Communications Commission has held hearings as a basis\nfor allocations of short wave radio frequencies. These additional radio chan¬\nnels will be of great usefulness in the service of education. The National\nEducation Association strongly urges the Federal Communications Com¬\nmission to reserve suitable and ample bands of these unallocated natural\nresources for the exclusive use of organized non-profit educational agencies.\nThe Association urges that educators seek to develop suitable technics and\nprograms for utilization of these new facilities.\nXII. Appreciation\nThe National Education’ Association expresses its appreciation of the\nhospitality and courtesy of the city of Portland thru its city school system,\nChamber of Commerce, and other civic organizations. The Association also\ntenders appreciation to the press, to the National Broadcasting Company,\nto the Columbia Broadcasting System, and to all who contributed to the\nsuccess and pleasure of this convention.\n\nPlatform of the National Education Association\nThe\n\nNational\n\nEducation Association\n\nbelieves\n\nthat\n\neducation\n\nis\n\nthe\n\ninalienable right of every American; that it is essential to our society for\nthe promotion and preservation of democratic ideals. Therefore, the Asso-\n\n"}
{"page": 897, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n891\n\nInformation\n\nciation declares its convictions and challenges its members to leadership in\nattaining the objectives of this covenant:\nI. The Child\nEvery child, regardless of race, belief, economic status, residence, or\nphysical handicap, should have the opportunity for fullest development in\nmental, moral, and physical health, and in the attitudes, knowledge, and\nskills that are essential for individual happiness and effective citizenship\nin a democracy. As means to this end, the Association advocates:\nA. Enriched curriculums that prepare the child for his cultural, vocational, recrea¬\ntional, and civic responsibilities and that take into account the interests, needs, and\nabilities of individuals.\nB. Socially desirable environment that will give a background of more fertile\nexperience. The radio and motion pictures are of such momentous force in the life\nof the child that every effort should be exerted to continue the recent improvement\nof motion pictures and radio programs.\nC. Healthy minds and bodies that will strengthen the effectiveness of individuals\nas citizens.\n1. The school should fight the evils of malnutrition, physical ailments, and\nlack of physical comforts by securing adequate food, clothing, and medical care\nthru coordinated efforts of local, state, and federal agencies for the children\nwho are in need.\n2. The Child Labor Amendment should be ratified.\n3. Complete and scientific instruction regarding the effects\n\nof\n\nalcohol\n\nand\n\nnarcotics upon the human body and upon society should be given in the school.\nD. The right to unfettered teaching, which will aid the child to adjust himself to\nhis environment and to changing social conditions thru the development of habits\nof sound thinking. The fundamental principles of American democracy, which\nshould be taught, demand that students be informed concerning controversial issues.\nE. Systematic programs of vocational and educational guidance, in charge of\ncompetent persons especially equipped for the work.\nF. Recreational programs that lead toward constructive use of leisure time.\n\nII. The Teacher\nTeachers, regardless of position or title, are professional workers in a\ncommon cause and, as such, have certain responsibilities and rights. The\ninterests of the child and of the profession require:\nA. Teachers of sound character and good health who have been effectively trained\nfor the service which they are to perform. Their preparation should be rich in cul¬\ntural, professional, and subjectmatter content, and adapted to the demands of actual\nservice.\nB. Teachers who have the professional attitude in regard to self-improvement.\n1. Those in service should be students of professional problems, seeking in\nevery way to develop better educational practises.\n2. Principles of conduct set forth in the Code of Ethics adopted by the Asso¬\nciation should be observed. (See the March 1935 Journal, p. 90.)\n3. Teachers should have membership in local, state, and national education\nassociations.\nC. Teachers who are guaranteed the constitutional rights of freedom of speech,\npress, and assembly.\n1. The teacher’s conduct outside the school should be subject only to such\ncontrols as those to which other responsible citizens are subjected.\n\n"}
{"page": 898, "printed_page": null, "text": "National Education Association\n\n892\n\n2. Teachers should have the privilege of presenting all points of view without\ndanger of reprisal\n\nby school\n\nadministrations or\n\nby pressure groups in the\n\ncommunity.\n3. They should have the right to organize, and to support organizations that\nthey consider to be in their own and in the public interest. Likewise, they should\nhave\n\nthe\n\nright\n\nto\n\nparticipation\n\nin\n\ndetermining\n\nschool\n\npolicies\n\nand\n\nschool\n\nmanagement.\nD. Teachers who are protected, in case of disability or old age, by means of\nretirement plans.\nE. Teachers who are protected from discharge for political, religious, personal,\nor other unjust reasons by effective tenure laws.\n\nIII. The Adult\nT he adult furnishes to society leadership and vision; therefore, it is\nessential that he be schooled in the fundamentals of education, be made\nresponsive to the demands upon him as a citizen, and be enabled to give\nguidance to youth. The Association advocates concerted local, state, and\nnational efforts to attain these ends thru:\nA. Adult\n\neducation\n\nthat\n\nenriches\n\nthe\n\ncultural\n\naspects\n\nof\n\nlife,\n\nprepares\n\nfor\n\nparenthood, provides opportunity to develop personal talents, improves or retrains\nfor greater efficiency, remedies\nresponsibilities of social life.\n1. The\n\nexistence\n\nof\n\ndeficiencies\n\nilliteracy\n\nin\n\nchallenge to laymen and teachers.\n\nin\n\nthe\n\neducation,\n\nUnited\n\nStates\n\nand\n\nemphasizes\n\npresents\n\nan\n\nthe\n\ninsistent\n\n.\n\n2. The minimum requirements for naturalization should include the ability\nto read and to write the English language understandingly; a general knowl¬\nedge of local, state, and national government; the desire to exercise the right\nof suffrage; and evidence of mental and economic competency. Provision should\nbe made to receive all persons into citizenship with suitable ceremony.\nB. Recreational programs that will give instruction in the use of leisure time.\n\nIV. Administration\nA combination of national, state, and local support of public schools is\nnecessary to provide adequate educational opportunities in all sections of the\nvarious states. For maximum effectiveness the Association believes that:\nA. The national government should study, stimulate, and support education in\nthe interest of a high type of citizenship.\n1. The federal government should give financial assistance to the states for\nthe support of education, and disseminate authentic information on problems\nof education.\n2. A Department of Education with a Secretary in the President’s Cabinet\nshould be established.\n3. Until\nOffice\n\nof\n\nCongress establishes this\nEducation\n\nshould\n\nbe\n\nDepartment,\n\naugmented\n\nto\n\nfunds appropriated to\n\nmake\n\nits\n\nefforts\n\nthe\n\nincreasingly\n\neffective.\nB. The state government should organize, direct, and support education within\nthe state.\n1. The state department of education in each state should:\na. Thru experimentation\n\nand leadership,\n\nstimulate local communities to\n\nprovide adequate programs of education.\nb. Provide and administer a system of certification of teachers based upon\nprofessional standards. The\nyears of college preparation.\n\nAssociation\n\nrecommends\n\na\n\nminimum\n\nof four\n\n"}
{"page": 899, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n893\n\nInformation\n\nc. Certify as to the adequacy of local programs of education in meeting\nstate standards.\n2. Each state should provide for the support from public funds of a system\nof free\n\nschools,\n\nbeginning with\n\nthe\n\nnursery school and\n\nextending thru\n\nthe\n\nuniversity, including adult education, with a full school day, a full school year,\nand class enrolments not to exceed thirty, with provision for special attention to\ngroups of exceptional children.\na. Schools\n\nfor children\n\nin\n\nrural\n\ncommunities\n\nshould\n\nbe\n\nrecognized\n\nas\n\nessential parts of the public school system.\nb. Gifted, exceptional, and handicapped children should receive instruc¬\ntion, guidance, and special care in accordance with their respective needs.\nc. Every state should provide a complete program of vocational education\nfor youths and adults.\n(1) Classes should be organized and maintained as integral parts of\nlocal school systems.\n(2) Part-time and evening classes should be provided when necessary.\n3. Every state should provide for the training of teachers, and should establish\nstandards of qualification.\nC. The local district should organize and administer its school system in con¬\nformity with the standards set by the state.\n1. The local, district, and state boards of control\n\nshould be chosen on\n\na\n\nnon-partisan basis, selected at large from the areas that the board is to serve.\nTerms of office should be such that a majority of the board will not come into\npower at any one time.\na. Lay boards should be guided by the recommendations of professional\neducators.\nb. The selection and promotion of teachers should be on\nbasis.\n\na professional\n\n(1) Teachers of equivalent training and experience should receive equal\npay, regardless of sex.\n(2) Teachers should not be discriminated against because of race, color,\nbelief, residence, or economic or marital status.\n2. The local unit of school control should be large enough to justify the\nemployment of men and women with special training in educational leader¬\nship for administration and supervision.\n3. School budgets should be prepared by the school superintendent and his\nstaff and approved by the board of education.\n\nV. Finance\nA complete program of education requires liberal support from public\nrevenues. In order to make this program possible, the Association advocates:\nA. A coordination of local, state, and national units of taxation.\n1. Whenever local districts are unable to finance this program, state and\nfederal funds should be available in order to equalize educational opportunity\nwithin the state.\n2. Federal funds should be provided with the understanding that the expend¬\niture of such funds and the shaping of educational policies shall be matters\nof state and local control.\n3. Special federal funds should be made available without federal dictation\nto prevent the interruption of education in areas devastated by widespread\ndisasters.\n\n"}
{"page": 900, "printed_page": null, "text": "894\n\nNational Education Association\n\nB. Research in public finance to discover and disseminate facts concerning the\nbest sources for revenues.\n\nVI. Relationships\n\nEducation should prepare each generation to meet the social, economic,\nand political problems of an ever-changing world. All activities of the school\nshould contribute to the habits and attitudes that manifest themselves in\nintegrity in private and public life, law observance, and intelligent partici¬\npation in civic affairs and world citizenship. To establish thru education\ncloser relationship of people, the Association advocates:\nA. Programs to interpret to the community the aims, practises, and achievements\nof the schools.\nB. National movements among parents and teachers to safeguard the welfare\nof children\n\nand to bring the\n\nschool, the\n\nhome,\n\nand the\n\ncommunity\n\ninto closer\n\ncooperation.\nC. World education associations that will encourage systematic interchange of\nprofessional knowledge, visits, and conferences.\nD. Teaching children the truth\nand\n\nin\n\nmaterial\n\nwealth;\n\nthe\n\nabout war, its costs in human life and ideals\n\nvalues\n\nof\n\npeace;\n\nand\n\nthe\n\nneed\n\nof\n\ninternational\n\ncooperation by such means as courts of arbitration.\nE. The teaching of history in such a manner that, while at all times presenting\naccurate statements of fact, it will emphasize the virtues and the achievements of\nall nations and increase international goodwill.\n\nREPORT OF COMMITTEE ON RETIREMENT\nALLOWANCES 1\nM.\n\nEMMA\n\nBROOKES,\n\nMILES-CRANWOOD\n\nSCHOOLS,\n\nCLEVELAND,\n\nOHIO,\n\nChairman\nYour chairman has but a brief report to offer at this time but would like\nto submit some observations whereby more effective help can be given.\nThe present size of the Committee is too large and too widely scattered\nto accomplish anything worthwhile. A committee consisting of from three\nto five should meet occasionally and do intensive work together with a\ngroup from the National Council of Teachers’ Retirement Systems.\nThis is a most opportune time to promote and enact retirement systems,\nfor the country is pension-minded at present evidenced by old age pension\nlaws, the Townsend Plan, social security acts, and also the activity of\ninsurance companies to sell annuities! At such time of great public interest\nthere is danger of retirement systems being constructed by well-meaning\nbut poorly prepared people. However well meaning, the planning of a sys¬\ntem must be kept in the hands of experts.\nThere are two underlying principles in every good retirement system;\nfirst, it must be financially and actuarially sound, and, second, it must be\nsufficiently generous to encourage teachers to retire voluntarily.\nThe National Council of Teachers’ Retirement Systems is a body of\nexperts, the N. E. A. Committee is not one of experts, and the duplication\nof effort is wasteful.\n1 In the absence of Miss Brookes, the report of the Committee on, Retirement Allowances was\nread by Charles S. Gibson, president of the National Council of Teachers’ Retirement Systems.\n\n"}
{"page": 901, "printed_page": null, "text": "895\n\nAssociational Records and Information\n\nIn the platform of the N. E. A. there appears this statement,\n\n\"To\n\npromote efficiency in public education, every state should adopt a sound\nplan for the retirement of aged and disabled teachers.\nAt the St. Louis meeting the National Council voted to appoint a com¬\nmittee to act with a similar committee from the N. E. A. to bring if pos¬\nsible an amalgamation of the two groups to the end that more effective\nwork might be done in helping those states that are endeavoring to form\nsubstantial retirement systems.\nThese committees have been working together in perfect harmony and\nafter discussions and conferences it is our opinion that the National Coun¬\ncil of Teachers’ Retirement Systems should immediately. become a de¬\npartment of the N. E. A. under .the title “Department of Teacher Retire¬\nment of the N. E. A.” The purpose of such consolidation is to unify the\nefforts of those interested in teacher retirement.\nMr. Gibson, president of the National Council, reports, as follows:\nWhile the Council can go on as heretofore discussing its technical problems, and\nhelping states and committees as occasion arises, having its own officers, main¬\ntaining its own treasury, publishing its own reports, etc., if incorporated its bene¬\nfits would be greatly extended by the fact that its proceedings would be included\nin the publications of the N. E. A. and its program printed in the general pro¬\ngram. Moreover it can render more help to the N. E. A. than it can possibly receive.\nIt can produce, almost at a moment’s notice, correct and effective information in\nregard to retirement systems generally. It can advise those who wish to promote\nretirement systems not only as to the proper form that experience has shown a\nstatute should take but as to the manner in which it should be presented;\n\nthe\n\nstrategy to be used with legislative bodies which has been successful in the past;\nthe matter of presenting a case to the teaching body to secure vigorous support;\nand a multitude of pitfalls to avoid. These matters will not be supplied out of\ntheory but out of experience, not by people who are perfunctory members of a\ncommittee but by experienced experts who are in daily contact with the problem\nof teacher retirement and who are doing successful jobs in that line. Moreover\nit will not need to make any call upon the Association for financial support at the\npresent time. It can pay its own way.\nBecause of the state of the public mind and the statements submitted here, the\nN. E. A. should immediately assume a decided leadership in the matter of teachers’\nretirement pensions. It is more important than tenure. If pensions precede tenure\nthey help to\nhinder the\n\nestablish\n\ntenure later. If tenure\n\ndevelopment of the\n\nprecedes the\n\nretirement system.\n\npension,\n\nEvery new,\n\nit tends to\n\nsound,\n\nwell-con¬\n\nstructed and wisely administered retirement system helps to strengthen the posi¬\ntion of those good systems now in existence. Every poor or inadequate\n\nsystem\n\nhereafter established will tend to weaken the whole structure. The time is op¬\nportune. The issue is vital. There is need for concentrated and cooperative effort.\nThe National Council has always insisted upon maintaining its own organiza¬\ntion and electing its own officers. With hardly an exception, every member is or\nhas been a teacher. Those who are not now teaching are people who have been\npromoted to their present positions from the ranks of the profession. They are\neducational experts doing a special type of educational work, just as definite and\nperhaps more specialized than that of any other department of the N. E. A. It\nwould be a group small in numbers, it is true, but a group of highly trained, long\nexperienced, deeply devoted, professionally-minded teachers whose special service\nto the profession can be of such importance as to be worthy of every consideration.\n\n"}
{"page": 902, "printed_page": null, "text": "896\n\nNational Education Association\n\nREPORT OF COMMITTEE OF SEVEN ON REORGANIZA¬\nTION OF THE NATIONAL EDUCATION\nASSOCIATION*1\nE.\n\nE. OBERHOLTZER,\n\nSUPERINTENDENT OF\n\nSCHOOLS,\n\nHOUSTON,\n\nTEXAS,\n\nChairman\n\n'Ehe Committee of Seven on Reorganization of the National Educa¬\ntion Association was authorized by the Representative Assembly, 1934, and\ncontinued by the Representative Assembly, 1935. Members of the Com¬\nmittee are: Cornelia S. Adair, 3208 Hawthorne Street, Richmond, Virginia,\nsecretary; Daisy Lord, 1027 West Main Street, Waterbury, Connecticut;\nBirdine Merrill, Shattuck School, Portland, Oregon; Robert C. Moore,\nIllinois State Teachers Association, Carlinville, Illinois; Reuben T. Shaw,\nhead of the science department, Northeast High School, Philadelphia, Penn¬\nsylvania; W. S. Taylor, dean, School of Education, University of Ken¬\ntucky, Lexington, Kentucky; and E. E. Oberholtzer, superintendent of\nschools, Houston, Texas, chairman.\nIntroduction\nIn considering charter and bylaw amendments, it is important to note the\nfollowing brief history of the Association to date.\nThe Association was originally organized under a constitution and bylaws.\nIn 1886 it was incorporated under the laws of the District of Columbia. In\n1906 it was incorporated under a special act of Congress, referred to com¬\nmonly as the charter of the Association. In 1920 an amendment to the charter\nwas secured by another act of Congress. This amendment provided for a\nRepresentative Assembly.\nA more detailed examination of the history of the Association will show\nthat a general reorganization has taken place after the lapse of a period of\nabout sixteen years. It is not surprising, therefore, to find a strong movement\nunder way at the present time for a reorganization of the Association. The\ncharter of the National Education Association contains many restrictive\nprovisions that are not common to other national charters.\nThese restrictive provisions cannot be changed by the Association. They\ncan only be changed by another act of Congress.\nThe Committee on Reorganization has found it impossible to bring about\ncertain of these plans for reorganization without further amendment to the\ncharter. The Committee on Amending the Charter has cooperated with the\nCommittee on Reorganization in preparing recommendations for changes in\nthe charter. Both committees believe that the charter should be simplified\nas much as possible in order to avoid the necessity of a return to Congress\nfor future amendments.\nThe two committees joined in presenting proposals for the consideration\nof the Representative Assembly at Denver. It appeared that the action taken\nat the Denver convention was not interpreted in the same way. Opinions\n1 See Minutes of Representative Assembly for action taken.\n\n"}
{"page": 903, "printed_page": null, "text": "Associational Records and Information\n\n897\n\ndiffered as to the intent of that Representative Assembly. It was agreed\nthat the amendments to the charter should not be urged before Congress\nuntil the matter of amendment has been given further consideration at the\nPortland meeting.\nIn examining the proposed changes, please note the use of the following\nindicated markings: Brackets [ ] indicate portions to be stricken out;\nitalics indicate portions to be added ; parentheses ( ) indicate explanatory\nnotes which are a part of the report and not a part of the charter or bylaws.\n\nChapter I\n\nCharter Amendments\nThe Committee on Reorganization at its meeting in Washington on\nMay 18, 19, and 20, 1936, reviewed in detail the proposals in Chapter VI\nin the report of the Committee on Amending the Charter. For the most part\nthe proposals are the same as those which were presented for both committees\nat Denver. Certain slight modifications have been made in the wording of\nsome of the proposals. Certain modifications have been made in Other pro¬\nposals to place them in line with the development of thought at the Denver\nconvention and at the St. Louis convention. The following resolutions were\nunanimously adopted:\nThe Committee on Reorganization endorses the recommendation of the Committee\non Amending the Charter as set forth in Chapter VI of the report of that Committee.\nThe Committee reaffirms the recommendation it formerly made as expressed in the\nsecond and third paragraphs of Section 2 of Chapter IV of the printed report of the\nCommittee on Amending the Charter.\n\nThe Committee on Reorganization finds that it is a prerequisite to have\nmany of the proposed amendments to the charter made official by act of\nCongress before it can complete plans of reorganization which it believes\nare desirable for the Association. The Committee on Reorganization there¬\nfore recommends that the Representative Assembly approve the recom¬\nmendations of the Committee on Amending the Charter.\n\nChapter II\n\nUnanimous Consent Material\nThe Committee believes that the amendments presented in this chapter\nwill meet with general approval and has grouped them together with the\nhope that they will be adopted by unanimous consent. In case unanimous\nconsent is not given it is the understanding of the Committee that the pro¬\nposed amendment will be placed upon the printed ballot in the classification\nappropriate to it as set forth in the outline of the chapters of this report. The\nmaterial for this chapter logically divides itself into three subheadings:\nA. Amendments as proposed at Denver or earlier\nB. Amendments as proposed in the May Journal\nC. Amendments as proposed in this report.\n\n"}
{"page": 904, "printed_page": null, "text": "898\nA.\n\nNational Education Association\n\nAmendments as Proposed at Denver or Earlier\n\nA-l. Printed ballots for amendments to bylaws\nThe Committee, therefore, recommends the adoption of Section 2 of\nArticle X as follows:\nSec. 2. In all voting on amendments printed ballots shall be used except where\n\nunanimous consent is given by the Representative Assembly.\n\nA-2. Amending bylaws by two-thirds vote and printing in May Journal\nThe Committee recommends that the provision presented to the Denver\nconvention by Reuben T. Shaw of Pennsylvania be approved, namely to\namend Article X, Section 1, of the bylaws by the addition of the following:\nProvided that these bylaws may be amended at the annual meeting of the Represen¬\ntative Assembly in 1936 by a two-thirds vote if such amendment has been printed in\nthe May Journal of the National Education Association.\n\nA-3. Amending bylaws at 1936 Representative Assembly by two-thirds vote\nwithout previous notice\nThe Committee recommends that the provision presented to the Denver\nconvention by M. E. Hurst of Oklahoma be approved, namely to amend\nArticle X, Section 1, of the bylaws by the addition of the following:\nProvided, however, that these bylaws may be amended at the annual meeting of\nthe Representative Assembly in 1936 by a two-thirds vote, without previous notice.\n\nA-4. Qualifications of trustees\nThe Committee is of the opinion that the bylaws should set forth specific\nqualifications for trustees. The Committee, therefore, recommends that\nArticle III, Section 4 (b), be further amended as indicated by the following:\nSec. 4 (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 for\nthe term of four years. All vacancies occurring in said Board of Trustees, whether by\nresignation or otherwise, shall be filled by the Board of Directors for the unexpired\nterm; and the absence of a trustee from two successive annual meetings of the Board\nshall forfeit his membership. Only members who have the qualifications required for\n\ndirectors may be elected trustees.\n\nA-5. Qualifications of directors\nAny person to qualify to serve as director, shall have been an active member with\ndues paid in the National Education Asstfeiation and in the state or district or terri¬\ntory and local association, if organized, for a five year period immediately preceding\nthe election. Only delegates who are active members of the National Education\nAssociation and whose dues have been paid in the state or district or territory and\nlocal association, if organized, respectively, shall have the right to vote for such\ndirectors. On the fourth day ... (to the end of Sec. 2 of the old bylaws. Article II).\n\nB.\n\nAmendments as Proposed in the May Journal\n\nB-l. Further qualifications of trustees\nThe Committee recommends that the following addition be made to\nSection 4 (b) of Article III:\nNo member of the Board of Trustees shall be eligible to succeed himself after two\nconsecutive terms—S years.\n\n"}
{"page": 905, "printed_page": null, "text": "Associational Records and Information\n\n899\n\nC. Amendments as Proposed in This Report\n\nC-l. Reference of resolutions\nThe Committee recommends that Article VI, Section 3, first sentence, be\namended to read as follows:\nSec. 3. The Committee on Resolutions shall report at the annual business meeting\nof the Representative Assembly, and except by unanimous consent, or by a two-thirds\nvote of the delegates present, all resolutions shall be referred to said committee with¬\nout discussion.\n\nC-2. Proposed addition of Article XI to the bylaws, entitled “Permanent\nFund”\nARTICLE XI. PERMANENT FUND\n\nSection 1. The invested fund now known as the “Permanent Fund of the National\nEducation Association,” when transferred to the corporation hereby created, shall be\nheld by such corporation as a P crmane?it Fund.\nSec. 2. The Permanent Fund shall be in charge of the Board of Trustees, who shall\nProvide for the safekeeping and investment of such fund, and of all other funds which\nthe corporation may receive by donation, bequest, or devise. (Article III, Section\n6 (b), first sentence.)\nSec. 3. No part of the principal of such Permanent Fund or its accretions shall be\nexpended, except by a two-thirds vote of the Representative Assembly upon the\nrecommendation of the Board of Trustees, after such recommendation has been\napproved by vote of the Board of Directors and after printed notice of the proposed\nexpenditure has been jnailed to all active members of the Association, a?id after all\nother requirements of the bylaws and the Act of Incorporation have been fw1 filled.\nSec. 4. The income of the Permanent Fund shall be used only to meet the cost of\nmaintaining the organization of the A ssociation and of publishing its annual volume\nof “Proceedings,” unless the terms of the donation, bequest, or devise shall otherwise\nspecify, or the Board of Directors shall otherwise order.\n\nC-3. Selection of Chairmen of Committees\nThe Committee recommends that the following section be added to Article\nVI, Section 8:\nSec. 8. In all committees, boards, or councils in which the entire personnel is named\nthat year by the president, the president shall appoint the Chairmen. In all other\ncases, the committee, board, or council shall elect its own Chairman.\n\nC-4. Publishing Committee\nRobert's Rules of Order Revised contains the following suggestion (page\n\n296) :\nIf the proceedings of a convention are usually published, a Publishing Committee\nshould be appointed, which should have the power to edit the proceedings.\n\nWhen the Representative Assembly was first formed the minutes were\ngreatly condensed before they were published. In more recent years a certain\namount of editing has been done by the Secretary’s Office. Representatives\nof your Committee conferred with the executive secretary and found that\nthe problem was a serious one. The Committee therefore recommends the\naddition of another section to Article VI to read as follows:\nThere shall be a Publishing Committee consisting of five members elected by the\nRepresentative Assembly by the method known as the Hare System of Proportional\n\n"}
{"page": 906, "printed_page": null, "text": "National Education Association\n\n900\n\nRepresentation. Nomination shall he made by petition signed by 10 delegates and\npresented to the Executive Secretary on the second day of the annual meeting.\nThe election in 1936 shall be held on fVednesday, by printed ballot. Provision shall\nbe made by the Rules Committee for the nomination and election in 1937 to be held\non the first day upon which the Representative Assembly meets.\nThis Committee shall be responsible for editing and preparing that portion of the\nminutes of the Representative Assembly which shall be published in the printed\nproceedings. (The Committee recommends that at least five copies of the stenographic\nreport covering every detail of the transactions of the Representative Assembly shall\nbe prepared and kept available at the Secretary’s Office for the information of\nmembers, officers, and committees.)\n<\n\nChapter III\n\nThe amendments to the bylaws set forth in this chapter may become\neffective if approved by a two-thirds vote because they were presented at\nDenver or earlier.\nA-l. Printed ballots for amendments to bylaws\nThe Committee recommends the adoption of the amendment to Article X,\nSection 2, providing for the use of printed ballots in connection with the\nvote upon proposed amendments to the bylaws. The amendment is specifi¬\ncally set forth in Chapter II of this report in the division marked A-l.\nA-2. Amendment to method of amending insofar as proposals printed in\nthe May Journal are concerned\nThe Committee recommends the adoption of the amendment proposed at\nDenver and set forth in Chapter II, under the heading A-2.\nA-3. Amendment to method of amending insofar as the meeting of 1936\nis concerned\nThe Committee recommends the appproval of the amendment presented\nby M. E. Hurst, of Oklahoma, and set forth in Chapter II, A-3.\nA-4. Qualifications of trustees\nThe amendment is indicated in the following:\nAt the first meeting of the Board of Directors held during the annual meeting of\nthe Association at which they were elected they shall elect one trustee for the term\nof four years. All vacancies occurring in said Board of Trustees, whether by resigna¬\ntion or otherwise, shall be filled by the Board of Directors for the unexpired term;\nand the absence of a trustee from two successive annual meetings of the Board shall\nforfeit his membership. Only members who have the qualifications required for direc¬\n\ntors may be elected trustees.\n\nA-5. Nominating committee\nThe Committee on Reorganization by majority vote recommends that\nthe Association return to the nominating committee consisting of one repre¬\nsentative from each state. This proposal is set forth in Chapter IV of this\nreport.\nChapter IV\nThe proposed amendments to the bylaws as set forth in this chapter may\nbe adopted by a two-thirds vote at Portland, provided the Representative\n\n"}
{"page": 907, "printed_page": null, "text": "Associational Records and Information\n\n901\n\nAssembly at Portland approves also of the amendments set forth in Chap¬\nter II, Sections A-l, A-2, and A-3.\nA.\n\nQualifications of delegates\n\nThe Committee recommends that Article II, Section 8, be amended to\nread as indicated by the following:\n(a) [Only active members of the National Education Association shall be eligible\nto be delegates to the Representative Assembly, and to vote in the election of delegates\nin a State or Local Affiliated Association.] To be eligible to the election as delegates\nto the Representative Assembly, the person elected must have been for two years\nimmediately preceding the election an active member of the National Education\nAssociation and a member of a State, District, or Territorial Association; and if the\ndelegate is to represent a Local Affiliated Association, then two years’ membership in\nsuch Local A ssociation immediately preceding the election shall be added to the\nabove-named qualifications. Provided that the two years’ restrictions shall not apply\nto newly-organized Local Associations.\n(b) An active member shall be permitted to vote for the election of delegates in\nbut one affiliated [Local] Association.\n(c) For determining the apportionment of delegates, an active member may be\ncounted in [two] one Affiliated Association [s], and no more; [and that one of these\nshall be the State Association],\nB.\n\nFurther qualifications of trustees\n\nAs set forth in the May Journal, the Committee recommends that the\nfollowing addition be made to Section 4 (b) of Article III: “No member\nof the Board of Trustees shall be eligible to succeed himself after two con¬\nsecutive terms—eight years.”\nC.\n\nAddition of Article XI to the bylaws\n\nThe Committee recommends the adoption of a separate article in the\nbylaws which shall include all the provisions and regulations in reference to\nthe Permanent Fund. The proposed amendment is set forth in detail in\nChapter II of this report.\nD.\n\nSelection of chairmen of committees\n\nThe Committee recommends the addition of a section to Article VI, pro¬\nviding for the method of selection of chairmen of committees. This proposed\nsection is set forth in detail in Chapter II, Section C-3, of this report.\nE.\n\nChanges in affiliation fees\n\nThe Committee recommends that the affiliation fee be made the same for\nLocal and State Associations. It further recommends that this fee be $10 per\nassociation. More specifically, it recommends that the following changes be\nmade in the present bylaws:\n(1) Change in fees for Affiliated State Associations\nThe Committee recommends that the third sentence of Article II, Section\n3, be amended to read as indicated in the following: The annual dues of an\n\n"}
{"page": 908, "printed_page": null, "text": "National Education Association\n\n902\n\nAffiliated State Association shall be $10 | for each delegate to which said\nstate shall he entitled, with a maximum of $100 ].\n(2) Change in fees for Affiliated Local Associations\nThe Committee recommends that the third sentence of Article 11, Section\n4, be amended to read as indicated in the following: The annual dues of an\nAffiliated Local Association shall be $10 [$5] which shall\n\nentitle said\n\nAssociation. . . .\nF.\n\nReference of Resolutions\n\nThe Committee recommends a change in the requirements set forth in\nArticle VI, Section 3, which provides that resolutions must be referred to the\nCommittee on Resolutions except by unanimous consent. The Committee is\nof the opinion that a two-thirds vote of the delegates present ought to be\nsufficient to authorize the immediate consideration of any resolution pro¬\nposed. The Committee, therefore, recommends that Article VI, Section 3,\nbe amended as specifically set forth in Chapter II, Section C-l, of this report.\nG.\n\nNominating committee\n\nBy majority vote, the Committee on Reorganization recommends that\nthe Association return to the old plan of a nominating committee. More\nspecifically, therefore, the Committee recommends that Article II, Section 2,\nbe amended to read as follows:\nSec. 2. At the first business meeting of the Representative Assembly on the second\nday of the annual meeting of the Association, nominations for the following officers\nshall be made: President, Vicepresidents, and Treasurer. The nominating committee\nshall submit its report and immediately thereafter opportunity shall be given for\nnominations to be made from the floor. [Candidates for said offices shall be nominated\nfrom the floor upon roll call of the states.] On the first day of the annual meeting of\nthe Association the delegates of each state, territory, and district of the United States\nshall nominate one person for member of the Board of Directors and the name of\nsuch person shall be reported to the Representative Assembly at the first business\nmeeting [upon roll call of the states]. Any person to qualify to serve as Director shall\nhave been an active member with dues paid in the National Education Association\nand in a State, or District, or Territory, and a Local Association, if organized, for a\nfive-year period immediately preceding the election. Only delegates who are active\nmembers of the National Education Association and whose dues have been paid in a\nState, or District, or Territory, and a Local Association, if organized, respectively,\nshall have the right to vote for such directors. On the fourth day of the annual meet¬\ning officers shall be elected from the candidates by the delegates to the Representative\nAssembly by ballot. Said ballots shall be printed and shall contain the names of all\nnominees as provided above. Polls for voting shall be open from 8 a. m. to 6 p. m., at\nsuch place or places as the President of the Association shall designate. The candi¬\ndates for President, Treasurer, member of Board\n\nof Directors from each\n\nState,\n\nTerritory, or District, respectively, and the eleven candidates for the office of Vicepresident receiving the\n\nhighest number of votes shall be\n\ndeclared elected. The\n\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 annual business session of the Representative Assembly. The officers\nthus chosen shall continue in office until the close of the annual meeting subsequent to\ntheir election, and until their successors are chosen, except as herein provided. The\n\n"}
{"page": 909, "printed_page": null, "text": "Associational Records and Information\n\n903\n\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 and until their successors are duly elected.\n\nThe Committee also recommends that Article VI, Section 2, be amended\nto read as indicated in the following:\nSec. 2. On the first day of the annual meeting of the Association, at such time and\n\nplace as shall be designated on the annual program by the President of the Associa¬\ntion, the accredited delegates to the Representative Assembly from each State, Dis¬\ntrict, or Territory shall elect one member and one alternate who are active members\nof the Association for each of the following committees, to serve for the ensuing year:\nCredentials, Resolutions, and Necrology. The accredited delegates to the Represent¬\native Assembly from each State shall also elect from their own number one member\nand one alternate to serve on the nominating committee for the current annual meet¬\ning. The Committee on Credentials shall receive the official list of delegates from the\nExecutive Secretary and report thereon to the Representative Assembly.\n\nThe Committee also recommends the addition of Section 8 to Article VI.\nOn the first day of the annual meeting of the Association at such time and\nplace as shall be designated on the annual program by the President of the Associa¬\ntion, the nojninating committee shall meet for the consideration of nominations for the\nelective officers of the Association, which shall be presented to the Association on the\nfollowing day.\nSec. 8.\n\nH.\n\nPublishing committee\n\nIn accordance wTith the suggestions contained in Robert’s Rules of Order\nRevised, op page 296, the Committee on Reorganization recommends that\nprovisions be made for the selection of a publishing committee. More specif¬\nically, the Committee recommends the addition of certain sections of Article\nVI, providing for this committee as set forth in Chapter II, C-4, of this\nreport.\nI.\n\nDepartments\n\nThe Committee on Reorganization recommends certain amendments to\nthe sections of Article V as indicated in the following:\n1. That the second sentence of Section 4 be amended to read as follows:\nThe programs of these meetings shall be prepared by the respective presidents [in\nconference with and] under the general direction [,] of the President of the\nAssociation.\n\n2. That the first sentence of Section 5 be amended to read as follows:\nThe officers of each Department shall consist of a President, a Vicepresident, a\nSecretary, and such other officers as may be deemed necessary by the Department,\nwho shall be elected at the last formal session of the Department to serve [one year]\nfor the term of office specified in the regulations of the Department and until their\nsuccessors are duly elected; and who shall at the time of their election, be active\nmembers of the Association.\n\n"}
{"page": 910, "printed_page": null, "text": "904\n\nNational Education Association\n\n3. That the last sentence of Section 7 be cut out as indicated in the follow¬\ning:\nAll Departments shall have equal rights and privileges, with the exception stated\nin Section 3 of this article. They shall be named in Section 1 of this article in the\norder of their establishment and shall be dropped from the list when discontinued.\n[Each Department may be governed by its own regulations insofar as they are not\ninconsistent with the Act of Incorporation of these bylaws.]\n\n4. That a Section 10 be added as follows:\nEach Department is hereby authorized to adopt bylaws for its government not\ninconsistent with the Act of Incorporation or the bylaws of the Association; provided,\nThat such bylaws be submitted to, and approved by, the Board of Directors of the\nAssociation before they shall become operative.\n\nK.\n\nDuties of Vicepresidents\n\nThe Committee recommends that specific duties be assigned to the Vicepresidents of the Association by amending Article III of the bylaws by adding\na new section as follows:\nThe Vicepresidents of the A ssociation shall serve as assistants to the President for\nany services which the President may require of them. Such services shall include\nattendance at professional organization meetings in the home State and presentation\nof the National Education Association together with its plans and policies. As a\ngroup, the Vicepresidcnts shall constitute a membership committee, acting under the\ndirection of the President and Executive Secretary of the Association. Vicepresidents\nmay be called upon to carry out these duties in states which border upon their own.\nThis Board of Vicepresidents shall be given a budget sufficiently large to enable\nthem to serve the National Education A ssociation in an effective way in their respec¬\ntive districts.\n\nL.\n\nNomination of State Directors\n\nBecause the meeting of delegates by states is necessarily short and because\nof the importance of care in the election of a state director, the Committee\nrecommends that an additional subject section be added to Article II, Sec¬\ntion 2, providing for a change in the method of nomination of directors as\nset forth in the following paragraph:\nThe director for each state, the District of Columbia, and each territorial posses¬\nsion shall be nominated at least 30 days preceding the annual meeting of the\nNational Education Association. It shall be the duty of the state director to arrange\nfor the method of nominating his successor. Such nomination may be by ballot or\nby a called meeting of the active members of the National Education A ssociation or\nby some other procedure which will secure the full support and satisfaction of the\nmembership in each state, each district, or each territorial possession. Each director\nshall certify the name of the nominee to the Executive Secretary of the National\nEducation A ssociation at least 30 days before the annual meeting.\n\nChapter V\nThe amendments to the bylaws proposed in this chapter may become\neffective if and only when the charter is amended.\n\n"}
{"page": 911, "printed_page": null, "text": "Associational Records and Information\n\nA.\n\n905\n\nBoard of Directors\n\nThe Committee recommends that the Board of Directors shall be made\nup as set forth in the following:\nAmend Article II, Section 1 (b), so that it shall read as indicated in the\nfollowing:\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] the Representative Assembly for the term of three years or\nuntil their successors are chosen, seven directors to be elected at large by the Repre¬\n\nsentative Assembly for a term of one year or until their successors are chosen, and\nof all Life Directors of the National Educational Association.\n\nB.\n\nDirectors at Large\n\nIn order that the Representative Assembly may be directly represented on\nthe Board of Directors, the Committee recommends the election of seven\nmembers at large using the system of voting known as the Hare System of\nProportional Representation.\n(1) Amend Article II, Section 2, by the addition of the following:\nAll members at large shall be nominated to the Representative Assembly as are\nother officers and shall be elected by that body by the system of voting known as the\nHare System of Proportional Representation.\n\nC.\n\nTerms of Directors\n\nIn order to provide for greater continuity in plans and policies the Com¬\nmittee on Reorganization recommends that the terms of the “state” directors\nbe changed to three years as set forth in the following:\nAmend Article II, Section 2, by the addition of the following:\nThe terms of the members of the Board of Directors elected from the states,\nthe District of Columbia, and the territorial possessions shall be for three years, the\nterms of one-third of the members expiring each year. All members of the Board of\nDirectors representing the states, the District of Columbia, and the territorial posses¬\nsions shall be nominated by the said states, District of Columbia, and territorial\npossessions to the Representative Assembly for election by that body. All members so\nelected to take office at the close of the annual meeting in 1937 shall draw lots to\ndetermine which ones shall serve one year, which two years, and which three years.\nThereafter all terms of office for such members shall be for a three-year period. No\nsuch member shall be eligible to succeed himself after serving two consecutive terms.\n(2) The Directors at Large shall be elected for terms of one year each and shall\nnot be eligible to succeed themselves for more than six consecutive terms.\n(1)\n\nD.\n\nBoard of Trustees\n\nThe Committee recommends that Article II, Section 1 (d), be amended\nto read as follows:\nThe Board of Trustees shall consist of four members elected by the [Board of\nDirectors] Representative Assembly, for a term of four years and the President of\nthe Association, who shall be a member ex officio during his term.\n\nThe elective members shall be nominated to the Representative Assembly as other\nelective officers of the Association and shall be elected by that body by the Hare\n\n"}
{"page": 912, "printed_page": null, "text": "906\n\nNational Education Association\n\nSystem of Majority Preferential Voting. All vacancies occurring in the Board of\nTrustees whether by resignation or otherwise, shall be filled by the Executive Com¬\nmittee until the next meeting of the Representative Assembly, at which time a Trustee\nshall be elected to serve for the remainder of the unexpired term. The absence of a\nTrustee from two successive annual meetings shall forfeit his membership.\n\nChapter VI\n\nProposed Amendments To Be Presented at Portland for\nFuture Action\nThe Committee on Reorganization has given much time and thought to\nthe question of the reduction in size of the Delegate Assembly. It, there¬\nfore, presents the following scale for determining the number of state and\nlocal delegates for consideration and future action.\nScale for Determining Number of Delegates\n\nArticle II, Section 6.\nSec. 6. Each affiliated state association shall be entitled to elect one delegate and\none alternate to the Representative Assembly for each one hundred of its members,\nor major fraction thereof, who are active members of the National Education Asso¬\nciation, up to five hundred such active members, and thereafter one delegate and one\nalternate for each five hundred of its members, or major fraction thereof, who are\nactive members of the National Education Association; provided, however, that the\n\nquota of delegates thus determined for a state association shall be reduced by the\nnumber of delegates chosen from local affiliated associations within that state in\naccordance with Section 7 of this Article, and provided further that each affiliated\nstate association shall be entitled to not less than three delegates. Delegates from\nstate associations shall be designated state delegates.\nSec. 7. Local affiliated associations shall be entitled to elect one delegate and one\nalternate to the Representative Assembly in accordance with the numbers set forth\nin the preceding section as amended; provided, however, that in no case shall the\ntotal number of delegates representing the state and local associations combined ex¬\nceed the number to which the state is entitled as set forth in Section 6 as amended.\nIf the number of delegates from the local associations within the state equals the\nnumber of delegates to which the state is entitled, the local associations shall draw\nlots, or provide in some satisfactory way for an orderly succession of representation,\nmid any new locals created shall take their places in this schedule. Delegates from\nlocal associations shall be designated as local delegates.\n\nNot later than thirty days prior to the date set for the election of the state delegates\nin each state, the local associations shall give notice of their intentions in regard to\nthe number of delegates which said local associations intend to select for the next\nmeeting of the Representative Assembly. Said notice shall be filed with the secretary\nof the state association and also with the Executive Secretary of the National Educa¬\ntion Association. A local association which fails to file said notice shall forfeit to the\nstate association of that state its rights to select delegates for that year.\nThe State Directors of the National Education Association shall be responsible\nfor the administration of this program within the states.\nAll-Inclusive Membership and Consolidated Dues\n\nIn order to establish a closer relationship between national, state, and local\nassociations and build a permanent and abiding profession among the teachers\nof the nation, this Committee recommends that this Association proceed at\n\n"}
{"page": 913, "printed_page": null, "text": "Associational Records and Information\n\n907\n\nonce to formulate plans for an all-inclusive membership and consolidation of\ndues. The Committee believes that this step will do much toward advancing\nprofessional growth and integration of interests resulting in a unified pro¬\nfession. To this end we recommend that the following be held and considered\nfor action at the next annual meeting.\nA. That the dues of the National Education Association be changed as\nfollows:\n1. Teachers receiving less than $1000 shall pay annual dues to the National\nEducation Association of $1 per year.\n2. Teachers receiving salaries in the range from $1000 to $1999 shall pay annual\ndues to the National Education Association of $2 per year.\n3. Teachers receiving salaries of $2000 annually or more shall pay annual dues\nto the National Education Association of $3 per year.\n\nB. We recommend the following plan for all-inclusive membership and\nconsolidated dues:\n1. That the National Education Association shall proceed to effect a closer rela¬\ntionship of national, state, and local associations as suggested by the following\nsteps:\na. Encourage the organization of local units.\nb. Make the state association the federation of these local units.\nc. Require the local units to collect the consolidated dues for the local, state,\nand national associations.\nd. Require either the local or state association to be the agent for remitting\nto the national association the dues of paid memberships.\n2. As a preliminary basis for considering the consolidation of dues we recom¬\nmend the following:\na. That the dues be collected as one membership fee.\nb. That the dues for a trial period be set as follows:\n1. Teachers receiving salaries of less than $1000 shall pay consolidated\ndues out of which the National Education Association shall receive $1\nper year.\n2. Teachers receiving salaries ranging from $1000 to $1999 shall pay con¬\nsolidated dues out of which the National Education Association shall\nreceive $2 per year.\n3. Teachers receiving a salary of $2000 or more shall pay consolidated dues\nout of wrhich the National Education Association shall receive $3 per\nyear.\n\nAt present the National Education Association membership is slightly less\nthan 200,000 while the combined membership of state associations is approxi¬\nmately 750,000. It can readily be seen that the consolidated membership\nwould increase greatly the revenue of the National Education Association.\nAt the same time a federation of local associations to form the state associa¬\ntion would result also in increased membership in the state association. It is\nthe opinion of the Committee that the enduring welfare of the profession\ndepends upon these two rather fundamental ideas, namely, all-inclusive\nmembership and consolidated dues. We recommend, therefore, that the\nAssociation, thru its Representative Assembly, approve these recommenda¬\ntions and designate some existing committee or new committee to continue\nthe study with the purpose of presenting full information concerning the\neffect of the proposed plan, preparatory to taking action on the proposed plan\nat the next annual meeting.\n\n"}
{"page": 914, "printed_page": null, "text": "908\n\nNational Education Association\n\nConventions\n\nThe Committee on Reorganization suggests that study be given to the\nplan of holding conventions in the future. The states that have adopted the\nplan of holding district educational meetings have found this plan most satis¬\nfactory. The Committee believes that the membership and service of the\nNational Education Association may be greatly increased by dividing the\nUnited States into districts and holding a district meeting of the Association\neach alternate year.\nYour Committee suggests, therefore, that consideration be given to the\nplan of holding the national association convention biennially and of hold¬\ning district conventions on alternate years. If such a plan is approved the\nPresident and Vicepresidents shall be elected to serve for two years.\nIf such a plan is considered favorably, your Committee suggests further\nthat the district convention be held under the direction of Vicepresidents\nelected from the respective areas, the programs to be formulated by the Vicepresidents of the N. E. A. in conference with the President and the Executive\nSecretary.\nAs an alternate plan the national association and the district associations\nmight hold conventions annually, the district convention joining with the\nnational convention when the national meets in any district. This plan\nwould, of course, provide for annual meetings both of the national and\ndistrict associations and for the election annually of a President and district\nVicepresidents.\nAs a basis for discussion, the Committee suggests the following regions of\nthe N. E. A.:\nMaine\nNew Hampshire\nVermont\nMassachusetts\nConnecticut\nRhode Island\n\n2. New York\n3. Ohio\nPennsylvania\nIndiana\nIllinois\nNew Jersey\nMichigan\nDelaware\nMaryland\nWisconsin\nDist. of Columbia\nVirginia\nWest Virginia\n\nTexas\nNew Mexico\nColorado\nMissouri\nArkansas\nOklahoma\nLouisiana\n\n6. Iowa\nMinnesota\nNorth Dakota\nSouth Dakota\nNebraska\n\n7. Montana\nWyoming\nIdaho\nWashington\nOregon\nAlaska\n\n4. Kentucky\nTennessee\nMississippi\nAlabama\nGeorgia\nFlorida\nNorth Carolina\nSouth Carolina\nPuerto Rico\nVirgin Islands\n8. California\nNevada\nUtah\nArizona\nHawaii\n\nThe Election of a Resolutions Committee\n\nIt was decided to re-submit this amendment changing the number of mem¬\nbers from nine to fifteen, but not to urge the passage.\nThe Committee feels that the Resolutions Committee can be made more .\neffective if the number of members is reduced to fifteen, and the Committee\n\n"}
{"page": 915, "printed_page": null, "text": "Associational Records and Information\n\n909\n\nbelieves further that this committee of nine should be selected in a manner\nthat will represent a cross-section of the Representative Assembly. The sys¬\ntem of voting known as Proportional Representation is an excellent device\nfor accomplishing this. The Committee, therefore, recommends that Article\nIV, Section 3, be amended as indicated by the following:\nA Committee on Resolutions, composed of fifteen members, shall be elected\nby the Representative Assembly by the Hare System of Proportional Representation.\nThe Committee shall elect its own chairman. The Committee on Resolutions shall\nreport at the next annual business meeting of the Representative Assembly, and\nexcept by unanimous consent, or a two-thirds vote of the delegates present, all resolu¬\nSec. 3.\n\ntions shall be referred to said committee without discussion. The Committee shall\nreceive and consider all resolutions proposed by active members, or referred to it by\nthe President. On the second day of the annual meeting of the Association the Com¬\nmittee shall meet for the purpose of receiving proposed resolutions and hearing those\nwho may wish to advocate them at a place and time to be announced in the printed\nprogram.\n\n(If the above revision of Section 3 is approved of, it will be necessary to\namend Section 2 of the same article by striking out the word “resolutions.”\nA separate motion should be made to cover this item.)\nChapter VII\n\nSuggestions for Further Study\nThe report heretofore submitted by this Committee has to do with the\ninternal structure of the National Education Association, the relations of\nthe component parts of its governing and administrative bodies, and a revision\nof its charter and bylaws to adapt them to present needs and to modern\nmethods of conducting organization affairs.\nAfter these first and necessary steps are taken, much remains to be accom¬\nplished in coordinating and integrating the educational forces of the nation\ninto a harmonious whole with definite purposes and organized, directed\nactivities.\nSome of the problems challenging us for study and solution are as follows:\n1. The functions, objectives, and relations of national, state, and local\norganizations must be clearly defined and coordinated before there can be\ncompletely harmonious cooperation and effective activities. This problem\nshould be attacked at once and should be the subject of continuous study and\nfrequent recommendations by the Board of Directors or some committee\nthereof. It might be well to call a conference of the Board of Directors of the\nNational Education Association, the leading officers of state and local organ¬\nizations, and state superintendents of public instruction to study this problem\nand make recommendations.\n2. In order to support such an integrated educational organization and to\nincrease its efficiency, the following principles should have early considera¬\ntion :\n\n"}
{"page": 916, "printed_page": null, "text": "910\n\nNational Education Association\n\nI. Relationship\n\nA. There should be established a closer relationship between the na¬\ntional association, state and local associations. This might be accom¬\nplished in various ways, of which some one or combination of these\nsuggestions is promising (see Chapter VI) :\n1. Consolidated dues according all privileges of membership in local,\nstate, and national associations.\n2. Closer relationship established thru field representatives em¬\nployed as agents of the N. E. A., assigned to regional divisions.\n3. Greater emphasis on organization to effect greater professional\nresponsibility and interest among members, which would oblige\nall present teachers and new teachers to become members of the\nAssociation before certification is granted and active service per¬\nmitted. This interest should spread from the lowest to the highest\nrealm of educational service, kindergarten thru college.\nB. There should be established closer relationship with other profes¬\nsional, business, and industrial associations, not direct affiliation but\nadvisory and goodwill affiliation.\n1. By cooperation with advisory committees on policies relating to\nsocial, economic, and educational movements selected from out¬\nstanding leaders among the laymen.\n2. By establishing a department of public relations in the N. E. A.\nwith an adequate employed staff.\nII. Representative Assembly\n\nA. Size and working procedures of the Assembly\n1. The* Representative Assembly should be reduced in size to over¬\ncome its unwieldy nature (see Chapter VI).\n2. A cross-section of all groups of the profession on the basis of their\nmembership should be recognized in constituting the membership\nof this Representative Assembly.\n3. The working program of the Representative Assembly should be\nsimplified, devoting certain sessions to business and other sessions\nto policy, delimiting minor matters, with authority over such\nminor matters delegated to committees or to other official groups,\nsuch as directors or the executive board.\nB. Authority of the Representative Assembly\n1. The Representative Assembly should be given adequate and\nspecific authority principally legislative. This Assembly should\nbe the final authority for determining new policies and new\nadventures, as well as fixing the major control policies of the\nNational Education Association.\n\n"}
{"page": 917, "printed_page": null, "text": "Associational Records and Information\n\n911\n\n2. The Representative Assembly should be set up so that at least\none-third of the members would be in overlapping terms, so as\nto obviate too frequent and too complete turnover in membership.\n3. The membership in the Representative Assembly should be\nchosen upon the basis of loyalty to the profession, of educational\nstanding, and of ability to contribute service. No one should be\na delegate to this Assembly until he has been in service for an ade¬\nquate preliminary period.\nIII. Professional Improvement and Educational Service\nA. The most needed advance in the N. E. A. would seem to be the\ntype of movement which would eliminate class and group prejudice\nand 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\nfrom the influence or impact of pressure groups.\nB. A definite program should be set up for the N. E. A., which will—\n1. Emphasize publicity and\nservice.\n\ninformation\n\nregarding educational\n\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\nforemost in the appeal to the public.\nThe above fundamental principles are the foundation upon which your\nCommittee has builded in the hope that a greater and better organization\nwould result.\nREPORT OF COMMITTEE ON SOCIAL-ECONOMIC GOALS\nOF AMERICA\nFRED J. KELLY, CHIEF, DIVISION OF COLLEGES AND PROFESSIONAL SCHOOLS,\nU. S. OFFICE OF EDUCATION, WASHINGTON, D. C., Chairman\n\nThe Committee on Social-Economic Goals of America has spent its efforts\nthe past year in trying to complete the ten special committee reports dealing\nwith the ten goals set forth in the first Committee report. These are to com¬\nprise a volume the purpose of which will be to make clear the meaning and\nsignificance of these goals in American life.\nIt has been the hope of the Committee that the volume would be available\nfor distribution at the 1936 meeting. This has proved impossible. The manu-\n\n"}
{"page": 918, "printed_page": null, "text": "National Education Association\n\n912\n\nscript is now completed, however, and is being edited. It will surely be avail¬\nable for distribution in the early fall.\n\nREPORT OF COMMITTEE ON THE STATUS OF THE\nRURAL TEACHER\nWILLIAM\n\nMC KINLEY ROBINSON, DIRECTOR,\n\nDEPARTMENT OF RURAL\n\nEDUCATION, WESTERN STATE TEACHERS COLLEGE, KALAMAZOO, MICH.,\n\nChairman\n\n“Certainly no one questions the inadequacy of the salaries of rural teachers.\nHow can you justify the expenditure of time and money for the verification\nof that well-recognized fact?” queried one well-known educator when he\nlearned of the appointment of an N. E. A. committee to study the economic\nstatus of the rural teacher. But the Committee does not accept as its function\nthe assembling of a mass of data on the meager salaries of most rural teachers.\nSerious consideration of the most effective way of approaching the subject\nhas led the Committee to the conclusion that its functions are:\n1. The assembling of data on living costs in rural areas for teachers and other\noccupational groups.\n2. The analyzing of costs\n\nfor the\n\nmajor expenditures—food, shelter, clothing,\n\nhealth, recreation, education, savings—of a standard of living compatible with (a)\nthe expectations and demands laid upon the teacher by the public and profession,\n(b) the maximum return to society for its investment, and (c) the competition for\nan individual with desirable personality and ability from other groups within the\nprofession as well as other occupational groups.\n3. The\n\nstudying of those\n\nadministrative\n\npolicies—salary\n\nschedules,\n\nstate\n\naid,\n\ncounty units, higher professional requirements, etc.—which seemingly have made for\nmore nearly adequate salaries for some rural teachers, as well as for a greater\ndegree of security even in times of depression.\n\nAs an end in themselves, not even these would justify the necessary ex¬\npenditure of time, effort, and money. The members of the Committee have\nunanimously and unequivocally gone on record as uninterested in the study\nunless they have the assurance that the information collected will be used\nin a carefully planned campaign of education to improve conditions. And\naltho a study which will meet the standards of scientific accuracy demanded\nby the research student is being undertaken, the major concern of the Com¬\nmittee is that their findings be put into a form which the laymen, schoolboard\nmembers, legislators, and urban as well as rural teachers will find under¬\nstandable and stimulating to thought and action.\nSince a large proportion of the Negro population is to be found in rural\nareas and since some rather extensive rural areas are largely or predomi¬\nnantly occupied by the Negro, it is desired to include in the report data\non the economic status of the Negro rural teacher. To make such possible,\ninasmuch as considerable data will be necessitated and the information must\nobviously be kept separate for the two groups in spite of their interrelation-\n\n"}
{"page": 919, "printed_page": null, "text": "Associatjonal Records and Information\n\n913\n\nship, an attempt is being made to obtain funds from one of the foundations\nto finance the study of the Negro teacher.\nDuring the February meetings of the Department of Superintendence in\nSt. Louis, the Committee held three sessions of several hours each in addi¬\ntion to several subcommittee meetings. Orientation of the group as a whole,\ndetermination of the scope and purpose of the study, and plans for a tenta¬\ntive questionnaire form held their attention. In accord with the federal\nCensus Bureau, other professional workers, rural sociologists and economists,\nthe Committee agreed upon the now commonly accepted interpretation of\nthe word “rural”: The open country and centers of 2500, or less, in\npopulation.\nIn the weeks preceding the time of the Committee meeting, the chairman\nhad conferred with seven members of the Committee individually, with mem¬\nbers of the staffs of eight universities and eight state departments of educa¬\ntion scattered from coast to coast, and with members of the several govern¬\nment bureaus and commissions in Washington which gather data on living\ncosts. To requests for information concerning similar studies made or\nplanned within the various states, replies were received from one-half of\nthe state departments of education and the state teacher associations, both\nwhite and Negro. Their expressed interest in the subject indicates a willing¬\nness on their part to cooperate in both the collection and dissemination of\ninformation, upon which cooperation much of the ultimate success of the\nstudy will depend.\nDesire to obtain data during the school year 1936-37 necessitates another\nmeeting of the Committee in the early fall. At that time the tentative ques¬\ntionnaire, which has been given trial by a widely distributed group of rural\nteachers, will be put in final form. Other phases of the study—selection of\nareas to be studied, cooperation of state and county agencies in launching\nthe survey, laws and regulations bearing upon the problem, comparable\nstudies on salaries or living costs, historical background, and publishing and\npublicizing the findings—which are now being worked upon by subcom¬\nmittees—will be given further and more definite consideration.\nTo the Research Division of the N. E. A. the Committee is grateful for\nthe services of Richard R. Foster and his clerical assistants. Mr. Foster’s\nservices are valued particularly since he served in a similar capacity for the\nCommittee on the Economic Status of the Teacher. It was the excellence\nand significance of the report of that committee on the economic status of\ncity teachers which occasioned the request on the part of the Representative\nAssembly in July 1935 for a similar study of the rural teacher. To Agnes\nSamuelson, whose administration as president of the N. E. A. has been\ncolored with her interest in and understanding of rural education, was left\nthe appointment of the Committee on the Economic Status of the Rural\nTeacher.\n\n"}
{"page": 920, "printed_page": null, "text": "914\n\nNational Education Association\n\nREPORT OF COMMITTEE ON TENURE\nDONALD DU SHANE, SUI’ERINTENDENT OF SCHOOLS, COLUMBUS, IND.,\n\nChairman\n\nThe Committee on Tenure has been very active during the year. It has\npublished three bulletins and a mimeographed report which are worthy of\nstudy by everyone interested in tenure. The titles of these bulletins are (1)\nCourt Decisions on Teacher Tenure in 1935; (2) Handbook on Teacher\nTenure; and (3) Teachers' Contracts: With Special Reference to Adverse\nConditions of Employment. The title of the report is The 1936 Report of\nthe Tenure Committee of the National Education Association.\n\nIn addition to these research activities, the Committee has investigated\na large number of tenure cases. These investigations have been helpful in\nmany situations, as shown by a brief quotation from a letter recently received\nwhich states: “The assurance of the interest of your Committee was the\ndetermining factor in bringing to a close a situation which has been in¬\ntolerable for me, but more than that it furnishes a source of security for\nall the members of our faculty. I am deeply grateful to the National\nEducation Association for this help.”\n\nTHE ANNUAL REPORT OF THE SECRETARY\n\nT\n\nhe national education association\n\nwas founded in the city of\n\nPhiladelphia in 1857 by forty-three earnest and far-sighted educators.\nA study of the actions and resolutions thru the years shows that our Associa¬\ntion has consistently worked for a constructive program by the federal gov¬\nernment with respect to education. We have been solicitous for the welfare\nof childhood, supporting one fundamental policy of general social and eco¬\nnomic importance—the provision of a reasonable equality of educational\nopportunity for all children thruout the nation. We have scrupulously\navoided interfering with the policies of state and local education associations.\nWe have built our program to an increasing degree on the basis of research.\nWe have relied on committees and commissions of educational leaders to\n. think thru the larger problems facing American education.\nOur Association has held to the position thruout the years that it serves\nboth the welfare of its members and the improvement of education. These\ntwo purposes broadly conceived are inseparable. We have sought to solicit\nthe interests of lay groups in our program and to advise them in the formula¬\ntion of educational policies. We have encouraged plans for co-inclusive\nmembership in local, state, and national professional associations. We have\nundertaken to create a public sentiment which would defend public schools\nand seek the improvement of education.\nAs we face the future, our Association should aggressively focus the work\nof the Association on the development of a vital relationship between educa¬\ntion and the life of today. We should strengthen our organization so that we\n\n"}
{"page": 921, "printed_page": null, "text": "Associational Records and Information\n\n915\n\nmay render increased service to children and teachers. Our service to our\nmembers and to schools should be improved. To meet the growing demands\nof the profession, we must carefully gather, analyze, and present facts so\nthat our entire program may be based on the best available knowledge.\nWe must seek to improve the status of teachers, their salaries, security,\ntenure, and conditions of work. We must encourage teacher participation\nwithin the schools and within the Association. Every effort should be made\nto develop higher standards of teaching and administration. We must secure\nfederal aid without federal control for the schools of our nation. We must\nsupport in every way the work of the Educational Policies Commission in\nits efforts to create a sane, aggressive, long-time program for education in\nAmerica. We must continue to develop an intelligent public opinion regard¬\ning the work and importance of the schools in our democracy.\nThe activities of our Association during the year are discussed in the fol¬\nlowing reports from the divisions and departments housed in the head¬\nquarters building.\nAccounts and Records\n\nThe Divisions of Accounts and Records were consolidated this year into\none division in an effort to render better service to our members. The work\nof this Division has been done b)'' Mary J. Winfree and her co-workers.\nMiss Winfree has the responsibility of assisting the Treasurer in account¬\ning for all regular funds, and of working with the Board of Trustees in\naccounting for the Permanent Fund of the Association. All receipts and\ndisbursements, and life membership notes and payments, are handled in this\noffice; also, all individual membership records.\nA permanent addressograph plate file has been completed. This contains\n80,000 names of presidents of institutions, officers of associations, and super¬\nintendents and principals of schools. Including the records of our individual\nmembers, we have about 280,000 addressograph plates in this Division, which\nis equivalent to a record for each man, woman, and child in a city the size\nof Dallas, Texas, or Atlanta, Georgia. By the use of these addressograph\nplates and the new addressograph machine which was added to our equip¬\nment during the year, we are now able to address envelopes to 8000 of our\nmembers per hour.\nA simplified method of recording receipts has reduced the time in which\nmembership cards can be sent thruout the country, and has enabled us to\nget all cash orders for publications to the sales unit within two hours after\nthe receipt of cash in our office.\nAn audit of the affiliated memberships has been made during the year,\nand the audit of the life memberships is under way and will be continued\nuntil completed.\nThe master file of the Association is now in process of verification, and a\nnumber of projects which have been part of the reorganization will result in\na saving for the Association.\nThe foundation laid this year will enable this Division to function as a\npractical and economical office handling all accounts and records.\n\n"}
{"page": 922, "printed_page": null, "text": "916\n\nNational Education Association\n\nAll members are earnestly requested to cooperate in helping us to solve\none of the difficult problems of this Division, which is the keeping of all\nnames and addresses correct and up to date. We can render you better serv¬\nice if you will keep us informed at all times concerning your correct name\nand address.\nBusiness\n\nThe business of the National Education Association has been handled\nduring the year by the Business Manager, Harold A. Allan, and his assist¬\nants.\nThe principal functions of the Business Division may be summarized as\nfollows:\nAdministration—Assistance to the Secretary in matters relating to finance,\n\nbusiness administration, and personnel, including budget preparation, Perma¬\nnent Fund, and constant study of financial conditions.\nAdvertising—Solicitation, contracts, records, collections, copy handling,\nand advertising policy combined with general business management of the\nJournal of the National Education Association.\nConventions—Arrangement and administration of annual Association\n\nconvention, and cooperation in administration of convention of the Depart¬\nment of Superintendence.\nConvention exhibits—Arrangement, assignment of space, and operation of\nexhibits at both Association and department conventions.\nFinancial—Approval of accounts, assignment of charges, computation and\ndistribution of service charges, inventories, and preparation of special state¬\nments.\nInstitutional service—Operation of multigraph and mailing sections, and\ncoordination of activities related thereto.\nPersonnel—Attendance records, payrolls, unemployment insurance, tax\nrecords, and administration of retirement annuity insurance plan.\nProperty supervision—Director of building service and responsibility for\nbuilding operation and equipment.\nPublications—Specifications, estimates, contracts, schedules, and produc¬\ntion service for all institutional printing; planning and design in special\ncases.\nPurchasing—Material, supplies, and printing used by the Association and\nits departments.\nSales of publications—Orders, records, and invoices, with promotion of\nsales of Association publications.\nThe past year, like preceding years, has had its financial problems. Altho\nthere has been an operating deficit, this deficit has been reduced considerably\nbelow that of the preceding year. Expense in excess of budget appropriations\nhas been justifiable on account of additional service rendered to the Associa¬\ntion’s membership. The time has definitely arrived, however, when an oper¬\nating gain must be shown. A direct step in that direction is the planning\nof our budget on the basis of an income not exceeding that of the preceding\n\n"}
{"page": 923, "printed_page": null, "text": "Associational Records and Information\n\n917\n\nyear, and a clear and final understanding on the part of all who have any\npart in spending Association funds that budgeted appropriations must not\nbe exceeded.\nClassroom Service\n\nThe work of the Division of Classroom Service was carried on during\nthe year by Agnes Winn and her assistants. Closely allied with this work is\nthe service rendered to the local affiliated organizations.\nUnder the reorganization plan put into effect at headquarters during the\npast year, all duties and activities not pertaining to classroom teachers that\nhad been carried on in this office were transferred to the Secretary’s Office,\nthus leaving the Director and her staff free to carry on the work of the\nDepartment of Classroom Teachers and related activities. This arrangement\nis similar to that followed by the Department of Elementary School Prin¬\ncipals and the Department of Superintendence, both of which have secre¬\ntaries at headquarters who give their entire time to the work of their re¬\nspective departments.\nThe work of the Department may be summarized as follows: to plan\nfield trips and conferences for the officers, and the follow-up correspondence\nwith leaders in the places visited; to assist in editing the News Bulletin five\ntimes a year, and be responsible for its distribution; to prepare the official\nreport and other publications; to cooperate with the Research Division in\nhandling the yearbook; and to assist the officers with convention plans, com¬\nmittee work, and other activities that arise.\nThe other major activity concerns local affiliated organizations. A com¬\nplete analysis of these groups has been made by a committee of three, the\nDirector of this Division acting as chairman. The points considered in this\nstudy were: status as to payment of dues; whether delegates had been sent\nto the Representative Assembly; and whether, according to the N. E. A.\nbylaws, a group qualified for affiliation.\nMany of those that were in arrears in their affiliation dues have paid, and\nothers have been transferred to another type of membership. As a result of\nthe study and extensive correspondence, the records have been cleared and\nonly those groups whose dues are paid thru the current year, 1935-36, are\ncarried in the active file, and are, therefore, entitled to send delegates to the\nRepresentative Assembly at Portland. Thru this Division, the Association\nkeeps in close touch with these affiliated units and assists them with their pro¬\nfessional programs. The keeping of the official records of these groups has\nalso been assigned to this office. A survey of local organizations has been\nmade this spring, and a report covering this study, which will contain valu¬\nable information on organization work among teachers, will be ready for\ndistribution in the fall.\nThe Department of Classroom Teachers was organized for the purpose\nof bringing before the Association the special problems of teachers in the\nclassroom. The Division of Classroom Service was established at headquar¬\nters for the purpose of rendering service to the classroom teachers in carrying\nout their important work with the children of the nation.\nV\n\n"}
{"page": 924, "printed_page": null, "text": "918\n\nNational Education Association\n\nField Service\n\nThe Field Service has been carried on by Chari Ormond Williams and\nher office assistants.\nStrengthening the tie of interests between educational and lay groups is\nthe chief task of the Field Division. To perform this task during the past\nyear, Miss Williams spent 285 days in the field, traveling 39,440 miles,\nvisiting 64 cities in 45 states, including the District of Columbia and Hawaii,\nand working with and speaking formally and informally to local, state, and\nnational groups of laymen and educators.\nMiss Williams’ field activities this past year have been devoted largely to\nteachers, parents, and business and professional women. A trip to Hawaii\nlast fall, under the auspices of the Business and Professional Women’s Clubs,\nfurnishes one example of how field activities serve all three groups. In fifteen\ncities en route, and in Hawaii, she met individually or in large and small\nmeetings representatives of these organizations. As president of the National\nFederation of Business and Professional Women’s Clubs—20 percent of\nwhose membership are teachers—and as chairman of the Committee on\nSchool Education of the National Congress of Parents and Teachers, as\nwell as representative of this Association, she was able to bring together\nmembers of the three groups for discussion of topics of mutual concern. This\ntrip gave the Association its first opportunity to have either officer or staff\nmember do field work in Hawaii.\nThe radio effectively supplemented Miss Williams’ field work last year.\nImportant among her radio broadcasts were interviews with Mrs. Franklin\nD. Roosevelt and with Mrs. Florence P. Kahn, and an international broad¬\ncast in which representatives of three countries participated. In viewT of the\nAssociation’s national educational program, Mrs. Roosevelt’s pronounce¬\nments on federal relations to education I in the radio interview with Miss\nWilliams at the White House on March 18 are significant and should be\npreserved in the records of the Association. Mrs. Roosevelt said:\nIt is my hope that ultimately when normal conditions are restored and we are not\nobliged to concentrate primarily on keeping groups of our people from actual want,\nand economy will not be our main object, that we will be able to have in our own\nnational government a new department which will include education, the arts, social\nwelfare, and health.\nIt is becoming strikingly evident, I believe, that the federal government must\nacquaint the nation with the condition of education throughout the nation, and per¬\nhaps give certain states some assistance in their educational programs. I know that\nthis thought creates opposition because of the fear that it will mean controlled pro¬\ngrams of education and less freedom for individual educators to experiment and\ncarry out independent theories which have brought us progress along educational\nlines in the past. It seems to me that this can be avoided if the people are sufficientlv\naroused to the preservation of their own independent rights, in education as in all\nother matters.\n\n\"['here has been the usual office work during the year: correspondence;\nplanning itineraries; preparation for and follow-up of field trips; and prepa¬\nration of articles and messages for lay publications, speeches and radio\nbroadcasts, and publicity material.\n\n"}
{"page": 925, "printed_page": null, "text": "Associational Records and Information\n\n919\n\nHolding contacts presents one of the difficult problems of the Division.\nThe Field Secretary meets many influential laymen thruout the country\nwhose support of educational programs would speed their progress con¬\nsiderably. Their interest in educational affairs should not be left to chance\nor to themselves to sustain. The Association might well, thru correspondence,\nsupply these men and women with current educational news to stimulate and\nkeep their interest, pending the time that their support of education in their\nown communities will be needed. Such follow-up work is done by the Field\nDivision so far as time and assistance permit, but often it must give way to\nmore pressing and immediate demands of new field work\nMembership Division\n\nThe work of the Membership Division has been done by T. D. Martin\nand his co-workers.\nThe Division of Records and Membership, organized in May 1925, was\nreorganized in August 1935. The detailed work of keeping the individual\nmembership records, including the addressograph and graphotype set-up,\nwas transferred to the Division of Accounts, and the name of this Division\nwas changed from Records and Membership to the Membership Division.\nThe chief function of this Division is the maintenance and promotion\nof membership. This involves the preparation of letters, enrolment and\nrenewal blanks, leaflets, magazine articles, and other promotion materials\nto be sent to members of the Association, superintendents, principals, offi¬\ncers of local associations, and other leaders; maintaining the 100 percent\nHonor Roll; handling the Life Memberships; and field work.\nIn the development of the various membership projects, the Director of\nthe Division has had the advice and counsel of a committee of seven mem¬\nbers of the headquarters staff.\nState directors, secretaries of state teachers associations, and other state\nand local leaders have cooperated in the development of special enrolment\ncampaigns adapted to the particular conditions prevailing in the various\ncommunities. The growth of membership in such states as Colorado, Iowa,\nMissouri, and in the Northwest, shows the results of such special enlistment\nplans.\nInterest in the “Co-inclusive” enrolment plan employed with marked\nsuccess for several years in Pennsylvania and a few other states, is spread¬\ning. This plan reduces recruiting work by making possible the enrolment in\nlocal, state, and national associations in a single transaction, and eliminates\nthe irritations which sometimes result from numerous solicitations to join\nthe different professional organizations which are in reality but parts of a\nsingle institution—the organized profession.\nThere are 5172 life members. Two hundred and six of these were enrolled\nas new life members during the past year. Fourteen received the life mem¬\nbership as a testimonial presented by admiring friends and co-workers;\ntwenty-five, nominated by life members, accepted personal invitations sent\n\n"}
{"page": 926, "printed_page": null, "text": "920\n\nNational Education Association\n\nby the Executive Secretary, and forty responded to advertisements pub¬\nlished in the Journal.\nDuring the past year, 6126 schools have reported the enrolment of all\ntheir teachers in the Association. This was 534 more than were on the\nHonor Roll in 1934-35. Frequently complete school systems take pride in\nachieving the 100 percent goal. This year 17 counties reported 100 percent\nenrolments, and 290 cities also achieved this goal. Three of these cities had\na population of more than 100,000—South Bend, Indiana, Kansas City,\nKansas, and Wichita, Kansas; nine had a population of between 50,000\nand 100,000; twenty-two had a population of between 25,000 and 50,000;\nand two hundred and fifty-three had a population of less than 25,000.\nThe student membership experiment was continued for the second year\nin cooperation with the Division of Publications. The plan makes student\nmemberships available the last half of the school year to seniors in profes¬\nsional schools for teachers. These students receive the Journal from Feb¬\nruary thru May with the understanding that they will become regular ac¬\ntive members in the fall if they secure positions as teachers. In 1935, twentyfive selected schools participated in the experiment, enrolling 2000 of their\nstudents. This year eighty schools participated, enrolling 5000 of their\nstudents.\nThe total membership for the year was increased 3300. Pennsylvania\nagain won first place for the largest total (23,620) ; California, second\n(18,952); Ohio, third (17,185); New York, fourth (11,952); Illinois,\nfifth (11,633). Twenty-eight states made increases, ranging from 11 to\n1553. Colorado made the largest net increase (1553) as well as the largest\npercent of increase (41 percent). Fourteen states and Alaska achieved the\nmembership goal set by the Representative Assembly at Denver—“At\nLeast a Ten Percent Increase in Every State”—Alabama, Colorado, Idaho,\nIowa, Kansas, Nevada, New Mexico, North Carolina, Oregon, South\nCarolina, Texas, Vermont, Washington, and West Virginia. States hav¬\ning more than 50 percent of their teachers enrolled were: Hawaii (87 per¬\ncent) ; Nevada (85 percent) ; Alaska (80 percent) ; District of Columbia\n(68 percent) ; Colorado (58 percent) ; Arizona (57 percent) ; Delaware\n(55 percent) ; Utah (52 percent). Cities having more than 2000 members\nwere: Los Angeles (4138); Chicago (3412); Philadelphia (3064); St.\nLouis (2842) ; Milwaukee (2728) ; Detroit (2354) ; Washington, D. C.\n(2009). States having 100 percent counties were: Utah (4) ; Ohio (3) ;\nPennsylvania (2); Nevada (2); Tennessee (2); Florida (1); Georgia\n(1) ; Maryland (1) ; Virginia (1).\nThe chief problem with which the Membership Division is confronted\nis the development of procedures by which a larger number of members\nmay be enlisted. This involves a more definite interpretation of the services\nof the Association, a more appealing presentation of these services, a more\nwidespread understanding of the need for collective action among teachers,\nand more aggressive cooperation on the part of state and local leaders in\nthe enlistment of their associates.\n\n"}
{"page": 927, "printed_page": null, "text": "Associational Records and Information\n\n921\n\nPublications\n\nThe work of the Division of Publications has been in charge of Joy\nElmer Morgan and his staff.\nThe Journal is at the heart of the Association’s publishing program—the\none publication that reaches the entire membership regularly. This mem¬\nbership is now far beyond the point where it can be reached personally or\nthru meetings. The significance of the Journal comes from the fact that\nthe National Education Association is the one organization that has the\npossibility of uniting the teachers of the United States into an all-inclusive\nand effective cooperative movement in the service of universal education\nand stabilized democracy. The Journal is the instrument by which we\nachieve among ourselves in the profession a common mind, a unity of pur¬\npose and background, which underlies the success of our whole enterprise.\nThe Journal as the organ of the Association devotes a large percentage\nof its space to the work of the committees and departments. During 1935-36\na series of news articles presented the Association in action. The September\nJournal carried a special 4-page feature presenting the enlarged program\nof the Association by President Samuelson and the program of action for\n1935-36 by the Executive Secretary. Out of 304 text pages in 9 issues from\nSeptember 1935 thru May 1936, 100 pages were devoted to activities of\nthe National Education Association and its departments and committees.\nMany pages of the Journal were given to the dissemination of curriculum\nmaterial.\nNew recruits come into the teaching profession each year in large num¬\nbers—ranging from 70,000 to 100,000—taking their degrees from more\nthan a thousand institutions. Their contact with professional organizations,\nboth as students and young teachers, has usually been left to chance. If these\nyoung people are to have the personal growth and professional development\nwhich organization implies, there must be more emphasis on organization\nas a part of the preparatory process for entrance into the profession. First,\nthe officers of the various schools must be interested in the problem. Second,\nsenior classes must be enrolled in the Association and guided in a study\nof the Journal. Third, the faculties of schools preparing teachers must be\nenrolled and led to appreciate the Association’s work and to wish to recom¬\nmend it to students. Fourth, the history and work of professional organiza¬\ntions must be taught thruout the preparatory period as a regular part of\nthe course of instruction. Fifth, following graduation the school must keep\nin touch with the graduate until he has found his place in the profession.\nThe Division’s work in the field of educational interpretation includes:\nmaterial published thru the Journal; American Education Week; conven¬\ntion publicity; radio programs; and material furnished magazines and\nnewspapers.\nAmerican Education Week has grown year by year in significance as a\nnational celebration of public education. During 1935 approximately six\nmillion citizens visited the schools; 35 governors issued special proclama¬\ntions; more than a million copies of a special leaflet, The Schools and Democ¬\nracy, were distributed. In addition to a 64-page Handbook, colored an-\n\n"}
{"page": 928, "printed_page": null, "text": "922\n\nNational Education Association\n\nnouncement posters, stickers, leaflets, and other material, 8393 special\npackets were prepared and sold to guide the observance of this Week. Plans\nare well under way for the sixteenth annual observance of American Educa¬\ntion Week, November 9-15, 1936. “Our American Schools at Work” has\nbeen selected as the general theme.\nConvention publicity at the St. Louis and Denver meetings showed a\nwidening public interest in the work of the Association and in the prob¬\nlems of education. Radio programs over nationwide hook-ups added greatly\nto the effectiveness of both conventions.\nThe National Education Association expanded its educational radio serv¬\nice during the past year to include two quarter-hour programs each week\nover a nationwide hook-up, provided thru the courtesy of the National\nBroadcasting Company. “Our American Schools” began its fifth year on\nthe air September 11, 1935, and continued thru the Portland convention\nin July. The first period is broadcast on Wednesday evenings from the\nNational Education Association headquarters under the direction of Bel¬\nmont Farley, Assistant Director of the Division, and presents educational\nproblems from the standpoint of the citizen. The second period on Satur¬\nday mornings is directed by Past President Florence Hale from New York\nCity, and is devoted largely to classroom problems of the teacher.\nIn the years following 1929, the publication of books in general fell off\nnearly 50 percent. During that time, the publications of the National Edu¬\ncation Association increased 10 percent. The Association is now the largest\npublisher in the world of material on the profession of education. Material\nfrom these publications is quoted widely in lay and professional press. The\nDivision of Publications handles the greater portion of Association publica¬\ntions. The following services are included: management of the printing\nof the Association and its departments; the improvement of publications\nthru a special service of design; and publicity for and encouragement of a\nwider use of Association publications. Not counting circulars, small reports,\nand other minor publications; our Association published a total of 128,055,258 impression pages during the year of 1935-36.\nThe outlook for 1936-37 is the best that it has been in many years for a\nJournal of uniform excellence thruout the year. Members will receive thru\nthe Jourjial next year a continuing interpretation of Association policy and\nactivities. They will receive the announcements and reports of two great\nnational conventions. They will have the plans for American Education\nWeek and the Horace Mann Centennial—more material on this alone\nthan could be had in a substantial book. They will have a comprehensive\ndiscussion of the teaching of reading and other school subjects. They will\nbe kept in touch with basic economic and social movements. They will re¬\nceive several new units of curriculum material and many timely articles\nby leading educational authorities. Important special features will include:\n“Teaching of Reading,” by Arthur I. Gates; “The Constitution of the\nUnited States,” by H. L. Donovan; “The Teaching of English,” by\nHoward R. Driggs; “Plain Talk,” by J. W. Studebaker; and “The Co¬\noperative Movement in America,” by Benson Y. Landis. 'File Journal staff\n\n"}
{"page": 929, "printed_page": null, "text": "Associational Records and Information\n\n923\n\nis now giving special study to the improvement of design with the aim of\nincreasing the Journal’s legibility, attractiveness, and appeal. The major\nproblem of the Journal is the need for more text space. The Journal cannot\nperform for members the service which they have a right to expect from\nit, nor can it meet the demands now made without a substantial increase\nin text pages. This means more money, which in turn means more mem¬\nbers. The valuable work which could be done by our Association if each\nof the million teachers in the United States belonged to our national pro¬\nfessional organization is incalculable.\nResearch Division\n\nThe general planning of the research work is directed by William G.\nCarr, who is giving one-twelfth of his time as Director of the Research\nDivision. The remainder of his time he is serving as Secretary of the Edu¬\ncational Policies Commission. The administration and immediate direction\nof the Research Division are being done by Frank W. Hubbard, Associate\nDirector of the Research Division, assisted by a staff of efficient helpers.\nThe main activities of the Research Division are made tangible in the\nform of Research Bulletins, committee reports, special studies, yearbooks\nof departments, circulars of the Educational Research Service, answers to\ninquiries, bibliographies, and special compilations and memorandums.\nAt least 19,000 copies of each of the five Research Bulletins have been\npublished during the year. Briefly, the bulletins for 1935-36 may be charac¬\nterized as follows: the September bulletin, “The Economic Status of the\nTeacher,” presented a careful analysis of the 1932-33 receipts and expendi¬\ntures of some 2000 city teachers; the November bulletin, “Better Reading\nInstruction,” summarized research and better practises in the field of ele¬\nmentary-school reading. This bulletin has been a “best seller”—about\n30,000 copies having been printed to date; the January and March bulletins,\n“The Preparation of Teachers’ Salary Schedules,” comprised a helpful col¬\nlection of research and practises in the solution of salary problems; the\nMay bulletin, “The Efforts of the States To Support Education as Related\nto Adequacy and Ability,” was the first comprehensive study of the rela¬\ntionships between these primary factors in school support. The May bulle¬\ntin was a study made by Lyle W. Ashby, Assistant Director of the Divi¬\nsion of Publications.\nContinuing an early practise, the Research Division has been instrumen¬\ntal in advancing the activities of many committees. The helpful nature of\nthis work may be illustrated by the three reports prepared in cooperation\nwith the Tenure Committee: Court Decisions on Teacher Tenure in 1935;\nA Handbook on Teacher Tenure (summarizing legislation and rules both\nin the United States and abroad) ; and Teachers’ Contracts: JVith Special\nReference to Adverse Conditions of Employment.\nNumerous special reports are made by the Division in accordance with\nthe Association’s program. The growing interest in youth led to the 16-page\nJournal feature entitled “Today’s Youth Problems.” A mimeographed\n\n"}
{"page": 930, "printed_page": null, "text": "924\n\nNational Education Association\n\nstudy on state school revenue legislation for 1934 supplemented an earlier\nResearch Bulletin in this field.\nA large share of the services of the Division to departments is made\nthru the technical research, editing, compiling, and secretarial activities\nrequired in the preparation of yearbooks and official publications. Ques¬\ntionnaires were circulated and tabulated in the field of teacher health for\nthe forthcoming yearbook of the Department of Classroom Teachers. Im¬\nportant contributions were made to the Social Studies Curriculum, 1936\nyearbook of the Department of Superintendence, and to Personality Adjustment of the Elementary-School Child, the 1936 yearbook of the Depart¬\nment of Elementary School Principals. Extensive checking of bibliographies\nand editing have also contributed much to the Review of Educational Re¬\nsearch, published five times a year by the American Educational Research\nAssociation, a department of the National Education Association. A series\nof five articles for teacher discussion groups on the topics of school finance,\nguidance, social studies, social trends, and the economic status of the teacher\nwere prepared for Secondary Education, publication of the Department of\nSecondary Education. Several articles were prepared for the News Bulletin\nof the Department of Classroom Teachers.\nThe Educational Research Service is a joint enterprise of the Research\nDivision and the Department of Superintendence. Nine circulars were issued\nby this service during the past year. Each year in cooperation with the Edu¬\ncational Research Service the Research Division answers about 4000 in¬\nquiries. Most of these are letters from classroom teachers, principals, superin¬\ntendents, and from high-school and college students. The work involves the\nmailing of hundreds of bibliographies and publications as well as the supply¬\ning of professional information on many problems.\nIn addition to the lists of selected references prepared in answering letters\nof inquiry, the Division has prepared several extensive bibliographies in\nfields of current interest. Two of the most important of these were the\nbibliography on adult education and the one on state school legislation in\n1935.\nFrom time to time during the year, the Research Division has prepared\nspecial reports and memorandums for the officers and the Executive Secre¬\ntary. Many of these statements have been influential in shaping the course\nof state and federal legislative activities. One of the most comprehensive\nof these was a 100-page mimeographed source book on federal aid.\nThe Research Division has also been instrumental during the year in\nplacing its material at the disposal of educational leaders thruout the nation.\nIn response to urgent letters, telephone calls, and telegrams, data have been\nsupplied. Systematically during the year various publications and reports\nhave been distributed thru the state school legislative reference service.\nThe future holds great possibilities for continued service by the Division\nto the profession. Many of the activities reported for the current year will\ncontinue during 1936-37. The Division has already begun preparation for\nits eighth biennial study of the salaries of teachers. Unlike many surveys,\nthis one does not become dusty upon library shelves. Long before all of the\n\n"}
{"page": 931, "printed_page": null, "text": "Associational Records and Information\n\n925\n\ndata have been tabulated the Research Division begins its salary informa¬\ntion services to local teachers associations, principals, superintendents, and\nschoolboards. Thru the cooperation of hundreds of superintendents and\nother administrative officers there is made available this information con¬\ncerning nearly 400,000 local school employees. It is hoped that 1936-37 will see the opening for exploration of two new\nareas. These are the curriculum and higher education. Just how far the\nDivision may advance in these fields depends to no small degree on the\nenlistment of active membership.\nOne great need is for a wider distribution of the Research Division’s many\ncontributions. Teacher groups, to an increasing extent, should find the Re¬\nsearch Bulletin a fundamental basis for professional study. Principals and\nsuperintendents need the various reports not only for their 'staff conferences,\nbut in the development of an informed public opinion. Professional classes\nin some teacher-training institutions may not be aware of the possibilities\nof the available materials in their efforts to prepare teachers for successful\nwork. No public or professional library should overlook its duty in having\non hand a complete collection of the Division’s publications. These are mat¬\nters requiring not so much special allotments in the Association’s budget\nas foresight and cooperation on the part of all who benefit from the Research\nDivision’s many services.\nRural Service\n\nThe work of this Division has been done by Howard A. Dawson and\nan office assistant.\nThis Division was established January 1, 1936, and is made responsible\nfor work of the Association dealing with problems and persons in the field\nof rural education, looking after the affairs of the Department of Rural\nEducation, and conducting the legislative work of the Association.\nDuring the year the Director has prepared and delivered nineteen ad¬\ndresses on subjects in rural education before state educational associations\nand other meetings in Pennsylvania, Ohio, Virginia, Wisconsin, North\nCarolina, and the District of Columbia, and before five meetings at the St.\nLouis convention of the Department of Superintendence. He has written\na 4-page feature article on rural education for the Journal of the National\nEducation Association, and has prepared and taken part in two radio pro¬\ngrams on rural education—one thru the Future Farmers Radio Hour, and\none thru the National Education Association Radio Program. Besides con¬\nducting a membership campaign, he has helped to set up a state committee on\nrural education in each state, and organized the National Conference Board\non Rural Education. He has assisted in editing and preparing for publica¬\ntion the yearbook of the Department, Rural School Libraries, and has done\nthe preliminary work on two future yearbooks.\nThe Director of this Division has assisted in drafting our federal aid\nbill, and helped to make arrangements in the Senate and the House of the\nUnited States Congress for the sponsorship of the federal aid bill, in addi¬\ntion to preparing a radio broadcast on federal aid. He has assisted in getting\n\n"}
{"page": 932, "printed_page": null, "text": "926\n\nNational Education Association\n\nsupport for the following legislation: the Sisson bill; the bill to prohibit\nblock-booking of moving pictures; the appropriation for the Office of Edu¬\ncation; the repeal of Section 213 of the Economy Act (employment of mar¬\nried women). He has had numerous conferences with PWA and RFC offi¬\ncials concerning allotments for construction of school buildings and loans\nto school districts.\nThis Division has only been in existence for a short time. It has ahead of\nit the task of doing everything possible to improve rural schools, thus bring¬\ning to the rural child better educational opportunity, and to the rural teacher\nmore security, better salary, and higher qualifications.\nt\n\nSecretary’s Office\n\nThe Executive Secretary is assisted in his office by Harriett M. Chase\nand a secretarial staff.\nHe is responsible for planning and administering the work of the head¬\nquarters staff, and for determining policy under the direction of the Execu¬\ntive Committee, the Board of Trustees, Board of Directors, and the Repre¬\nsentative Assembly. He holds weekly individual conferences with directors,\na weekly staff meeting with all directors, and a monthly council meeting\nwith fifty members of the staff. He holds conferences with many individuals\nand groups, and makes contacts with individuals and groups both in Wash¬\nington and thruout the country.\nHe serves as a member of the American Youth Commission, the Educa¬\ntional Policies Commission, and the Federal Radio Education Committee.\nHe has spoken at educational conventions in twenty-one states—Arizona,\nCalifornia, Colorado, District of Columbia, Florida, Kansas, Maryland,\nMissouri, Massachusetts, Mississippi, Montana, Nevada, New York, North\nCarolina, Illinois, Oregon, Pennsylvania, Utah, Virginia, Washington, and\nWyoming. In addition to these educational meetings, he has addressed such\ngroups as public forums, graduating classes of colleges, Federated Council of\nChurches of Christ in America, World Narcotic Defense Association, Amer¬\nican Lutheran Statistical Association, Phi Delta Kappa, Ad Clubs, Kiwanis\nClubs, Rotary Clubs, Schoolmasters Clubs, and national radio audiences.\nThe mail for the headquarters building is opened, stamped, and dis¬\ntributed in this office. The mail is delivered to the building three times a\nday. There are many days when as many as two thousand letters and three\nhundred pieces of second-class mail arrive. The handling of this corre¬\nspondence daily is a gigantic task.\nThe Association has twenty-four departments. The secretarial work for\nall of those that do not have paid staffs is done in this office.\nWork in connection with the general program for the annual convention\nis done under the direction of the President. Preparation of the manual for\ndelegates, the summary of committee reports, and the preconvention wTork\nin connection with the registration of delegates at the summer convention\nis done here. Much work is done with Association committees and com¬\nmissions.\n\n"}
{"page": 933, "printed_page": null, "text": "Associational Records and Information\n\n927\n\nDepartments\nThere are twenty-four departments in the National Education Associa¬\ntion, three of which are housed in the headquarters building in Washington.\nDeans of Women\n\nThe work of the Department of Deans of Women has been carried on\nby Gwladys W. Jones.\nAmong the activities and accomplishments of the Department during the\npast year have been the holding of two conferences marked by cooperation\nwith other groups—with the National Congress of Parents and Teachers in\na panel discussion at the summer session in Denver, and with the personnel\ngroups in St. Louis, when real point was given to the theme, “Cooperation\nwith Youth,” by the participation of student speakers; the publishing of a\nyearbook and four bulletins; the completion of a study by the Research Com¬\nmittee on the public relations of the members, printed in mimeographed\nform under the title, “My Public Relations”; increasing the amount of\npublicity in newspapers and journals about meetings of deans and their work\nwith students; cooperating with state and local groups of deans and with\nseventeen standing and special committees of the Department toward the\nfurthering of mutual interests.\nThe Department is desirous of obtaining for all secondary-school students\nthe benefits of advice and guidance from well-qualified advisers.\nState\nassociations of deans are at work on this problem of bringing to the direct\nattention of local communities the need for advisory work in the small as\nwell as the large high school. The membership feels the need of more re¬\nsearch on the problems of the dean from a scientific approach. Dependence\nupon voluntary workers and a limitation of funds have to date prevented\nas much progress as is desirable in this field. The setting up of standards\nfor the training of deans is another matter of interest. Several institutions,\nfollowing different procedures, are experimenting with small groups of stu¬\ndent deans, and these experiments in due time may show wThat are the essen¬\ntials necessary for success in the field of the dean. Another problem calling\nfor attention is greater coordination among the various personnel groups\nworking with youth so that the needs of youth may be better served. The\njoint sessions of'the American Council of Guidance and Personnel Associa¬\ntions held during the mid-winter meetings are an effort to clarify the work\nof each group, and to increase the effectiveness of all advisory work with\nstudents.\nElementary School Principals\n\nEva G. Pinkston and her assistants have done the work in the headquarters\noffice for the Department of Elementary School Principals.\n' A brief summary of the work accomplished during the year is as follows:\nthe publishing of the Fourteenth Yearbook on the Socializing Experiences\nin the Elementary School; the publishing of five issues of the regular bulletin\nof the Department, The National Elementary Principal; the designing and\nadoption of a seal for the Department; helping to plan and administer two\n\n"}
{"page": 934, "printed_page": null, "text": "928\n\nNational Education Association\n\nconventions, Denver and St. Louis; development of plans for the Portland\nprogram; furthering the interests of the group with special attention to\nsalary and tenure problems; and giving increased time and attention to\nindividual problems of principals. The officers of the Department are proud\nof a 10 percent increase in membership for the year 1935-36.\nThe Department invites the cooperation of all elementary principals of the\nUnited States. It wishes to share in improving the education of the children\nin the schools of the nation by extending its services in 1937 to holding a two\nweeks’ conference on elementary education immediately following the Na¬\ntional Education Association convention.\nSuperintendence\n\nS. D. Shankland and his staff of assistants have done the work at head¬\nquarters for the Department of Superintendence, which was organized in\n1870 as one of the four original departments of the National Education\nAssociation.\nThe sixty-sixth annual meeting of this Department, held at St. Louis,\nMissouri, during the last week in February 1936, gave evidence of better\ntimes. Over 10,000 persons registered. There were 328 exhibit booths in use\nas compared with 167 three years ago. President A. J. Stoddard presented\nunusually stimulating programs. Meetings were better attended and the\nlistening audiences were more responsive than at any time since the beginning\nof the depression. The paid membership in the Department increased 16\npercent.\nThe 1936 yearbook on the Social Studies Curriculum represents over\ntwo years’ work by a well-qualified commission. It deals in a realistic fashion\nwith teaching problems in fields which are largely controversial.\nThe Educational Research Service has gained in membership and in use¬\nfulness. The bimonthly abstract entitled Education Discussed in Lay Aiagazines has been continued and has been reprinted by the National Education\nAssociation for distribution to 100 percent schools. Other studies have dealt\nwith topics such as State School Legislation, Teachers' Salaries in Suburban\nSchool Systems, Recent Trends in Public Expenditures, The Organization\nof Teachers' Salary Schedules, Teachers' Salary Cuts and Restorations, and\nSize of Class in Public Schools in 61 Cities. Thru the Educational Research\n\nService, subscribers draw upon nationwide experience in the solution of their\nlocal problems.\nA permanent Educational Research fund is being gradually built up, the\nincome of which is to be used to increase the Department’s research activi¬\nties. More than $20,000 is now on hand in this fund.\nThe Division of Administrative Service was officially made a part of the\nNational Education Association headquarters organization in 1923, with\nthe Executive Secretary of the Department of Superintendence as its Direc¬\ntor, ex officio. It provides machinery by which superintendents, principals,\nsupervisors, and other school officials may better work together in solving\neducational problems of national interest. Among its other functions, this\nD ivision handles a heavy correspondence which daily pours into the national\nheadquarters on all types of questions of school administration and super¬\nvision.\n\n"}
{"page": 935, "printed_page": null, "text": "929\n\nAssociational Records and Information\n\nMEMBERSHIP OF THE NATIONAL EDUCATION\nASSOCIATION BY STATES, 1926-35 *\nCOUNT MADE DECEMBER 31 OF EACH YEAR\n1926\nTotal\n\n1927\n\n1928\n\n1929\n\n1930\n\n1931\n\n1932\n\n1933\n\n.1934\n\n1935\n\n. 170,053 181,350 193,145 205,678 216,188 220,149 207,418 189,173 187,645 190,944\n\nAla.\nAriz.\nArk.\nCalif.\nColo.\n\n1,142\n2,095\n765\n17,924\n4,450\n\n1,150\n2,186\n810\n18,497\n4,582\n\n1,331\n2,262\n857\n19,486\n4,663\n\n1,635\n2,524\n876\n20,887\n4,620\n\n1,580\n2,671\n876\n23,615\n4,680\n\n1,485\n2,683\n755\n24,731\n4,766\n\n1,204\n2,305\n654\n20,416\n4,381\n\n886\n1,929\n547\n18,361\n3,645\n\n1,249\n1,928\n392\n19,467\n3,750\n\n1,404\n2,000\n306\n18,952\n5,303\n\nConn.\nDel.\nFla.\nGa.\nIdaho .\n\n1,986\n802\n2,225\n671\n950\n\n1,997\n756\n2,819\n645\n1,049\n\n2,051\n721\n2,651\n1,909\n1,050\n\n1,893\n759\n2,490\n2,713\n988\n\n1,973\n983\n2,063\n2,567\n902\n\n1,937\n1,051\n2,090\n2,277\n769\n\n1,916\n1,035\n1,898\n1,589\n664\n\n1,830\n1,048\n1,132\n1,232\n685\n\n1,753\n961\n1,470\n1,215\n631\n\n1,530\n903\n1,383\n1,273\n729\n\nIll.\nInd.\nIowa .\nKans.\nKy.\n\n9,303\n6,439\n3,313\n2,696\n1,244\n\n11,253\n5,315\n3,342\n2,789\n1,321\n\n11,197\n5,902\n3,342\n3,020\n1,362\n\n12,045\n6,457\n3,218\n3,256\n1,428\n\n11,802\n6,364\n3,324\n3,294\n1,613\n\n11,831\n6,519\n3,634\n3,567\n1,579\n\n9,842\n6,144\n3,605\n3,225\n1,469\n\n11,045\n5,333\n3,324\n2,903\n1,315\n\n11,321\n5,476\n3,055\n3,084\n1,303\n\n11,633\n6,322\n3,436\n3,566\n1,303\n\nLa.\nMaine ....\nMd.\nMass.\nMich.\n\n906\n1,782\n1,371\n5,415\n10,311\n\n770\n1,643\n952\n5,646\n11,256\n\n636\n1,769\n882\n6,340\n12,230\n\n807\n1,696\n1,592\n5,191\n13,652\n\n819\n1,547\n2,102\n4,828\n14,541\n\n733\n2,125\n2,059\n4,801\n14,103\n\n685\n2,395\n1.854\n4,634\n9,739\n\n520\n1,766\n1,345\n4,793\n6,889\n\n963\n1,548\n1,575\n4,947\n7,141\n\n892\n1,470\n1,227\n5,024\n7,080\n\nMinn.\nMiss.\nMo.\nMont.\nNebr.\n\n3,800\n312\n3,186\n313\n2,602\n\n5,773\n274\n2,973\n612\n2,376\n\n7,518\n361\n3,219\n886\n2,313\n\n5,805\n560\n3,287\n985\n2,331\n\n4,540\n669\n3,097\n1,014\n2,407\n\n4,424\n569\n4,425\n935\n2,379\n\n4,945\n473\n6,165\n730\n2,313\n\n4,903\n645\n6,323\n667\n2,143\n\n3,834\n875\n6,058\n656\n2,257\n\n3,557\n929\n6,381\n616\n2,479\n\nN ev.\n•N. H.\nN. J.\nN. Mex. ..\nN. Y.\n\n684\n460\n6,488\n286\n9,278\n\n778\n431\n7,173\n354\n8,666\n\n753\n454\n7,678\n430\n10,315\n\n783\n337\n9,080\n536\n10,522\n\n803\n378\n10,333\n637\n10,481\n\n694\n515\n10,359\n676\n11,461\n\n680\n558\n11,183\n662\n12,505\n\n559\n547\n9,744\n562\n12,756\n\n571\n530\n8,374\n577\n12,689\n\n762\n477\n8,162\n671\n11,952\n\nN. C.\nN. Dak. ...\nOhio .\nOkla.\nOregon\n\n634\n508\n14,587\n1.565\n2,877\n\n716\n517\n16,785\n1,801\n2,316\n\n854\n588\n19,490\n1,781\n2,794\n\n1,066\n556\n23,850\n1,880\n2,770\n\n1,277\n836\n26,469\n2,135\n2,808\n\n1,249\n924\n24,859\n2,460\n3,003\n\n1,026\n762\n21,523\n2,474\n2,792\n\n750\n748\n18,446\n2,082\n1,939\n\n595\n743\n17,360\n2,036\n1,949\n\n660\n712\n17,185\n1,858\n2,708\n\nPa.\nR. I.\nS. C.\nS. Dak. . . .\nTenn.\n\n17,650\n474\n614\n1,188\n1,126\n\n18,459\n319\n633\n1,198\n1,115\n\n19,316\n371\n635\n1,288\n1,457\n\n21,206\n336\n1,165\n1,269\n2,215\n\n24,363\n345\n1,286\n1,264\n2,029\n\n26,794\n386\n1,075\n1,213\n1,776\n\n29,408\n400\n759\n980\n1,827\n\n27,770\n306\n568\n908\n1,812\n\n25,237\n280\n603\n866\n2,309\n\n23,620\n291\n671\n933\n2,064\n\nTexas ....\nUtah .\nVt.\nVa.\nWash.\n\n3,726\n2,093\n330\n1.717\n5,465\n\n4,997\n2,562\n417\n1.794\n6,899\n\n3,469\n2,842\n450\n2,015\n5,625\n\n3,440\n2,994\n370\n2,010\n4,778\n\n3,577\n2,807\n417\n2,107\n4,355\n\n3,570\n2,639\n403\n2,546\n3,942\n\n3,356\n2,409\n432\n2,644\n3,741\n\n2,903\n2,231\n386\n2,508\n3,115\n\n3,112\n2,422\n597\n2,809\n3,080\n\n4,084\n2,581\n759\n2,848\n3,791\n\nW. Va.\nWis.\nWyo.\n\n2,729\n3,826\n1,133\n\n2,603\n4,062\n1,206\n\n2,513\n4,228\n1,146\n\n2,602\n4,368\n1,100\n\n2,403\n4,344\n1,068\n\n2,535\n4,764\n952\n\n2,642\n4,713\n841\n\n1,950\n6,531\n770\n\n1,844\n6,333\n748\n\n2,261\n6,675\n788\n\nAlaska ....\nCanal Zone\nD. C.\nHawaii\nP. I.\nP. R.\nV. I.\nForeign .. .\n\n163\n95\n1,449\n2,506\n59\n64\n108\n168\n\n161\n107\n1,432\n2,593\n83\n79\n105\n203\n\n161\n65\n1,370\n2,624\n110\n86\n56\n223\n\n171\n65\n1,276\n2,573\n117\n338\n11\n199\n\n152\n46\n1,409\n2,630\n125\n1,212\n8\n213\n\n188\n36\n1,531\n2,669\n127\n364\n8\n204\n\n192\n7\n1,563\n2,618\n121\n137\n11\n172\n\n148\n3\n1,209\n2,371\n98\n90\n8\n146\n\n167\n13\n2,178\n2,396\n105\n63\n8\n142\n\n216\n12\n2,009\n2,180\n105\n47\n7\n157\n\n/\n\n* Figures for the years 1857-1925 appear on page 1162 of the 1926 Proceedings.\n\n"}
{"page": 936, "printed_page": null, "text": "930\n\nNational Education Association\n\nTHE SIXTEENTH REPRESENTATIVE ASSEMBLY\nDelegates who attended the seventy-fourth annual meeting of the National Education\nAssociation in Portland, Oregon, June 28-July 2, 1936. The classification of positions includes\n(1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom teachers.\n(5) college and normal school presidents, (6) educational editors and secretaries, and (7)\nex-officio members.\nALABAMA\nDuvall, R. A. (Principal), North Birming¬\nham School, 3135 Norwood Blvd., Bir¬\nmingham; Birmingham Teachers Associa¬\ntion.\nGraston, Harley S. (Teacher), 2234 High¬\nland Ave., Birmingham; Alabama Educa¬\ntion Association.\n'\nGray, M. P. (Teacher), 238 South Fiftyninth\nSt.,\nBirmingham;\nBirmingham\nTeachers Association.\nGrove, Frank L. (Secretary), 21 Adams Ave.,\nMontgomery; Alabama Education Associa¬\ntion.\nScott, Vera (Teacher), West End High\nSchool, Birmingham; Birmingham Teach¬\ners Association.\nWager, Lottie (Teacher), 320 Ninth Court,\nWest, Birmingham; Birmingham Teach¬\ners Association.\nWilliams, J. D. (State N. E. A. Director).\n5708 Sixth Ave., South, Birmingham; Bir¬\nmingham Teachers Association.\nALASKA\nErickson, Everett R. (Teacher), Juneau;\nAlaska Educational Association.\nMiller, Marjory _ (Supervisor), Ketchikan;\nAlaska Educational Association.\nARIZONA\nAnderson, Kenneth D. (Teacher), R. R. #4.\nBox 531, Tucson; Arizona Education As¬\nsociation.\nBalzer,\nLeona\n(Teacher),\n2506\nNorth\nEleventh St., Phoenix; Arizona Education\nAssociation.\nBoehringer, C. Louise (Editor), State De¬\npartment, Phoenix; Arizona Education As¬\nsociation.\nBooth, Jonathan L. (Principal), Carrillo\nSchool, Tucson; Tucson Teachers Asso¬\nciation.\nGrieder, T. G. (Superintendent), Winslow;\nArizona Education Association.\nHall, C. A, (Principal), Mansfeld Junior\nHigh School, Tucson; Tucson Teachers\nAssociation.\nHendrix, H. E. (State Superintendent of\nEducation), Phoenix; Arizona Education\nAssociation.\nKessler, R. V. (Principal), 1023 Penn PL,\nTucson; Tucson Teachers Association.\nLarson, Emil L. (State N. E. A. Director),\n2246 East Helen St., Tucson; Arizona Edu¬\ncation Association.\nStevenson, H. E. (Superintendent), Globe;\nArizona Education Association.\nWilkinson, Nellie B. (Teacher), 840 North\nFourth Ave., Phoenix; Arizona Education\nAssociation.\nWilliams, Marguerite K. (Principal), 344\nNorth Second Ave., Phoenix; Phoenix\nTeachers Mutual Benefit Association.\nARKANSAS\nCraig, Mary M. (Teacher), Friederica Hotel,\nLittle Rock; Women Teachers Association.\nHall, W. F. (Supervisor), State Department\nof Education, Little Rock; Arkansas Edu¬\ncation Association.\n\nHenry,\nBeryl\n(Superintendent),\nHope;\nArkansas Education Association.\nLawson, Miss Willie A. (Secretary), Little\nRock; Arkansas Education Association.\nCALIFORNIA\nAase, Esther A. (Teacher), 898 Fell St., San\nFrancisco; California Kindergarten Pri¬\nmary Association.\nAllen, Mrs. Rhea (Teacher), 2121 Locust\nAve., Long Beach; City Teachers Club of\nLong Beach.\nAnderson, C. Darsie (Teacher), 2635 K\nAve., National City; San Diego County\nTeachers Association.\nAndrew, Paul E. (District Superintendent),\nClovis; California Teachers Association.\nAyers, Arthur C. (Principal), 2148 W.\nTwenty-ninth PL, Los Angeles; High\nSchool Principals Association of Los\nAngeles.\nBagwell, A. A. (Director), 3916 South Grand\nAve., Los Angeles; Classroom Teachers\nFederation.\nBaker, Alfred E. (Teacher), 6149 Hill Rd.,\nOakland; Oakland Teachers Association.\nBalch, A. E. (Principal), Longfellow Junior\nHigh School, Fresno; Fresno City Council\nof Education.\nBaldwin, Minnie (Teacher), 3118 W. Seventyninth St.. Inglewood; Los Angeles Ele¬\nmentary Teachers Club.\nBarber, Dorothy (Teacher), 1150 Thirtyeighth St., Sacramento; Sacramento City\nTeachers Association.\nBatdorf, Lucile (Teacher), 470 Chetwood St.,\nOakland; Alameda County Educational\nAssociation.\nBest, Mrs. Mabel (Teacher), 1726 E. Second\nSt., Long Beach; City Teachers Club of\nLong Beach.\nBeyer, Louise (Teacher). Hotel Durant,\nBerkeley;\nClassroom Department. Bay\nSection, California Teachers Association.\nBjornson. Anga M. (Teacher), 2079 Oakland\nAve., Piedmont; Bay Classroom Teachers\nLeague.\nBlackstone, Anna E. (Teacher), 1562 Seventh\nAve., San Pedro; Los Angeles Elementary\nTeachers Club\nBloch, Louis M. (Teacher), 2338 West Blvd.,\nLos Angeles; High School Teachers Asso¬\nciation.\nBowe, Grace C. (Teacher), 4421 W. Sixtyfirst St., Los Angeles; Los Angeles Kinder¬\ngarten Club.\nBrady, John F. (Chief Deputy Superintend¬\nent), 3839 Twenty-second St., San Fran¬\ncisco; California Teachers Association.\nBriggs, Mrs. Delia R. (Principal), Ausaymas\nSchool, Hollister; California Teachers As¬\nsociation.\nBroadwater, C. L. (Superintendent), El\nSegundo; California Teachers Association.\nBuckham, W. Bayard (Teacher), 50 Buck¬\neye Ave., Oakland; Oakland Teachers As¬\nsociation.\nBurkhard, William (Principal). 701 Fortyfifth St., Sacramento; California Elemen¬\ntary School Principals Association.\nCagney, W. J. (Rural Supervisor), Lan¬\ncaster; California Teachers Association.\n\n"}
{"page": 937, "printed_page": null, "text": "Associational Records and Information\n\nCave, Elmer L. (Superintendent), Vallejo;\nClassroom Department, Bay Section, Cali¬\nfornia Teachers Association.\nChasteen, Evlyn (Teacher), 536 Second St.,\nOakland; Oakland Teachers Association.\nCloud, A. J. (President), San Francisco\nJunior College; California Teachers Asso¬\nciation.\nCloud, Roy W. (Secretary), 155 Sansome\nSt., San Francisco; California Teachers\nAssociation.\nClough, Mrs. Francese W. (Teacher), 932\nE. Second St., Long Beach; City Teachers\nClub of Long Beach.\nCohn, Flora N. (Teacher), 1500 Wooster St.,\nLos Angeles; California Teachers Asso¬\nciation.\nCooper, Mrs. Ruby M. (Teacher), Ninth and\nKadota Sts., Pomona; California Teachers\nAssociation.\nCorey, Arthur F. (Assistant County Super¬\nintendent), Court House, Santa Ana; Cali¬\nfornia Teachers Association.\nCouch, E. B. (High-School Registrar), 1133\nN.\nEverett\nSt.,\nGlendale;\nCalifornia\nTeachers Association.\nCrabbe, Earl (Teacher), Auburn; California\nTeachers Association.\nCrow, Florence Mabel (Head of English De¬\npartment), 307 Macneil St., San Fernando;\nHigh School Teachers Association.\nDare, Cordelia (Teacher), 3516 Emerson St.,\nOakland; Oakland Teachers Association.\nDavis, Ethel (Teacher), 260 Juanita Way,\nSan Francisco; Classroom Department,\nBay Section, California Teachers Associa¬\ntion.\nDenny, Helen H. (Teacher), Hotel Alameda,\nAlameda; Oakland Teachers Association.\nDickison, Mary Ellen (Head of Commercial\nDepartment), Hamilton High School, Los\nAngeles; High School Teachers Associa¬\ntion.\nDodson. May (Teacher), 3516 Downey Ave.,\nGlendale; Los Angeles Elementary Teach¬\ners Club.\nEbaugh, Mrs. Edith Jewett (Teacher), 3142\nEastman Ave., Oakland; California Kin¬\ndergarten Primarv Association.\nEdgemond, John W. (Auditor), Board of\nEducation,\nOakland;\nAlameda\nCounty\nEducational Association.\nEdmonds, Mattie (Teacher), 2234 Inez St.,\nLos Angeles; Los Angeles Elementary\nTeachers Club.\nEisner, Miriam (Teacher), 3098 California\nSt., San Francisco; Classroom Depart¬\nment, Bay Section, California Teachers\nAssociation.\nEnyeart, B. F. (Superintendent), Burbank;\nCalifornia Teachers Association.\nFerguson, R. C. (Teacher), Newman; Stanis¬\nlaus County Teachers Association.\nFerrell, Sarah C. (Teacher). 470 Chetwood\nSt., Oakland; Classroom Department, Bay\nSection, California Teachers Association.\nFoley, Ellen J. (Principal), Benecia; Cali¬\nfornia Teachers Association.\nFrick. Mary E. (Attendance Officer), Jordan\nHigh School, Los Angeles; High School\nTeachers Association.\nFuller, Elnora (Teacher), 4534 Fulton St.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nGamble, Grace (Principal), 224 Pearce St.,\nHayward; California Teachers Associa¬\ntion.\nGlenn, Elston (Teacher), 55 N. Meredith\nAve., Pasadena; Pasadena Teachers As¬\nsociation.\nGlenn, Maude (Principal), 55 N. Meredith\nAve., Pasadena; Pasadena Teachers As¬\nsociation.\nGreen, Bertha M. (Teacher), 1722 Delta St.,\nRosemead;\nLos\nAngeles\nElementary\nTeachers Club.\n\n931\n\nGustafson,\nMyrtle\n(Teacher),\nClaremont\nJunior High School, Oakland; National\nCouncil of Teachers of English.\nGwinn, Joseph Marr (Teacher), 415 S. 14th\nSt., San Jose; California Teachers Asso¬\nciation.\nHampton,\nCharles\nL.\n(Teacher),\n5536\nThomas St., Oakland; Classroom Depart¬\nment, Bay Section, California Teachers\nAssociation.\nHampton, Florence (Teacher), 1210 Granada\nAve., San Marino; Los Angeles Elemen¬\ntary Teachers Club.\nHarris, Beecher (Principal), 700 Keeler Ave.,\nBerkeley; Berkeley Teachers Association.\nHaw, Harry H. (Principal), 1413 Golden\nGate Dr., San Diego; California Elemen¬\ntary School Principals Association, South¬\nern Section.\nHawkins, Vera (Teacher), 4134 Stephens St.,\nSan Diego; San Diego Teachers Associa¬\ntion.\nHeacock, A. B. (Principal), 4737 Hollywood\nBlvd.(> Los Angeles; California Teachers\nAssociation.\nHeacock. Carrie (Teacher), 709 E. Windsor\nRd., Glendale; Los Angeles Elementary\nTeachers Club.\nHenderson, Frank A. (State N. E. A. Di¬\nrector), Superintendent of Schools, Santa\nAna; California Teachers Association.\nHeuer, Margaret A. (Teacher), 4259 South\nHoover St., Los Angeles; Los Angeles\nElementary Teachers Club.\nHey, Lydia C. (Teacher), 1292 Trestle Glen\nRd., Oakland; Oakland Teachers Associa¬\ntion.\nHicks, Ellen T. (Teacher), Roosevelt High\nSchool, Fresno; Fresno City Council of\nEducation.\nHill, Amzetta (Teacher), 750 Sutter St., San\nFrancisco;\nSan\nFrancisco\nClassroom\nTeachers Association.\nHitchcock, Mrs. Eileen (Teacher), 800 W.\nThirtieth St., Los Angeles; Los Angeles\nElementary Teachers Club.\nHoffman,\nMrs.\nHowardine\n(Principal).\nChino;\nCalifornia\nElementary\nSchool\nPrincipals Association. Southern Section.\nHolt, Helen (Teacher), 1543-B Santa Clara\nAve., Alameda; Classroom Department,\nBay Section, California Teachers Associa¬\ntion.\nHubbard, Irene (Teacher), 118 N. Chandler\nAve., Monterey Park; Los Angeles Ele¬\nmentary Teachers Club.\nHummel,\nLeonard\nG.\n(Superintendent),\nPalos Verdes Estates; California Ele¬\nmentary School Principals Association.\nHutchinson, John L. (Teacher), 1710 Bushnell Ave., South Pasadena; Los Angeles\nElementary Teachers Club.\nHuxtable, R. Byron (Teacher), 1100 W.\nForty-fifth St., Los Angeles; High School\nTeachers Association.\nIngraham, L. L. (Teacher), 129 W. Pedregosa St., Santa Barbara; Santa Barbara\nCity Teachers Club.\nIsensee, I. F. (Principal), Livermore; Ala¬\nmeda County Educational Association.\nJaster, Vincent E. (Principal), Brea; Ele¬\nmentary Education Association of Orange\nCounty.\nJenkins, Anna Irene (Teacher), 344 S. Boyle\nAve., Los Angeles; California Kinder¬\ngarten Primary Association.\nJohns, Watson L. (Teacher), San Juan\nUnion High School, Fair Oaks; Sacra¬\nmento County Teachers Association.\nJohnson, Vivian (Teacher), 4459 Eleventh\nStv Riverside; California Kindergarten\nPrimary Association.\nJones, Dorothy (Teacher), 233 San Luis\nAve., Lomita Park; San Mateo County\nTeachers Association.\n\n"}
{"page": 938, "printed_page": null, "text": "932\n\nNational Education Association\n\nJones, Mrs. Eugenia West (Teacher), 318 S.\nBenton Way, Los Angeles; California Kin¬\ndergarten Primary Association.\nKarr, Irene (Teacher), 342 S. Berendo, Los\nAngeles; California Kindergarten Primary\nAssociation.\nKelley, Mrs. Viola (Teacher), 1700 Golden\nGate Ave., San Francisco; San Francisco\nHigh School Teachers Association.\nKelly, H. W. (County Supervisor), 115\nGoshen, Visalia; California Teachers As¬\nsociation.\nKersey, Vierling (Ex Officio), State Superin¬\ntendent of Public Instruction, Sacramento.\nKilgo, Alice (Teacher), 2317 Fruitvale Ave.,\nOakland; Oakland Teachers Association.\nKnezevich, Laurel O. (Teacher), Los Ange¬\nles; Los Angeles Elementary Teachers\nClub.\nKratt, Edwin C. (Principal). 1581 Stafford\nAve., Fresno; Fresno City Council of Edu¬\ncation.\nKwapil, Mrs. Genevieve (Teacher), 3872\nNineteenth St., San Francisco; San Fran¬\ncisco Classroom Teachers Association.\nLaTourrette, Lyman D. (Teacher), 1532 W.\nFifty-seventh St., Los Angeles;\nHigh\nSchool Teachers Association.\nLeach, Helen M. (Teacher), 275 Park View\nTerrace, Oakland; Oakland Teachers As¬\nsociation.\nLefevre, Ora L. (Teacher), 3962 Michigan\nAve., Los Angeles; California Teachers\nAssociation.\nLinn, George (Teacher), Rt. 7, Box 4676,\nSacramento; Sacramento City Teachers\nAssociation.\nLong. E. W. (Teacher), 4157 Park Blvd.,\nOakland; Alameda County Educational\nAssociation.\nLong, Mrs. Vivian (Principal), 4677 San\nSebastian St., Oakland; California Teach¬\ners Association.\nLord, Helen M. (Teacher), 847 S. Grand\nAve., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nLovejoy, Ida May (Teacher), 601 Common¬\nwealth Bldg., San Diego;\nSan Diego\nTeachers Association.\nLucas, Catharine G. (Teacher), 2634 Coolidge Ave., Oakland; Oakland Teachers\nAssociation.\nLyon, Harley W. (Principal), 95 N. Sierra\nBonita Ave., Pasadena; California Ele¬\nmentary School Principals Association.\nMcDonald, Mrs. Mary O.\n(Teacher), 8\nEsther St., Pasadena; Pasadena Teachers\nAssociation.\nMackinder, Irene (Teacher), 1821 Sixth Ave.,\nOakland; Oakland Teachers Association.\nMallory. Gertrude (Librarian), 1518 Ardendale Ave., San Gabriel; High School\nTeachers Association.\nMarbut, John W. (Principal), 3429 California\nAve., Long Beach; California Teachers\nA. ssociation\nMarshall, Ella (Teacher), 935 Warfield Ave.,\nOakland; Oakland Teachers Association.\nMaslin, Helen (Teacher), 1919 Marin Ave.,\nBerkeley; Berkeley Teachers Association.\nMason. Sophia (Teacher), 2221 Twentythird St., Sacramento; Sacramento City\nTeachers Association.\nMattes, Helen (Teacher), 4001 Greenwood\nAve., Oakland; California Kindergarten\nPrimary Association.\nMendenhall, Mrs. Arbie (Teacher), 140714A\nKenneth Rd.. Glendale; Glendale City\nTeachers Club.\nMerchant, Mrs. Pauline (Teacher), Garden\nGrove; California Teachers Association.\nMitchell. Evelvn D. (Teacher), 470 Chetwood St.. Oakland; California Kinder¬\ngarten Primary Association.\nMurray, Earl (Teacher). 3029 Calle Noguerra, Santa Barbara; Santa Barbara City\nTeachers Club.\n\nNatwick. Warren (Principal), 711 Highland\nAve., San Mateo; California Teachers As¬\nsociation.\nNaylor, Blanche (Teacher), 3940 Alameda\nPL. San Diego; San Diego Teachers As¬\nsociation.\nNealson, Willis (Teacher), Rose and Jose¬\nphine Sts., Berkeley; Alameda County\nEducational Association.\nNicholson, Genevieve (Teacher), 6438 Benvenue St., Oakland; Classroom Depart¬\nment, Bay Section, California Teachers\nAssociation.\nNorton, Elizabeth (Teacher), 2555 Virginia\nSt., Berkeley; Berkeley Teachers Associa¬\ntion.\nNoyes, Vivienne E. (Teacher), 1746 N.\nCherokee Ave., Hollywood; Los Angeles\nElementary Teachers Club.\nO’Bannon,\nMary\n(Principal),\nJefferson\nSchool, Berkeley; California Elementary\nSchool Principals Association.\nPalmer, Gladys E. (Teacher), 231 E. Willow\nSt., Stockton; Stockton Elementary Teach¬\ners Association.\nParker, Helen (Teacher), Richmond; Rich¬\nmond Teachers Association.\nParsons, Neil M. (Principal), Mendocino\nHigh\nSchool, _ Mendocino;\nCalifornia\nTeachers Association.\nPerry, Edith (Teacher), Gates Hotel, Sixth\nand Figueroa Sts., Los Angeles; Los An¬\ngeles Elementary Teachers Club.\nPeterson, Lolita (Teacher), 611 E. Twentieth\nSt., Oakland; Oakland Teachers Associa¬\ntion.\nPlumb, Max A. (Teacher), 5836 Lawton\nAve., Oakland; San Francisco Classroom\nTeachers Association.\nPost, M. E. (Head of Science Department),\n36 Northampton St., Berkeley; Alameda\nCounty Educational Association.\nPotter, Mrs. Gladys (Teacher), 511 Library\nand Courts Bldg., Sacramento; California\nTeachers Association.\nPrice, Ruth (Teacher), 1270 Upas St.; San\nDiego; San Diego Teachers Association.\nPryor, Leland M. (Teacher), 1827 San Pasqual St., Pasadena; California Teachers\nAssociation.\nPurdy, Rena (Teacher), 623 West Fifth St.,\nLos Angeles; Los Angeles Elementary\nTeachers Club.\nRaisner, Wilbur W. (Teacher), 419 Munich\nSt., San Francisco; Classroom Department,\nBay Section, California Teachers Associa¬\ntion.\nRedfern, A. S. (Viceprincipal),_ 807 South\nHighland, Fullerton; California Teachers\nAssociation.\nRicciardi, Nicholas (President), Junior Col¬\nlege, San Bernardino; California Teachers\nAssociation.\nRivers, Paul (District Superintendent), Ma¬\ndera; California Teachers Association.\nRobbins, Jessie May (Teacher), 521 S. Cum¬\nmings St., Los Angeles; High School\nTeachers Association.\nRobbins, S. P. (Principal), Box 581, Chico;\nCalifornia Teachers Association.\nRoberts, Holland D. (Teacher), Stanford\nUniversity; National Council of Teachers\nof English.\nRobison, Eleanor G. (Teacher), 150 Lake\nSt., Oakland; Oakland Teachers Associa¬\ntion.\nRoot, W. Darwin (Teacher), 605 S. Verdugo,\nGlendale; High School Teachers Asso¬\nciation.\nRowell. Virginia (Teacher), 200 W. 107th\nSt., Los Angeles; High School Teachers\nAssociation.\nRuch, Lutie A. (Viceprincipal), 403 Adams\nSt., Oakland; Oakland Teachers Associa¬\ntion.\n\n"}
{"page": 939, "printed_page": null, "text": "Associational Records and Information\n\nRutland, Asenath (Teacher), 544 Twentyeighth\nSt.,\nOakland;\nAlameda\nGrade\nTeachers Club.\nRutledge, R. E. (Principal), 787 Mandana\nSt., Oakland; Oakland Teachers Associa¬\ntion.\nRyan, Thomas P. (Principal), 15 N. Thirtyfirst St., San Jose; California Teachers\nAssociation.\nSandmeyer, Elmer C. (Teacher), 1110 Four¬\nteenth St.,\nSanta\nMonica;\nClassroom\nTeachers Association.\nSarkisian, Hanum (Teacher), 660 W. Jeffer¬\nson Ave., Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nScalapino, William (Teacher), 1315 Alta\nVista St., Santa Barbara; Santa Barbara\nCounty Teachers Association.\nSchwellinger, Olga (Teacher), 78 Buchanan\nSt., San Francisco; California Teachers\nAssociation.\nSexson, John A. (Superintendent), 320 E.\nWalnut St., Pasadena; California Teach¬\ners Association.\nShafer, Paul (Principal), 2234 Hollister Dr.,\nGlendale; Elementary Principals Club of\nLos Angeles.\nShafer, Vivian (Teacher), 2234 Hollister\nTerrace, Glendale; Los Angeles Elemen¬\ntary Teachers Club.\nShepard,\nAnne\nLoomis\n(Principal), 928\nEighth PL, Los Angeles;\nElementary\nPrincipals Club of Los Angeles.\nShaw, Albert M. (Teacher), Box 885. Arcade\nAnnex, Los Angeles; California Teachers\nAssociation.\nShoesmith, Earl B. (District Superinten¬\ndent), 103 Emerson St., Tracy; California\nTeachers Association.\nSkelton, H. R. (Teacher), 1631 Achor Court,\nModesto; Stanislaus County Teachers As¬\nsociation.\nSmith, John Allan (Teacher), 847 S. Grand\nSt., Los Angeles; California Teachers As¬\nsociation.\nSpriggs, Elisabeth M. (Teacher), 450 S. Kenmore Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nSterling, Harriet B. (Teacher), 336 N. El\nMolino Ave., Pasadena; Pasadena Teach¬\ners Association.\nStevenson, Gordon K. (Principal), 4722 Ban¬\ncroft St., San Diego; San Diego Princi¬\npals and Supervisors Club.\nStoker, Pearl J. (Teacher), 2241 Fourth Ave.,\nSan Diego; San Diego Teachers Associa¬\ntion.\nStrawn, Alice K. (Teacher), Los Angeles;\nClassroom Teachers Federation.\nSwan, John Henry (Teacher), 4316 Russell\nAve., Los Angeles; High School Teachers\nA. ssociation\nTeal, Evelyn (Teacher), 155 S. Eighth St.,\nSan Jose; Santa Clara County Teachers\nAssociation\nThomas, Mrs. Theodocia F. (Teacher), 315^2\nN. Atlantic Blvd., Alhambra; California\nTeachers Association.\nThompson, Roy H. (Teacher), 1533 E. Third\nSt., Long Beach; City Teachers Club of\nLong Beach.\nThurston, F. L. (Secretary), Southern Sec¬\ntion, California Teachers Association, 408\nS. Spring St., Los Angeles; California\nTeachers Association.\nTicknor, Adelaide C. (Teacher), 2182 E.\nMountain St., Pasadena; Pasadena Teach¬\ners Association.\nTucker, W. A. (Teacher), 721 E. Burnett\nSt., Long Beach; City Teachers Club of\nLong Beach.\nVicklund. Marie (Teacher), 3835 W. Fiftyninth PL, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nVineyard, Marguerite (Teacher), 2721 Park\nBlvd., Oakland; Alameda County Educa¬\ntional Association.\n\n933\n\nWalker, Flora (Teacher), Box 414, Wood¬\nland; Classroom Department, Bay Section,\nCalifornia Teachers Association.\nWalker, Lesley C. (Teacher), 251 Santa Rosa\nAve., Oakland; Classroom Department,\nBay Section, California Teachers Asso¬\nciation.\nWalton, T. A. (Teacher), 2526 Pamo Ave.,\nSan Diego; San Diego Teachers Associa¬\ntion.\nWatts, J. Hampton (Superintendent), Hermosa Beach; California Teachers Associa¬\ntion.\nWeeks,\nFlorence\nE.\n(Supervisor),\n1025\nSecond Ave., Oakland; Oakland Teachers\n.A.SSO cistion\nWeller, G. Carl (Principal), 500 Baden Ave.,\nSouth San Francisco; San Mateo County\nTeachers Association.\nWerner, Catherine (Teacher), 1227 Ronan\nAve., Wilmington; Los Angeles Elemen¬\ntary Teachers Club.\nWiggington, Pauline (Teacher), 114A W.\nDryden\nSt.,\nGlendale;\nGlendale\nCity\nTeachers Club.\nWinkler, Lucy Rice (Teacher), 927 S. Ogden\nDr., Los Angeles; High School Teachers\nAssociation.\nWinterstein, Herbert (Teacher), R. R., Box\n1341,\nSacramento;\nSacramento\nCounty\nTeachers Association.\nWithrew, Mrs. Ada V. (Teacher), 129 Page\nSt., San Jose; California Teachers Asso¬\nciation.\nWixman, Samuel M. (Teacher), 870 N. Kenmore St., Los Angeles; Classroom Teach¬\ners Federation.\nWood, Thomas W. (Teacher), 705 Harvard\nAve., Fresno; Fresno City Council of Edu¬\ncation.\nWoodfin, Joseph (Teacher), 403 Adams St.,\nOakland; Alameda County Educational\n^ ssociation\nWuerth, Ruth (Teacher), 1741 Hopkins St.,\nBerkeley;\nCalifornia Kindergarten Pri¬\nmary Association.\nYoung, Sarah (Principal), 2451 Seminary\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nZeek, Frank (Principal), Calistoga; Cali¬\nfornia Teachers Association.\nZemmer, Mrs. Virginia W. (Teacher), 11\nVirgil Walk, Long Beach; City Teachers\nClub of Long Beach.\nCOLORADO\nAvery, George T. (Ex Officio), Department\nof Education, Colorado State College,\nFort Collins.\nBeatty, J. Ewing (Adviser), 2235 S. Clayton\nSt., Denver; Denver Classroom Teachers\n.Al ssoci ation\nBent, C. A. (WPA Educational Director),\n1544 Race St., Denver; Colorado Education\nA.s so ciation.\nBiggs, Mary E. (Teacher), 656 Albion St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nBrenn, Mabel A. (Teacher), 1526 Pennsyl¬\nvania St., Denver;\nDenver Classroom\nTeachers Association.\nBuck, Robert D. (Teacher), 1323 S. Lafa¬\nyette\nSt., Denver;\nDenver\nClassroom\nTeachers Association.\nBurgess, Grace E. (Teacher), 142 W. Cedar\nSt., Denver; Denver Classroom Teachers\nA. sso ciation\nCarnall, Daisie E. (Teacher), 26 S. Sher¬\nman\nSt.,\nDenver;\nDenver\nClassroom\nTeachers Association.\nDaugherty, Dixie (Teacher), 1602 Thirteenth\nAve., Greeley; Greeley Classroom Teach¬\ners Association.\nEagleton, Elizabeth H.\n(Teacher), 2346\nFairfax St., Denver; Denver Teachers\nClub.\n\n"}
{"page": 940, "printed_page": null, "text": "934\n\nNational Education Association\n\nEagleton, W. H. (Principal), 2346 Fairfax\nSt., Denver; Denver Teachers Club.\nEasley, Ray K. (Teacher), 1821 Dahlia St.,\nDenver; Colorado Education Association.\nEllis, Douglas B. (Adviser), 1200 Newport\nSt., Denver; Denver Classroom Teachers\nAssociation.\nFitzpatrick. Jemi (Principal), 936 Mapleton\nAve., Boulder; Boulder Community Educa¬\ntion Association.\nForce, Anna Laura (Principal), 2254 Lowell\nBlvd., Denver; Colorado Education Asso¬\nciation.\nGardner, Nellie T. (Teacher), 1369 Madison\nSt., Denver; Denver Classroom Teachers\nAssociation.\nHall, Dorothy (Teacher), 703 Polk Ave.,\nPueblo; Classroom Teachers Department,\nColorado Education Association.\nHardin. Achsah (Teacher), 2420 E. Routt\nSt., Pueblo; Colorado Education Associa¬\ntion.\nHunt, L. M. (Teacher), 719 S. Prospect St..\nColorado Springs; Colorado Springs Class¬\nroom Teachers Association.\nLind, Nellie V. (Principal), Thirtieth and\nYork Sts., Denver; Denver Principals and\nDirectors Association.\nMcBean, Addie K. (Teacher), 4187 Winona\nCourt, Denver; Denver Classroom Teach¬\ners Association.\nMaher, Teresa (Teacher), 1420 Gilpin St.,\nDenver; Denver Classroom Teachers As¬\nsociation.\nMathews, A. L. (Superintendent), Fruitvale\nConsolidated\nSchool,\nGrand\nJunction;\nColorado Education Association.\nMooney, W. B. (Secretary), 230 Coronado\nBldg., Denver; Colorado Education As¬\nsociation.\nMoreland. Jerre F. (County Superintendent),\nWeld County, Greeley; Colorado Educa¬\ntion Association.\nMorton,\nMax\nD.\n(Principal),\nThatcher\nSchool, Pueblo; Colorado Education As¬\nsociation.\nNethery, Ruby (Teacher), 202 S. Division\nAve., Sterling; Sterling Federated Teach¬\ners Club.\nOlson, Naomi K. (County Superintendent),\nGolden; Colorado Education Association.\nPorter, Maude B. (Teacher), 2575 Dahlia St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nPorter, M. M. (Princinal). Fairmount Apart¬\nments, Pueblo; Pueblo Education Associa¬\ntion, District #1.\nRichmond, Emma (Teacher), Rt. 1, Arvada;\nDenver Teachers Club.\nSmith, Mrs. Margaret M. (Principal), 1522\nLafayette St., Denver; Denver Teachers\nClub.\nSteele, William H. (Teacher), 106 E. Jeffer¬\nson _ St.,\nColorado\nSprings;\nColorado\nSprings Classroom Teachers Association.\nTavlor, Mavme (Teacher), 2628 Court St.,\nPueblo; Pueblo Classroom Teachers As¬\nsociation.\nThompson, Nellie V. (Teacher), 119 E.\nDale St., Colorado Springs; Classroom\nTeachers Department, Colorado Education\nAssociation.\nThrelkeld, A. L. (Superintendent), Denver;\nColorado Education Association.\nWalker. M. Eugenia (Adviser), 2653 Cherry\nSt., Denver; Denver Classroom Teachers\nAssociation.\nWilley. Gilbert S. (Principal). 2160 S. Clay¬\nton St., Denver; Colorado Education As¬\nsociation.\nWilson. Claude E. (Teacher), 1315 Ninth\nSt., . Boulder; Colorado Education Asso¬\nciation.\nWilson,\nGlenn\nT.\n(Superintendent),\nLa\nJunta; Colorado Education Association.\nWorley, Vivienne (Teacher), 1591 S. Frank¬\nlin St., Denver; Denver Teachers Club.\n\nZelliot, Ernest A. (Teacher), University of\nDenver,\nDenver;\nEastern\nCommercial\nTeachers Association.\nCONNECTICUT\nButterfield, E. W. (Ex Officio), State Com¬\nmissioner of Education, Hartford.\nCollins, Helen T. (State N. E. A. Director),\nEzekiel Cheever School, New Haven; New\nHaven Teachers League.\nDwyer, Anna E. M. (Teacher), 174 Willow\nSt.t> Waterbury; Waterbury Teachers As¬\nsociation.\nFitzgerald, Joseph A. (Principal), 564 Town¬\nsend Ave., New Haven;\nNew Haven\nTeachers League.\nHaggard, Roy S. (Principal), New London\nRd., Mystic; Connecticut State Teachers\nAssociation.\nHarrington, F. E. (Secretary), Connecticut\nState Teachers Association, State Office\nBuilding, Hartford; Bridgeport Teachers\nAssociation.\nJeffords, H. Morton (Superintendent), Wall¬\ningford; Connecticut State Teachers Asso¬\nciation.\nLord, Daisy (Teacher), 1027 W. Main St.,\nWaterbury; Connecticut State Teachers\nAssociation.\nMcAndrews,\nWalter\nF.\n(Teacher),\n280\nGrandview Terrace, Hartford; Connecticut\nState Teachers Association.\nO’Connor, Mary E. (Teacher), Commercial\nHigh School, 203 Mansfield St., New\nHaven; Connecticut State Teachers Asso¬\nciation.\nPilcher, Daisy (Teacher), West Willington;\nConnecticut State Teachers Association.\nRichardson, Herman H. (Teacher), Moodus;\nConnecticut State Teachers Association.\nRock, Margaret M. (Teacher), 118 Lenox\nAve.,\nBridgeport;\nConnecticut\nState\nTeachers Association.\nDELAWARE\nBurnett, Marguerite (Supervisor), State De¬\npartment of Public Instruction, Wilming¬\nton; Delaware State Education Associa¬\ntion.\nHelm, Charles P. (Superintendent), Laurel;\nDelaware State Education Association.\nHolloway, H. V. (State N. E. A. Director),\nState Superintendent of Public Instruc¬\ntion, Dover; Delaware State Education\nAssociation.\nMartin,\nRosalie\n(Teacher),\nGeorgetown;\nDelaware State Education Association.\nMiller, Barbara (Field Worker), Eleventh\nand Washington Sts., Wilmington; Dela¬\nware State Teachers Association.\nStahl, H. E. (Superintendent), Claymont;\nDelaware State Education Association.\nDISTRICT OF COLUMBIA\nAiton, Maude E. (Principal), 2624 Garfield\nSt., N. W.,\nWashington; Education As¬\nsociation of the District of Columbia.\nBonell, Hannah E. (Teacher), Elliott Junior\nHigh School, Washington; Education As¬\nsociation of the District of Columbia.\nGetty, Nancy (Teacher), 1673 Columbia Rd.,\nN. W., Washington; Education Associa¬\ntion of the District of Columbia.\nGivens, Willard E. (Ex Officio), Executive\nSecretary, National Education Association,\nWashington.\nKeliher, Annie C. (Teacher), 1555 Fortyfourth St., N. W., Washington; Education\nAssociation of the District of Columbia.\nMorin, Mrs. M. C. (Teacher), Eastern High\nSchool, Washington; High School Teach¬\ners Association of the District of Colum¬\nbia.\nO’Neill. George T. (Teacher), 1329 Belmont\nSt., Washington; High School Teachers\nAssociation of the District of Columbia,\n\n"}
{"page": 941, "printed_page": null, "text": "Associational Records and Information\n\nPowers, J. Orin (Teacher), 822 Emerson\nSt., N. W., Washington; Education As¬\nsociation of the District of Columbia.\nSmith, Hugh S. (Principal), 5318 Broad\nBranch Rd., N. W., Washington; Educa¬\ntion Association of the District of Co¬\nlumbia.\nStudebaker, J. W. (Ex Officio), United\nStates Commissioner of Education, Wash¬\nington.\nFLORIDA\nHenderson, Leon (Teacher), 3602 San Pedro\nSt., Tampa; Florida Education Associa¬\ntion.\nKelley, Martha M. (Teacher), 1104 Grove\nSt., Clearwater; Florida Education Asso¬\nciation,\nMorse, C. Marguerite (Teacher), 1615 Maple\nSt., Clearwater; Florida Education Asso¬\nciation.\nNewsome, W. T. (County Superintendent),\nLive Oak; Florida Education Association.\nPutnam, Mrs. W. W. (Teacher), 501 S. Bronough St., Tallahassee; Florida Education\nAssociation.\nStulpner,\nBertha May\n(Principal),\n1818\nEvans Ave., Fort Myers; Florida Educa¬\ntion Association.\nGEORGIA\nAndrews, W. J. (County Superintendent),\nToccoa; Georgia Education Association.\nAvery, Andrew (County Superintendent),\nBainbridge; Georgia Education Associa¬\ntion.\nCollins, M. D. (State N. E. A. Director),\nState Superintendent of Schools, Atlanta;\nGeorgia Education Association.\nPerry, L. L. (State School Supervisor), At¬\nlanta; Georgia Education Association.\nSaxon, J. Harold (Superintendent), Quitman; Georgia Education Association.\nSutton, W. A. (Superintendent), Atlanta;\nGeorgia Education Association.\nWitcher, Elma (Teacher), 43 Gold Circle,\nAtlanta; Georgia Education Association.\nHAWAII\nAmoy, Mrs. Phoebe H. (Principal), 3755\nWaialae Ave., Honolulu; Oahu Education\nAssociation.\nBell, Daisy (Teacher), Kamehameha School,\nHonolulu; Oahu Education Association.\nBerman, Mrs. Frances (Teacher), 2442-A\nCleghorn Dr., Honolulu; Hawaii Educa¬\ntion Association.\nBelt, Wm. E. (Teacher), Hilo; Hilo Teach¬\ners Union.\nChang, Mrs. Nora K. (Teacher), Waimea,\nKauai; Kauai Education Association.\nCooley, Mrs. Bertha (Teacher), Waialua,\nOahu; Oahu Education Association.\nCorbaley, Carroll D. (Teacher), Wahiawa,\nOahu; Hawaii Education Association.\nCrawford, J. E. (Principal), Box 118, Kahului, Maui; Maui Teachers Association.\nDrummond, Mrs. Lucy (Teacher), 2207 Ala\nWai Blvd., Honolulu; Oahu Education\nAssociation.\nDung, Mrs. Lingtai (Teacher). 760 Ninth\nAve., Honolulu; Oahu Education Associa¬\ntion.\nEngle, Mary Ella (Principal). 2391 Koa Ave.,\nHonolulu; Oahu Education Association.\nFincke, Mrs. Nellie (Teacher'), Spencer St.,\nHonolulu; Teachers Council of the Terri¬\ntory of Hawaii.\nGault, Janet (Teacher), Kauluwela School.\nSchool St.. Honolulu; Teachers Council\nof the Territory of Hawaii.\nInter, Mrs. Clara Haili (Teacher). 1002\nFourth Ave., Honolulu; Oahu Education\nAssociation.\n\n935\n\nKaluakini, Calanthe\n(Teacher),\nBox 42,\nLahaina, Maui; Maui Teachers Associa¬\ntion.\nMcBride, Virginia (Teacher), 1511 Thurston\nAve., Honolulu; Oahu Education Asso¬\nciation.\nMillam, Elizabeth (Teacher), 1821 Keeaumoku St., Honolulu; Oahu Education As¬\nsociation.\nMitchel, Eva (Principal), 2457 Parker PL,\nHonolulu; Hawaii Education Association.\nMorrell, Mrs. Ruth (Teacher), Honolulu;\nOahu Education Association.\nRoberts, Harlan (Principal), Kohala; Kohala Teachers Association.\nSmith, Mrs. Bessie Nash (Teacher), Courtland Hotel, Honolulu; Hawaii Education\nAssociation.\nTom, Mrs. Margaret (Teacher). Wailuku,\nMaui; Hawaii Education Association.\nVan\nKeuren, Helen\n(Principal),' Haiku,\nMaui; Maui Teachers Association.\nWebling, Mrs. Marie (Teacher), 1932 Bing¬\nham St., Honolulu; Oahu Education As¬\nsociation.\nWilliams. Mrs. Edith W. (Teacher), Puunene, Maui; Hawaii Education Associa¬\ntion.\nYim, Mrs. Tillie P. (Teacher), 927 Eight¬\neenth Ave., Honolulu; Oahu Education\nAssociation.\nYoung. Helen (Teacher), 925 Hookipa Way,\nHonolulu; Oahu Education Association.\nIDAHO\nBayer, Elsie C. (Teacher), Hotel Temple,\nPocatello; Pocatello Education Associa¬\ntion.\nCondie, John W. (State Superintendent),\nState House, Boise; Idaho Education As¬\nsociation.\nDenman, George E. (Superintendent), Bur¬\nley; Idaho Education Association.\nHaller, Helene (County Superintendent), St.\nMaries; Idaho Education Association.\nHillman, John I. (Secretary), 331 Sonna\nBldg., Boise; Idaho Education Associa¬\ntion.\nSnyder, Raymond H. (Ex Officio), President,\nAlbion State Normal School, Albion.\nTodd, Glenn W. (Superintendent), Lewis¬\nton; Idaho Education Association.\nVincent, W. D. (State N. E. A. Director),\n311 N. Tenth St., Boise; Idaho Education\nAssociation.\nILLINOIS\nAbbe, Mary M. (Teacher), 127 N. Dearborn\nSt., Chicago; Chicago Teachers Federa¬\ntion.\nArford, E. H. (Principal), Aledo; Blackhawk Division, Illinois State Teachers As¬\nsociation.\nAtkin, Edith I. (Teacher), 815 S. Fell Ave.,\nNormal; Central Division, Illinois State\nTeachers Association.\nBall,\nB.\nH.\n(Viceprincipal),\nDeerfield\nShields High School, Highland Park;\nLake Shore Division, Illinois State Teach¬\ners Association.\nBenham, Morton M. (Teacher), 618 N. Thir¬\nteenth St., E. St. Louis; E. St. Louis\nTeachers Association.\nBiester. Fred L. (Principal), Glen Ellyn;\nIllinois State Teachers Association.\nBissell, Florence H. (Teacher), 2709 Mil¬\nch ed Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nBlakeway. Herbert (Principal), 8525 South\nCarpenter St., Chicago, Chicago Division,\nIllinois State Teachers Association.\nBlodgett, D. R. (Teacher), 312 Scott St.,\nEdwardsville; Southwestern Division, Illi¬\nnois State Teachers Association.\nBorder, Clara\n(Teacher). 6042\nKimbark\nAve., Chicago; Chicago Teachers League.\n\n"}
{"page": 942, "printed_page": null, "text": "936\n\nNational Education Association\n\nBright, Orville T. (Superintendent), Flossmoor; Lake Shore Division, Illinois State\nTeachers Association.\nBrown, W. L. (Business Manager), New\nTrier High School, Winnetka; Lake Shore\nDivision, Illinois State Teachers Asso¬\nciation.\nByrne, C. J. (Superintendent), 311 Cornell\nSt., Ottawa;\nIllinois Valley Division,\nIllinois State Teachers Association.\nCarmody, Frances (Teacher), 1177 S. Grove\nAve., Oak Park; Chicago Division, Illinois\nState Teachers Association.\nCassady, Clara E. (Teacher), 3625 Sunnyside Ave., Brookfield; Chicago Division,\nIllinois State Teachers Association.\nCassady,\nE.\nN.\n(Superintendent),\n3625\nSunnyside Ave., Brookfield; Lake Shore\nDivision, Illinois State Teachers Asso¬\nciation.\nCoburn, Miner (Teacher), 915 Linden Ave.,\nWilmette; Lake Shore Division, Illinois\nState Teachers Association.\nCoe, Mrs. Ethel (Teacher), Woodstock;\nNortheastern\nDivision,\nIllinois\nState\nTeachers Association.\nDay, Ruth (Teacher), 736 W. Packard St.\nDecatur; Decatur Public School Teachers\nAssociation.\nDubson, Gladys (Teacher), 313 S. Capitol\nSt., Pekin; Pekin Teachers Club.\nFahy, Mildred (Principal), 1101 Pratt Blvd.,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nFetherston,\nRoy\n(Superintendent),\nMon¬\nmouth; Illinois State Teachers Associa¬\ntion.\nFisher,\nE.\nC.\n(Superintendent), Peoria;\nPeoria Division, Illinois State Teachers\nAssociation.\nFitzgerald, Margaret (Teacher), 5349 Sheri¬\ndan Rd., Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nFletcher, L. W. (Teacher), 611 W. Main St.,\nCollinsville; Southwestern Division, Illi¬\nnois State Teachers Association.\nFlynn, Jewel (Teacher), 7655 S. Coles Ave..\nChicago; Chicago Division, Illinois State\nTeachers Association.\nFrye, Ellis K. (Teacher), 103 Alice St.,\nPeoria; Illinois State Teachers Associa¬\ntion.\nGarvin, W. B. (Superintendent), 403 S. Rail¬\nway\nAve.,\nMascoutah;\nIllinois\nState\nTeachers Association.\nGilligan, Lena Belle (Teacher), 5918 N.\nKnox Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nGleason, Mae (Teacher), 8115 South Mary¬\nland Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nGordon, B. E. (Assistant Principal), Lyons\nTownship High School, La Grange; Lake\nShore Division, Illinois State Teachers\nAssociation.\nGreen, Will A.\n(Superintendent), Witt;\nSouthwestern\nDivision,\nIllinois\nState\nTeachers Association.\nGrimm, Lester R. _ (Director), 100 E. Ed¬\nwards\nSt.,\nSpringfield;\nIllinois\nState\nTeachers Association.\nHarden, Frances (Teacher), 127 N. Dear¬\nborn St., Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nHansen, Herbert C. (Principal), Sullivan\nHigh School, Chicago; Chicago Principals\nClub.\nHelms, Virgil (Teacher), 1201 Thirty-sixth\nSt., Rock Island; Illinois State Teachers\nAssociation.\nHogan, Margaret L. (Teacher), 3948 Pine\nGrove Ave., Chicago; Chicago Teachers\nFederation.\nHoskins, Luella (Teacher), 4237 N. Paulina\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\n\nHostettler, E. H. (County Superintendent),\nOlney;\nSoutheastern\nDivision,\nIllinois\nState Teachers Association.\nJanneson, Elizabeth W. (Teacher), 5733\nPeterson Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nJeter, Jessie (Teacher), 3424 Grand Blvd.,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nKeenan, Ann (Teacher), 2465 E. Seventyfourth PL, Chicago;\nChicago Division,\nIllinois State Teachers Association.\nKeenan, Robert C. (Principal), 2465 E.\nSeventy-fourth PL, Chicago; Chicago Di¬\nvision, Illinois State Teachers Association.\nKelly, Ethel (Teacher), Forest Park; Chi¬\ncago Division, Illinois State Teachers As¬\nsociation.\nLaney, Mary (Teacher), 4720 North Racine\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nLarimore, Mrs. Leona E. (Principal), 4203\nDu Bois Blvd., Congress Park; Lake Shore\nDivision, Illinois State Teachers Associa¬\ntion.\nLewis, Lillian (Teacher), Norman Hotel,\n1325 Wilson Ave., Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nLockharc, A. V. (Superintendent), 4 Detroit\nSt., Calumet City; Lake Shore Division,\nIllinois State Teachers Association.\nLong, Ruth (Teacher), 1120 W. Edwards St.,\nSpringfield; Elementary Classroom Teach¬\ners Association.\nLoy, W. M. (Superintendent), Gibson City;\nEast\nCentral\nDivision,\nIllinois\nState\nTeachers Association.\nMcDonald, Hattie (Teacher), 2621 New Eng¬\nland Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nMcIntosh, Charles (County Superintendent),\nMonticello; Illinois State Teachers Asso¬\nciation.\nMacLeod,\nGrace\n(Teacher),\n7058 North\nPaulina St., Chicago; Chicago Division,\nIllinois State Teachers Association.\nMcMillen, Prima (Teacher), 4901 Drexel\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nMcNulty, Elizabeth (Teacher), 3047 E. Sev¬\nenty-ninth PL, Chicago; Cnicago Division,\nIllinois State Teachers Association.\nMahoney, Elizabeth (Teacher), 441 Main St.,\nW. Chicago; Du Page Valley Division,\nIllinois State Teachers Association.\nManning, Mrs. Ada M. (Superintendent),\nLombard; Du Page Valley Division, Illi¬\nnois State Teachers Association.\nMathews, Winifred (Teacher), 1325 Wilson\nAve., Chicago; Chicago Teachers Federa¬\ntion.\nMeyer, Frank (Teacher), 326 Garfield Ave.,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nMiller, Helen Rand (Teacher), Evanston\nTownship High School, Evanston; Na¬\ntional Council of Teachers of English.\nMiller, L. W.\n(County Superintendent),\nDixon; Illinois State Teachers Associa¬\ntion.\nMilligan, Alice J. (Teacher), 309 West Col¬\nlege St., Carbondale; Southern Division,\nIllinois State Teachers Association.\nMitchell, Cora (Teacher), 948 Edgecomb PL,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nMitchell, Ethelyn L. (Teacher), 5535 Kenmore\nAve.,\nChicago;\nChicago\nPublic\nSchool Kindergarten Primary Association.\nMoore, Robert C. (Secretary), 100 E. Ed¬\nwards\nSt.,\nSpringfield;\nIllinois\nState\nTeachers Association.\nMoynihan, Laura (Teacher), 626 S. Kenil¬\nworth Ave., Oak Park; Chicago Division,\nIllinois State Teachers Association.\n\n"}
{"page": 943, "printed_page": null, "text": "Associational Records and Information\n\nMuffley, E. J. (Assistant Principal), Roose¬\nvelt Junior High School, Decatur; De¬\ncatur Public School Teachers Association.\nMull, Cora E. (Assistant Principal), 5543\nKimbark Ave., Chicago; Chicago Associa¬\ntion of Assistant Principals.\nNichelson, Arthur M. (Principal), Hirsch\nHigh School, Chicago; Chicago Principals\nClub.\nNichelson,\nFlorence\n(Teacher),\n154\nN.\nMason Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nObye, Katherine (Teacher), High School,\nRockford; Illinois State Teachers Asso¬\nciation.\nO’Leary, Frances (Teacher), 5098 Monroe\nSt., Chicago; Chicago Division, Illinois\nState Teachers Association.\nOsborn, L. G. (Principal), 10852 Southeast\nStark St., Portland; Illinois State Teach¬\ners Association.\nPage, William J. (Principal), 4345 Adams\nSt., Chicago; Illinois State Teachers As¬\nsociation.\nPampel, Claude (Superintendent), Flanagan;\nIllinois State Teachers Association.\nParker, Alice (Teacher), 1703 E. Seventysecond St., Chicago; Chicago Division,\nIllinois State Teachers Association.\nPaulsrud, Alice (Teacher), 550 Kenmore\nAve., Chicago; Evanston Teachers Club.\nPearsons,\nEvelyn\n(Principal),\nRavinia\nSchool, Ravinia; Lake Shore Division,\nIllinois State Teachers Association.\nPeterson,\nBertha\n(Teacher), 4821\nBelle\nPlaine Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nPeterson,\nMollie\n(Teacher),\nKewanee;\nBlackhawk Division, Illinois State Teach¬\ners Association\nPetterson, Mrs. Lillian T. (Teacher), 8026\nChamplain Ave., Chicago; Chicago Teach¬\ners League.\nPetty, W. C. (County Superintendent), Lake\nCounty, Waukegan; Lake Shore Division,\nIllinois State Teachers Association.\nPreble, Mrs. F. Blanche (Teacher), 10855\nVernon Ave., Chicago; Chicago Teachers\nFederation.\nPrice, Helen M. (Teacher), Robinson; Illi¬\nnois State Teachers Association.\nPuffer, Noble J. (County Superintendent),\n1121 County Bldg., Chicago; Lake Shore\nDivision, Illinois State Teachers Associa¬\ntion.\nReed, Ethel May (Teacher), 906 Belden\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nReeder, C. A. (Superintendent), Nashville;\nIllinois State Teachers Association.\nReinhardt, Emma (Head, Department of Ed¬\nucation), Eastern Illinois State Teachers\nCollege, 859 Eleventh St., Charleston;\nEastern Division, Illinois State Teachers\nAssociation.\nReinheimer,\nPearl\n(Teacher),\nBroadview\nHotel, E. St. Louis; E. St. Louis Grade\nTeachers Fellowship Society.\nRoesch, Esther (Teacher), Yorkville; North¬\neastern Division, Illinois State Teachers\nAssociation.\nRueben, Helen M. (Teacher), 4817 N. Saw¬\nyer Ave., Chicago; Illinois State Teachers\nAssociation.\nRussell, Charlotte (Teacher), 448 W. Sixtysecond St., Chicago; Chicago Division,\nIllinois State Teachers Association.\nSaam, Theodore (Superintendent), Elgin;\nIllinois State Teachers Association.\nShanley, Catherine (Teacher), 1318 Thorndale Ave., Chicago; Chicago Division,\nIllinois State Teachers Association.\nShants,\nJohn\n(Teacher),\nRock\nIsland;\nBlackhawk Division, Illinois State Teach¬\ners Association.\n\n937\n\nShortall, Lucille (Teacher), 144 W. Seventyfourth St., Chicago; Chicago Division, Il¬\nlinois State Teachers Association.\nSiebens, H. Agnes (Principal), Washington\nJunior High School, Pekin; Peoria Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nSiepert, Albert F. (Dean), Bradley Poly¬\ntechnic Institute, Peoria; Peoria Division,\nIllinois State Teachers Association.\nSmith, Helen (Principal), 5413 Woodlawn\nAve., Chicago; Chicago Division, Illinois\nState Teachers Association.\nSmith, Olen (Superintendent), Plymouth;\nIllinois State Teachers Association.\nSmith, Robert G. (Superintendent), Rushville; Mississippi Valley Division, Illi¬\nnois State Teachers Association.\nSnowden, Bertha M. (Teacher), 5111 North\nBernard St., Chicago; Chicago Division,\nIllinois State Teachers Association.\nSnowden, Bertha S. (Supervisor), Mendota;\nIllinois Valley Division, Illinois State\nTeachers Association.\nSteele, M. E. (Superintendent), Mendota;\nIllinois State Teachers Association.\nStephenson, Floyd S. (Teacher), 551 Veron¬\nica Ave., E. St. Louis; Southwestern Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nStone,\nMillard F.\n(Teacher), Lockport;\nNortheastern\nDivision,\nIllinois\nState\nTeachers Association.\nSullivan, S. B. (Principal), W. Frankfort;\nIllinois State Teachers Association.\nThalman, John W. (State N-E. A. Director),\nSuperintendent of Schools, 1612 North\nSheridan\nRd.,\nWaukegan;\nWaukegan\nTownship High School Association.\nTillman, Mrs. Lilas (Teacher), 566 Locust\nSt., Elgin; Elgin Council of Education.\nVarraveto, Marie (Teacher), 5471 Division\nSt., Chicago; Chicago Division, Illinois\nState Teachers Association.\nVaughan, Maud (Teacher), 818 Hillside\nAve., Glen Ellyn; Chicago Division, Il¬\nlinois State Teachers Association.\nVaughn, Mary F. (Teacher), 4050 Monroe\nSt., Chicago; Chicago Division, Illinois\nState Teachers Association.\nVigles, Maude E. (Principal), 932 South\nWebster St., Decatur; Decatur Public\nSchool Teachers Association.\nWalker, Albert (Superintendent) Sullivan;\nIllinois State Teachers Association.\nWalker, David E. (Superintendent), 800\nGreenleaf St., Evanston; Lake Shore Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nWieland, John A. (State Superintendent of\nPublic Instruction), Springfield; Illinois\nState Teachers Association.\nWilliams, C. R. (Superintendent), Water¬\nman; Rock River Division, Illinois State\nTeachers Association.\nWilson, J. Lynn (Superintendent), Nash¬\nville;\nSouthwestern\nDivision,\nIllinois\nState Teachers Association.\nYoung, O. O. (Superintendent), Library\nBldg., Galesburg; Western Division, Illi¬\nnois State Teachers Association.\nINDIANA\nAchttien, Evelyn (Teacher), R. R. 5, Box\n93, Indianapolis; Grade Teachers Asso¬\nciation.\nBillman, Dale (Superintendent), Sullivan;\nIndiana State Teachers Association.\nBlanchard, H. H. (Teacher), 319 N. Taylor\nSt.. South Bend; South Bend Teachers\nFederation.\nCallis, C. D. (Principal), Greentown; In¬\ndiana State Teachers Association.\nCassady, Minnie E. (Teacher), 3510 N. Me¬\nridian St., Indianapolis; Grade Teachers\nAssociation.\n\n"}
{"page": 944, "printed_page": null, "text": "938\n\nNational Education Association\n\nChapman,\nMarian\n(Teacher),\nHammond\nHigh School, Hammond; First District\nTeachers Association.\nDeMunbrun, Charles (Principal), Rushville;\nIndiana State Teachers Association.\nDome, Maud (Teacher), 2110 N. New Jersey\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nCombs, Lex (Teacher), 233 E. Jefferson St.,\nFort Wayne; Indiana State Teachers As¬\nsociation.\nEllingson, Gladys (Teacher), 802 N. Lafay¬\nette St., South Bend; South Bend Teach¬\ners Federation.\nEwbank, Gladys M. (Teacher), 3456 Salem\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nEwing, Sara C. (Teacher), 5461 Pleasant\nRun Parkway, Indianapolis: Indiana State\nTeachers Association.\nFeatherstone, Mary C. (Teacher), 806 Adams\nAve., Evansville; Evansville Federation\nof Public School Teachers.\nFortner, J. Ord (Principal), 1618 S. Eighth\nSt., Terre Haute; Indiana State Teachers\nAssociation.\nFree, Juel\n(Teacher),\nSpencer;\nIndiana\nState Teachers Association.\nCalvin, Cecelia (Principal), 836 N. Rural\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nGodwin, W. R. (Principal), 112 Ridge St.,\nLaPorte; Indiana State Teachers Associa¬\ntion.\nGosch, Carrie (Principal), E. Chicago; In¬\ndiana State Teachers Association.\nHall, L. E. (Principal), 1219 N. Tuxedo St.,\nIndianapolis; Indiana State Teachers As¬\nsociation.\nHargrave, E. B. (Viceprincipal), 339 Lesley\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nHuntsinger,\nThelma\n(Teacher),\n201 W.\nSpring,\nNew\nAlbany;\nIndiana\nState\nTeachers Association.\nJones, Dorothy I. (Teacher), 430 Corby\nBlvd., South Bend; South Bend Teachers\nFederation.\nJulian, Roy (Superintendent), Valparaiso;\nIndiana State Teachers Association.\nKirby, Elizabeth (Principal), 6021 Bellefontaine St., Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nKumpf. W. A. (Head, Commercial Depart¬\nment), Hammond High School, Hammond;\nFirst District Teachers Association.\nLeonard, Elizabeth (Teacher), 6036 Carroll¬\nton Ave., Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nMaehling. Hilda (Teacher), 1357 Third Ave.,\nTerre Haute; Indiana State Teachers As¬\nsociation.\nMichael, L. E. (Principal), Cloverdale; In¬\ndiana State Teachers Association.\nMurphy, Mrs. Clara (Teacher), 620 Woodlawn, Bloomington; Bloomington Public\nSchool Teachers Association.\nNicholson, Guy (Head, Commercial Depart¬\nment), Bosse High School. Evansville;\nFederation of Evansville Public School\nTeachers.\nPhillips, L. V. (Principal), 502 Broadway,\nVincennes; Indiana State Teachers Asso¬\nciation.\nRav, Ethel M. (Teacher), 28 S. Twentieth\nSt., Terre Haute; Terre Haute Teachers\nFederation.\nRector, Mrs. Charline (Teacher), 215 S.\nEbright St., Muncie; Muncie Teachers\nFederation.\nSchadd, Laura (Teacher), George R. Clark\nSchool, Hammond; Hammond City Teach¬\ners Association.\nScheiber, H. J. (\"Principal), Huntington;\nIndiana State Teachers Association.\n\nSmith, Ara Kenneth (Teacher), 401 Tremont\nSt., Michigan City; Michigan City Teach¬\ners Federation.\nSmith, Henry Lester (Ex Officio), Dean,\nSchool of Education, Indiana University,\nBloomington.\nSwenson, Mrs. Clara A. (Teacher), 4806\nE. Washington St., Indianapolis; Grade\nTeachers Association.\nThornton, Helen M. (Teacher), 4815 E.\nWashington St., Indianapolis; Federation\nof Indianapolis Public School Teachers.\nWeeks, Ora E. (Teacher), 1304 S. Fourth\nSt., Terre Haute; Terre Haute Teachers\nFederation.\nWilliams, Charles O. (State N. E. A. Direc¬\ntor), Indianapolis; Indiana State Teachers\nAssociation.\nWolfe, Ruby (Teacher), 1451 Central Ave.,\nIndianapolis; Grade Teachers Association.\nWyatt, Robert H. (Teacher), 233 E. Jeffer¬\nson St., Fort Wayne; Fort Wayne Teach¬\ners Association.\nIOWA\nAarvig, Bertha O. (Principal), 1234 Second\nAve., N., Fort Dodge; Fort Dodge Teach¬\ners Federation.\nAnderson,\nHilma\n(Physiotherapist),\n4035\nOvid Ave., Des Moines; Des Moines\nTeachers Federation.\nBensing, Elsie O. (Teacher), 932 Thirtyeighth, Des Moines; Des Moines Teach¬\ners Federation.\nBlake, Alice (Teacher), 709 Sixteenth St.,\nSioux City; Senior High School Teachers\nAssociation.\nBrannen, Esther M. (Teacher), 915 Thorn¬\nton Ave., Des Moines; Des Moines Teach¬\ners Federation.\nClark, Lillian E. (Teacher), 2315 Ridgeway\nDr., Cedar Rapids; Cedar Rapids Class¬\nroom Teachers Association.\nCram, Fred D. (State N.E.A. Director),\nIowa\nState\nTeachers\nCollege,\nCedar\nFalls; Iowa State Teachers Association.\nCusack, Loretto (Assistant Principal), Creston; Iowa State Teachers Association.\nDavis, M. G. (Superintendent), Ames; Iowa\nState Teachers Association.\nDirr, Margaret (Teacher), 4505 Fifth Ave.,\nSioux City: Sioux City Teachers Club.\nDivelbess, Margaret (Supervising Critic),\nIowa\nState\nTeachers\nCollege,\nCedar\nFalls; Faculty of the Iowa State Teach¬\ners College.\nEllerbusch, Florence (Teacher), 206 Smith\nApartments,\nSioux\nCity;\nSioux\nCity\nT'psrliprtj\n\nPliin\n\nEly,\nBlanche T.\n(Teacher),\nWinterset;\nGrade Teachers Association of Mason\nCity.\nFitzgerald, J. E. (Principal), Sioux City;\nElementary Principals\nSection of the\nIowa State Teachers Association.\nFreshwaters, Fay (Teacher), 2301\nSouth\nOlive St., Sioux City; Sioux City Teach¬\ners Club.\nGarber, Doris (Teacher), 2727 Pierce St.,\nSioux City; Sioux City Teachers Club.\nKercheval, James (Teacher), 521 Pine St.,\nWaterloo; E. Waterloo Teachers Club.\nKirn, G. W. (Principal). Abraham Lincoln\nHigh School, Council Bluffs; Iowa State\nTeachers Association.\nMcDowell,\nMrs. Lillian\n(Teacher),\n227\nHigh, Keokuk; Elementary Teachers Club\nof Keokuk.\nMolsberry. W. W. (Superintendent), Ran¬\ndolph; Iowa State Teachers Association.\nPease, C. A. (Superintendent), Clear Lake;\nIowa State Teachers Association.\nPetersen,\nChristine (County Superintend¬\nent), LeMars; Iowa State Teachers Asso¬\nciation.\n\n"}
{"page": 945, "printed_page": null, "text": "Associational Records and Information\n\nPye, Charles F.\n(Secretary), 415 Shops\nBldg., Des Moines; Iowa State Teachers\nAssociation.\nRae, James (Principal), Mason City; Iowa\nState Teachers Association.\nSamuelson, Agnes (Ex Officio), State Su¬\nperintendent of Public Instruction, Des\nMoines.\nSchnasse, Mrs. Florence (Girls Adviser),\n705 Locust St., Waterloo; W. Waterloo\nTeachers Association.\nSiverson, A. G. (Teacher), 3319 S. W. Ninth,\nDes Moines; Des Moines Teachers Fed¬\neration.\nVan Hettinga, H. (Superintendent), Musca¬\ntine; Iowa State Teachers Association.\nWood, W. C. (Supervisor), 2701 Bridge\nAve., Davenport; Scott County Teachers\nAssociation.\nKANSAS\nBiotherson, Marie\n(Teacher), 644 Ohio,\nKansas City; Kansas City Grade Teach¬\ners Club.\nBryan,\nLeota\n(Teacher), 839\nNebraska,\nKansas City; Du Bois Teachers Club.\nCurry, Grace (Teacher), 60 N. Valley, Kan¬\nsas City; Kansas City Grade Teachers\nClub.\nHerron, Mae (Teacher), 268 S. Tremont,\nKansas City; Kansas State Teachers As¬\nsociation.\nHolton, E. L. (Dean), School of Education,\nKansas State College, Manhattan; Kansas\nState Teachers Association.\nIrwin, Madaline A. (Teacher), Rt. 4, Kan¬\nsas City; Kansas City Grade Teachers\nClub.\nKemp, Rae (Teacher), 3621 Virginia, Kan¬\nsas City, Mo.; Kansas State Teachers\nAssoc istioiii\nLund, John E. (Teacher), 1118 Western\nAve., Topeka; Topeka Teachers Associa¬\ntion.\nMcCarthy, Helen (Teacher), 3621 Virginia,\nKansas\nCity,\nMissouri;\nKansas\nState\nTeachers Association.\nMartin, Minnie (Principal), 1118 Haskell,\nKansas City; Kansas State Teachers As¬\nsociation.\nMiller, Elizabeth S. (Principal), Cooper\nSchool, Kansas City; Kansas State Teach¬\ners Association.\nPhinney, R. V. (Superintendent). Larned;\nKansas State Teachers Association.\nSchlagle, F. L. (State N. E. A. Director),\nSuperintendent of Schools, Kansas City;\nKansas State Teachers Association.\nShotwell, H. D. (Teacher), 1283 Lane St.,\nTopeka; Topeka Teachers Association.\nSkelton, J. Dale (Teacher), 317 S. Lincoln,\nChanute; Chanute Teachers Association.\nSunter, Ethel M. (Principal). 851 Barnett,\nKansas City; Elementary School Princi¬\npals Club.\nSwanson, Martha (Teacher), Grund Hotel,\nKansas City; Kansas State Teachers As¬\nsociation.\nVan Slyck. W. N. (Principal), Senior High\nSchool, Topeka; Kansas State Teachers\nAssociation.\nVoss, Viola W. (Teacher). 1016 E. Fourth\nSt., Alton, Ill.; Topeka Classroom Teach¬\ners Club.\nWright, C. O. (Assistant Secretary\"), 315\nW. Tenth, Topeka; Kansas State Teach¬\ners Association.\nKENTUCKY\nDunn, D. Y. (County Superintendent), Lex¬\nington; Kentucky Education Association.\nHolliday. Della (Teacher), Newport; Ken¬\ntucky Education Association.\n\n939\n\nKing, W. P. (Secretary), 1423 Heyburn\nBldg., Louisville;\nKentucky Education\nAssociation.\nSnapp, C. V. (Superintendent), Jenkins;\nKentucky Education Association.\nTempel,\nHarold\nV.\n(Principal),\nHigh\nSchool, Shelbyville; Kentucky Education\nAssociation.\nWalker, Morton (Teacher), 4559 S. Park¬\nway, Louisville; Kentucky Education As¬\nsociation.\nYunker, Emilie (Teacher), 1140 Everett\nAve.,\nLouisville;\nKentucky\nEducation\nAssociation.\nLOUISIANA\nColvin, W. L. (Principal), Jeanerette High\nSchool, Jeanerette; Louisiana Teachers\nAssociation.\nDavis,\nJ.\nO.\n(Supervisor),\nElementary\nSchools, La Salle Parish, Jena; Louisiana\nTeachers Association.\nHinrichs, Amy H. (Principal), Audubon\nSchool, 7336 Hurst St., New Orleans;\nNew Orleans Principals Association.\nMoncla, R. O. (Supervisor), Elementary\nSchools, Lafourche Parish, Thibodaux;\nLouisiana Teachers Association.\nO’Reilly, Violett (Principal), F. T. Nicholls School for Girls, 3220 Louisiana Ave.,\nNew Orleans; Louisiana Teachers Asso¬\nciation.\nPoche,\nJ.\nN.\n(Supervisor).\nElementary\nSchools, St. Charles Parish, Hahnville;\nLouisiana Teachers Association.\nTalbot, E. L. (Principal), Terrebonne High\nSchool, Houma; Louisiana Teachers As¬\nsociation.\nMAINE\nAbbott, John W. (Principal), High School,\nIsland Falls; Aroostook County Teachers\nAssociation.\n,\nAdams, Ivan (Superintendent), Oakland;\nKennebec County Teachers Association.\nBeauchesne, Mrs. Helen G. (Teacher), Topsham; Maine Teachers Association.\nCrandall, Linwood T. (Teacher), Cumber¬\nland Center; Cumberland County Teach¬\ners Association.\nFarrington, Elizabeth (Teacher), Cumber¬\nland Center; Cumberland County Teach¬\ners Association.\nFreeman, Helen M. (Teacher), 11 Winter\nSt., Waterville; Maine Teachers Associa¬\ntion.\nGatcomb, Ernest K. (Principal), Washing¬\nton Academy, E. Machias; Washington\nCounty Teachers Association.\nGray, A. D.\n(Principal),\nMexico High\nSchool, Ridlonville; Maine Teachers As¬\nsociation.\nGreene, Victor N. (Principal), Box 183,\nSearsport; Waldo County Teachers Asso¬\nciation.\nJack, William B. (State N.E.A. Director),\nCity Hall, Portland; Maine Teachers As¬\nsociation.\nPackard, Bertram E. (State Commissioner\nof\nEducation),\nAugusta;\nAroostook\nCounty Teachers Association.\nRobinson,\nHelen\n(Teacher)\nCumberland\nCenter; Cumberland County Teachers As¬\nsociation.\nSmith, Charles (Principal), 39 Mill St.,\nOrono; Penobscot County Teachers Asso¬\nciation.\nSmith, Everett P. (Principal), Leavitt In¬\nstitute,\nTurner\nCenter;\nAndroscoggin\nCounty Teachers Association.\nStone, Frank G. (Principal), Foxcroft Acad¬\nemy, Dover-Foxcroft;\nMaine Teachers\nAssociation.\n\n"}
{"page": 946, "printed_page": null, "text": "940\n\nNational Education Association\n\nStrout, A. Everett (Principal), 23 Amherst,\nPortland; Cumberland County Teachers\nAssociation.\nMARYLAND\nCompton, Carolyn V. (Principal), Bruns¬\nwick; Maryland State Teachers Associa¬\ntion.\nCompton, Lillian (Assistant Superintend¬\nent), Cumberland; Maryland State Teach¬\ners Association.\nWenner, E. Virginia (Principal), Middletown; Maryland State Teachers Associa¬\ntion.\nMASSACHUSETTS\nBryant, Mary L. (Teacher), 41 Mason St.,\nW. Somerville; Massachusetts Teachers\nFederation.\nBuxton, Mrs. Maria C. (Teacher), Douglas;\nMassachusetts Teachers Federation.\nChase, Chrystal M. (Teacher), Middleboro;\nMassachusetts Teachers Federation.\nCurtis, Eleanor L. (Student), 32 Beaconsfield\nSt.,\nWorcester;\nMassachusetts\nTeachers Federation.\nCurtis, William E. (Principal), 32 Beaconsfield Rd., Worcester; Worcester County\nTeachers Association.\nCurtis, Mrs. William E.\n(Editor), 32\nBeaconsfield Rd., Worcester; Worcester\nCounty Teachers Association.\nDunham, Annie D. (Principal), 192 Wash¬\nington St., Wellesley Hills; Massachu¬\nsetts Teachers Federation.\nHolmes, Clarence W. (Principal), E. Doug¬\nlas; Massachusetts Teachers Federation.\nHolmes, Mabel V. (Teacher), E. Douglas;\nBrookline Teachers Club.\nLyman, Cassius (Educational Writer and\nLecturer), 39 Walnut St., Stoughton;\nMassachusetts Teachers Federation.\nLyman, Warren B. (Superintendent), 39\nWalnut St., Stoughton; Norfolk County\nTeachers Association.\nMcIntosh, Everett J. (Teacher), 62 Front\nSt., Weymouth; Massachusetts Teachers\nFederation.\nMiller, Etta M. (Teacher), 64 Sewell Ave.,\nBrookline; Brookline Teachers Club.\nNixon, Hugh (Secretary), 15 Ashburton PL,\nBoston; Massachusetts Teachers Federa¬\ntion.\nSmith, Edgar B. (Principal), 120 High St.,\nGreenfield; Massachusetts Teachers Fed¬\neration.\nSmith, Gertrude M. (Teacher), Douglas;\nMassachusetts Teachers Federation.\nSmith, Jane Morse (Speaker on Education),\n120 High St., Greenfield; Franklin County\nTeachers Association.\nStuart, Mary (Teacher), Brighton High\nSchool, Brighton; Eastern Commercial\nTeachers Association.\nWoodbury, Charles H. (Principal), 4 Lakecroft Court, Melrose; Melrose Teachers\nClub.\nWoodbury, Mrs. Grace I. (Teacher), 4\nLakecroft Court, Melrose; Massachusetts\nTeachers Federation.\nWoodward, Annie C. (State N. E. A. Direc¬\ntor), 78 Highland Ave., Somerville; Mas¬\nsachusetts Teachers Federation.\nMICHIGAN\nBarton,\nNellie\n(Teacher), 714 Clifford,\nFlint; Michigan Education Association.\nBerger, William R. (Teacher), 2000 Witherell, Detroit; Detroit Teachers Associa¬\ntion.\nBeutler, H. A. (Superintendent), Standish;\nMichigan Education Association.\nBradley, Dorothy (Teacher), Lowell Junior\nHigh School, Flint; Michigan Education\nAssociation.\n\nChapelle, E. H. (Superintendent), Ypsilanti; Michigan Education Association.\nChristen, Ralph S. (Teacher), 4333 Twelfth,\nDetroit; Michigan Education Association.\nCody, Frank (Superintendent), Board of\nEducation, Detroit; Detroit Teachers As¬\nsociation.\nCornelia, James (Teacher), 3954 Balfour,\nDetroit; Michigan Education Association.\nCrosby, Otis (Editor), Board of Education,\nDetroit; Detroit Teachers Association.\nDacey, Cecile M. (Teacher), 15055 Hubbell,\nDetroit; High School-College Division of\nthe Detroit Teachers Association.\nDacey, Rosemarie (Teacher), 9374 Wildemere, Detroit; Michigan Education Asso¬\nciation.\nDebus, Earl (Teacher), 18875 Ryan, De¬\ntroit; Detroit Teachers Association.\nDes Roches. Irene (Teacher), 18040 St.\nAubin, Detroit; Detroit Teachers Asso¬\nciation.\nDodge, Mrs. Reta (Teacher), 8411 Northfield, Detroit; Detroit Teachers Associa¬\ntion.\nEllis, William (Principal), 8245 John R,\nDetroit; Detroit Teachers Association.\nEnsfield, Mary (County School Commis¬\nsioner), Kalamazoo; Michigan Education\nAssociation.\nGagen, Catherine (Teacher), 6045 Stanton,\nDetroit; Detroit Teachers Association.\nGleason, Minnie (Teacher), 401 Dickerson,\nDetroit; Detroit Teachers Association.\nGleason, Walter (Teacher), 12800 Kelly\nRd., Detroit; Michigan Education Asso¬\nciation.\nGrant, Margaret (Teacher), 5525 Martin,\nDetroit; Detroit Teachers Association.\nGriffinger, Mrs. Tenta (Teacher), 5525 Mar¬\ntin, Detroit; Detroit Teachers Associa¬\ntion.\nHaist, A. B. (Teacher), 1826 W. Michigan,\nSaginaw; Michigan Education Associa¬\ntion.\nHarper, Hazel (Teacher), 18040 St. Aubin,\nDetroit; Detroit Teachers Association.\nHart, V. M. (Teacher), 21431 Grand River,\nDetroit; High School-College Division of\nthe Detroit Teachers Association.\nHutchings, Ruahmah J. (Teacher), Rt. No.\n4. Howell; Michigan Education Associa¬\ntion.\nKay, Esther (Teacher), 17501 Brush, De¬\ntroit; Detroit Teachers Association.\nKelsey, Minnie (Teacher), 2535 W. Grand\nBlvd., Detroit; Detroit Teachers Associa¬\ntion.\nKingan, J. Constance (Teacher), 309 E.\nUniversity,\nRoyal\nOak;\nRoyal\nOak\nTeachers Club.\nKnoblauch, A. L. (Superintendent), Cassopolis; Michigan Education Association.\nLockwood, Ida (Teacher), 14450 Burt Rd.,\nDetroit; Detroit Teachers Association.\nMcGuiness,\nClara\nM.\n(Teacher),\n17211\nNorthlawn,\nDetroit;\nDetroit Teachers\nAssociation.\nMcGuinness, J. P. (Teacher), 6300 Grand\nRiver, Detroit; High School-College Di¬\nvision of the Detroit Teachers Associa¬\ntion.\nMcGuiness, Maud (Teacher), Detroit; De¬\ntroit Teachers Association.\nMacKay, Jean Armour (Teacher), 121 High¬\nland Ave., Highland Park; Classroom\nTeachers Association of Highland Park.\nMumford, Grace (Teacher), 2525 Brooklyn,\nDetroit; Michigan Education Association.\nPhillips. A. J. (Secretary), 422 S. Butler,\nLansing; Michigan Education Associa¬\ntion.\nSchaffer, Dorothea (Teacher), 530 S. Colo¬\nnial, Detroit; Detroit Teachers Associa¬\ntion.\n\n"}
{"page": 947, "printed_page": null, "text": "Associational Records and Information\n\nShannon, Ina (Teacher), Jefferson School,\nFerndale; Ferndale Teachers Club.\nStout, Grover (Principal), 4221 Cortland,\nDetroit; Michigan Education Association.\nShepard, Ethel (Teacher), 923 State St.,\nPetoskey; Michigan Education Associa¬\ntion.\nSmith, Minnie K. (Principal), 99 E. Four¬\nteenth, Holland; Michigan Education As¬\nsociation.\nTurrell, Mrs. Celia (Teacher), 770 E. Grand\nBlvd., Detroit; High School-College Di¬\nvision of the Detroit Teachers Associa¬\ntion.\nVan Buskirk, D. A. (Superintendent), Has¬\ntings; Michigan Education Association.\nMINNESOTA\nAnderson, Dana M. (Teacher), 1916 Second\nAve., S., Minneapolis; Minneapolis Di¬\nvision of the Minnesota Education Asso¬\nciation.\nAnderson, J. E. (Superintendent), 116 Shaubot St., Mankato; Minnesota Education\nsociation\nBallard, Huldah I. (Teacher), 5301 Thirtyeighth Ave., S., Minneapolis; Minneapo¬\nlis Division of the Minnesota Education\nBank, Albert M. (Teacher), 4537 Colfax\nAve., S., Minneapolis; Minneapolis Teach¬\ners League.\nBatzer, Susan W. (Teacher), 422 Fourth\nSt., S., Virginia; Virginia Education As¬\nsociation.\nBishop, Helen M. (Psychologist), 679 Lin¬\ncoln Ave., St. Paul; St. Paul Education\nAssociation\nBullard, Irma L. (Teacher), 3539 Blaisdell\nAve., Minneapolis; Minneapolis Division\nof the Minnesota Education Association.\nByrnes, Mary R. (Teacher), 4426 Upton\nAve., S., Minneapolis; Minnesota Educa¬\ntion Association.\nCarlson, Myrtrice (Teacher), Center City;\nMinneapolis Division of the Minnesota\nEducation Association.\nCarlson, Philip E. (Principal), 4234 Twentyfifth Ave., S., Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nChase, P. W. (Superintendent), Warroad;\nMinnesota Education Association.\nCook, Elizabeth (Teacher), 4428 Abbott\nAve., S., Minneapolis; Minneapolis Di¬\nvision of the Minnesota Education Asso¬\nciation.\nDahl, Mrs. Myrtle Hooper (Teacher), Hia¬\nwatha School, Minneapolis; Minneapolis\nClassroom Teachers Association.\nDiederich, Rose (Teacher), 1933 Ashland\nAve., St. Paul; Minneapolis Classroom\nTeachers Association.\nDunn, Sara A. (Teacher). 1213 Ashland\nAve., St. Paul; St. Paul Education Asso¬\nciation.\nGallagher, Mary A. (Principal), 515 Fifth\nAve., S.. St. Cloud; Minnesota Education\nAl ssociation\nGroesbeck, Mrs. Agnes M. (Teacher). 2020\nFremont Ave., N.. Minneapolis; Minne¬\napolis Classroom Teachers Association.\nHenderson, Lettisha E. (Teacher). 136 N.\nWestern Ave., St. Paul; St. Paul Educa¬\ntion Association.\nHoppe, George F. (Superintendent). Pine\nIsland: Minnesota Education Association.\nJohnson, Mabel O. (Teacher). 3613 Pleas¬\nant Ave., Minneapolis; Minneapolis Di¬\nvision of the Minnesota Education Asso¬\nciation.\nKeating. Anna B. (Teacher), 2020 N. Fre¬\nmont\nAve..\nMinneapolis;\nMinneapolis\nClassroom Teachers Association.\n\n941\n\nKnudson, Viola (Teacher), 3807 E. Fiftieth,\nMinneapolis; Grade Section of the Min¬\nneapolis Teachers League.\nKnutson, Violet H. (Teacher), Leamington\nHotel, Minneapolis; Senior High Section\nof the Minneapolis Teachers League.\nLarkin, Anne E. (Teacher), Curtis Hotel,\nMinneapolis;\nMinneapolis\nClassroom\nTeachers Association.\nLarpenteur, Marie S. (Teacher), 4103 Pleas¬\nant Ave., Minneapolis; Grade Section of\nthe Minneapolis Teachers League.\nLynch, Maria (Principal), 1786 Hennepin,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association.\nMacDonald, Mrs. Nellie C. (Teacher), 1104\nTwenty-fourth Ave., N. E., Minneapolis;\nSpecial Teachers Section of the Minne¬\napolis Teachers League.\nMeldahl, Andrew (Principal), 105 Carlisle\nSt., Duluth; Minnesota Education Asso¬\nciation.\nMinton, Marion (Teacher), 1900 Park, Min¬\nneapolis; Grade Section of the Minneapo¬\nlis Teachers League.\nMoe, Floyd B. (Dean), Junior College, Vir¬\nginia; Minnesota Education Association.\nMorris, A. B. (Teacher), Teachers College,\nMankato; Minnesota Education Associa¬\ntion.\nOlsen, Mrs. Louise B.\n(Teacher), 4004\nBeard Ave., Minneapolis; Grade Section\nof the Minneapolis Teachers League.\nPeterson, F. G. Eric (Teacher), Junior Col¬\nlege, 418 Nineteen and one-half Ave., W.,\nDuluth; Duluth Teachers Association.\nPeterson, Herbert R. (Teacher), E. Junior\nHigh School Duluth; Duluth Teachers\nAssociation.\nRingdahl, N. Robert (Teacher), 3220 Tenth\nAve., S., Minneapolis; Minneapolis Di¬\nvision of the Minnesota Education Asso¬\nciation.\nRobbins, Alice V. (Teacher), Plaza Apart¬\nment, Mankato; Southwest Division of\nthe Minnesota Education Association.\nRusinko, John (Teacher), 624 S. E. Erie\nSt., Minneapolis; Minneapolis Division\nof the Minnesota Education Association.\nSanders, Court E. (Supervisor), 1135 Dayton Avev St. Paul; Minnesota Education\nAssociation.\nSeipel, Burnette (Teacher), Duluth; Du¬\nluth Teachers Association.\nSeipel, Julia (Teacher), Duluth; Minnesota\nEducation Association.\nSengir, Barbara (Teacher), 3700 Eleventh\nAve., S., Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nSmith, Dora (Teacher), 3933 Lyndale Ave.,\nS., Minneapolis: Minneapolis Division of\nthe Minnesota Education Association.\nStrate, Nettie M. (Principal), 3032 Colfax\nAve., S., Minneapolis; Minneapolis Di¬\nvision of the Minnesota Education Asso¬\nciation.\nMISSISSIPPI\nCooper, H. V. (N. E. A. State Director),\nSuperintendent of\nSchools,\nVicksburg:\nMississippi Education Association.\nDrexler, Mrs. Charles (Teacher), Port Gib¬\nson; Mississippi Education Association.\nHickman, Alma (Teacher), Station A, Hat¬\ntiesburg; Mississippi Education Associa¬\ntion.\nSmith. Maurine (Teacher), Vicksburg; Mis¬\nsissippi Education Association.\nSolomon. H. W. (Principal),. Greenville;\nMississippi Education Association.\nTaylor, W. N. (Secretary), Jackson; Mis¬\nsissippi Education Association.\n\n"}
{"page": 948, "printed_page": null, "text": "942\n\nNational Education Association\n\nMISSOURI\nAltheide, Lorene (Teacher), 4406a Red Bud,\nSt. Louis; St. Louis Grade Teachers As¬\nsociation.\nApplegate, Anna L. (Teacher), 7424 Hia¬\nwatha, St. Louis; St. Louis Grade Teach¬\ners Association.\nAutry, Helen (Teacher), N. Kansas City;\nNorthwest Missouri Teachers Association.\nBechtold, Margaret (Teacher), 2906 Askew,\nKansas City; Kansas City Teachers Club.\nBoyd, Chas. F. (County Superintendent),\nOzark; Southwest Missouri Teachers As¬\nsociation.\n.\nCarter, E. M. (Secretary), Columbia; Mis¬\nsouri State Teachers Association.\nCarter, Victoria (Teacher), 901 Linwood,\nKansas City; Kansas City Teachers Club.\nChitwood, Effie (Teacher), Carl Junction;\nMissouri State Teachers Association.\nCoffman, Mary Lee (Teacher), Lafayette\nSchool, St. Joseph; Missouri State Teach¬\ners Association.\nCooper, Minnie J. (Teacher), 6211 Virginia,\nSt. Louis; St. Louis Grade Teachers As¬\nsociation.\nCrow, Alva L. (Superintendent), Monroe\nCity; Northeast Missouri Teachers Asso¬\nciation.\nCunningham, Marie C. (Teacher),. 2209 Mis¬\nsouri Ave., St. Louis; St. Louis District\nTeachers Association.\nDavis, Alfred (Teacher), 5857 Maple Ave.,\nSt. Louis; St. Louis District Teachers\n\nA. S S O C13110 H •\nEgan, Anna H. (Principal), 4111 Warwick\nBlvd., Kansas City; Elementary Princi¬\npals Association.\nEmerson, Ethel (Teacher), 1200 Linwood,\nKansas City; Kansas City Teachers Club.\nFitch, Rodney B. (Teacher), Centerview;\nCentral Missouri District Teachers Asso¬\nciation.\nFitzgerald, James J. (President), Board of\nEducation,\nSt.\nLouisx Missouri\nState\nTeachers Association.\nFreiberger, C. W. (Teacher), 1223 Bellevue\nAve., Richmond Heights; St. Louis Dis¬\ntrict Teachers Association.\nGoslin, W. E. (Superintendent), Webster\nGroves; Southeast Missouri Teachers As¬\nsociation.\nHays, Fannie (Teacher), N. Kansas City;\nMissouri State Teachers Association.\nHendricks,\nE. L.\n(President),\nTeachers\nCollege, Warrensburg; Central Missouri\nDistrict Teachers Association.\nHickey, P. J. (Secretary-Treasurer). Board\nof Education, St. Louis; Missouri State\nTeachers Association.\nHouse, Fred B. (Principal), Warrensburg;\nCentral Missouri District Teachers Asso¬\nciation.\nHupe,\nW.\nF.\n(County\nSuperintendent),\nMontgomery City; Missouri State Teach¬\ners Association.\nKeller, Fred L. (Superintendent), Tarkio;\nNorthwest Missouri Teachers Association.\nKetchum, Annie L. (Teacher), Kingsway\nHotel,\nSt.\nLouis;\nSt.\nLouis\nDistrict\nTeachers Association.\nKing. Lloyd W. (State Superintendent of\nPublic Instruction), Jefferson City; Mis¬\nsouri State Teachers Association.\nLamkin. Uel W. (President). State Teach¬\ners College, Maryville; Missouri State\nTeachers Association.\nLoftus. Anna L. (Teacher), 2132 Russell,\nSt. Louis; St. Louis Grade Teachers As¬\nsociation.\nLongshore. W. T. (Principal), 520 W. For¬\ntieth, Kansas City; Cooperative Council\nof Teachers of Kansas City.\n\nMcMullin, Myrtle (Teacher), N. Kansas\nCity; Missouri State Teachers Associa¬\ntion.\nMarkham, Carrie (Teacher), 814 Clara Ave.,\nSt. Louis; St. Louis District Teachers\nAssociation.\nMarshall, Ruth\n(Teacher), 3912 Mercer,\nKansas City; Kansas City Teachers Club.\nMiller, Pinkney E. (Teacher), 407 S. Park,\nSedalia; Community Teachers Associa¬\ntion.\nMorton, Mabel (Teacher), Mayfair Hotel,\nKansas City; Kansas City Teachers Club.\nMurphy, Martha B. (Teacher), 1336 Union\nBlvd.,\nSt.\nLouis;\nSt.\nLouis\nDistrict\nTeachers Association.\nParker, W. W. (President), State Teachers\nCollege, Cape Girardeau; Missouri State\nTeachers Association.\nRaabe, Gertrude (Teacher), 569 W. Web¬\nster, Springfield; Missouri State Teachers\nAssociation.\nRalls, Mary C. (Teacher), 5629 Jefferson,\nKansas City; Missouri State Teachers\nAssocintion.\nRice, E. G. (Teacher), 3648 Flad Ave., St.\nLouis; St. Louis District Teachers Asso¬\nciation.\nRiddle, Anna (Teacher), 2 Summit PL, St.\nJoseph; St, Joseph District No. 8, Mis¬\nsouri State Teachers Association.\nRobeson, J. A. (Principal), 4147 Montgall,\nKansas\nCity;\nCooperative\nCouncil\nof\nTeachers of Kansas City.\nRunge,\nRobert\n(Teacher),\n950\nDelmar,\nSpringfield;\nMissouri\nState\nTeachers\nAssociation.\nSchmidt, Halloween (Teacher), 6036 Page,\nSt. Louis; St. Louis Grade Teachers As¬\nsociation.\nSharp, Katherine (Teacher), 2946 Askew,\nKansas City; Kansas City Teachers Club.\nSpencer, Hildred (Teacher), Milan; North¬\neast Missouri Teachers Association.\nStanford, Vera (Teacher), 912 Linwood,\nKansas City; Kansas City Teachers Club.\nStudy, H. P. (Superintendent), Board of\nEducation Bldg., Springfield; Southwest\nMissouri Teachers Association.\nSutton, Margaret (Teacher), State Teachers\nCollege, Maryville; Missouri State Teach¬\ners Association.\nUtz, Nell (Teacher), Humboldt School, St.\nJoseph; St. Joseph District No. 8, Mis¬\nsouri State Teachers Association.\nWalker, T. J. (State N. E. A. Director),\nColumbia; Missouri State Teachers Asso¬\nciation.\nWhite, Gladys E. (Teacher). 2 Summit PL,\nSt. Joseph; St. Joseph District No. 8,\nMissouri State Teachers Association.\nWilliams, Edith A. (Teacher), 1323 Jackson\nAve., Kansas City; Council of Negro\nTeachers.\nWilliams. Stoy (Teacher), Savannah; Mis¬\nsouri State Teachers Association.\nWilson, Marion (Teacher), Bliss School, St.\nJoseph; St. Joseph District No. 8, Mis¬\nsouri State Teachers Association.\nWomack, Mary B. (Teacher), 5716 Cates\nAve., St. Louis; St. Louis Grade Teachers\nAssociation.\nWood, Katherine A. (Teacher), 4036a Cleve¬\nland, St. Louis; St. Louis Grade Teachers\nAssociation.\nMONTANA\nBaldwin. Boyd (Principal), Terry; Mon¬\ntana Education Association.\nHodgskiss, W. L. (Superintendent), Bel¬\ngrade; Montana Education Association.\nRobinson, Fred (Vocational Director), Hel¬\nena: Montana Education Association.\nSchreibeis, Chas. (Principal). Pony; Mon¬\ntana Education Association.\n\n"}
{"page": 949, "printed_page": null, "text": "Associational Records and Information\n\nWilliams, D. S. (Superintendent), Boze¬\nman; Montana Education Association. •\nNEBRASKA\nAllen, Margaret (Teacher), 334 N. Thir¬\nteenth St., Lincoln; Lincoln Teachers As¬\nsociation.\nClark,\nMrs.\nMae T.\n(Teacher),\nGrand\nIsland; Grand Island School Club.\nCoombs, Mrs. Irma W. (Teacher), 2965 Starr\nSt., Lincoln; Lincoln Teachers Associa¬\ntion.\nDeahn-Smith, Mrs. Mary (Teacher), Irving\nJunior High School, Lincoln; Lincoln\nTeachers Association.\nDurkee, Austa (Teacher), 6820 N. Twentyfourth\nSt.,\nOmaha;\nOmaha\nTeachers\nForum.\nEaton, Henry M. (County Superintendent),\nOmaha; Nebraska State Teachers Asso¬\nciation.\nGuenther, J. J. (Teacher), 4509 Seward St.,\nOmaha; Omaha Teachers Forum.\nKunel,\nHelen\n(Teacher),\n1464\nBellevue\nBlvd., Omaha; Omaha Teachers Forum.\nPeery, Clara M. (Teacher), Thirty-third and\nCuming, Omaha; Omaha Teachers Forum.\nPersell, Beulah E. (Teacher), 2714 Seventh\nAve., Kearney; Kearney Teachers Asso¬\nciation\nPorter, Dwight E. (State N. E. A. Director),\nPrincipal, Technical High School, Omaha\nNebraska State Teachers Association\nPyrtle,\nE._ Ruth\n(Principal),\nBancroft\nSchool, Lincoln; Nebraska State Teachers\nAssociation.\nReynolds, Florence B. (Teacher), 6820 N.\nTwenty-fourth St., Omaha; Omaha Teach¬\ners Forum.\nRost, Grover (Teacher), 912 N. Wheeler,\nGrand Island; Nebraska State Teachers\nAssociation.\nSandsmark, L. (Superintendent), Emerson;\nNebraska State Teachers Association.\nStarn, Bertha _ (Director of Health Educa¬\ntion), Beatrice; Nebraska Women’s Edu¬\ncational Club.\nSturmer, Mary (Teacher), Box 269, Bea¬\ntrice; Nebraska State Teachers Associa¬\ntion.\nSvacina,\nAnna\n(Teacher).\nBrown\nPark\nSchool, Omaha; Omaha Teachers Forum.\nWilliams. Mrs. Nellie C. (Teacher), 4216\nMeredith Ave., Omaha; Omaha Teachers\nForum.\nNEVADA\nBray, Mildred (Deputy State Superintend¬\nent of Schools), Carson City; Nevada\nState Educational Association.\nDenton, Hazel B. (State N. E. A. Director),\nCaliente; Nevada State Educational Asso¬\nciation.\nGarrett. Elton (Teacher), Boulder City;\nNevada State Educational Association.\nKnemeyer. Bertha C. (Ex Officio), Elko\nCounty High School, Elko.\nSledge, L. W. (Deputv State Superintend¬\nent), Las Vegas; Nevada State Educa¬\ntional Association.\nWarren, J. R. (Principal), Billinghurst High\nSchool, Reno; Nevada State Educational\nAssociation.\nNEW HAMPSHIRE\nDoc, Chester W. (Superintendent). Northwood; Rockingham County Teachers As¬\nsociation.\nEwing. Lyle Wilson (State N. E. A. Di¬\nrector), Claremont; New Hampshire State\nTeachers Association.\nThompson, Elizabeth M. (Teacher), Colebrook: New Hampshire State Teachers As¬\nsociation.\n\n943\n\nNEW JERSEY\nAdams, Mrs. A. Virginia (Principal), East\nAvenue School, Vineland; New Jersey\nState Teachers Association.\nApplegate, Mrs. Stella S. (Clerk), 307 StacyTrent Hotel, Trenton; New Jersey State\nTeachers Association.\nBabcock, Mildred D. (Teacher), 399 Fourth\nAve., Westwood; Classroom Teachers of\nthe Department of Elementary Education\nof New Jersey.\nBarnes, Mrs. Mary (Teacher), School #3,\nElizabeth; Elizabeth Teachers Associa¬\ntion.\nBustard, Joseph L. (Principal), Chestnut\nSchool, Roselle; New Jersey State Teach¬\ners Association.\nCartwright, E. Katherine (Head, English\nDepartment),\nEmerson\nHigh\nSchool,\nUnion City; New Jersey State Teachers\nAssociation.\nCowie,\nGeorge\nH.\n(Principal),\nHurden\nLooker School, Hillside; New Jersey State\nTeachers Association.\nDoremus, Marjorie (Teacher), 365 Twelfth\nAve., Paterson; Classroom Teachers of the\nDepartment of Elementary Education of\nNew Jersey.\nDoremus. Mattie S. (Teacher), 365 Twelfth\nAve., Paterson; New Jersey State Teach¬\ners Association.\nGalbreath, Marion J. (Teacher), Senior High\nSchool, Red Bank; New Jersey State\nTeachers Association.\nGoodfellow, Raymond C. (Director of Com¬\nmercial\nEducation),\nNewark;\nEastern\nCommercial Teachers Association.\nGurley, Raymond B. (State N. E. A. Di¬\nrector), Principal, Barringer High School;\nNew Jersey State Teachers Association.\nHamilton, Ella J. (Director), School Admin¬\nistration Bldg., Atlantic City; New Jersey\nState Teachers Association.\nHardester, Mildred V. (Teacher), Gregory\nSchool, West Orange; New Jersey State\nTeachers Association.\nHill, Laura M. (Teacher), 924 Park Ave.,\nTrenton; Classroom Teachers of the De¬\npartment of Elementary Education of New\nJersey.\nJohnson, Laurence B. (Editor), New Jersey\nEducational Review, Newark; New Jersey\nState Teachers Association.\nKitchin, Dorothy D. (Teacher), 36 Rector\nSt., Newark; Newark Teachers Associa¬\ntion.\nLewin, William (Teacher), Weequaic High\nSchool, Newark; New Jersey State Teach¬\ners Association.\nMoffett, Marcella G. (Teacher), 48 N. Her¬\nmitage Ave., Trenton; Classroom Teach¬\ners of the Department of Elementary Edu¬\ncation of New Jersey.\nMorrison, Howard D. (Superintendent), 207\nSouth Broad St., Trenton; Mercer County\nTeachers Association.\nNeulen, Leon N. (Superintendent), New City\nHall, Camden; New Jersey State Teach¬\ners Association.\nPate, Wylie G. (Superintendent), Sensor\nBldg., Millville; New Jersey State Teach¬\ners Association.\nPegg, E. L. (Teacher), 38 E. Hunter Ave.,\nMaywood; Hackensack Teachers Associa¬\ntion.\nPerkins, Anna B. (Teacher), 117 Albion PL,\nPassaic; Passaic Teachers Association.\nPoland, Mrs. Mary D. (Dean of High\nSchools), 254 Mt. Prospect Ave., Newark;\nNewark Teachers Association.\nPorreca, Lena (Teacher), School #1, Hack¬\nensack; New Jersey State Teachers Asso¬\nciation.\nRalston, Stanton A. (Principal). East Side\nHigh School, Newark; New Jersey State\nTeachers Association.\n\n"}
{"page": 950, "printed_page": null, "text": "944\n\nNational Education Association\n\nRead, Russell S. (Teacher), 1514 Green¬\nwood Ave., Trenton; Trenton Teachers\nAssociation.\nRobinson, Fannie A. (Teacher), 75 Paterson\nAve., Paterson; Paterson Teachers Asso¬\nciation.\nRoche, Juliet M. (Teacher), School #34,\nJersey City; New Jersey State Teachers\nAssociation.\nStratton, Mason A. (Principal), 272 Huron\nAve., Absecon; Atlantic City Teachers\nAssociation.\nTeague, Anna L. (Teacher), 325 Monroe St.,\nBoonton; Morris County Teachers Asso¬\nciation.\nTew, Derwood J. (Supervisor), New City\nHall, Camden; New Jersey State Teachers\nAssociation.\nWamsley, Mrs. Jessie M. (Principal), Pit¬\nman; Gloucester County Teachers Asso¬\nciation.\nWhite, Winton J. (Superintendent), Mor¬\nrow High School, Englewood; New Jer¬\nsey State Teachers Association.\nWhitlock, Sarah O. (Principal), 88 Law¬\nrence Ave., New Brunswick; New Jersey\nState Teachers Association.\nZimmerman, R. R. (County Superintendent),\n160 Hudson Ave., Englewood;\nBergen\nCounty Teachers Association.\nNEW MEXICO\nJones, Mrs. Ola C. (County Superintendent),\nCarrizozo; New Mexico Educational Asso¬\nciation.\nRodgers, H. R. (State Superintendent of\nPublic Instruction), Santa Fe; New Mex¬\nico Educational Association.\nWatson, Mary (Rural Supervisor), Carri¬\nzozo; New Mexico Educational Associa¬\ntion.\nNEW YORK\nBarber, Cora E. (Art Supervisor), 468 Eliza¬\nbeth St., Oneida; New York State Teach¬\ners Association.\nBarnett, Paul (Teacher), 19 Herbert Ave.,\nWhite Plains; White Plains Teachers As¬\nsociation.\nBlickstein, Harry (Principal), Public School\n#44, Queens, New York City; Queensboro Teachers Association.\nBriggs. Pearl A. (Teacher), 1718 Seneca\nSt., Buffalo; Buffalo Teachers Federation.\nBroderick, Lillian (Teacher), 216 Park Ave.,\nYonkers, New York City; Westchester\nCounty Teachers Association.\nBurke, Gertrude (Teacher), 100 Graves St.,\nSyracuse; Women High School Teachers\nAssociation.\nButts, Franklin A. (Principal), 120 Cannon\nSt., Poughkeepsie; New York State Teach¬\ners Association.\nCampbell. Margaret E. (Teacher), 4529 Car¬\npenter Ave., Bronx, New York City; Kin¬\ndergarten—6B Teachers Association.\nDwyer,\nMargaret\n(Teacher),\n524\nWest\nSeneca Turnpike, Syracuse; Women High\nSchool Teachers Association.\nFahey, Sara H. (Teacher), Girls Commer¬\ncial High School, Brooklvn; High School\nTeachers Association of New York City.\nFarley, Leonard J. (Teacher). 235 Bucking¬\nham Ave., Syracuse; New York State\nTeachers Association.\nFriend, Constance (Teacher), 127 W. Sev¬\nenty-ninth St., New York City; Kinder¬\ngarten—6B Teachers Association.\nGibson. Charles S. (Principal). 2154 S.\nGeddes St., Syracuse; New York State\nTeachers Association.\nGraham. Minnie S. (Principal), 10 Rich\nAve., Mt. Vernon; Mt. Vernon Teachers\nAssociation.\n\nHaller, Ralph W. (Teacher), Morris High\nSchool, Bronx, New York City; High\nSchool Teachers Association of New York\nCity.\nHamlin, Willard (Teacher), 117 Crary Ave.,\nBinghamton; Binghamton Teachers Asso¬\nciation.\nHamlin, Mrs. Willard (Teacher), 117 Crary\nAve., Binghamton; Binghamton Teachers\nAssociation.\nHardy, H. Claude (N. E. A. State Director),\nSuperintendent of Schools, White Plains;\nWhite Plains Teachers Association.\nHarney, Mrs. Laura B. (Teacher), 7 N.\nNinth Ave., Mt. Vernon; New York State\nTeachers Association.\nHasbrouck,\nHylah\n(Teacher),\nWarwick;\nNew York State Teachers Association.\nHodge, Lamont F. (Superintendent), 293\nNorth Broadway, Yonkers, New York\nCity; Yonkers Teachers Association.\nHolmes, William H. (Superintendent), Mt.\nVernon; New York State Teachers Asso¬\nciation.\nKilpatrick, Van Evrie (Retiring Director of\nSchool Gardens), 121 E. Fifty-first St.,\nNew York City; School Garden Associa¬\ntion of New York.\nKline, Ira M. (Principal), Greenburgh High\nSchool, White Plains; Second Supervisory\nDistrict of Westchester County Teachers\nAssociation.\nKniskern. Ruth I. (Teacher), 412 McKinley\nAve., Endicott; New York State Teachers\nAssociation.\nKroner, Albert J. (Teacher), 114 Valentine\nSt., Mt. Vernon; New York State Teach¬\ners Association.\n- Kroner. Frances W. (Teacher), 114 Valen¬\ntine St., Mt. Vernon; Mt. Vernon Teachers\nAssociation.\nKuhnert, Julius E. (Supervisor), 35 Vernon\nParkway, Mt. Vernon; Mt. Vernon Teach¬\ners Association.\nLaw, Frederick Houk (Head of English De¬\npartment), Stuyvesant High School, Bronx,\nNew York City; High School Teachers\nAssociation of New York City.\nLevenson. Samuel M. (Teacher), Junior\nHigh School #40. Queens, New York\nCity; Queensboro Teachers Association.\nLewis. Ernest D. (Teacher). Evander Childs\nHigh School. Bronx, New York City;\nHigh School Teachers Association of New\nYork City.\nMahoney, Mary ('IJ'eacher), 133 Furman,\nSyracuse; Syracuse Teachers Association.\nMalonev, Retta (Teacher). Syracuse; Teach¬\ners Welfare League of New York State.\nMargester, Mrs. Cleo (Teacher), Eden; New\nYork State Teachers Association.\nMasoner, Mrs. Marion Estes (Teacher), 188\nShoreham Dr., Rochester; Friday Night\nClub.\nMilligan. Grace L. B. (Principal), 616 E.\nLincoln Ave., Mt. Vernon; Mt. Vernon\n^Teachers Association.\nMoffett. Harriet Webb (Teacher), 32 Coligni\nSt., New Rochelle; New Rochelle Teach¬\ners Club.\nPrentiss, Guernsey D. (Teacher). P. O. Box\n566, White Plains; Second Supervisory\nDistrict of Westchester County Teachers\nAssociation.\nReeve, Alice M. (Teacher), South Side High\nSchool, Rockville Centre; New York State\nTeachers Association.\nShannon. Elizabeth (Teacher), 13 Chapman\nSt., Binghamton; Binghamton Teachers\nAssociation.\nSimpson. Margaret I. (Teacher), 61 W.\nGrand St.,\nMt. Vernon;\nMt. Vernon\nTeachers Association.\nSmith, Paul (Teacher), 77 Belle Clair Dr.,\nRochester; Rochester Teachers Associa¬\ntion.\n\n"}
{"page": 951, "printed_page": null, "text": "Associational Records and Information\nStark, Sadie (Teacher), 2130 Broadway, New\nYork City; Kindergarten—6B Teachers\nAssociation.\nTarbell, Emily A. (Teacher), 235 Glenwood\nAve., Syracuse; New York State Teachers\nWelfare League.\nTonne, Herbert A. (Teacher), New York\nUniversity, New York City; Eastern Com¬\nmercial Teachers Association.\nWagner, Mrs. Thomas J. (Teacher), Crotonon-Hudson; Second Supervisory District\nof Westchester County Teachers Asso¬\nciation.\nWagner,\nThomas\nJ.\n(Superintendent),\nCounty Office Bldg., White Plains; New\nYork State Teachers Association.\nWeeks, Zoraida E. (Teacher), 506 Main St.,\nOneida; New York State Teachers Asso¬\nciation.\nWelch, Mrs. Marguerite S. (Teacher), 165\nSearlwyn Rd., Syracuse; Syracuse Teach¬\ners Association.\nWilber, D. Emma (Assistant Editor), New\nYork State Education, 152 Washington\nAve., Albany; New York State Teachers\nssociation\nWiley, Edna B. (Teacher), 18 Cottage St.,\nMt. Vernon; New York State Teachers\nA.sso elation\nWilliams, Charles E. (Principal), 132 Elmer\nAve.,\nSchenectady;\nSchenectady\nCity\nTeachers Association.\nNORTH CAROLINA\nAndrews, T. Wingate (State N. E. A. Di¬\nrector), Superintendent of Schools, High\nPoint; North Carolina Education Asso¬\nciation.\nLafferty, Oma Clare (Teacher), 1960 Cres¬\ncent Ave., Charlotte; North Carolina Edu¬\ncation Association.\nLee, Nancy D. (Teacher), 211 E. Peace St.,\nRaleigh; North Carolina Education Asso¬\nciation.\nNORTH DAKOTA\nJohnson, A. W. (Principal), Junior High\nSchool, Minot; North Dakota Education\nAssociation.\nMcCurdy, M. E. (Secretary), Fargo; North\nDakota Education Association.\nMurphy, Rita A. (Teacher), 213 Avenue A.,\nW., Bismarck; North Dakota Education\nAssociation.\nSkewes, George (Teacher), Mayville; North\nDakota Education Association.\nWalker, Mrs. Sadie A.. (Principal), Fargo;\nNorth Dakota Education Association.\nOHIO\nAbt, Ethel W. (Teacher), 222*4 S. Baxter,\nLima; Lima Teachers Association.\nAnderson, Mrs. Clara Belle (Teacher), Fairlawn; Ohio Education Association.\nArmstrong, J. J. (Teacher), 2718 Hillman,\nYoungstown; Youngstown Education As¬\nsociation.\nBabcock, S. H. (County Superintendent),\nMedina; Ohio Education Association.\nBarnhill, O. J. (Teacher), Buchtel High\nSchool, Akron; Ohio Education Associa¬\ntion.\nBeck, E. R. (Assistant County Superintend¬\nent), Court House Annex, Columbus; Ohio\nEducation Association.\nBliss, Walton B. (Secretary), 1221 Beggs\nBldg., Columbus; Ohio Education Asso¬\nciation.\nBopp, Earl F. (Head of Science Depart¬\nment), High School, Euclid; Cleveland\nTeachers Federation.\nBowden, Mrs. Mabelle (Teacher), Leggett\nSchool, Akron; Akron Teachers Associa¬\ntion.\n\n945\n\nBradley, Helen (Assistant Principal), 2349\nAshland\nAve.,\nCincinnati;\nCincinnati\nTeachers Association.\nBurke, Lillian M. (Teacher), 1700 Preyer\nRd., Cleveland; Ohio Education Asso¬\nciation.\nBurns,\nDessie\n(Teacher),\nSharpsburg\nSchool, Norwood; Norwood Teachers As¬\nsociation.\nButterfield, E. E. (Principal), John Adams\nSchool, Cleveland; Ohio Education Asso¬\nciation.\nCarr, Arthur T. (Teacher), 319 Bonniewood\nDr., Cleveland; Ohio Education Associa¬\ntion.\nCrawford,\nO.\nO.\n(Superintendent),\nSt.\nClairsville; Ohio Education Association.\nDa\\;is, Jennie L. (Teacher), 188 E. Mc¬\nMillan St., Cincinnati Teachers Associa¬\ntion.\nDavis,\nMargaret\n(Teacher),\nEast\nHigh\nSchool, Youngstown; Ohio Education As¬\nsociation.\nDeWitt, Gordon M. (Principal), High School\nCuyahoga Falls; Ohio Education Asso¬\nciation.\nDockum, C. R. (Superintendent), Madeira;\nOhio Education Association.\nDunkle, K. R. (Principal), Toronto; Ohio\nEducation Association.\nEarly. Loren D. (Teacher), East Palestine;\nOhio Education Association.\nEllis, S. Freda (Teacher), 6121 Woodmont\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nEmde, John (Teacher), South High School,\nAkron; Akron Teachers Association.\nGalloway, Luetta (Teacher), 933 Far Hills\nAve., Dayton; Ohio Education Associa¬\ntion.\nGeiger, Ruth M. (Teacher), 2936 Mont Clair,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nGibson, Bess J. (Teacher), 3424 Bethel Rd.,\nColumbus; Columbus Teachers Federation.\nHanthorn, Alice (Teacher), 2040 E. Ninetysixth St., Cleveland; Ohio Education As¬\nsociation.\nHastings, Helena (Teacher), 526 Parmalee,\nYoungstown; Youngstown Education As¬\nsociation.\nHenry, Nell C. (Teacher), Glenville High\nSchool, Cleveland;\nCleveland Teachers\nFederation.\nHolliday, Lenore (Teacher), 2805 Strat¬\nford, Cincinnati; Cincinnati Teachers Fed¬\neration.\nHatfield, Dora H. (Teacher), David Hill\nSchool, Akron; Akron Teachers Associa¬\ntion.\nHowey, Thelma (Teacher), 106 Rosalind PL,\nToledo; Toledo Teachers Association.\nHughes, C. J. (Teacher), Middletown; Ohio\nEducation Association.\nJones, J. W. (Superintendent), Columbus;\nOhio Education Association.\nKinley, F. L. (Principal), Findlay; Ohio\nEducation Association.\nLittle, Hazel M. (Teacher), Tontogany;\nWood County Teachers Association.\nLongsdorf, A. J. B. (Superintendent), Bluffton; Ohio Education Association.\nLusby, Helen A. (Teacher), 1828 Hewitt\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nMcKinley, Hilda (Teacher), 360 W. Seventh\nAve., Columbus; Columbus Teachers Fed¬\neration.\nMcNutt, C. Raymond (Teacher), Kingsville;\nMarion City Teachers Association.\nMarble,\nMargaret\nM. . (Teacher),\nHotel\nAlms, Cincinnati; Ohio Education Asso¬\nciation.\nMarlow, Dorothy Finch (Teacher), Shaker\nHeights; Shaker Heights Teachers Asso¬\nciation.\n\n"}
{"page": 952, "printed_page": null, "text": "946\n\nNational Education Association\n\nMetcalf, Tom R. (Teacher), 820 Oakwood\nAve., Columbus; Columbus Teachers Fed¬\neration.\nMeyer, Elsie C. (Teacher), Genoa; Ohio\nEducation Association.\nMoody, A. E. (Superintendent), Bedford;\nOhio Education Association.\nNelson, J. V. (Superintendent), Bellaire;\nOhio Education Association.\nNenninger, Karl O. (Teacher), 2516 Ravine\nSt., Cincinnati; Cincinnati Schoolmasters\nClub.\nOffenhauer, R. E. (Ex Officio), Superintend¬\nent of Schools, Lima.\nOppy, J. A. (Superintendent), Reynolds¬\nburg; Ohio Education Association.\nPatterson, Lucile M. (Teacher), Collinwood\nHigh School, East Cleveland; Cleveland\nTeachers Federation.\nPayne, Gertrude (Teacher), 1805 Germain\nDr., Toledo; Toledo Teachers Association.\nPenn, Ella M. (Teacher), 4471 Rosemary\nPI., Columbus; Columbus Teachers Fed¬\neration.\nPeoples, Walter (Teacher), 5517 Arnsby Rd.,\nCincinnati; Ohio Education Association.\nPhillips, H. W. (Principal), 115 South Port¬\nland Ave., Youngstown; Youngstown Edu¬\ncation Association.\nReese, L. W. (Superintendent), Washington\nCourt House; Ohio Education Association.\nRice, D. R. (Superintendent), Mentor; Ohio\nEducation Association.\nRice, W. H. (Superintendent), London; Ohio\nEducation Association.\nRider, Marguerite (Teacher), Y. W. C. A.,\nYoungstown; Ohio Education Association.\nRoberson, H. C. (Supervisor of Industrial\nArts), 754 W. Elm, Lima; Lima Teachers\nAssociation.\nRoe, Edwin (Teacher), Zanesville High\nSchool, Zanesville; Zanesville Teachers\nAssociation.\nRyder, H. E. (County Superintendent), Fre¬\nmont; Ohio Education Association.\nSchroeder,\nHenry\nW.\n(Teacher),\n3318\nBrowning Ave., Cincinnati; Cincinnati\nTeachers Association.\nShilling, Mabel\n(Teacher), 510 Defiance\nAve., Findlay; Findlay Education Asso¬\nciation.\nShockley, Elizabeth (Teacher), 3471 Cheviot\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nSimons, Edith (Teacher), Horace Mann\nSchool, Lakewood; Lakewood Teachers\nAssociation.\nStanton, B. F. (State N. E. A. Director,\nSuperintendent\nof\nSchools),\nAlliance;\nOhio Education Association.\nTausch, Dora S. (Teacher), 536 W. Hooocan Ave., Barberton; Akron Teachers As¬\nsociation.\nTurner, L. C. (Teacher), East High School,\nAkron; Akron Teachers Association.\nVan Tassel, C. D. (Teacher), 812 Dunwood\nCourt, Toledo; Ohio Education Associa¬\ntion.\nWalls, W. A. (Superintendent), Kent; Ohio\nEducation Association.\nWaterhouse, R. H. (Superintendent), Akron;\nOhio Education Association.\nWay, J. E. (County Superintendent), Waverly; Ohio Education Association.\nWildermuth. Nelle P. (Teacher), 418 E.\nOakland Park Ave., Columbus; Columbus\nTeachers Federation.\nWilliams, Ann Carol, (Teacher), Cleveland\nSchool, Youngstown; Ohio Education As¬\nsociation.\nZiegfeld, Alma H. (Teacher), 967 Neil Ave.,\nColumbus; Ohio Education Association.\nOKLAHOMA\nBeck, Paul V. (Teacher), Central High\nSchool, Tulsa; Tulsa Classroom Teachers\nAssociation.\n\nBogue, Mattie (Teacher), 415 S. Okmulgee,\nOkmulgee;\nDepartment\nof\nClassroom\nTeachers of the Oklahoma Education As¬\nsociation.\nBooher, Curtis (Inspector), State Depart¬\nment of Education, Oklahoma City; Okla¬\nhoma Education Association.\nCott, Zula (Teacher), 6193 Okmulgee, Ok¬\nmulgee; Oklahoma Education Association.\nDewey, Donald (Teacher), Lowell Junior\nHigh School, Tulsa; Tulsa Classroom\nTeachers Association.\nFrank, Kate (Teacher), 131 N. F St., Musko¬\ngee; Muskogee Teachers Association.\nHill, Fannie M. (Teacher), 621 S. Boston,\nTulsa; Department of Classroom Teachers\nof the Oklahoma Education Association.\nDonnelly, Annabel (Teacher), High School,\nOkmulgee;\nDepartment\nof\nClassroom\nTeachers of the Oklahoma Education As¬\nsociation.\nDuke, E. A. (Supervisor), State Capitol,\nOklahoma City; Oklahoma Education As¬\nsociation.\nGreer, Mrs. Lucile (Teacher), 311 E. Hazel,\nPonca City; Oklahoma Education Asso¬\nciation.\nGreer, Marion U. (Teacher), 311 E. Hazel,\nPonca CPy; Oklahoma Education Asso¬\nciation.\nHurst, M. E. (State N. E. A. Director),\nCentral High School, Tulsa; Oklahoma\nEducation Association.\nKnepper, Ruth (Teacher), 1236 S. Cheyenne,\nTulsa; Department of Classroom Teachers\nof the Oklahoma Education Association.\nMayer, Ethel (Teacher), Route 2, Blackwell; Department of Classroom Teachers\nof the Oklahoma Education Association.\nOsterlah, Bertha (Principal, Route 2, Blackwell; Department of Classroom Teachers\nof the Oklahoma Education Association.\nPatterson. Martha K. (Teacher), 507 Jef¬\nferson. Muskogee; Muskogee Teachers As¬\nsociation.\nPropps, J. J. (Teacher), Tulsa; Department\nof Classroom Teachers of the Oklahoma\nEducation Association.\nRussell, Mary (Teacher), 1434 N. W. Thirtyninth. Oklahoma City; Oklahoma Educa¬\ntion Association.\nSmith, Edna Marie (Teacher), 621 S. Bos¬\nton, Tulsa;\nDepartment of Classroom\nTeachers of the Oklahoma Education As¬\nsociation.\nTemple, D. E. (Teacher), Central High\nSchool, Tulsa; Tulsa Classroom Teachers\nAssociation.\nZaneis. Kate Galt (President) State Teach¬\ners College, Durant; Oklahoma Education\nAssociation.\nOREGON\nBeach, Agnes (Teacher), 2328 S. W. Eight¬\neenth\nAve.,\nPortland;\nPortland\nHigh\nSchool Teachers Association.\nBowles, Gibson (Teacher), 6006 N. Haight,\nPortland; Portland High School Teachers\nAssociation.\nClarke, Ethel (Teacher), 1935 S. E. Ash,\nPortland; Oregon State Teachers Asso¬\nciation.\nFagan, F. E. (Superintendent). McMinn¬\nville; Oregon State Teachers Association.\nGoddard, Mrs. Jane (Teacher), Lake Os¬\nwego; Portland Grade Teachers Associa¬\ntion.\nGreathouse, Gertrude (Teacher), 3309 N, W.\nThurman St., Portland; Portland Grade\nTeachers Association.\nJohnson, H. R. (Principal), Bend; Oregon\nState Teachers Association.\nLanev, Davis H. (Teacher), 3968 N. E.\nThirty-ninth\nAve.,\nPortland;\nPortland\nHigh School Teachers Association.\nMerrill, Birdine (Teacher), Gresham; Port¬\nland Grade Teachers Association.\n\n"}
{"page": 953, "printed_page": null, "text": "Associational Records and Information\n\nMoffitt, Laurence C. (County Superintend¬\nent), Eugene; Oregon State Teachers As¬\nsociation.\nMonroe, Harriet (Teacher), 114 S. E. Fortyfourth Ave., Portland; Portland Grade\nTeachers Association.\nMurphy, Cordelia (Teacher), 3431 N. E.\nSixteenth Ave., Portland; Portland Grade\nTeachers Association.\nOrtschild,\nViola\n(Teacher),\n1815 North\nVancouver Ave., Portland; Portland Grade\nTeachers Association.\nParker, Ellis R. (Principal), 1465 W. Elev¬\nenth St., Eugene; Oregon State Teachers\nAssociation.\nPerry, C. E. (Principal), 1831 South West\nFourteenth Ave., Portland; Portland Ele¬\nmentary School Principals Association.\nPeterson,\nFred\n(County Superintendent),\nKlamath Falls; Oregon State Teachers\nAssociation.\nRodgers, Mrs. Lucy E. (County Superinten¬\ndent), Heppner; Oregon State Teachers\nAssociation.\nSchwartz, Mrs. Mona (Teacher), Route 9,\nBox 780, Portland; Portland Grade Teach¬\ners Association.\nShaner, Lillian B. (Teacher), Woodburn;\nOregon State Teachers Association.\nSmith, Elphe K. (Teacher), Route 1, Box\n22, Tigard; Portland Grade Teachers As¬\nsociation.\nWebb, H. E. (Teacher), 3740 South East\nTenth, Portland; Oregon State Teachers\nAssociation.\nYounge, Beatrice (Teacher), 1402 Cedar St.,\nLa Grande; La Grande Classroom Teach¬\ners Association.\nPENNSYLVANIA\nAbernethy,\nR.\nR.\n(Superintendent),\n121\nChestnut St., Harrisburg; Pennsylvania\nState Education Association.\nAdams, John H. (Principal), Perry High\nSchool, Pittsburgh; Pennsylvania State\nEducation Association.\nAdamson, C. F. (Assistant County Super¬\nintendent, Meadville; Pennsylvania State\nEducation Association.\nAuchenbach, Daniel L. (Supervisor), 102\nDiamond Blvd., Johnstown; Pennsylvania\nState Education Association.\nBarner,\nR.\nB.\n(Supervising\nPrincipal),\nRockwood; Pennsylvania State Education\nAssociation.\nBerman, Samuel (Principal), 5336 N. Syden¬\nham St., Philadelphia; Pennsylvania State\nEducation Association.\nBoehm, Charles H. (Assistant County Su¬\nperintendent), Morrisville; Pennsylvania\nState Education Association.\nBoyer, Emma (Teacher), 6420 N. Twelfth\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nBoyer, Martha (Principal), 6420 N. Twelfth\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nCampbell, John B. (Superintendent), Exe¬\nter; Pennsylvania State Education Asso¬\nciation.\nGassier, George W., Jr. (Principal), 1092\nSt. Clair Dr., Coraopolis; Pennsylvania\nState Education Association.\nChamberlin. Andrew J. (Supervising Prin¬\ncipal), Fallsington; Pennsylvania State\nEducation Association.\nClark, Robert Wayne (Teacher). Philadel¬\nphia Teachers Association, Philadelphia;\nPennsylvania State Education Associa¬\ntion.\nClipman, W. H., Jr. (Principal), 400 Shady\nAve., Charleroi: Pennsylvania State Edu¬\ncation Association.\nCole,\nC.\nE.\n(Superintendent),\nTemple;\nPennsylvania State\nEducation Associa¬\ntion.\n\n947\n\nComerford, Mary (Teacher), 4742 Pine St.,\nPhiladelphia; Philadelphia Teachers As¬\nsociation.\nCooper, H. M. (Assistant County Superin¬\ntendent), Court House, York; Pennsyl¬\nvania State Education Association.\nCostello, Helen M. (Teacher), 3601 Powelton\nAve.,\nPhiladelphia;\nPennsylvania\nState Education Association.\nDavids, Paul A. (County Supervisor of\nArt), 436 Westminster Ave., Greensburg;\nPennsylvania State Education Association.\nDavis, Frank G. (Professor), Bucknell Uni¬\nversity, Lewisburg; Pennsylvania State\nEducation Association.\nDavis, John E. (Supervising Principal),\nClymer;\nPennsylvania State Education\n.A s s o c i 3. t i o n\nEldridge, Sophie (Teacher), 4921 Royal St.,\nPhiladelphia; Philadelphia Teachers As¬\nsociation.\nFaust, J. Frank (Principal), High School,\nChambersburg; Pennsylvania State Edu¬\ncation Association.\nFord, Ida R. (Teacher), 1806 E. Church\nLane, Philadelphia; Philadelphia Teach¬\ners Association.\nFoster, Blanche (Teacher), Tilden Junior\nHigh School, Philadelphia; Pennsylvania\nState Education Association.\nGelehrter, Clara (Teacher), 1141 Fairmount\nAve., Philadelphia; Pennsylvania State\nEducation Association.\nGerhard,\nElmer\n(Teacher),\n414\nChurch\nLane. Philadelphia; Philadelphia Teach¬\ners Association.\nGraham, Ben G. (Superintendent), Admin¬\nistration Bldg., Pittsburgh; Pennsylvania\nState Education Association.\nGreger. Elizabeth (Teacher), 4560 Baker\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nGressman, G. C. (Supervising Principal),\nHerminie; Pennsylvania State Education\nAssociation.\nHaberlen, John C. (Superintendent), Mt.\nPleasant; Pennsylvania State Education\nAssociation.\nHagerty, Jean (Principal), 1244 Christian\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nHayden,\nL.\nJ.\n(Supervising\nPrincipal),\nWellsboro;\nPennsylvania State Educa¬\ntion Association.\nHeiges, Jesse S. (Professor), Ursinus Col¬\nlege,\nCollegeville;\nPennsylvania\nState\nEducation Association.\nHerlinger, H.\nV.\n(Superintendent),\nMt.\nLebanon, Pittsburgh; Pennsylvania State\nEducation Association.\nHerrington. Frank H. (Teacher). 1020 Bes¬\nsemer Bldg.. Pittsburgh;\nPennsylvania\nState Education Association.\nHilbish, C. E. (County Superintendent),\nCourt\nHouse,\nSunburv;\nPennsylvania\nState Education Association.\nHowland. Margaret (Teacher), lll Fifteenth\nAve., Altoona; Altoona Education Asso¬\nciation.\nJames, Aelfric, Sr. (Teacher), 801 Spring\nGarden\nSt.,\nEaston;\nEaston Teachers\nAssociation.\nKeefer, Paul F. (Teacher), 514 Trust Co.\nBldg., Sunbury: Pennsylvania State Edu¬\ncation Association.\nKelley,\nKent\n(County\nSuperintendent),\nWaynesburg: Pennsylvania State Educa¬\ntion Association.\nKinder, James S. (Professor), Pennsylvania\nCollege for Women. Pittsburgh; Penn¬\nsylvania State Education Association.\nLaramy, Robert E. (Superintendent), Al¬\ntoona;\nPennsylvania\nState\nEducation\nAssociation.\n\n"}
{"page": 954, "printed_page": null, "text": "948\n\nNational Education Association\n\nLeech, Carl B. (County Superintendent),\nMedia;\nPennsylvania\nState\nEducation\nAssociation.\nLindemuth,\nBlanche\n(Teacher),\nVerona;\nPennsylvania State Education Associa¬\ntion.\nMcAndrew, Mary B. (Superintendent), Carbondale; Pennsylvania State Education\n^\\.s sociation\nMcConnell, Mrs. Ella F. (Teacher), 172\nMadison St., Wilkes-Barre; Pennsylvania\nState Education Association.\nMcGee, Lucille (Supervisor), 18 E. Wash¬\nington Ave., DuBois; DuBois Teachers\nAssociation.\nMalloy, Charles P. (Teacher), 4623 Sansom\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nMerkel, J. R. (Superintendent), Kingston;\nPennsylvania State Education Associa¬\ntion.\nMiller, Charles S. (President), State Teach¬\ners College, Slippery Rock; Pennsylvania\nState Education Association.\nMowrey,\nRaymond G.\n(County Superin¬\ntendent),\nChambersburg;\nPennsylvania\nState Education Association.\nNitrauer, W. E. (Supervising Principal),\nMount Joy; Pennsylvania State Education\nAssociation.\nNorthrup,\nRobert M.\n(Assistant\nCounty\nSuperintendent), Scranton; Pennsylvania\nState Education Association.\nParry, Samuel (Principal), 828 S. Fiftysixth\nSt.,\nPhiladelphia;\nPhiladelphia\nTeachers Association.\nPebly, Harry E. (Supervising Principal),\n109 Pierce St., Sharpsville; Pennsylvania\nState Education Association.\nReisgen, H. E. (Supervising Principal), 515\nFranklin\nSt.,\nFreeport;\nPennsylvania\nState Education Association.\nSchenck,\nPaul\nD.\n(Teacher),\n468\nW.\nTwenty-eighth\nSt.,\nErie;\nPennsylvania\nState Education Association.\nSchlegel, A. G. W. (Supervising Principal),\nRed Lion; Pennsylvania State Education\nAssociation.\nShaw, Reuben T. (Teacher), 245 S. Fiftyfirst\nSt.,\nPhiladelphia;\nPhiladelphia\nTeachers\nAssociation.\nSteele, Robert M. (President), State Teach¬\ners\nCollege,\nCalifornia;\nPennsylvania\nState Education Association.\nStrayer, Josephine (Teacher). 204 Carlisle\nAve., York; York City Education Asso¬\nciation.\nStudebaker, Mabel (Teacher), 426 E. Tenth,\nErie; Erie Teachers Association.\nToole, James D. (Assistant County Super¬\nintendent),\nMinersville;\nPennsylvania\nState Education Association.\nTyson, John H. (Principal), Senior High\nSchool, Upper Darby; Pennsylvania State\nEducation Association.\nVanderslice. H. R. (Superintendent), Aliouippa;\nPennsylvania\nState\nEducation\nAssociation.\nWebster. Thomas P. (Teacher), 166 Orchard\nAve., Emsworth; Pittsburgh Teachers As¬\nsociation.\nWeschler. Florence (Teacher), 4625 Highview Blvd., Erie; Erie Teachers Asso¬\nciation.\nWherry, M. W. (Principal), High School,\nMynhall; Pennsylvania State Education\nAssociation.\nRHODE ISLAND\nBerry, Mrs. Jessie (Teacher), Chestnut St.,\nWesterly;\nRhode\nIsland\nInstitute\nof\nInstruction.\nFlynn, Alice (Teacher), Fourth Ave., Woon¬\nsocket; Rhode Island Institute of In¬\nstruction.\n\nRockett, James F. (State N. E. A. Direc¬\ntor), Director of Education, State House,\nProvidence; Rhode Island Institute of\nInstruction.\nSalesses, Margaret (Teacher), 30 Dart St.,\nProvidence; Rhode Island Institute of\nInstruction.\nSOUTH CAROLINA\nBaskerville, Elizabeth (Teacher), Orange¬\nburg; South Carolina Education Associa¬\ntion.\nCarter, W. W. (Superintendent), Barnwell;\nSouth Carolina Education Association.\nCoates, J. P. (Secretary), 1218 Senate St.,\nColumbia; South Carolina Education As¬\nsociation.\nFlora, A. C. (State N. E. A. Director),\nSuperintendent\nof\nSchools,\nColumbia;\nSouth\nCarolina\nEducation Association.\nWalden, Mrs. Mary E. (Teacher), Fairforest; South Carolina Education Associa¬\ntion.\nSOUTH DAKOTA\nHenning, L. W. (Superintendent), Dallas;\nSouth Dakota Education Association.\nHunt, R. L. (Superintendent), Madison;\nSouth Dakota Education Association.\nLinn,\nBernard\n(County\nSuperintendent),\nSturgis; South Dakota Education Asso¬\nciation.\nLinn, J. Marie (Deputy Superintendent),\nSturgis; South Dakota Education Asso¬\nciation.\nMcGuire, Ella C. (Teacher), Philip; South\nDakota Education Association.\nSchmidt, Arthur W. (Teacher), Lead; South\nDakota Education Association.\nTENNESSEE\nAnthony, Leora (Teacher), Memphis; Mem¬\nphis Education Association.\nClark, Harry (Superintendent). Knoxville;\nTennessee Education Association.\nCocking, Walter D. (State Commissioner of\nEducation), Nashville; Tennessee Educa¬\ntion Association.\nDavidson, Anna (Teacher), Fountain City;\nTennessee Education Association.\nDuff, J. Ben (Principal), Concord; Tennes¬\nsee Education Association.\nGravitt, Mrs. Evelyn (Teacher), Memphis;\nMemphis Education Association.\nLowe, W. E. (Principal), High School,\nGoodlettsville; Tennessee Education Association.\nRagsdale, S. L. (State N. E. A. Director),\nPrincipal, Humes High School, Memphis;\nTennessee Education Association.\nUpperman, Harry L. (President). Baxter\nSeminary, Baxter; Tennessee Education\nAssociation).\nWatkins, Arta (Teacher), Loudon; Tennes¬\nsee Education Association.\nTEXAS\nCaldwell, Rush M. (State N. E. A. Direc¬\ntor), 2527 Ross Ave., Dallas; Dallas High\nSchool Teachers Association.\nCochran, J. C. (Superintendent), San An¬\ntonio; Texas State Teachers Association.\nFordtran, Myrtle (Teacher), 1401 Tauxillo,\nHouston; Houston Teachers Association.\nFranklin.\nRaymond\nA.\n(Superintendent),\nKerrville; Texas State Teachers Associa¬\ntion.\nGaines, Emma (Teacher), 1128 Bissonnett\nAve., Houston; Houston Teachers Asso¬\nciation.\nGregory,\nJohn\nH.\n(Teacher),\nMcAllen;\nTexas State Teachers Association.\nJames, W. A. (Principal), Galveston; Texas\nState Teachers Association.\n\n"}
{"page": 955, "printed_page": null, "text": "Associational\n\nRecords\n\nJohnson, L. W. (Superintendent), Stamford;\nTexas State Teachers Association.\nLabit, Pauline (Teacher), Ball High School,\nGalveston; Galveston City Teachers Asso¬\nciation.\nLakey, M. D. (Superintendent), Fabens;\nTexas State Teachers Association.\nLindley, Lock K. (Teacher), 4817 Austin,\nHouston; Houston Teachers Association.\nMock, Lula (Teacher), 1921 Park Ave.,\nDallas; Dallas Grade Teachers Council.\nOberholtzer, E. E. (Superintendent), 1500\nLouisiana, Houston; Texas State Teach¬\ners Association.\nPeterson, Ross A. (Teacher), 1606 Illinois,\nDallas;\nDallas High School Teachers\nAssociation.\nRatliff, John A. (Teacher), 2913 Arbor Ave.,\nHouston; Houston Teachers Association.\nRoberson, Avis (Teacher), 1309 S. Adams,\nFort Worth; Fort Worth Grade Teachers\nCouncil.\nRoberson, Lennie\n(Teacher), 1309 South\nAdams, Fort Worth; Texas State Teach¬\ners Association.\nStrong, *Vera\n(Teacher),\n1922\nBlodgett,\nHouston; Texas State Teachers Associa¬\ntion.\nSwafford, Martha Jane (Teacher), Hous¬\nton; Texas State Teachers Association.\nWare, Charles S. (Teacher), 618 W. Craig,\nSan\nAntonio;\nSan\nAntonio\nTeachers\nCouncil.\nWoods, Quata (Teacher), 4313 Avondale,\nDallas; Dallas Grade Teachers Council.\nUTAH\nBates, A. Parley (Principal), N. Ogden;\nUtah Education Association.\nBjerregaard, Oscar (Teacher), 67 S. Sixth\nE., Provo; Utah Education Association.\nBradley, G. Harold (Teacher), Box 141,\nSandy; Jordan District Teachers Asso¬\nciation.\nClaussen, Seisa (Teacher), 122 E. S. Tem¬\nple, Salt Lake City; Granite Teachers\nAssociation.\nHenderson, Mrs. Ellen C. (Teacher), 137\nFourth E., Salt Lake City; Salt Lake\nCity Teachers Association.\nHess, Alvin W. (Teacher), Logan; Logan\nCity Teachers Association.\nKilburn. H. Parley (Principal), 156 W.\nFourth N., Logan; Utah Education Asso¬\nciation.\nLearned, Welthea M. (Teacher), Newhouse\nHotel, Salt Lake City; Utah Education\nAssociation.\nManning, RuLon H. (Teacher), Garland;\nBox Elder Teachers Association.\nMelville, Milton (Teacher), Fillmore; Utah\nEducation Association.\nMillerberg, J. D. (Teacher), 7930 S. State,\nSalt Lake City; Utah Education Associa¬\ntion.\nMitchell, L. William (Teacher), 552 N.\nSeventh E., Provo; Utah Education As¬\nsociation.\nMuir, F. B. (Teacher), Bountiful; Davis\nCounty Teachers Association.\nNielson, L. J. (Principal), 3212 S. State,\nSalt Lake City; Utah Education Associa¬\ntion.\nPoulter. G. Raymond (Teacher), 2539 Gramercy Ave., Ogden; Utah Education Asso¬\nciation.\nSanderson. Reed (Teacher), Midvale; Jor¬\ndan District Teachers Association.\nStearns, Harold J. (Principal), Roosevelt\nHigh School, Salt Lake City; Salt Lake\nCity Teachers Association.\n\nand\n\nInformation\n\n949\n\nVERMONT\nBailey, Francis L. (Commissioner of Edu¬\ncation),\nMontpelier;\nVermont\nState\nTeachers Association.\nTaplin, Winn S.\n(Superintendent), Fair\nHaven; Vermont State Teachers Asso¬\nciation.\nWiggin, Joseph A. (State N. E. A. Direc¬\ntor), Principal, High\nSchool,\nBrattleboro; Vermont State Teachers Associa¬\ntion.\nWoodruff, Caroline S. (Principal), Normal\nSchool, Castleton; Vermont State Teach¬\ners Association.\nVIRGINIA\nAdair, Cornelia (Principal), 3208 Hawthorne\nAve., Richmond; League of Richmond\n0 ci chcrs\nAnthony, Kate V. (Teacher), 1903 Hanover\nAve., Richmond; League of Richmond\nTeachers.\nBurgess,\nLouise\n(Teacher),\n2412\nGrove\nAve., Richmond; League of Richmond\nTeachers.\nGwaltney, F. Mildred (Teacher), Windsor;\nVirginia Education Association.\nHeatwole, C. J. _ (Secretary), Richmond;\nVirginia Education Association.\nHolt, Lucy Mason (Principal), Ninth and\nNorview Aves., Norfolk; Norfolk Educa¬\ntion Association.\nJohnson, Lillian M. (Principal), 404 Chest¬\nnut St., Norfolk; Norfolk Education As¬\nsociation.\nJoynes, Mrs. Edith B. (State N. E. A. Di¬\nrector), Principal, Washington-Gatewood\nSchools, Norfolk; Norfolk Education As¬\nsociation.\nMartin, John E. (Superintendent), Suffolk;\nVirginia Education Association.\nMiley, Pauline (Teacher), Huntington Ave.,\nNewport News; Newport News Educa¬\ntion Association.\nO’Hara, Mrs. J. S. (Teacher), 4812 King\nWilliam Rd., Richmond; League of Rich¬\nmond Teachers.\nRichardson, Florence (Teacher), Newport\nNews; Virginia Education Association.\nSaunders, Joseph H. (Superintendent), 5906\nHuntington Ave., Newport News; New¬\nport News Education Association.\nSteele, Mrs. Lewis E. _ (Teacher), Lexing¬\nton; Virginia Education Association.\nSuttle, Rebecca (Teacher),_ Hampton; Vir¬\nginia Education Association.\nWilson,\nMarguerite\n(Teacher),\nNewport\nNews; Virginia Education Association.\nWiltshire, Mrs. C. B. (Teacher), Lynch¬\nburg; Virginia Education Association.\nWirtz, Mrs. Ann (Teacher), 1124 W. Grace\nSt.,\nRichmond;\nLeague\nof\nRichmond\nTeachers.\nWolfe, Josephine (Teacher), Dryden; Vir¬\nginia Education Association.\nWood, Mrs. T. B. (Teacher), Goshen; Vir¬\nginia Education Association.\nWASHINGTON\nBond, Mary (Teacher), Purnell Apartments,\nBellingham;\nBellingham\nClassroom\nTeachers League.\nBreckner, Elmer L. (Superintendent), Ta¬\ncoma;\nWashington\nEducation Associa¬\ntion.\nBrock, Frank M. (County Superintendent),\nMt. Vernon; Washington Education As¬\nsociation.\nCampbell,\nClyde\n(Superintendent).\nCentralia; Washington Education Associa¬\ntion.\nClumpner, G. A. (Superintendent). Moxee\nCity; Washington Education Association.\n\n"}
{"page": 956, "printed_page": null, "text": "950\n\nNational Education Association\n\nCoyne, Marie (Teacher), Spokane; Spokane\nGrade Teachers Association.\nCrawford, Emily (Teacher), 323 S. J. Ta¬\ncoma; Tacoma Association of Classroom\nTeachers.\nCross\nMarguerite\n(Teacher).\nBox\n363,\nForks; Washington Education Associa¬\ntion.\nEdwards, Helen (Teacher), 4408 N. Ste¬\nvens, Tacoma; Tacoma Association of\nClassroom Teachers.\nFailing, Jean (Teacher), Centralia; Centralia Education Association.\nFlagg, Mrs. Esther B. (Teacher), Box 248,\nChehalis; Washington Education Asso¬\nciation.\nFleming. Samuel E. (State N. E. A. Direc¬\ntor), Assistant Superintendent of Schools,\nSeattle; Washington Education Associa¬\ntion.\nHegge, Eleanor (Teacher), 1630 Boylston,\nSeattle; Seattle Grade Teachers Club.\nJinnett,\nE.\nR.\n(Teacher),\n54\nTwentyseventh, Spokane; Spokane High School\nTeachers Association.\nKempkes, Elisabeth (Teacher), 1709 Hoyt\nAve., Everett; Everett Grade Teachers\nClub.\nKnaack, R. H. (Principal), 216 Park PL,\nSpokane; Spokane Education Association.\nLeatherwood, William F. (Teacher), 4024\nN. Thirty-sixth, Tacoma; Tacoma Asso¬\nciation of Classroom Teachers.\nLowe, Gladys (Teacher), Breslin Apts.,\nSpokane; Spokane Grade Teachers Asso¬\nciation.\nMcDonnell, Alberta\n(Teacher), Tacoma;\nTacoma Association of Classroom Teachers.\nMcDonnell, E. L. (Principal). 3214 Seven¬\nteenth S., Seattle; Seattle Principals As¬\nsociation.\nMcMahan. Rene (Teacher), John R. Rogers\nHigh School, Spokane; Spokane High\nSchool Teachers Association.\nMartin, Eva (Teacher), 732 Thirty-second\nAve., Seattle; Seattle Grade Teachers\nClub.\nMay, Joseph (Teacher), 210 West Fourth,\nAberdeen; Washington Education Asso¬\nciation.\nMortenson, Martha\n(Teacher),\nBeniamin\nFranklin Hotel, Seattle; Seattle Grade\nTeachers Club\nNordeen, Mary (Teacher). 5819 Cowen PL,\nSeattle; Seattle Grade Teachers Club.\nOleson, Cora L. (\"Teacher), Ridpath Hotel,\nSpokane; Washington Education Associar\ntion.\nPayne, Eva (Teacher), Spokane Hotel, Spo¬\nkane; Spokane Grade Teachers Associa¬\ntion.\nPratt, O. C. (Superintendent), Spokane;\nWashington Education Association.\nRobertson, Myrl (Teacher), 25 West High¬\nland Dr., Seattle; Seattle Grade Teachers\nClub.\nShawler, Grace (Teacher), 315 N. Fiftieth\nSt.. Seattle; Seattle Grade Teachers Club.\nSperlin, O. B. (Teacher), University of\nWashington, Seattle; National Council of\nTeachers of English.\nTewinkle, Joseph (Teacher), John R. Rogers\nHigh School, Spokane; Spokane High\nSchool Teachers Association.\nThorsett. Henry L. (Teacher), 3814 Admiral\nWay, Seattle; Seattle Teachers League.\nWafer, Barbara (Teacher). 4045 Brooklyn\nAve., Seattle; Seattle Junior High School\nAssociation.\nWarren, Tessie A. (Teacher), 4215 Twelfth\nAve.. N. E.. Seattle; Seattle Classroom\nTeachers Association.\nWilliams, Mrs. Alda\n(Teacher), 376 S.\nThird. Walla Walla; Washington Educa¬\ntion Association.\n\nWilliams, Helen Irene (Teacher), 548 Henry\nBldg., Seattle; Seattle Grade Teachers\nClub.\nWEST VIRGINIA\nAnderson,\nMrs.\nMamie\n(Teacher), 2104\nWashington, Bluefield; West Virginia\nState Education Association.\nBaughman, D. P. (Principal), Philippi; Tygarts Valley Roundtable.\nBrookes, R. F. (Principal), Huntington;\nCharleston Teachers Association.\nByrnside,\nD.\nC.\n(Teacher), Hurricane;\nSouthwestern Teachers Roundtable.\nCollins, Edmund (Principal), Core School,\nMona;\nMonongahela\nValley\nTeachers\nRoundtable.\nCollins,\nPriscilla\n(Teacher),\nMarlinton;\nWest Virginia State Education Associa¬\ntion.\nCrandall, O. D. (Principal), Gauley Bridge;\nNew River Valley Roundtable.\nCrosby, Isobel (Teacher), 153 Hollard Ave.,\nMorgantown; Monongahela Valley Teach¬\ners Roundtable.\nCrump, James M. (Teacher), Beech Hill;\nWest Virginia State Education Associa¬\ntion.\nEasley, A. W. (Teacher), Bluefield; Mercer\nCounty Teachers Association.\nElder, Katherine (Teacher), 1318 Twentieth,\nParkersburg; Wood County Teachers As¬\nsociation.\nElliott, Williard (Teacher), Wadestown;\nMonongahela Valley Teachers Roundtable.\nFilson, Bertha (Principal), Point Pleasant;\nWest Virginia State Education Associa¬\ntion.\nForman, T. M. (Principal), Dent School,\nMorgantown; Monongahela Valley Teach¬\ners Roundtable.\nGunnoe, Otway (Assistant Superintendent),\nFayetteville; New River Valley Round¬\ntable.\nHall, Nell P. (Teacher), Fire Creek; New\nRiver Valley Roundtable.\nHarper, Enid (Teacher), Huntersville; New\nRiver Valley Roundtable.\nHickman, J. H. (Secretary), 1816 Washing¬\nton St., Charleston; West Virginia State\nEducation Association.\nKnapp, Velmer (Teacher), High School,\nHurricane; Southwestern Teachers Round¬\ntable.\nLowry, H. D. (Principal), Enslow Junior\nHigh School, Huntington; Southwestern\nTeachers Roundtable.\nMcIntyre, Audrey (Teacher), Elkins; Ran¬\ndolph County Teachers Association.\nMorrison. Marie C. (County Superinten¬\ndent), Philippi; West Virginia State Edu¬\ncation Association.\nPeaslee, Ethel V. (Teacher), 100 Main St.,\nRowlesburg; Preston County Teachers As¬\nsociation.\nRosier, Joseph (President), Fairmont State\nTeachers College, Fairmont; West Vir¬\nginia State Education Association.\nRoush, Waldon (Assistant County Superin¬\ntendent). Point Pleasant; West Virginia\nState Education Association.\nPatterson, J. H. (Principal), 191 Pleasants\nSt., Morgantown; Tygarts Valley Round¬\ntable.\nTrent, Marv Agnes (Teacher), Philippi; Ty¬\ngarts Valiev Roundtable.\nTrent, Mary Bell (Teacher), Box 547, Edgewood Dr.. Charleston; Charleston Teach¬\ners Association.\nTrent, W. W. (State N. E. A. Director),\nState Superintendent of Schools. Charles¬\nton; West Virginia State Teachers Asso¬\nciation.\nWISCONSIN\nAnderson, Beatrice (Teacher). 511 Chip¬\npewa St.. Eau Claire; Eau Claire Public\nSchool Teachers Association.\n\n"}
{"page": 957, "printed_page": null, "text": "Associational Records and Information\n\nBear, Hilda (Teacher), 2016 W. Scott St.,\nMilwaukee;\nMilwaukee\nHigh\nSchool\nTeachers Association.\nBice, Daisy (Teacher), 1437^2 Avon St.,\nLa Crosse; Western Wisconsin Teachers\n^ ssociatio n\nBickler, Sophia (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nBlase, Angeline (Teacher), Coleman; Wis¬\nconsin Education Association.\nBoyce, Celia (Teacher), 563 Tayco St.,\nMenasha; Wisconsin Education Associa¬\ntion.\nCallahan, John (Ex Officio), State Superin¬\ntendent of Public Instruction, Madison.\nChapel, J. C. (Teacher), 7939 Twenty-sixth\nAve., Kenosha; Wisconsin Education As¬\nsociation.\nCox, A. J. (Head, Commercial Department),\n1310 Layard Ave., Racine; Racine Teachpro\n\nA\n\nFowler, Lotta B.‘(Teacher)/150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nFredrich, Ida (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nFreeman, Eunice (Teacher), 1311 Caledonia,\nLa Crosse; La Crosse Teachers Club.\nGenske, Clara (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nssociati on\nGribble. Lelah (Teacher), 406 Mill St., Mer¬\nrill; Wisconsin Education Association.\nHames, Anna S. (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nHealy, Hazel M. (Teacher), Washington\nHigh\nSchool,\nMilwaukee;\nMilwaukee\nHigh School Teachers Association.\nHeld, B. A. (Assistant Principal), 1314\nClark St., Stevens Point; Wisconsin Edu¬\ncation Association.\nJelinek, Frances (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nJones, James A. (Principal), North Fond du\nLac; Northeastern Wisconsin Education\nAssociation.\nKeenan, Mary (Teacher), 150 Hotel Wiscon¬\nsin, Milwaukee; Milwaukee Teachers As¬\nsociation.\nKnoelk, William C. (Assistant Superintend¬\nent), 1111 N. Tenth St.,\nMilwaukee;\nMilwaukee Principals Association.\nKusta, Loraine (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nLewandowski, Florence (Teacher). 1615 E.\nLocust St., Milwaukee; Milwaukee High\nSchool Teachers Association.\nLewandowski, Grace (Teacher), 150 Hotel\nWisconsin, Milwaukee; Milwaukee Teach¬\ners Association.\nMcCormick. Elizabeth (Principal), Howe\nSchool, Superior; Wisconsin Education\nAssociation.\nMabie, Ethel (Supervisor). Department of\nCurriculum..\nMadison\nPublic\nSchools.\nMadison; National Council of Teachers\nof English.\nMav, E. A. (Teacher), 1615 E. Locust St..\nMilwaukee;\nMilwaukee\nHigh\nSchool\nTeachers Association.\n\n951\n\nMollica, Rose Z. (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nMurphy, J. H. (Superintendent), New Hol¬\nstein; Wisconsin Education Association.\nNagel, Anne (Teacher), 811 Fourteenth St.,\nRacine; Wisconsin Education Association.\nNienow, Emily (Teacher), 150 Hotel Wis¬\nconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nOgden, Grace (Teacher), 216 West Ave., N.,\nLa Crosse; Wisconsin Education Associa¬\ntion.\nPlenzke, O. H. (Secretary), 404 Insurance\nBldg., Madison; Wisconsin Education As¬\nsociation.\nRankin, George R. (Teacher), 319 West\nVirginia St., Milwaukee; Wisconsin Edu¬\ncation Association.\nRedstrom. J. R. (Teacher), 6565 Seventh\nAve., Kenosha; Kenosha Education As¬\nsociation.\nRitter, G. L. (Principal), 2818 Taylor Ave.,\nRacine; Racine Teachers Association.\nRonda, Teckla (Teacher), 703 Hubbard St.,\nRacine; Racine Teachers Association.\nSchneider, Marcella\n(Teacher), 3035 W.\nWisconsin Ave., Milwaukee; Wisconsin\nEducation Association.\nStamm, Harold (Teacher), W. Allis; Wis¬\nconsin Education Association.\nSteel, Nettie (Teacher), Sparta; Wisconsin\nEducation Association.\nStees, Gladys (Teacher), 324 W. Main St.,\nWaukesha; Wisconsin Education Asso¬\nciation.\nStratz, Genevieve (Teacher), 140 S. Hickory\nSt., Fond du Lac; Fond du Lac Council\nof Education.\nTheisen,\nMargaretta\n(Teacher),\n166\nE.\nSecond St., Fond du Lac; Fond du Lac\nCouncil of Education.\nWilcox, Mildred (County Superintendent),\nEau Claire; Wisconsin Education Asso¬\nciation.\nWochos, Louis (Teacher), 112 Allard Ave.,\nGreen Bay; Wisconsin Education Asso¬\nciation.\nZartner, Norma (Librarian), High School,\nMilwaukee;\nMilwaukee\nHigh\nSchool\nTeachers Association.\nWYOMING\nBurgoon, A. L. (Superintendent), Diamondville; Wyoming Education Association.\nConrey, Lawrence A. (Teacher), 1419 Kear¬\nney, Laramie; Wyoming Education Asso¬\nciation.\nDobbin, Anna M. (Deputy County Superin¬\ntendent), Cheyenne; Wyoming Education\nAssociation.\nDolph, A. H. (Superintendent), Lander;\nWyoming Education Association.\nDunaway, Julia (Teacher), 620 E. Second,\nCasper; Casper Classroom Teachers Asso¬\nciation.\nGoure, Nellie (Teacher), 1817^4 Capitol\nAve., Cheyenne; Laramie County Teach¬\ners Association.\nMoyer, H. H. (State N. E. A. _ Director).\nPrincipal, High School, Rawlins; Wyo¬\nming Education Association.\nRains F. O. (Community Worker), Indian\nEducation, Ft. Washakie; Wyoming Edu¬\ncation Association.\n\n"}
{"page": 958, "printed_page": null, "text": "INDEX'\n\n*\n\nAbrams, Ray. Public high school, private busi¬\nness school, college—discussion, 188\nAcademic freedom, public forum (Thomas W.\nGosling), 49; (J. W. Studebaker), 42; (Emily A.\nTarbell), 66; report of 1936 committee ondepartment of classroom teachers (Emily A.\nTarbell), 210; report of N. E. A. committee\non (Henry Lester Smith), 814. See also 216, 488\nActivity programs in rural schools (Mrs. Arta\nBradt Flood), 313\nAct of Incorporation of National Education\nAssociation, 633\nAdair, Cornelia S.\nReport of committee on\nbylaws and rules, 856; school health in the\nVirginia educational program, 323\nAdams, O. D. High-school instruction and new\ncurriculum materials in vocational education,\n358\nAddress of welcome (Joseph K. Carson, Jr.), 19;\n(C. A. Howard), 18; (W. L. Joslyn), 20;\n(Charles A. Rice), 21\nAdjustment of rural schools to present needs\n(Hattie S. Parrott), 298\nAdministrative problems in health, physical\neducation, and recreation in the college health\nprogram (Clair V. Langton), 328\nAdministrative women in education, department\nof, 157; historical note, 158; secretary’s\nminutes, 159\nAdult education, department of, 161; historical\nnote, 162; secretary’s minutes, 175; committee\non technics of adult education in public school\nprograms (Robert C. Deming), 172\nAdult life, report of commission on the enrichment\nof (James A. Moyer), 876\nAdvancing teacher welfare in building a stronger\nfoundation—discussion (M. Emma Brookes),\n65; (William G. Carr), 66; (Donald DuShane),\n65; (Mrs. Inez Johnson Lewis), 65; (Gertrude\nMallory), 66; (Elphe K. Smith), 65; (Emily A.\nTarbell), 66\nAiton, Maude E.\nImplications of the new\nprogram for the education of aliens preparing\nfor naturalization, 168\nAmerica’s answer to youth’s appeal (Robert\nGordon Sproul), 81\nAmerica’s contribution to the little child (Willis\nA. Sutton), 272\nAnderson, Hilma A. The Smouse opportunity\nschool, 385\nAppreciation—understandings—the vital core of\nall music teaching (Mrs. Frances Elliott\nClark), 286\nArmstrong, J. Evan. Private business education,\n194; public high school, private business\nschool, college—discussion, 189\nArrangement and equipment of a model oneroom school, The (Chloe C. Baldridge), 306\nArt education, department of, 177; historical\nnote, 178; secretary’s minutes, 184\nArt in a reorganized program in secondary schools\n(May Gearhart), 182; rural education (Florence\nTilton), 180\nArt Instruction in rural schools (Florence Tilton),\n315\nAshby, Lyle W. Can universal secondary edu¬\ncation be made socially profitable—discussion,\n150\nAssociational records and information, 633\nAstleford, Paul.\nImportance of vocational\nagriculture, as a service to rural youth, 626\nAuditors, report of, 790\nBair, Frederick H. Social studies curriculum—\njury panel discussion, 456\nBaldridge, Chloe C.\nThe arrangement and\nequipment of a model one-room school, 306\nBaldwin, Robert D. Professional leadership in\nrural education, 291\nBaxter, Bernice.\nMeeting new needs on the\nelementary level in improving the program—\ndiscussion, 92\n\nBaxter, Bruce R. Building character, 17\nBayles, Ernest E.\nA proposed statement of\nprinciples basic to instruction in the natural\nsciences, 335\nBaylor, Adelaide Steele, Tributes to, 141, 143\nBeard, Charles A. Social studies curriculum—\njury panel discussion, 458; the scholar in an\nage of conflicts, 438\nBeach, Kenneth. The development of lip reading\nin Oregon under the emergency adult education\nprogram, 281\nBell, Reginald.\nConditions affecting child\ngrowth and development, 269\nBenezet, Louis P. Teaching controversial sub¬\njects in the classroom—evaluation from the\nstandpoint of the educator, 482\nBennett, Thomas Gordon. A program of health\nservice and instruction in rural schools, 300\nBetter opportunities for hard-of-hearing children\nand adults (Mrs. Lucelia M. Moore), 278\nBetzner, Jean. Teachers and guidance, 531\nBishop, Helen M. The testing of the deaf and\nthe hard-of-hearing children in St. Paul schools\nwith the Arthur Performance Scale, 393\nBlum, Mrs. F. W. Values in the national pro¬\ngram of Americanization—discussion, 163\nBoard of directors, members, 1935-36, 653,\n1936-37, 659; of trustees, members, 1935-36,\n653, 1936-37, 659\nBork, H. A. Cooperative buying for teachers, 207\nBovard, John F. Recreation—discussion, 175\nBracken, John L. The elementary principalship\ndevelops, 247\nBrady, John F. Can universal secondary educa¬\ntion be made socially profitable—discussion,\n151; development of better understanding\nbetween business leadership and school leader¬\nship—with regard to the study of business in\nthe secondary schools, 193\nBrandon, Mrs. Vera. Education for home and\nfamily life is essential in modern education—\ndiscussion, 551\nBroadening community horizons in strengthening\nthe relationship between school and com¬\nmunity—discussion\n(Elias Arnesen),\n104;\n(W. P. King), 105; (Uel W. Lamkin), 104;\n(Annie C. Woodward), 104; (H. M. Wood¬\nward), 104\nBrookes, M. Emma. Advancing teacher welfare\nin building a stronger foundation—discussion,\n65; report of committee on retirement allow¬\nances, 894\nBrown, Muriel W. High-school instruction and\nnew curriculum materials in parenthood, 356\nBrown, Mrs. Nina H. Meeting new needs on\nthe elementary level in improving the program\n—discussion, 92\nBrown, Richard R. What is happening to youth,\n169; youth and the new order, 209\nBruner, Herbert B. Social studies curriculum—\njury panel discussion, 447\nBudget committee, report of (Helen T. Collins),\n806\nBuilding a community thru the elementary\nschool (Willis A. Sutton), 256\nBuilding character (Bruce R. Baxter), 17\nBusiness education, department of, 185; histor¬\nical note, 186; president’s address, 187\nButler, Leslie A.\nSocial studies curriculum—\njury panel discussion, 454\nBylaws and rules, report of committee on\n(Cornelia S. Adair), 856; bylaws of National\nEducation Association, 638\nCalendar of meetings of National Education\nAssociation, 651\nCaliver, Ambrose.\nFinancing rural Negro\nschools, 311\nCampbell, Doak S.\nCurriculum provision for\nsequence and professional integration, 597\n\n1 All addresses are listed by titles and authors’ names. The book is also indexed by subject\nheadings, which, together with authors’ names, are set in bold face.\n\n[ 952 ]\n\n"}
{"page": 959, "printed_page": null, "text": "Index\n\nCan universal secondary education be made\nsocially\nprofitable—discussion\n(Lyle\nW.\nAshby), 150; (John F. Brady), 151; (Anna\nLaura Force), 149; (E. H. Hedrick), 150;\n(H. D. Sheldon), 149; (F. L. Stetson), 149;\n(Willis L. Uhl), 149\nCarey, H. A. Successful ventures in adminis¬\ntration from the medical director’s standpoint,\n327\nCarr, William G. Advancing teacher welfare in\nbuilding a stronger foundation—discussion, 66\nCarson, Joseph K., Jr. The Northwest greets\nyou, 19\nCharter, report of committee on amending\n(Reuben T. Shaw), 817\nChildren’s literature—discussion (Mrs. Gladys L.\nPotter), 91\nChristofferson, H. C.\nHigh-school instruction\nand new curriculum materials in mathematics,\n353\nClark, Mrs. Frances Elliott.\nAppreciationunderstandings—the vital core of all music\nteaching, 286\nClassroom teachers, department of, 195; his¬\ntorical note, 196; platform and resolutions, 215;\nreport of committee on academic freedom\n(Emily Tarbell), 210; report of president, 197;\nsecretary’s minutes, 212\nClosterman, Robert C. Values in the national\nprogram of Americanization—discussion, 163\nCocking, Walter D. Utilizing lay cooperation in\nstrengthening the relationship between school\nand community—discussion, 103\nCoffman, Lotus D. Federal support and local\nresponsibility for education, 413, 432\nColeman, Norman F. Implementing the Child¬\nren’s Charter in building a stronger founda¬\ntion—discussion, 63; necessity and scope of\nsocial indoctrination, 377\nCollins, Helen T. Report of budget committee,\n806\nCommittees, department. See respective depart¬\nment headings\nCommittees, N. E. A., list of members, 665.\nAlso see respective committee headings\nConditions affecting child growth and develop¬\nment (Reginald Bell), 269\nContribution of Adelaide S. Baylor to the home\neconomics movement, The (Louise Stanley),\n143\nCoon, Beulah I.\nHigh-school instruction and\nnew curriculum materials in home economics,\n351\nCooperative buying for teachers (H. A. Bork), 207\nCoordinating the forces for child safety in\nstrengthening the relationship between school\nand\ncommunity—discussion\n(Charles\nH.\nElliott), 101; (William Knoelk), 101; (Worth\nMcClure), 100; (Joseph Rosier), 102; (N. D.\nShowalter), 100; (Marian L. Telford), 100\nCorey, Arthur F.\nWhat happens when we\nlearn, 249\nCounts, George S. Democracy and the profes¬\nsion of teaching—discussion,\n147;\nsocial\nstudies curriculum—jury panel discussion, 455\nCounty program for in-service training of rural\nteachers, A (Fred C. Fischer)1, 299\nCountywide program of consolidated rural\nschools, A (John H. George), 303\nCrabtree, J. W. Presentation of life membership\nto President Agnes Samuelson, 135\nCrane, A. G. Developing discrimination in the\nuse of new tools in improving the program—discussion, 90; report of committee on higher\neducation, 863\nCurrent problems in industrial education (Arthur\nB. Mays), 625\nCurrent problems in vocational education in\nagriculture (Ray Fife), 624\nCurriculum in English as experience, The\n(W. Wilbur Hatfield), 525\nCurriculum provision for sequence and profes¬\nsional integration (Doak S. Campbell), 597\nDarrow, Ben H. Developing discrimination in\nthe use of new tools in improving the program\n—-discussion, 90\nDawson, Howard A. Speeding educational equality\nin building a stronger foundation—discussion,\n64\n\n953\n\nDeans of women, department of, 219; historical\nnote, 220\nDelegates to the sixteenth representative assem¬\nbly, 931\nDeming, Robert C. Technics of adult education\nin public school programs, Committee on, 172\nDemocracy and the profession of teaching—\ndiscussion (George S. Counts), 147; (Fred J.\nKelly), 147; (John K. Norton), 148; (A.\nDuncan Yocum), 146\nDepartments of the Association, 155; introduc¬\ntion, 156; officers of, 1935-36, 655; officers of,\n1936-37, 661. Also see respective department\nheadings.\nDeveloping discrimination in the use of new tools\nin improving the program—discussion (A. G.\nCrane), 90; (Ben H. Darrow), 90; (Arthur S.\nGarbett), 91; (G. W. Kirn), 90; (Mrs. Gladys\nL. Potter), 91; (Willis L. Uhl), 90\nDevelopment of better understanding between\nbusiness leadership and school leadership—\nfrom the point of view of business (E. B.\nMcNaughton), 192; with regard to the study\nof business in the secondary schools (John F.\nBrady), 193\nDevelopment of lip reading in Oregon under the\nemergency adult education program (Kenneth\nBeach), 281\nDimmitt, L. M. Education for home and family\nlife is essential in modern education—dis¬\ncussion, 551\nDirectors, board of, members of 1935-36, 653,\nof 1936-37, 659; minutes of meetings of, 740\nDiscussion—Can universal secondary education\nbe made socially profitable, 149; democracy\nand the profession of teaching, 146; education\nfor home and family life is essential in modern\neducation, 551; high-school instruction and\nnew curriculum materials, 349; libraries and\nadult education, 175; public high school,\nprivate business school, college, 188; recrea¬\ntion, 175; social studies curriculum, 444; the\nteachers college versus the liberal arts college\nin the education of teachers, 139; universities\nand adult education, 174; values in the national\nprogram of Americanization, 163\nDouglass, Aubrey A.\nSequence of learning\nmaterials in the curriculum, 367\nDuShane, Donald. Advancing teacher welfare\nin building a stronger foundation—discussion,\n65; report of committee on tenure, 914\nEby, George. High-school instruction and new\ncurriculum materials in science, 357\nEconomical devices in teaching instrumental\nmusic (Lee M. Lockhart), 285\nEducational objectives in terms of a public\nschool program in rural areas (Norman\nFrost), 301\nEducational policies commission, The (John A.\nSexson), 463. See also 37\nEducational research, department of, 231; his¬\ntorical note, 232; proceedings of annual meet¬\ning, 233; report of secretary-treasurer for 1935,\n235; secretary’s minutes, 233\nEducation and democracy—public forum (Thom¬\nas W. Gosling), 49; (Lucy Mason Holt), 56;\n(W. W. Parker), 60; (John A. Sexson), 53;\n(J. W. Studebaker), 42; (Willis A. Sutton), 51;\n(A. L. Threlkeld), 59\nEducation for home and family life is essential\nin modern education—discussion (Mrs. Vera\nBrandon), 551; (L. M. Dimmitt), 551; (Mrs.\nRuth Forest), 552; (Bertha Kohlhagen), 552;\n(Helen Mickelson), 552; (Orville C. Pratt), 551;\n(Frances Swain), 552\nEducation under dictatorships—forum (Thomas\nW. Gosling), 49\nEffects upon family life of certain frustrations of\nyouth. The (Fred J. Kelly), 545\nElementary principalship develops, The (John L.\nBracken), 247\nElementary school principals, department of, 239;\nhistorical note, 240; secretary’s report, 258\nElliott, Charles H. Coordinating the forces for\nchild safety in strengthening the relationship\nbetween school and community—discussion,\n101\nEqualization of educational opportunity, The—\nforum (Willis A. Sutton), 51\n\n"}
{"page": 960, "printed_page": null, "text": "954\n\nNational Education Association\n\nEqual opportunity, report of committee on\n(Gertrude Mallory), 858\nEstimating and controlling supply of and demand\nfor teachers (L. A. Pittenger), 602\nEvaluating national issues—Democratic party\n(Paul V. McNutt), 105, 128; Republican\nparty (Burton L. French), 113, 129; Socialist\nparty (Norman Thomas), 126, 131\nEvenden, E. S.\nProfessional elements in the\neducation of teachers, 588\nExecutive committee, members of 1935-36, 653,\nof 1936-37, 659; minutes of the meetings of, 765\nExperiments and demonstrations for improve¬\nment among small rural schools (Leo M. Favrot), 307\nFacing a mutual problem—cooperation (Fred H.\nTurner), 224\nFaith, Mae. Values in the national program of\nAmericanization—discussion, 164\nFavrot, Leo M. Experiments and demonstra¬\ntions for improvement among small rural\nschools, 307\nFederal aid to education (Lotus D. Coffman), 413;\n(Howard A. Dawson), 64; (Charles H. Judd),\n421; (Paul R. Mort), 401; (John A. Sexson),\n53; (Willis A. Sutton), 51. See also 319, 518\nFederal relations to public education—forum\n(John A. Sexson), 53\nFederal support of public education (Lotus D.\nCoffman), 413, 432; (Charles H. Judd), 421,\n434; (Paul R. Mort), 401, 436\nFife, Ray.\nCurrent problems in vocational\neducation in agriculture, 624\nFinancial report 1935-36, 787\nFinancing rural Negro schools (Ambrose Caliver),\n311\nFischer, Fred C. A county program for in-service\ntraining of rural teachers, 299\nFreel, A. O. The kinesthetic approach to reme¬\ndial reading, 396\nFreeman, Frank N. Social studies curriculumjury panel discussion, 446\nFrench, Burton L. Representing the Republican\nparty in evaluating national issues, 113, 129\nFrench, Will C.\nMeeting new issues on the\nsecondary level in improving the program—\ndiscussion, 94\nFrost, Norman. Educational objectives in terms\nof a public school program in rural areas, 301\nFleming, Samuel E. Is commercial education\nvocational, 190\nFlood, Mrs. Arta Bradt. Activity programs in\nrural schools, 313\nForest, Mrs. Ruth.\nEducation for home and\nfamily life is essential in modern education—\ndiscussion, 552\nForward look at supervision in the new education,\nA (Thomas H. Gentle), 539\nFunctional planning of plan for a twelve-year\nconsolidated school (N. E. Viles), 305\nFurtherance of unity among the people of widely\nvariant racial origins, The (Daniel W. MacCormack), 165\nGarbett, Arthur S. Developing discrimination\nin the use of new tools in improving the\nprogram—discussion, 91; high-school instruc¬\ntion and new curriculum materials in music, 355\nGaumnitz, W. H. Training rural school admin¬\nistrators, 297\nGearhart, May. Art in a reorganized program\nin secondary schools, 182\nGentle, Thomas H. A forward look at super¬\nvision in the new education, 539\nGeorge, John H.\nA countywide program of\nconsolidated rural schools, 303\nGillette, Esther. Some phases of treatment of\nchildren with orthopedic handicaps, 391\nGirl scouting and the physically handicapped\n(Mrs. Harry Robbins), 390\nGlenn, C. B. Social studies curriculum—jury\npanel discussion, 445\nGoodfellow, Raymond C.\nPresident’s address\n(department of business education), 187;\npublic high school, private business school,\ncollege—discussion, 188\nGosling, Thomas W. Education under dictator¬\nships—forum, 49; Red Cross activities in the\nfield of public health, 388\n\nHale, Florence. The high school’s responsibility\nin the new education, 363; what is the respon¬\nsibility of the principal in the securing of\ndesirable educational outcomes, 251\nHall, Sidney B. Report of legislative commis¬\nsion, 873\nHanna, Paul R. New developments in kinder¬\ngarten-primary curriculum, 270\nHarada, Jiro.\nIdeals of Japanese art, 179;\nJapanese gardens, 182\nHatch, Roy W. Teaching controversial subjects\nin the classroom—demonstration class, 467\nHatfield, W. Wilbur. The curriculum in English\nas experience, 525\nHanson, Howard.\nMusic invades the public\nschool curriculum, 496\nHarman, A. F. Today’s program of elementary\neducation from the standpoint of the home, 241\nHas the public accepted the new elementary\neducation (John A. Sexson), 243\nHawaii’s rural schools are as good as her city\nschools (O. W. Robinson), 312\nHayes, Mrs. John E. Parents, schools, and child\nwelfare, 326\nHeadquarters staff. National Education Asso¬\nciation, 655\nHealth problems in education, report of joint\ncommittee on (Thomas D. Wood), 860\nHeath, Mrs. Georgia G. Tacoma’s program for\nthe hard-of-hearing child, 279\nHedrick, E. H. Can universal secondary educa¬\ntion be made socially profitable—discussion,\n150\nHeflebower, R. B. What economic system does\nbusiness want, 191\nHigher education, report of committee on\n(A. G. Crane), 863\nHigh-school instruction and new curriculum\nmaterials—round tables, 349\nHigh school’s responsibility in the new education,\nThe (Florence Hale), 363\nHinrichs, Amy H.\nReport of committee on\nresolutions, 887\nHolt, Lucy Mason. The worth of personality—\nforum, 56\nHome economics and parent education (Alice\nSowers), 546\nHood, Marguerite V.\nMusic instruction for\nrural boys and girls, 316\nHorace Mann Centennial, report of committee\non the (Payson Smith), 865\nHoward, C. A. Address of welcome, 18; oppor¬\ntunities and responsibilities in vocational\neducation, 627; values in the national program\nof Americanization—discussion, 164\nHow the profession can cooperate with the\nOffice of Education (J. W. Studebaker), 145\nHow should the curriculum for the training of\nrural teachers be differentiated from the\ncurriculum for the training of urban teachers\n(Harvey Leonard Turner), 295\nHunter, Frederick M.\nWe chart our future\npolicies, 33\nIdeals of Japanese art (Jiro Harada), 179\nImmediate values of art education, The (John L.\nTildsley), 504\nImplementing the Children’s Charter in building\na stronger foundation—discussion (Norman F.\nColeman), 63; (Vierling Kersey), 61; (Mrs.\nB. F. Langworthy), 61; (Levi T. Pennington),\n62; (Effie I. Raitt), 62; (A. L. Threlkeld), 62\nImplications of a new educational philosophy\nfor the work of the dean of women (Laura\nZirbes), 228\nImplications of the new program for the educa¬\ntion of aliens preparing for naturalization\n(Maude E. Aiton), 168\nImportance of vocational agriculture, as a\nservice to rural youth (Paul Astleford), 626\nIndividual instruction in rural schools (Winn L.\nTaplin), 314\nInfluence of education on the motion pictures,\nThe (Colvin McPherson), 246\nInternational relations, report of committee on\n(Annie C. Woodward), 868\nIntersubject relations (H. C. Tallman), 256\nInstitution of growing significance, An—life\nmembership dinner (T. D. Martin), 135\n\n"}
{"page": 961, "printed_page": null, "text": "Index\n\nInstructional leadership and social change\n(E. Vern Sayers), 528\nIs commercial education vocational (Samuel E.\nFleming), 190\nJapanese gardens (Jiro Harada), 182\nJohnson, Charles S. Social and economic factors\naffecting rural school areas in the South, 310\nJoslyn, W. L. Greetings, 20\nJudd, Charles H.\nFederal support of public\neducation, 421, 434; raising the level of the\neducation of teachers, 574\nKelly, Fred J. Democracy and the profession\nof teaching—discussion, 147; report of com¬\nmittee on social-economic goals of America,\n911; the effects upon family life of certain\nfrustrations of youth, 545\nKiely, Margaret. The teachers college versus\nthe liberal arts college in the education of\nteachers—discussion, 140\nKindergarten-primary education, department of,\n267; historical note, 268; secretary’s minutes,\n273\nKinesthetic approach to remedial reading, The\n(A. O. Freel), 396\nKing, C. H. S. High-school instruction and new\ncurriculum materials in modern languages, 354\nKing, W. P. Broadening community horizons\nin strengthening the relationship between\nschool and community—discussion, 105\nKnight, Mary Elizabeth. Shall the social studies\nabolish subject boundaries, 375\nKnocking at opportunity’s door (Helen Gregory\nMacGill), 229\nKnoelk, William. Coordinating the forces for\nchild safety in strengthening the relationship\nbetween school and community—discussion,\n101\nKoehn, George L. Values in the national pro¬\ngram of Americanization—discussion, 163\nKohlhagen, Bertha.\nEducation for home and\nfamily life is essential in modern education—\ndiscussion, 552\nKoos, Leonard V. Social studies curriculum—\njury panel discussion, 452\nKreitzer, H. R.\nWhat employers expect of\nvocational\neducational\nunder\npresentdav\nconditions, 626\nLaBrant, Lou L. The program in the individual\nschool, 526\nLand, Adele. The teachers college versus the\nliberal arts college in the education of teachers\n—discussion, 139\nLangton, Clair V. Administrative problems in\nhealth, physical education, and recreation in\nthe college health program, 328\nLangworthy, Mrs. B. F. Report of joint com¬\nmittee of the National Education Association\nand the National Congress of Parents and\nTeachers, 872\nLash, Frederick M.\nValues in the national\nprogram of Americanization—discussion, 164\nLathrop, Edith A.\nReport of joint committee\nof the National Education Association and\nthe American Library Association on school\nlibraries, 869; the yearbook on rural school\nlibraries, 293\nLawson, Willie A. Parent education as supple¬\nmentary to the modern elementary-school\nprogram, 242; youth’s appeal, 67\nLegislative commission, report of (Sidney B.\nHall), 873\nLet’s study the whole child (Mae F. Williams),\n395\nLewis, Mrs. Dora S. The teaching of buymanship, 550\nLibraries and adult education-discussion (Judson Jennings), 175; (Anne Mulheran), 175\nLibrary service in rural areas (Louis R. Wilson),\n309\nLife directors, National Education Association,\n1935-36, 653; 1936-37, 660\nLife membership dinner, 133; historical note, 134\nLip reading, department of, 275; historical note,\n276; greetings (H. W. Ager), 277; (Pauline\nMaclean), 27 7; secretary’s minutes, 282\nLloyd, Alice C.\nTwo generations facing a\nmutual problem—cooperation, 221\nLockhart, Lee M. Economical devices in teach¬\ning instrumental music, 285\n\n955\n\nLong, Raymond V. A statewide survey of rural\nschool adequacy, 304\nMaaske, Roben J. Status of the elementaryschool principalship in Oregon, 254\nMcClure, Worth. Coordinating the forces for\nchild safety in strengthening the relationship\nbetween school and community—discussion,\n100\nMacCormack, Daniel W. The furtherance of\nunity among the people of widely variant\nracial origins, 165\nMcCown, Albert. Social security and the health\nof school children, 325\nMacGill, Helen Gregory. Knocking at oppor¬\ntunity’s door, 229\nMcKenzie, William. Utilizing lay cooperation\nin strengthening the relationship between\nschool and community—discussion, 103\nMcNaughton, E. B.\nDevelopment of better\nunderstanding between business leadership\nand school leadership—from the point of view\nof business, 192\nMcNeil, Ella E.\nThe public health nurse in\nschool and community, 327\nMcNutt, Paul V. Representing the Democratic\nparty in evaluating national issues, 105, 128\nMcPherson, Colvin. The influence of education\non the motion pictures, 246\nMaehling, Hilda.\nMeeting new issues on the\nsecondary level in improving the programdiscussion, 94\nMallory, Gertrude. Advancing teacher welfare\nin building a stronger foundation—discussion,\n66; report of committee on equal opportunity,\n858\nMaltby, Jeannette E.\nHigh-school instruction\nand new curriculum materials in English, 351\nMartens, Elise H. Speeding educational equality\nin building a stronger foundation—discussion,\n64\nMartin, T. D. An institution of growing sig¬\nnificance (life membership dinner), 135\nMays, Arthur B. Current problems in industrial\neducation, 625\nMeeting new issues on the secondary level in\nimproving the program—discussion (Will C.\nFrench), 94; (Hilda Maehling), 94; (Mary B.\nMcAndrew), 94;\n(Albert\nM. Shaw), 95;\n(Edward O. Sisson), 94; (Payne Templeton),\n94; (Fred W. Traner), 94\nMeeting new needs on the elementary level in\nimproving the program—discussion (Bernice\nBaxter), 92; (Mrs. Nina H. Brown), 92;\n(Nellie Lind), 92; (L. S. Tireman), 93; (Caro¬\nline Woodruff), 92; (James T. Worlton), 93\nMembership of National Education Association\nby states, 1926-35, 930\nMerchant, Pauline.\nA socially significant\ncurriculum, 202\nMickelson, Helen.\nEducation for home and\nfamily life is essential in modern education—\ndiscussion, 552\nMiles, Frank.\nUtilizing lay cooperation in\nstrengthening the relationship between school\nand community—discussion, 102\nMinutes, of board of directors meetings, 740;\nboard of trustees meetings, 786; executive\ncommittee meetings, 765; the sixteenth rep¬\nresentative assembly, 679\nMoore, Mrs. Lucelia M. Better opportunities\nfor hard-of-hearing children and adults, 278\nMorphet, Edgar L.\nProcedures for obtaining\nadequate organization and administration for\nrural schools, 302\nMort, Paul R. Federal support of public educa¬\ntion, 401, 436\nMoyer, James A. Report of commission on the\nenrichment of adult life, 876\nMulheran, Anne.\nLibraries and adult educa¬\ntion—discussion, 175\nMurray, Earl. Higli-school instruction and new\ncurriculum materials in mathematics, 353\nMusic education, department of, 283; historical\nnote, 284\nMusic instruction for rural boys and girls\n(Marguerite V. Hood), 316\nMusic invades the public school curriculum\n(Howard Hanson), 496\n\n"}
{"page": 962, "printed_page": null, "text": "956\n\nNational Education Association\n\nNational Association of Teachers in Colored\nSchools, report of committee to cooperate with\nthe (N. C. Newbold), 856\nNational Congress of Parents and Teachers,\nreport of joint committee of the National\nEducation Association and the (Mrs. B. F.\nLangworthy), 872\nNational Council of Education, 137; historical\nnote, 138; secretary’s minutes, 151\nNational Education Association, act of incorpora¬\ntion, 633; board of directors, members of\n1935-36, 653, of 1936-37, 659; board of\ntrustees, members of 1935-36, 653, of 1936-37,\n659; bylaws, 638; calendar of meetings, 651;\ncommittees, members of 1935-36, 665; dele¬\ngates to sixteenth representative assembly,\n931; executive committee, members of 1935-36,\n653, of 1936-37, 659; headquarters staff, 655;\nlife directors, 1935-36, 653, of 1936-37, 660;\nminutes of the sixteenth representative assem¬\nbly, 679; officers, 1935-36, 653, 1936-37, 659;\nstate directors, 1935-36, 654, 1936-37, 660\nNecessity and scope of social indoctrination\n(Norman F. Coleman), 377\nNecrology committee, report of (Harold V.\nTempel), 878\nNewbold, N. C. Report of committee to cooper¬\nate with the National Association of Teachers\nin Colored Schools, 856\nNew developments in kindergarten-primary\ncurriculum (Paul R. Hanna), 270\nNew economic developments (Mrs. Grace I\nWoodbury), 206\nNew progressive movements (D. E. Temple), 203\nNorton, John K. Democracy and the profession\nof teaching—discussion, 148\nNutrition: one factor in the health program\n(Mrs. Nina Simmonds), 324\nOberholtzer, E. E.\nreport of committee on\nreorganization, 896\nOfficers, of departments, 1935-36, 655, 1936-37,\n661; of National Education Association,\n1935-36, 653, 1936-37, 659\nOpportunities and responsibilities in vocational\neducation (C. A. Howard), 627\nPalmer, James B. State stimulation and super¬\nvision of an enriched program in rural educa¬\ntion, 298\nParent education as supplementary to the\nmodern elementary-school program (Willie A.\nLawson), 242\nParents, schools, and child welfare (Mrs. John E.\nHayes), 326\nParker, W. W.\nEducation and democracy—\nforum, 60\nParrott, Hattie S. Adjustment of rural schools\nto present needs, 298\nPeik, W. E. The relationship of general and of\nprofessional education in the preparation of\nteachers, 581; the teachers college versus the\nliberal arts college in the education of teachers\n—discussion, 140\nPennington, Levi T. Implementing the Child¬\nren’s Charter in building a stronger foundation\n—discussion, 62\nPhysical education becomes a fundamental\n(Carl L. Schrader), 490\nPhysical education for the mentally handicapped\n(Josephine L. Rathbone), 392\nPioneering in human achievement (Rev. Ralph\nW. Sockman), 97\nPittenger, L. A.\nEstimating and controlling\nsupply of and demand for teachers, 602\nPlace of home economics in the educational\nprogram today, The (Agnes Samuelson), 546\nPotter, Mrs. Gladys L. Developing discrimina¬\ntion in the use of new tools in improving the\nprogram—discussion, 91\nPratt, Orville C. Education for home and family\nlife is essential in modern education—dis¬\ncussion, 551\nPresentation of life membership to President\nAgnes Samuelson (J. W. Crabtree),\n135\nPrivate business education (J. Evan Armstrong),\n194\nProcedures for obtaining adequate organization\nand administration for rural schools (Edgar\nL. Morphet), 302\n\nProfessional elements in the education of teachers\n(E. S. Evenden), 588\nProfessional leadership in rural education\n(Robert D. Baldwin), 291\nProgram in the individual school. The (Lou L.\nLaBrant), 526\nProgram of action, A (Paul T. Rankin), 530\nProgram of health service and instruction in\nrural schools, A (Thomas Gordon Bennett), 300\nProgress of education of the deaf in Day School\n(Maria P. Templeton), 387\nProposed statement of principles basic to instruc¬\ntion in the natural sciences, A (Ernest E.\nBayles), 335\nPublic health nurse in school and community,\nThe (Ella E. McNeil), 327\nPublic high school, private business school,\ncollege—discussion (Ray Abrams), 188; (J.\nEvan Armstrong), 189; (Raymond C. Goodfellow), 188; (Mary Stuart), 189; (Herbert A.\nTonne), 189; (Ernest A. Zelliot), 189\nRadio, the assistant teacher—discussion (A. G.\nCrane), 90; (Arthur S. Garbett), 91\nRaising the level of the education of teachers\n(Charles H. Judd), 574\nRaitt, Effie I.\nImplementing the Children’s\nCharter in building a stronger foundation—\ndiscussion, 62\nRalls, Mary C. Around the year with the presi¬\ndent (department of classroom teachers), 197;\nwe are glad to be here, 27\nRankin, Paul T.\nA program of action, 530;\nsocial studies curriculum—jury panel dis¬\ncussion, 450\nRathbone, Josephine L. Physical education for\nthe mentally handicapped, 392\nRauch, George L.\nValues in the national\nprogram of Americanization—discussion, 163\nRay, Ethel M. Things which have worked and\nthings which have not worked in social\nstudies, 380\nRecreation—discussion (John F. Bovard), 175\nRed Cross activities in the field of public health\n(Thomas W. Gosling), 388\nRelationship of general and of professional edu¬\ncation in the preparation of teachers, The\n(W. E. Peik), 581\nRemoving juvenile delinquency (Eleanor R.\nWembridge), 95\nReorganization of the National Education\nAssociation, report of committee on (E. E.\nOberholtzer), 896\nReports of committees.\nSee Committees,\nN. E. A. See also Committees, department\nRepresentative assembly, delegates to, 931;\nminutes of meetings of, 679\nResolutions, report of committee on (Amy H.\nHinrichs), 887\nRetirement allowances, report of committee on\n(M. Emma Brookes), 894\nRice, Charles A.\nPresentation of platform\nguests, 21\nRichardson, Leon J.\nUniversities and adult\neducation—discussion, 174\nRiley, Frank Branch.\nWhat you should see\nhere, 22\nRobbins, Mrs. Harry.\nGirl scouting and the\nphysically handicapped, 390\nRoberts, Holland D.\nHigh-school instruction\nand new curriculum materials in English, 350\nRobinson, O. W.\nHawaii’s rural schools are\nas good as her city schools, 312\nRobinson, William McKinley. Report of com¬\nmittee on status of the rural teacher, 912;\ntraining teachers for rural schools, 294\nRoller, Julianne.\nHigh-school instruction and\nnew curriculum materials in ancient languages,\n349\nRosier, Joseph.\nCoordinating the forces for\nchild safety in strengthening the relationship\nbetween school and community—discussion,\n102; what part does the teacher play in the\nlearning process, 252\nRural education, department of, 289; historical\nnote, 290; for Negroes (Edwin R. Embree),\n308; in other depressions (Edwin K. Knight),\n292; secretary’s minutes, 317\nRural teacher, report of committee on status of\nthe (William McKinley Robinson), 912\n\n"}
{"page": 963, "printed_page": null, "text": "Index\n\nRussell, Mable. Use of problems in developing\njudgment in selection of house furnishings, 549\nSafety education—discussion (Charles H. Elliott),\n101; (William Knoelk), 101; (Worth McClure),\n100; (Joseph Rosier), 102\nSamuelson, Agnes. The place of home economics\nin the educational program today, 546; why\nwe have come, 28\nSayers, E. Vern. Instructional leadership and\nsocial change, 528\nScholar in an age of conflicts, The (Charles A.\nBeard), 438\nSchool health and physical education, depart¬\nment of, 321; historical note, 322; secretary’s\nminutes, 330\nSchool health in the Virginia educational pro¬\ngram (Cornelia S. Adair), 323\nSchrader, Carl L. Physical education becomes a\nfundamental, 490\nScience instruction, department of, 333; his¬\ntorical note, 334; secretary's minutes, 345\nSecondary education, department of,\n347;\nhistorical note, 348; secretary’s minutes, 358\nSecondary school principals, department of,\n361; historical note, 362\nSecretary,\nNational\nEducation\nAssociation,\nannual report of, 914\nSequence of learning materials in the curriculum\n(Aubrey A. Douglass), 367\nSexson, John A.\nFederal relations to public\neducation—forum, 53; has the public accepted\nthe new elementary education, 243; the edu¬\ncational policies commission, 463\nShall the social studies abolish subject boun¬\ndaries (Mary Elizabeth Knight), 375\nShaw, Albert M. Meeting new issues on the\nsecondary level in improving the program—\ndiscussion, 95\nShaw, Reuben T.\nReport of committee on\namending the charter, 817\nSignificant attitudes to be developed in rural\nteachers (Kate V. Wofford), 296\nSilver, Abba Hillel.\nTeaching controversial\nsubjects in the classroom—evaluation from\nthe standpoint of the layman, 485\nSimmonds, Mrs. Nina. Nutrition: one factor\nin the health program, 324\nSkewes, George J. High-school instruction and\nnew curriculum materials in sicence, 357\nSmith, Henry Lester. Report of committee on\nacademic freedom, 814\nSmith, Mrs. Leila Bunce.\nPresident’s report\n(department of supervisors and teachers of\nhome economics), 553\nSmith, Payson. Report of committee on the\nHorace Mann Centennial, 865\nSmouse opportunity school, The (Hilma A.\nAnderson), 385\nSocial and economic factors affecting rural\nschool areas in the South (Charles S. Johnson),\n310\nSocial-economic goals of^ America, report of\ncommittee on (Fred J. Kelly), 911\nSocially significant curriculum, A\n(Pauline\nMerchant), 202\nSocial\nscience\nprogram,\nThe\n(Edgar\nH.\nWhitney), 379\nSocial security and the health of school children\n(Albert McCown), 325\nSocial studies, department of, 373; historical\nnote, 374; secretary’s minutes, 381\nSockman, Rev. Ralph W. Pioneering in human\nachievement, 97\nSome phases of treatment of children with\northopedic handicaps (Esther Gillette), 391\nSowers, Alice.\nHome economics and parent\neducation, 546\nSpecial education, department of, 383; historical\nnote, 384; secretary’s minutes, 397\nSpeech defective in the ranks of the handicapped,\nThe (Earl W. Wells), 394\nSpeeding educational equality in building a\nstronger foundation—discussion (Francis L.\nBailey), 63; (Howard A. Dawson), 64; (James\nH. Hope), 63; (Elise H. Martens), 64; (Charles\nH. Skidmore), 63; (Anna Swenson), 63\nSprague, H. A. President’s report and recom¬\nmendations (department of teachers colleges),\n557\n\n957\n\nSproul, Robert Gordon.\nAmerica’s answer to\nyouth's appeal, 81\nStanley, Louise. The contribution of Adelaide\nS. Baylor to the home economics movement,\n143\nState stimulation and supervision of an enriched\nprogram in rural education (James B. Palmer),\n298\nStatewide survey of rural school adequacy, A\n(Raymond V. Long), 304\nStatus of the elementary-school principalship in\nOregon (Roben J. Maaske), 254\nStinebaugh, Virgil. Social studies curriculum—\njury panel discussion, 451\nStuart, Mary. High-school instruction and new\ncurriculum materials in business education,\n349; public high school, private business\nschool, college—discussion, 189\nStudebaker, J. W. Education and democracy—\nforum, 42; how the profession can cooperate\nwith the Office of Education, 145\nSuccessful ventures in administration from the\nmedical director’s standpoint (H. A. Carey),\n327\nSuperintendence, department of, 399; historical\nnote, 400; jury panel discussion of 1936\nyearbook, 444; report of the board of tellers,\n515; resolutions, 515; secretary’s minutes, 513\nSupervisors and directors of instruction, depart¬\nment of, 523; historical note, 524; panel dis¬\ncussions, 533; secretary’s minutes, 540\nSupervisors and teachers of home economics,\ndepartment of, 543; historical note, 544;\npresident’s report, 553\nSutton, Willis A. America’s contribution to the\nlittle child, 272; building a community thru\nthe elementary school, 256; the equalization\nof educational opportunity—forum, 51\nSwain, Frances. Education for home and family\nlife is essential in modern education—dis¬\ncussion, 552\nSwenson, Anna. Speeding educational equality\nin building a stronger foundation—discussion,\n63\nTacoma’s program for the hard-of-hearing child\n(Mrs. Georgia G. Heath), 279\nTallman, H. C. Intersubject relations, 256\nTaplin, Winn L. Individual instruction in rural\nschools, 314\nTarbell, Emily A. Advancing teacher welfare in\nbuilding a stronger foundation—discussion, 66;\nreport of 1936 committee on academic freedom\n(department of classroom teachers), 210\nTeacher preparation from the point of view of\nan employing officer (A. L. Threlkeld), 608\nTeachers and guidance (Jean Betzner), 531\nTeachers colleges, department of, 555; historical\nnote, 556; list of accredited institutions, 614;\npresident’s report and recommendations, 557\nTeachers college versus the liberal arts college\nin the education of teachers, The—discussion\n(Margaret Kiely), 140; (Adele Land), 139;\n(O. R. Latham), 139; (W. E. Peik), 140;\n(Franklin M. Underwood), 140\nTeaching controversial subjects in the class¬\nroom—demonstration class (Roy W. Hatch),\n467; evaluation from the standpoint of the\neducator (Louis P. Benezet), 482; evaluation\nfrom the standpoint of the layman (Abba Hillel\nSilver), 485\nTeaching of buymanship, The (Mrs. Dora S.\nLewis), 550\nTeaching of the implications of religion in the\nteaching of social sciences (Norman C. Thorne),\n253\nTechnics of adult education in public school\nprograms, committee on (Robert C. Deming),\n172\nTempel, Harold V.\nReport of necrology com¬\nmittee, 878\nTemple, D. E. New progressive movements, 203\nTempleton, Maria P. Progress of education of\nthe deaf in Day School, 387\nTenure, discussion (Donald DuShane), 65,\n(M. Emma Brookes), 65, (Gertrude Mallory),\n66, (William G. Carr), 66; report of committee\non (Donald DuShane), 914. See also 215, 516\n\n"}
{"page": 964, "printed_page": null, "text": "958\n\nNational Education Association\n\nTesting of the deaf and the hard-of-hearing chil¬\ndren in St. Paul schools with the Arthur Per¬\nformance Scale, The (Helen M. Bishop), 393\nThings which have worked and things which\nhave not worked in social studies (Ethel M.\nRay), 380\nThomas, Norman.\nRepresenting the Socialist\nparty in evaluating national issues, 126, 131\nThorne, Norman C. Teaching of the implica¬\ntions of religion in the teaching of social\nsciences, 253\nThrelkeld, A. L. Education and democracy—\nforum,\n59;\nimplementing the Children’s\nCharter in building a stronger foundation—•\ndiscussion, 62; teacher preparation from the\npoint of view of an employing officer, 608;\nwhat difference should high-school education\nmake, 364\nTildsley, John L. The immediate values of art\neducation, 504\nTilton, Florence. Art in rural education, 180;\nart instruction in rural schools, 315\nTireman, L. S. Meeting new needs on the ele¬\nmentary level in improving the program—\ndiscussion, 93\nToday’s program of elementary education from\nthe standpoint of the home (A. F. Harman),\n241\nTonne, Herbert A. Public high school, private\nbusiness school, college—discussion, 189\nTraining rural school administrators (W. H.\nGaumnitz), 297\nTraining teachers for rural schools (William\nMcKinley Robinson), 294\nTraining the young consumer—planning the\nhouse in relation to its function (Maud\nWilson), 548\nTreasurer, report of, 803\nTribute to Dr. Adelaide Steele Baylor, A (J. C.\nWright), 141\nTrustees, board of, financial report, 788; minutes\nof meetings of, 786; members of 1935-36, 653,\nof 1936-37, 659\nTsurumi, Ken. Greetings from Japan, 33\nTurner, Fred H. Facing a mutual problemcooperation, 224\nTurner, Harvey Leonard.\nHow should the\ncurriculum for the training of rural teachers\nbe differentiated from the curriculum for the\ntraining of urban teachers, 295\nTwo generations facing a mutual problem—\ncooperation (Alice C. Lloyd), 221\nTyler, Ralph W. Social studies curriculum—jury\npanel discussion, 453\nUhl, Willis L. Can universal secondary educa¬\ntion be made socially profitable—discussion,\n149\nUnderwood, Franklin M. The teachers college\nversus the liberal arts college in the education\nof teachers—discussion, 140\nUniversities and adult education—discussion\n(Alfred Powers), 174; (Leon J. Richardson),\n174\nUse of problems in developing judgment in\nselection of house furnishings (Mable Russell),\n549\nUtilizing lay cooperation in strengthening the\nrelationship between school and community—\ndiscussion (John Callahan), 102; (J. C.\nCochran), 102; (Walter D. Cocking), 103;\n(Mrs. William Kletzer), 102; (William Mc¬\nKenzie), 103; (Frank Miles), 102\nValues in the national program of Americaniza¬\ntion—discussion (Mrs. F. W. Blum), 163;\n(Robert C. Closterman), 163; (Mae Faith),\n164; (C. A. Howard), 164; (George L. Koehn),\n163; (Frederick M. Lash), 164; (Roben J.\nMaaske), 163; (George L. Rauch), 163\nViles, N. E. Functional planning of plan for a\ntwelve-year consolidated school, 305\n\nVisual instruction, department of, 619; historical\nnote, 620; discussion (Ben H. Darrow), 90.\nSee also 246\nVocational education, department of, 621; his¬\ntorical note, 622; as a factor in crime prevention\n(Howard L. Briggs), 623; in town and rural\nhigh schools (P. C. Lapham), 624\nWann, Harry V.\nHigh-school instruction and\nnew curriculum materials in modern languages,\n354\nWarren, Worcester. Social studies curriculumjury panel discussion, 456\nWe are glad to be here (Mary C. Ralls), 27\nWe chart our future policies (Frederick M.\nHunter), 33\nWells, Earl W.\nThe speech defective in the\nranks of the handicapped, 394\nWembridge, Eleanor R.\nRemoving juvenile\ndelinquency, 95\nWhat difference should high-school education\nmake (A. L. Threlkeld), 364\nWhat economic system does business want\n(R. B. Heflebower), 191\nWhat employers expect of vocational education\nunder presentday conditions (H. R. Kreitzer),\n626\nWhat happens when we learn (A. F. Corey), 249.\nWhat is happening to youth (Richard R. Brown),\n169\nWhat is the responsibility of the principal in\nthe securing of desirable educational outcomes\n(Florence Hale), 251\nWhat part does the teacher play in the learning\nprocess (Joseph Rosier), 252\nWhat you should see here (Frank B. Riley), 22\nWhitney, Edgar H. The social science program,\n379\nWhy we have come (Agnes Samuelson), 28\nWilliams, Mae F. Let’s study the whole child,\n395\nWilson, Howard E. Social studies curriculum—\njury panel discussion, 448\nWilson, Louis R. Library service in rural areas,\n309\nWilson, Maud. Training the young consumerplanning the house in relation to its function,\n548\nWinning, Freda Gerwin.\nHigh-school instruc¬\ntion and new curriculum materials in home\neconomics, 352\nWofford, Kate V.\nSignificant attitudes to be\ndeveloped in rural teachers, 296\nWood, Thomas D. Report of joint committee\non health problems in education, 860\nWoodbury, Mrs. Grace I. New economic devel¬\nopments, 206\nWoodward, Annie C. Report of committee on\ninternational relations, 868\nWoodward, H. M. Broadening community hori¬\nzons in strenghtening the relationship between\nschool and community—discussion, 104\nWorld Federation of Education Associations, 629;\nhistorical note, 630\nWorlton, James T. Meeting new needs on the\nelementary level in improving the programdiscussion, 93\nWorth of personality, The—forum (Lucy Mason\nHolt), 56\nWright, J. C. A tribute to Dr. Adelaide Steele\nBaylor, 141\nYearbook on rural school libraries, The (Edith A.\nLathrop), 293\nYocum, A. Duncan. Democracy and the pro¬\nfession of teaching—discussion, 146\nYouth and the new order (Richard R. Brown),\n209\nYouth’s appeal (Willie A. Lawson), 67\nZelliot, Ernest A. Public high school, private\nbusiness school, college—discussion, 189\nZirbes, Laura. Implications of a new educational\nphilosophy for the work of the dean of women,\n228\n\n"}
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